WorldWideScience

Sample records for learning cl activities

  1. Learning the moon's phases through CL

    Science.gov (United States)

    Barbera, Maria

    2013-04-01

    This work is a CLIL experience for a class of 14-year-old students, a first grade of a Secondary school, level B1/B2. It is presented an Astronomy lesson whose topic is about the Moon's phases, a quite difficult phenomenon to visualize. Students' attention is attracted by presenting them songs and a short documentary; comprehension is made easier using both Internet-based materials and a card game using Cooperative Learning strategies through Johnsons' ' Learning Together'. The lesson consists of three steps for a total length of three hours. The teacher assigns a time limit for each activity. During the pre-task step, students' interest for present-day music is used to catch their attention and make them aware of the importance of the Moon as an inspiring subject for artistic expression such as popular or rock music. Then the students are requested to brainstorm some simple ideas of ther own about the moon. In the task step, a clear short BBC video is shown in order to stimulate students' listening and comprehension skills and an animation is proposed to help them view the moon cycle. In the post-task step, students are engaged in a card game through Johnsons' 'Learning Together'.Learners are divided into pairs and they have to cooperate to rebuild the moon's cicle as fast as they can. Then the two pairs join together to form groups of four and check their answers. The Assessor shares the group's keys with the whole class. The teacher gives feedback. The groups celebrate their success by clapping their hands and saying what they appreciated regarding their way of working together as pairs and groups.

  2. Interpretable Active Learning

    OpenAIRE

    Phillips, Richard L.; Chang, Kyu Hyun; Friedler, Sorelle A.

    2017-01-01

    Active learning has long been a topic of study in machine learning. However, as increasingly complex and opaque models have become standard practice, the process of active learning, too, has become more opaque. There has been little investigation into interpreting what specific trends and patterns an active learning strategy may be exploring. This work expands on the Local Interpretable Model-agnostic Explanations framework (LIME) to provide explanations for active learning recommendations. W...

  3. Development of a problem - based learning (PBL) and cooperative learning (CL) transportation engineering course For undergraduate students.

    Science.gov (United States)

    2008-08-01

    This study reports the findings of a project that was done during the implementation of a : problem-based learning (PBL) and cooperative learning (CL) elements into an : undergraduate transportation engineering course. The study procedure used the st...

  4. Active Learning Methods

    Science.gov (United States)

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  5. Characterization of the human pH- and PKA-activated ClC-2G(2 alpha) Cl- channel.

    Science.gov (United States)

    Sherry, A M; Stroffekova, K; Knapp, L M; Kupert, E Y; Cuppoletti, J; Malinowska, D H

    1997-08-01

    A ClC-2G(2 alpha) Cl- channel was identified to be present in human lung and stomach, and a partial cDNA for this Cl- channel was cloned from a human fetal lung library. A full-length expressible human ClC-2G(2 alpha) cDNA was constructed by ligation of mutagenized expressible rabbit ClC-2G(2 alpha) cDNA with the human lung ClC-2G(2 alpha) cDNA, expressed in oocytes, and characterized at the single-channel level. Adenosine 3',5'-cyclic monophosphate-dependent protein kinase (PKA) treatment increased the probability of opening of the channel (Po). After PKA activation, the channel exhibited a linear (r = 0.99) current-voltage curve with a slope conductance of 22.1 +/- 0.8 pS in symmetric 800 mM tetraethylammonium chloride (TEACl; pH 7.4). Under fivefold gradient conditions of TEACl, a reversal potential of +21.5 +/- 2.8 mV was measured demonstrating anion-to-cation discrimination. As previously demonstrated for the rabbit ClC-2G(2 alpha) Cl- channel, the human analog, hClC-2G(2 alpha), was active at pH 7.4 as well as when the pH of the extracellular face of the channel (trans side of the bilayer; pHtrans) was asymmetrically reduced to pH 3.0. The extent of PKA activation was dependent on pHtrans. With PKA treatment, Po increased fourfold with a pHtrans of 7.4 and eightfold with a pHtrans of 3.0. Effects of sequential PKA addition followed by pHtrans reduction on the same channel suggested that the PKA- and pH-dependent increases in channel Po were separable and cumulative. Northern analysis showed ClC-2G(2 alpha) mRNA to be present in human adult and fetal lung and adult stomach, and quantitative reverse transcriptase-polymerase chain reaction showed this channel to be present in the adult human lung and stomach at about one-half the level found in fetal lung. The findings of the present study suggest that the ClC-2G(2 alpha) Cl- channel may play an important role in Cl- transport in the fetal and adult human lung.

  6. From learning objects to learning activities

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

  7. Theoretical Foundations of Active Learning

    Science.gov (United States)

    2009-05-01

    I study the informational complexity of active learning in a statistical learning theory framework. Specifically, I derive bounds on the rates of...convergence achievable by active learning , under various noise models and under general conditions on the hypothesis class. I also study the theoretical...advantages of active learning over passive learning, and develop procedures for transforming passive learning algorithms into active learning algorithms

  8. First remote sensing measurements of ClOOCl along with ClO and ClONO2 in activated and deactivated Arctic vortex conditions using new ClOOCl IR absorption cross sections

    Directory of Open Access Journals (Sweden)

    M. Birk

    2010-02-01

    Full Text Available Active chlorine species play a dominant role in the catalytic destruction of stratospheric ozone in the polar vortices during the late winter and early spring seasons. Recently, the correct understanding of the ClO dimer cycle was challenged by the release of new laboratory absorption cross sections (Pope et al., 2007 yielding significant model underestimates of observed ClO and ozone loss (von Hobe et al., 2007. Under this aspect, nocturnal Arctic stratospheric limb emission measurements carried out by the balloon version of the Michelson Interferometer for Passive Atmospheric Sounding (MIPAS-B from Kiruna (Sweden on 11 January 2001 and 20/21 March 2003 have been reanalyzed with regard to the chlorine reservoir species ClONO2 and the active species, ClO and ClOOCl (Cl2O2. New laboratory measurements of IR absorption cross sections of ClOOCl for various temperatures and pressures allowed for the first time the retrieval of ClOOCl mixing ratios from remote sensing measurements. High values of active chlorine (ClOx of roughly 2.3 ppbv at 20 km were observed by MIPAS-B in the cold mid-winter Arctic vortex on 11 January 2001. While nighttime ClOOCl shows enhanced values of nearly 1.1 ppbv at 20 km, ClONO2 mixing ratios are less than 0.1 ppbv at this altitude. In contrast, high ClONO2 mixing ratios of nearly 2.4 ppbv at 20 km have been observed in the late winter Arctic vortex on 20 March 2003. No significant ClOx amounts are detectable on this date since most of the active chlorine has already recovered to its main reservoir species ClONO2. The observed values of ClOx and ClONO2 are in line with the established polar chlorine chemistry. The thermal equilibrium constants between the dimer formation and its dissociation, as derived from the balloon measurements, are on the lower side of reported data and in good agreement with values recommended by von Hobe et al. (2007. Calculations with the ECHAM/MESSy Atmospheric Chemistry model (EMAC using

  9. Minimax bounds for active learning

    NARCIS (Netherlands)

    Castro, R.M.; Nowak, R.

    2008-01-01

    This paper analyzes the potential advantages and theoretical challenges of "active learning" algorithms. Active learning involves sequential sampling procedures that use information gleaned from previous samples in order to focus the sampling and accelerate the learning process relative to "passive

  10. Active Math Learning

    DEFF Research Database (Denmark)

    The presentation is concerned with general course planning philosophy and a specific case study (boomerang flight geometro-dynamics) for active learning of mathematics via computer assisted and hands-on unfolding of first principles - in this case the understanding of rotations and Eulers equatio...

  11. Flipped Classroom, active Learning?

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

    2015-01-01

    Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

  12. Learning Activity Package, Algebra.

    Science.gov (United States)

    Evans, Diane

    A set of ten teacher-prepared Learning Activity Packages (LAPs) in beginning algebra and nine in intermediate algebra, these units cover sets, properties of operations, number systems, open expressions, solution sets of equations and inequalities in one and two variables, exponents, factoring and polynomials, relations and functions, radicals,…

  13. Grooming. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This learning activity package on grooming for health workers is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  14. Preparation and Characterization of Activated Carbon Fibers from Liquefied Wood by ZnCl2 Activation

    Directory of Open Access Journals (Sweden)

    Zhigao Liu

    2016-02-01

    Full Text Available In this study, activated carbon fibers (ACFs were prepared from liquefied wood by chemical activation with ZnCl2, with a particular focus on the effects of temperature and ZnCl2: liquefied wood-based fiber (LWF ratio on yield, porous texture, and surface chemistry. The characterization and properties of these ACFs were investigated by nitrogen adsorption/desorption, Fourier transform infrared (FTIR spectroscopy, and X-ray photoelectron spectroscopy (XPS. When using a 6:1 impregnation ratio, the specific surface area (SBET of the resultant ACFs was as high as 1423 m2/g. The effect of an increase in impregnation ratio on the porosity of ACFs was stronger than that of an increase in the activation temperature. However, the former had a weaker impact on the surface chemistry and structure. It was also found that the yields of ACFs obtained by ZnCl2 activation were higher than those obtained by physical activation. Besides, the prepared ACFs presented higher adsorption than other raw materials in the adsorption test, indicating that ACFs prepared from LWF by ZnCl2 activation could be used as an adsorbent for the adsorption of medium size organic compounds.

  15. Bumetanide increases Cl--dependent short-circuit current in late distal colon: Evidence for the presence of active electrogenic Cl- absorption.

    Science.gov (United States)

    Tang, Lieqi; Fang, Xiefan; Winesett, Steven P; Cheng, Catherine Y; Binder, Henry J; Rivkees, Scott A; Cheng, Sam X

    2017-01-01

    Mammalian colonic epithelia consist of cells that are capable of both absorbing and secreting Cl-. The present studies employing Ussing chamber technique identified two opposing short-circuit current (Isc) responses to basolateral bumetanide in rat distal colon. Apart from the transepithelial Cl--secretory Isc in early distal colon that was inhibited by bumetanide, bumetanide also stimulated Isc in late distal colon that had not previously been identified. Since bumetanide inhibits basolateral Na+-K+-2Cl- cotransporter (NKCC) in crypt cells and basolateral K+-Cl- cotransporter (KCC) in surface epithelium, we proposed this stimulatory Isc could represent a KCC-mediated Cl- absorptive current. In support of this hypothesis, ion substitution experiments established Cl- dependency of this absorptive Isc and transport inhibitor studies demonstrated the involvement of an apical Cl- conductance. Current distribution and RNA sequencing analyses revealed that this Cl- absorptive Isc is closely associated with epithelial Na+ channel (ENaC) but is not dependent on ENaC activity. Thus, inhibition of ENaC by 10 μM amiloride or benzamil neither altered the direction nor its activity. Physiological studies suggested that this Cl- absorptive Isc senses dietary Cl- content; thus when dietary Cl- was low, Cl- absorptive Isc was up-regulated. In contrast, when dietary Cl- was increased, Cl- absorptive Isc was down-regulated. We conclude that an active Cl- extrusion mechanism exists in ENaC-expressing late distal colon and likely operates in parallel with ENaC to facilitate NaCl absorption.

  16. Active Learning Using Hint Information.

    Science.gov (United States)

    Li, Chun-Liang; Ferng, Chun-Sung; Lin, Hsuan-Tien

    2015-08-01

    The abundance of real-world data and limited labeling budget calls for active learning, an important learning paradigm for reducing human labeling efforts. Many recently developed active learning algorithms consider both uncertainty and representativeness when making querying decisions. However, exploiting representativeness with uncertainty concurrently usually requires tackling sophisticated and challenging learning tasks, such as clustering. In this letter, we propose a new active learning framework, called hinted sampling, which takes both uncertainty and representativeness into account in a simpler way. We design a novel active learning algorithm within the hinted sampling framework with an extended support vector machine. Experimental results validate that the novel active learning algorithm can result in a better and more stable performance than that achieved by state-of-the-art algorithms. We also show that the hinted sampling framework allows improving another active learning algorithm designed from the transductive support vector machine.

  17. Active Learning with Statistical Models.

    Science.gov (United States)

    1995-01-01

    Active Learning with Statistical Models ASC-9217041, NSF CDA-9309300 6. AUTHOR(S) David A. Cohn, Zoubin Ghahramani, and Michael I. Jordan 7. PERFORMING...TERMS 15. NUMBER OF PAGES Al, MIT, Artificial Intelligence, active learning , queries, locally weighted 6 regression, LOESS, mixtures of gaussians...COMPUTATIONAL LEARNING DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES A.I. Memo No. 1522 January 9. 1995 C.B.C.L. Paper No. 110 Active Learning with

  18. Active inference and learning.

    Science.gov (United States)

    Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O Doherty, John; Pezzulo, Giovanni

    2016-09-01

    This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  19. Cloning, functional expression, and characterization of a PKA-activated gastric Cl- channel.

    Science.gov (United States)

    Malinowska, D H; Kupert, E Y; Bahinski, A; Sherry, A M; Cuppoletti, J

    1995-01-01

    cDNA encoding a Cl- channel was isolated from a rabbit gastric library, sequenced, and expressed in Xenopus oocytes. The predicted protein (898 amino acids, relative molecular mass 98,433 Da) was overall 93% similar to the rat brain ClC-2 Cl- channel. However, a 151-amino acid stretch toward the COOH-terminus was 74% similar to ClC-2 with six amino acids deleted. Two new potential protein kinase A (PKA) phosphorylation sites (also protein kinase C phosphorylation sites) were introduced. cRNA-injected Xenopus oocytes expressed a Cl- channel that was active at pHtrans 3 and had a linear current-voltage (I-V) curve and a slope conductance of 29 +/- 1 pS at 800 mM CsCl. A fivefold Cl- gradient caused a rightward shift in the I-V curve with a reversal potential of +30 +/- 3 mV, indicating anion selectivity. The selectivity was I- > Cl- > NO3-. The native and recombinant Cl- channel were both activated in vitro by PKA catalytic subunit and ATP. The electrophysiological and regulatory properties of the cloned and the native channel were similar. The cloned protein may be the Cl- channel involved in gastric HCl secretion.

  20. Role of endolymphatic anion transport in forskolin-induced Cl- activity increase of scala media.

    Science.gov (United States)

    Kitano, I; Mori, N; Matsunaga, T

    1995-03-01

    To determine the role of anion transport in the forskolin-induced Cl- increase of scala media (SM), effects of forskolin on the EP (endocochlear potential) and Cl- activity (ACl) in SM were examined with double-barrelled Cl(-)-selective microelectrodes. The experiments were carried out on guinea pig cochleae, using a few anion transport inhibitors: IAA-94 for a Cl- channel blocker, bumetanide (BU) for an Na+/K+/2Cl- cotransport blocker, and SITS and DIDS for Cl-/HCO3- exchange blockers. The application of forskolin (200 microM) into scala vestibuli (SV) caused a 20 mEq increase of endolymphatic ACl and a 15 mV elevation of EP, and IAA-94 with forskolin completely abolished these responses. Although each application of BU, SITS or DIDS did not completely suppress EP elevation, the concurrent application of these inhibitors completely suppressed EP with endolymphatic ACl increase. The results indicate the involvement of Cl- channels, Na+/K+/2Cl- cotransport and Cl-/HCO3- exchange in forskolin-induced increase of ACl and EP. The role of adenylate cyclase activation and Cl- transport in endolymph homeostasis was discussed.

  1. Effect of Non-specific HCN1 Blocker CsCl on Spatial Learning and Memory in Mouse

    Institute of Scientific and Technical Information of China (English)

    YU Xin; GUO Lianjun; YIN Guangfu; ZONG Xiangang; AI Yongxun

    2006-01-01

    It has been suggested that HCN1 is primarily expressed in hippocampus, however little is known about its effects on spatial learning and memory. In the present study, we investigated the effects of non-specific HCN1 blocker CsCl on spatial learning and memory by using Morris water maze and in situ hybridization in mice. The results showed CsCl 160 mg/kg ip for 4 days, and the mean escape latency was 34 s longer than that of normal control (P<0.01). In hippocampal tissues, staining for the HCN1 mRNA was stronger in the DG and CA1 region of the hippocampus (P <0.05, P<0.05, when CsCl-administration group was compared with normal group). Our results suggested that CsCl could significantly affect the spatial learning and memory in mice, and HCN channel is involved in the process of learning and memory.

  2. Re-imagining Active Learning

    DEFF Research Database (Denmark)

    Dall'Alba, Gloria; Bengtsen, Søren Smedegaard

    2018-01-01

    is largely lacking in the literature on active learning. In this article, we explore the possibility of re-imagining, or at least extending, the meaning of active learning by drawing out dimensions that are neither readily visible nor instrumental, as much of this literature implies. Drawing from educational......Ample attention is being paid in the higher education literature to promoting active learning among students. Where studies on active learning report student outcomes, they indicate improved or equivalent outcomes when compared with traditional lectures, which are considered more passive...... philosophy and, in particular, existential philosophies, we argue that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumentalsometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we...

  3. Ontogeny of Odor-LiCl vs. Odor-Shock Learning: Similar Behaviors but Divergent Ages of Functional Amygdala Emergence

    Science.gov (United States)

    Raineki, Charlis; Shionoya, Kiseko; Sander, Kristin; Sullivan, Regina M.

    2009-01-01

    Both odor-preference and odor-aversion learning occur in perinatal pups before the maturation of brain structures that support this learning in adults. To characterize the development of odor learning, we compared three learning paradigms: (1) odor-LiCl (0.3M; 1% body weight, ip) and (2) odor-1.2-mA shock (hindlimb, 1sec)--both of which…

  4. Preparation and characterization of activated carbon produced from pomegranate seeds by ZnCl 2 activation

    Science.gov (United States)

    Uçar, Suat; Erdem, Murat; Tay, Turgay; Karagöz, Selhan

    2009-08-01

    In this study, pomegranate seeds, a by-product of fruit juice industry, were used as precursor for the preparation of activated carbon by chemical activation with ZnCl 2. The influence of process variables such as the carbonization temperature and the impregnation ratio on textural and chemical-surface properties of the activated carbons was studied. When using the 2.0 impregnation ratio at the carbonization temperature of 600 °C, the specific surface area of the resultant carbon is as high as 978.8 m 2 g -1. The results showed that the surface area and total pore volume of the activated carbons at the lowest impregnation ratio and the carbonization temperature were achieved as high as 709.4 m 2 g -1 and 0.329 cm 3 g -1. The surface area was strongly influenced by the impregnation ratio of activation reagent and the subsequent carbonization temperature.

  5. Insights into the catalytic activity of [Pd(NHC)(cin)Cl] (NHC = IPr, IPrCl, IPrBr) complexes in the Suzuki-Miyaura reaction

    KAUST Repository

    Nolan, Steven Patrick; Izquierdo, Frederic; Zinser, Caroline; Minenkov, Yury; Cordes, David; Slawin, Alexandra; Cavallo, Luigi; Nahra, Fady; Cazin, Catherine

    2017-01-01

    The influence of C4,5-halogenation on palladium N-heterocyclic carbene complexes and their activity in the Suzuki-Miyaura reaction have been investigated. Two [Pd(NHC)(cin)Cl] complexes bearing IPrCl and IPrBr ligands were synthesized. After

  6. Membrane potentials and intracellular Cl- activity of toad skin epithelium in relation to activation and deactivation of the transepithelial Cl- conductance

    DEFF Research Database (Denmark)

    Willumsen, N J; Larsen, Erik Hviid

    1986-01-01

    M in skins from animals adapted to distilled water. Both Va and acCl were found to be positively correlated with Isc (r = 0.66 and r = 0.70, respectively). In eight epithelia from animals adapted to dry milieu/tap water Va and acCl were measured with KCl Ringer's on the outside during activation...... V was stepped back to 40 mV, Va instantaneously shifted to -67.8 +/- 3.9 mV while acCl and fRa remained constant during deactivation of GCl. Similar results were obtained in epithelia impaled from the serosal side. In 12 skins from animals adapted to either tap water or distilled water the density...... zero.(ABSTRACT TRUNCATED AT 400 WORDS)...

  7. Student Perceptions of Active Learning

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  8. Activation measurements for thermal neutrons. Part F. 36Cl measurements in Japan

    International Nuclear Information System (INIS)

    Nagashima, Yasuo; Seki, Riki; Matsuhiro, Takeshi; Takahashi, Tsutomu; Sasa, Kimikazu; Usui, Toshihide; Sueki, Keisuke

    2005-01-01

    The development of the accelerator mass spectrometry (AMS) system at the Tandem Accelerator Center of the University of Tsukuba was started in 1995, using the university's own molecular pilot beam technique. Presently, it is the only facility in Japan used to measure 36 Cl (Nagashima et al. 2000). The sensitivity of the 36 Cl AMS system is around 10 -14 36 Cl/Cl atom ratio, which is enough to measure the natural level of the 36 Cl/Cl ratio. The system is characterized by long-term stability, enabling high-quality, continuous measurements over many hours. Our AMS system was used to measure 36 Cl produced in soil by neutrons released into the environment at the time of the JCO criticality accident in Tokai-mura in 1999 (Seki et al. 2003). At the beginning of 2001, our group joined the collaborative efforts to investigate and clarify the discrepancy observed between measurements and calculations of neutron activities induced by the atomic bombings in Hiroshima and Nagasaki. Using our AMS system, 36 Cl was measured in granite samples from Hiroshima exposed to atomic-bomb neutrons and in distant, unexposed samples. (author)

  9. Learning and Active Aging

    Science.gov (United States)

    Boulton-Lewis, Gillian M.; Buys, Laurie; Lovie-Kitchin, Jan

    2006-01-01

    Learning is an important aspect of aging productively. This paper describes results from 2645 respondents (aged from 50 to 74+ years) to a 165-variable postal survey in Australia. The focus is on learning and its relation to work; social, spiritual, and emotional status; health; vision; home; life events; and demographic details. Clustering…

  10. Flower-like Ag/AgCl microcrystals: Synthesis and photocatalytic activity

    International Nuclear Information System (INIS)

    Daupor, Hasan; Wongnawa, Sumpun

    2015-01-01

    Silver/silver chloride (Ag/AgCl) composites with a novel flower-like morphology were prepared via a hot precipitation assisted by the vinyl acetate monomer (VAM) route. An aqueous solution of AlCl 3 was mixed with the vinyl acetate monomer and acetic acid before adding a AgNO 3 solution at a temperature of 100 °C. The octapod shaped flower-like Ag/AgCl particles (or “flower-like Ag/AgCl” hereinafter) has eight petals each of which was about 7–11 μm in length. The flower-like octapods were formed by preferential overgrowth along the <111> directions of the cubic seeds. Detailed studies of the growth process at different AlCl 3 concentrations revealed that the concave cube developed into a Rubik's cube where eight corners grew further into the flower-like structures. The VAM and acetic acid concentration strongly affected the growth of the Ag/AgCl to the flower-like structure and their optimum concentrations were determined. The morphologies of these particles were carefully examined by scanning electron microscopy (SEM). The crystal structures and orientation relationship were characterized by X-ray diffraction (XRD), X-ray photoelectron spectroscopy (XPS), and UV–visible diffused reflectance spectroscopy (DRS). The flower-like Ag/AgCl microcrystals were tested for their photocatalytic degradation of orange G dye (OG) catalyzed by visible light. From comparative test runs, the flower-like Ag/AgCl exhibited better photocatalytic activity than simple and commercial Ag/AgCl particles. - Highlights: • Interesting transformation of microcrystals Ag/AgCl from concave cube via Rubik's cube to flower-like shape. • The first to use VAM as morphology control reagent. • High photocatalytic activity under visible light irradiation

  11. Agnostic Active Learning Without Constraints

    OpenAIRE

    Beygelzimer, Alina; Hsu, Daniel; Langford, John; Zhang, Tong

    2010-01-01

    We present and analyze an agnostic active learning algorithm that works without keeping a version space. This is unlike all previous approaches where a restricted set of candidate hypotheses is maintained throughout learning, and only hypotheses from this set are ever returned. By avoiding this version space approach, our algorithm sheds the computational burden and brittleness associated with maintaining version spaces, yet still allows for substantial improvements over supervised learning f...

  12. Cl- channels of the gastric parietal cell that are active at low pH.

    Science.gov (United States)

    Cuppoletti, J; Baker, A M; Malinowska, D H

    1993-06-01

    HCl secretion across mammalian gastric parietal cell apical membrane may involve Cl- channels. H(+)-K(+)-ATPase-containing membranes isolated from gastric mucosa of histamine-stimulated rabbits were fused to planar lipid bilayers. Channels were recorded with symmetric 800 mM CsCl solutions, pH 7.4. A linear current-voltage (I-V) relationship was obtained, and conductance was 28 +/- 1 pS at 800 mM CsCl. Conductance was 6.9 +/- 2 pS at 150 mM CsCl. Reversal potential was +22 mV with a fivefold cis-trans CsCl concentration gradient, indicating that the channel was anion selective with a discrimination ratio of 6:1 for Cl- over Cs+. Anion selectivity of the channel was I- > Cl- > or = Br- > NO3-, and gluconate was impermeant. Channels obtained at pH 7.4 persisted when pH of medium bathing the trans side of the bilayer (pHtrans) was reduced to pH 3, without a change in conductance, linearity of I-V relationship, or ion selectivity. In contrast, asymmetric reduction of pH of medium bathing the cis side of the bilayer from 7.4 to 3 always resulted in loss of channel activity. At pH 7.4, open probability (Po) of the channel was voltage dependent, i.e., predominantly open at +80 mV but mainly closed at -80 mV. In contrast, with low pHtrans, channel Po at -80 mV was increased 3.5-fold. The Cl- channel was Ca2+ indifferent. In absence of ionophores, ion selectivity for support of H(+)-K(+)-ATPase activity and H+ transport was consistent with that exhibited by the channel and could be limited by substitution with NO3-, whereas maximal H(+)-K(+)-ATPase activity was indifferent to anion present, demonstrating that anion transport can be rate limiting. Cl- channels with similar characteristics (conductance, linear I-V relationship, and ion selectivity) were also present in H(+)-K(+)-ATPase-containing vesicles isolated from resting (cimetidine-treated) gastric mucosa, exhibiting at -80 mV a pH-independent approximately 3.5-fold lower Po than stimulated vesicle channels. At -80 m

  13. Textural and chemical characterization of activated carbon prepared from shell of african palm (Elaeis guineensis by chemical activation with CaCl2 and MgCl2

    Directory of Open Access Journals (Sweden)

    Sergio Acevedo

    2015-09-01

    Full Text Available Activated carbons through chemical activation of African palm shells (Elaeis guineensis with magnesium chloride and calcium chloride solutions at different concentrations were obtained. The prepared materials were characterized textural and chemically. The results show that activated carbons with higher values of surface area and pore volume are obtained when solutions with lower concentrations of the activating agent are used. The obtained activated carbons have surface areas and pore volumes with values between 10 and 501 m2 /g and 0.01 and 0.29 cm3 /g respectively. Immersion enthalpies values of solids in water were between -14.3 and -32.8 J/g and benzene between -13.9 and -38.6 J/g. Total acidity and basicity of the activated carbons had values between 23 and 262 μmol/g 123 and 1724 μmol/g respectively. pH at the point of zero charge was also determined with values between 4.08 and 9.92 for set of activated carbons . The results show that activation with CaCl2 and MgCl2 salts produce activated carbons with pores in the range of mesopores for facilitate entry of the adsorbate into the materials.

  14. Active Learning Using Arbitrary Binary Valued Queries

    Science.gov (United States)

    1990-10-01

    active learning in the sense that the learner has complete choice in the information received. Specifically, we allow the learner to ask arbitrary yes...no questions. We consider both active learning under a fixed distribution and distribution-free active learning . In the case of active learning , the...a concept class is actively learnable iff it is finite, so that active learning is in fact less powerful than the usual passive learning model. We

  15. Oxidation of Mixed Active Pharmaceutical Ingredients in Biologically Treated Wastewater by ClO2

    DEFF Research Database (Denmark)

    Moradas, Gerly; Fick, Jerker; Ledin, Anna

    2011-01-01

    Biologically treated wastewater containing a mixture of 53 active pharmaceutical ingredients (APIs)was treated with 0-20 mg/l chlorine dioxide (ClO2) solution. Wastewater effluents were taken from two wastewater treatment plants in Sweden, one with (low COD) and one without (high COD) extended...... removed at 5 mg/l ClO2 dose. Removal of the same APIs from the high COD effluent was observed when the ClO2 dose was increased to 1.25 mg/l and an increase in API removal only after treatment with 8 mg/l ClO2. This illustrates that treatment of wastewater effluents with chlorine dioxide has potential...

  16. Development of a Cl-impregnated activated carbon for entrained-flow capture of elemental mercury.

    Science.gov (United States)

    Ghorishi, S Behrooz; Keeney, Robert M; Serre, Shannon D; Gullett, Brian K; Jozewicz, Wojciech S

    2002-10-15

    Efforts to discern the role of an activated carbon's surface functional groups on the adsorption of elemental mercury (Hg0) and mercuric chloride demonstrated that chlorine (Cl) impregnation of a virgin activated carbon using dilute solutions of hydrogen chloride leads to increases (by a factor of 2-3) in fixed-bed capture of these mercury species. A commercially available activated carbon (DARCO FGD, NORITAmericas Inc. [FGD])was Cl-impregnated (Cl-FGD) [5 lb (2.3 kg) per batch] and tested for entrained-flow, short-time-scale capture of Hg0. In an entrained flow reactor, the Cl-FGD was introduced in Hg0-laden flue gases (86 ppb of Hg0) of varied compositions with gas/solid contact times of about 3-4 s, resulting in significant Hg0 removal (80-90%), compared to virgin FGD (10-15%). These levels of Hg0 removal were observed across a wide range of very low carbon-to-mercury weight ratios (1000-5000). Variation of the natural gas combustion flue gas composition, by doping with nitrogen oxides and sulfur dioxide, and the flow reactor temperature (100-200 degrees C) had minimal effects on Hg0 removal bythe Cl-FGD in these carbon-to-mercury weight ratios. These results demonstrate significant enhancement of activated carbon reactivity with minimal treatment and are applicable to combustion facilities equipped with downstream particulate matter removal such as an electrostatic precipitator.

  17. ZnCl{sub 2}-activated biochar from biogas residue facilitates aqueous As(III) removal

    Energy Technology Data Exchange (ETDEWEB)

    Xia, Dong; Tan, Fen; Zhang, Chuanpan [Department of Chemical and Biochemical Engineering, College of Chemistry and Chemical Engineering, and The Key Laboratory for Synthetic Biotechnology of Xiamen City, Xiamen University, Xiamen 361005 (China); Jiang, Xiuli; Chen, Zheng; Li, Heng [Environmental Science Research Center, College of the Environment & Ecology, Xiamen University, Xiamen 361110 (China); Zheng, Yanmei [Department of Chemical and Biochemical Engineering, College of Chemistry and Chemical Engineering, and The Key Laboratory for Synthetic Biotechnology of Xiamen City, Xiamen University, Xiamen 361005 (China); Li, Qingbiao [Department of Chemical and Biochemical Engineering, College of Chemistry and Chemical Engineering, and The Key Laboratory for Synthetic Biotechnology of Xiamen City, Xiamen University, Xiamen 361005 (China); Environmental Science Research Center, College of the Environment & Ecology, Xiamen University, Xiamen 361110 (China); Wang, Yuanpeng, E-mail: wypp@xmu.edu.cn [Department of Chemical and Biochemical Engineering, College of Chemistry and Chemical Engineering, and The Key Laboratory for Synthetic Biotechnology of Xiamen City, Xiamen University, Xiamen 361005 (China)

    2016-07-30

    Highlights: • The ZnCl{sub 2}-activated biochar from the biogas residue of pig manure showed an excellent ability to remove As(III). • ZnCl{sub 2}-activated biochar had a large BET surface area and well-distributed pore structure. • Zinc played a dominant role in the removal of As(III) by forming Zn-O-As(III). - Abstract: Biochars prepared from biogas residue using different chemical activators were investigated for their As(III) adsorption properties. The results indicated that the original biochars did not exhibit significant As(III) adsorption. However, ZnCl{sub 2}-activated biochar, which possessed the largest specific surface area, 516.67 cm{sup 2}/g, and exhibited a perfectly porous texture, showed excellent performance in a 500 μgL{sup −1} solution of As(III). Fourier transform infrared spectroscopy (FT-IR) and X-ray photoelectron spectroscopy were utilized to identify the mechanism of As(III) adsorption by ZnCl{sub 2}-activated biochar. Adsorption was found to occur mainly through ligand exchange of the hydroxyl in Zn-OH to form Zn-O-As(III), as well as through porous adsorption. As a low-cost adsorbent, the adsorption process was well fitted using a pseudo-second-order model, with an R{sup 2} > 0.993. The adsorption process was fast, requiring nearly 90 min to reach adsorption equilibrium. Batch adsorption experimental results indicated that ZnCl{sub 2}-activated biochar has a maximum adsorption capacity of 27.67 mg/g at pH 7.0, and the adsorption process followed the Freundlich isotherm model well, with an R{sup 2} > 0.994. In addition, the current work demonstrated the efficiency of using ZnCl{sub 2}-activated biochar adsorbent to treat As(III)-contaminated water.

  18. Identification of the pH sensor and activation by chemical modification of the ClC-2G Cl- channel.

    Science.gov (United States)

    Stroffekova, K; Kupert, E Y; Malinowska, D H; Cuppoletti, J

    1998-10-01

    Rabbit and human ClC-2G Cl- channels are voltage sensitive and activated by protein kinase A and low extracellular pH. The objective of the present study was to investigate the mechanism involved in acid activation of the ClC-2G Cl- channel and to determine which amino acid residues play a role in this acid activation. Channel open probability (Po) at +/-80 mV holding potentials increased fourfold in a concentration-dependent manner with extracellular H+ concentration (that is, extracellular pH, pHtrans), with an apparent acidic dissociation constant of pH 4.95 +/- 0.27. 1-Ethyl-3(3-dimethylaminopropyl)carbodiimide-catalyzed amidation of the channel with glycine methyl ester increased Po threefold at pHtrans 7.4, at which the channel normally exhibits low Po. With extracellular pH reduction (protonation) or amidation, increased Po was due to a significant increase in open time constants and a significant decrease in closed time constants of the channel gating, and this effect was insensitive to applied voltage. With the use of site-directed mutagenesis, the extracellular region EELE (amino acids 416-419) was identified as the pH sensor and amino acid Glu-419 was found to play the key or predominant role in activation of the ClC-2G Cl- channel by extracellular acid.

  19. Active Learning Through Discussion in E-Learning

    OpenAIRE

    Daru Wahyuningsih

    2016-01-01

    Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to ...

  20. Muscarinic activation of Ca2+-activated Cl- current in interstitial cells of Cajal.

    Science.gov (United States)

    Zhu, Mei Hong; Sung, In Kyung; Zheng, Haifeng; Sung, Tae Sik; Britton, Fiona C; O'Driscoll, Kate; Koh, Sang Don; Sanders, Kenton M

    2011-09-15

    Interstitial cells of Cajal (ICC) provide pacemaker activity and functional bridges between enteric motor nerve terminals and gastrointestinal smooth muscle cells. The ionic conductance(s) in ICC that are activated by excitatory neural inputs are unknown. Transgenic mice (Kit(copGFP/+)) with constitutive expression of a bright green fluorescent protein were used to investigate cellular responses of ICC to cholinergic stimulation. ICC displayed spontaneous transient inward currents (STICs) under voltage clamp that corresponded to spontaneous transient depolarizations (STDs) under current clamp. STICs reversed at 0 mV when E(Cl) = 0 mV and at -40 mV when E(Cl) was -40 mV, suggesting the STICs were due to a chloride conductance. Carbachol (CCh, 100 nm and 1 μm) induced a sustained inward current (depolarization in current clamp) and increased the amplitude and frequency of STICs and STDs. CCh responses were blocked by atropine (10 μm) or 4-DAMP (100 nm), an M(3) receptor antagonist. STDs were blocked by niflumic acid and 5-nitro-2-(3-phenylpropylamino)-benzoic acid (both 100 μm), and CCh had no effect in the presence of these drugs. The responses of intact circular muscles to CCh and stimulation of intrinsic excitatory nerves by electrical field stimulation (EFS) were also compared. CCh (1 μm) caused atropine-sensitive depolarization and increased the maximum depolarization of slow waves. Similar atropine-sensitive responses were elicited by stimulation of intrinsic excitatory neurons. Niflumic acid (100 μm) blocked responses to EFS but had minor effect on responses to exogenous CCh. These data suggest that different ionic conductances are responsible for electrical responses elicited by bath-applied CCh and cholinergic nerve stimulation.

  1. Insights into the catalytic activity of [Pd(NHC)(cin)Cl] (NHC = IPr, IPrCl, IPrBr) complexes in the Suzuki-Miyaura reaction

    KAUST Repository

    Nolan, Steven Patrick

    2017-09-06

    The influence of C4,5-halogenation on palladium N-heterocyclic carbene complexes and their activity in the Suzuki-Miyaura reaction have been investigated. Two [Pd(NHC)(cin)Cl] complexes bearing IPrCl and IPrBr ligands were synthesized. After determining electronic and steric properties of these ligands, their properties were compared to those of [Pd(IPr)(cin)Cl]. The three palladium complexes were studied using DFT calculations to delineate their behaviour in the activation step leading to the putative 12-electron active catalyst. Experimentally, their catalytic activity in the Suzuki-Miyaura reaction involving a wide range of coupling partners (30 entries) at low catalyst loading was studied.

  2. The International Active Learning Space

    DEFF Research Database (Denmark)

    Manners, Ian James

    2015-01-01

    -Danish students receive the basic international and intercultural skills and knowledge they need in current society. The English-language masters’ seminars I teach at the Department of Political Science are international in terms of students and teacher, but they are also Active Learning seminars......-Danish students (and sometimes teachers) rarely speak to each other or learn each other’s names. In the international AL spaces I create, students must work together on joint tasks which require interaction to address tasks and integration in order to benefit from the multinational activity groups. Planning AL...... that complete the seminar soon become vocal advocates of international AL. Ultimately, enriching student learning through immersing Danish and international students in an international AL space is, for me, the best way of ensuring an internationalised learning outcome, rather than just international mobility....

  3. Active learning of Pareto fronts.

    Science.gov (United States)

    Campigotto, Paolo; Passerini, Andrea; Battiti, Roberto

    2014-03-01

    This paper introduces the active learning of Pareto fronts (ALP) algorithm, a novel approach to recover the Pareto front of a multiobjective optimization problem. ALP casts the identification of the Pareto front into a supervised machine learning task. This approach enables an analytical model of the Pareto front to be built. The computational effort in generating the supervised information is reduced by an active learning strategy. In particular, the model is learned from a set of informative training objective vectors. The training objective vectors are approximated Pareto-optimal vectors obtained by solving different scalarized problem instances. The experimental results show that ALP achieves an accurate Pareto front approximation with a lower computational effort than state-of-the-art estimation of distribution algorithms and widely known genetic techniques.

  4. Active Learning for Player Modeling

    DEFF Research Database (Denmark)

    Shaker, Noor; Abou-Zleikha, Mohamed; Shaker, Mohammad

    2015-01-01

    Learning models of player behavior has been the focus of several studies. This work is motivated by better understanding of player behavior, a knowledge that can ultimately be employed to provide player-adapted or personalized content. In this paper, we propose the use of active learning for player...... experience modeling. We use a dataset from hundreds of players playing Infinite Mario Bros. as a case study and we employ the random forest method to learn mod- els of player experience through the active learning approach. The results obtained suggest that only part of the dataset (up to half the size...... that the method can be used online during the content generation process where the mod- els can improve and better content can be presented as the game is being played....

  5. Active Learning versus Traditional Teaching

    Directory of Open Access Journals (Sweden)

    L.A. Azzalis

    2009-05-01

    Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

  6. Preparation of Activated Carbon from Palm Shells Using KOH and ZnCl2 as the Activating Agent

    Science.gov (United States)

    Yuliusman; Nasruddin; Afdhol, M. K.; Amiliana, R. A.; Hanafi, A.

    2017-07-01

    Palm shell is a potential source of raw materials for the produce of activated carbon as biosorbent for quite large numbers. The purpose of this study is to produce activated carbon qualified Indonesian Industrial Standard (SNI), which will be used as biosorbent to purify the impurities in the off gas petroleum refinery products. Stages of manufacture of activated carbon include carbonization, activation of chemistry and physics. Carbonization of activated carbon is done at a temperature of 400°C followed by chemical activation with active agent KOH and ZnCl2. Then the physical activation is done by flowing N2 gas for 1 hour at 850°C and followed by gas flow through the CO2 for 1 hour at 850°C. Research results indicate that activation of the active agent KOH produce activated carbon is better than using the active agent ZnCl2. The use of KOH as an active agent to produce activated carbon with a water content of 13.6%, ash content of 9.4%, iodine number of 884 mg/g and a surface area of 1115 m2/g. While the use of ZnCl2 as the active agent to produce activated carbon with a water content of 14.5%, total ash content of 9.0%, iodine number 648 mg/g and a surface area of 743 m2/g.

  7. XeCl Excimer Laser with Three- and Four-Component Mixture of Active Gases

    International Nuclear Information System (INIS)

    Iwanejko, L.; Pokora, L.

    1998-01-01

    Selected results of investigations of a XeCl excimer laser employing a new type (four-component)of mixture of gases, He-Kr:Xe-HCl, are presented. The mixture includes, instead of Xe, a mixture of not-separated Kr and Xe gases, much less expensive than pure xenon. A comparison of durations and energies of pulses generated in the XeCl excimer laser using three- or four-component gaseous active medium (He-Xe-HCl or He-Kr:Xe-HCl) is made. The investigations have been carried out with the use of a laser system with UV preionization and self sustained pumping discharge. (author)

  8. Active learning for Corsika

    Energy Technology Data Exchange (ETDEWEB)

    Baack, Dominik; Temme, Fabian; Buss, Jens; Noethe, Max; Bruegge, Kai [TU Dortmund, Dortmund (Germany); Collaboration: FACT-Collaboration

    2016-07-01

    Modern Cosmic-Ray experiments need a huge amount of simulated data. In many cases, only a portion of the data is actually needed for following steps in the analysis chain, for example training of different machine learning algorithms. The other parts are thrown away by the trigger simulation of the experiment or so not increase the quality of following analysis steps. In this talk, I present a new developed package for the air shower simulation software CORSIKA. This extension includes different approaches to reduce the amount of unnecessary computation. One approach is a new internal particle stack implementation that allows to priorize the processing of special intermediate shower particles and the removal of not needed shower particles. The second approach is the possibility to sent various information of the initial particle and parameters of the status of the partial simulated event to an external application to approximate the information gain of the current simulator event. If the information gain is to low, the current event simulation gets terminated and all information get stored into a central database. For the Simulation - Server communication a simple network protocol has been developed.

  9. Kinetic and Thermodynamics Studies the Adsorption of Phenol on Activated Carbon from Rice Husk Activated by ZnCl2

    Directory of Open Access Journals (Sweden)

    Andi Muhammad Anshar

    2016-05-01

    Full Text Available The purpose of this study was to investigate the adsorption ability of activated carbon from rice husk in adsorbing phenol. Activated carbon used was in this studies burning risk husk at 300 and 400oC and then activated by 10% of ZnCl2. The from activated carbon was characterized using an Infrared Spectrometer, an X-ray diffraction, an Scanning Electron Microscope, and a gas sorption analyzer. The best activated carbon for adsorbing phenol was the activated carbon that prodused from the burning of rice husk at a temperature 400oC and activated with 10% of ZnCl2 for 24 hours. Adsorption capacity of the best activated carbon was 3.9370 mg/g adsorbent with Gibbs free energy of -25.493 kJ/mol.

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

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

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

  11. Lectures Abandoned: Active Learning by Active Seminars

    DEFF Research Database (Denmark)

    Christensen, Henrik Bærbak; Corry, Aino Vonge

    2012-01-01

    Traditional lecture-based courses are widely criticised for be- ing less eective in teaching. The question is of course what should replace the lectures and various active learning tech- niques have been suggested and studied. In this paper, we report on our experiences of redesigning a software ......- tive seminars as a replacement of traditional lectures, an activity template for the contents of active seminars, an ac- count on how storytelling supported the seminars, as well as reports on our and the students' experiences....

  12. Active Learning in Introductory Climatology.

    Science.gov (United States)

    Dewey, Kenneth F.; Meyer, Steven J.

    2000-01-01

    Introduces a software package available for the climatology curriculum that determines possible climatic events according to a long-term climate history. Describes the integration of the software into the curriculum and presents examples of active learning. (Contains 19 references.) (YDS)

  13. Oral Hygiene. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  14. Minimax bounds for active learning

    NARCIS (Netherlands)

    Castro, R.M.; Nowak, R.; Bshouty, N.H.; Gentile, C.

    2007-01-01

    This paper aims to shed light on achievable limits in active learning. Using minimax analysis techniques, we study the achievable rates of classification error convergence for broad classes of distributions characterized by decision boundary regularity and noise conditions. The results clearly

  15. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  16. Active Learning with Irrelevant Examples

    Science.gov (United States)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  17. Stimulating Deep Learning Using Active Learning Techniques

    Science.gov (United States)

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  18. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  19. Simultaneous microwave-assisted synthesis, characterization, thermal stability, and antimicrobial activity of cellulose/AgCl nanocomposites

    International Nuclear Information System (INIS)

    Li, Shu-Ming; Fu, Lian-Hua; Ma, Ming-Guo; Zhu, Jie-Fang; Sun, Run-Cang; Xu, Feng

    2012-01-01

    By means of a simultaneous microwave-assisted method and a simple chemical reaction, cellulose/AgCl nanocomposites have been successfully synthesized using cellulose solution and AgNO 3 in N,N-dimethylacetamide (DMAc) solvent. The cellulose solution was firstly prepared by the dissolution of the microcrystalline cellulose and lithium chloride (LiCl) in DMAc. DMAc acts as both a solvent and a microwave absorber. LiCl was used as the reactant to fabricate AgCl crystals. The effects of the heating time and heating temperature on the products were studied. This method is based on the simultaneous formation of AgCl nanoparticles and precipitation of the cellulose, leading to a homogeneous distribution of AgCl nanoparticles in the cellulose matrix. The experimental results confirmed the formation of cellulose/AgCl nanocomposites with high-purity, good thermal stability and antimicrobial activity. This rapid, green and environmentally friendly microwave-assisted method opens a new window to the high value-added applications of biomass. -- Highlights: ► Cellulose/AgCl nanocomposites have been synthesized by microwave method. ► Effect of heating temperature on the nanocomposites was researched. ► Thermal stability of the nanocomposites was investigated. ► Cellulose/AgCl nanocomposites had good antimicrobial activity. ► This method is based on the simultaneous formation of AgCl and cellulose.

  20. Vandellos 1 Graphite Solubilisation and Activity Determination of 36Cl, 99Tc and 129I

    International Nuclear Information System (INIS)

    Rodríguez Alcalá, Marina; Piña Lucas, Gabriel; López Gutiérrez, Jose María; Leganés Nieto, Jose Luis

    2016-01-01

    During the characterization processes of irradiate graphite performed in the dismantling of the UNGG NPP of Vandellós 1, and as a consequence of the sample treatment carried out for measuring the main radionuclides of interest included in the El Cabril inventory, it was not possible to measure the activity of 99 Tc, 129 I and 36 Cl. Further R&D projects have been developed to solve this issue and finally a proper sample treatment has been accomplished. (author)

  1. Instructional Utility and Learning Efficacy of Common Active Learning Strategies

    Science.gov (United States)

    McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

    2017-01-01

    The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

  2. IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING

    Data.gov (United States)

    National Aeronautics and Space Administration — IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING ISAAC PERSING AND VINCENT NG Abstract. Active learning has been successfully applied to many natural language...

  3. History and Evolution of Active Learning Spaces

    Science.gov (United States)

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  4. Active Learning for Text Classification

    OpenAIRE

    Hu, Rong

    2011-01-01

    Text classification approaches are used extensively to solve real-world challenges. The success or failure of text classification systems hangs on the datasets used to train them, without a good dataset it is impossible to build a quality system. This thesis examines the applicability of active learning in text classification for the rapid and economical creation of labelled training data. Four main contributions are made in this thesis. First, we present two novel selection strategies to cho...

  5. IMPROVING THE STUDENTS’ COMPETENCE IN DEVELOPING A PARAGRAPH OF DISCUSSION TEXTS USING THEMATIC PROGRESSION PATTERNS WITH COOPERATIVE LEARNING METHOD (TP-CL

    Directory of Open Access Journals (Sweden)

    Farikah Farikah

    2017-04-01

    Full Text Available This research analyzes the effectiveness of thematic progression patterns with cooperative learning method (TP-CL in teaching the students’ competence in developing a paragraph of discussion texts and the effectiveness of teaching-learning activities of paragraph writing class. This mixed method research was conducted in the English Department of Tidar University of Magelang in the academic year of 2011/2012. The sample of this research were the fourth semester students of UTM. To collect the research data, writing test, observation and interview were used while to analyze the data, she used descriptive and inferential statistics for quantitative data and constant comparative method for qualitative data. The first result shows that implementing TP-CL is effective for teaching the students’ competence in developing a paragraph of discussion texts. It can be seen from the results of writing tests. Based on Brown and Bailey’s theory in Brown (2004, it can be seen that the mean score of organization element in pretest is 10.77 and the post test of paragraph writing is 16.73. The second result shows that there is an improvement of the effectiveness of teaching-learning activity of writing class by implementing TP-CL. The effectiveness can be seen from the indicators of effective teaching based on Blum in Nunan and Lamb (1996 and Creemer’s theory (1994. The results suggest that writing lecturers should introduce to develop a paragraph to the students in order that they can write paragraphs coherently and various theme in order that they can write the paragraph artistically.

  6. Create a good learning environment and motivate active learning enthusiasm

    Science.gov (United States)

    Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

    2017-08-01

    In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

  7. Learning activism, acting with phronesis

    Science.gov (United States)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  8. The uptake and accumulation of phosphorous and nitrates and the activity of nitrate reductase in cucumber seedlings treated with PbCl2 or CdCl2

    Directory of Open Access Journals (Sweden)

    Marek Burzyński

    2014-01-01

    Full Text Available Treatment of 4-day-old cucumber (Cucumis sativus L. seedlings with PbCl2 or CdCl2 caused a significant increase in the accumulation of heavy metals by the plants, especially in the roots. The accumulated Pb initially enhanced the uptake of phosphorous after the plants had been transferred to a nutrient medium (6, 24 hrs, but after only 48 Ins the uptake had dropped to below control level. The plants treated with Cd exhibited a constant decreased phosphorous uptake level. The accumulated lead and cadmium also inhibited nitrate uptake and the activity of nitrate reductase. It is suggested that the reason for the decreased nitrate reductase activity lay rather in the lower nitrate uptake than in a direct effect of the heavy metals on the enzyme.

  9. Developing metacognition: a basis for active learning

    NARCIS (Netherlands)

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of Active Learning in Engineering (ALE) like project work, problem based learning, use of cases, etc., are mostly based on practical experience and sometimes from applied research on teaching and learning. Such research shows that students learn more and different

  10. Carboxyl-terminal Truncations of ClC-Kb Abolish Channel Activation by Barttin Via Modified Common Gating and Trafficking*

    Science.gov (United States)

    Stölting, Gabriel; Bungert-Plümke, Stefanie; Franzen, Arne; Fahlke, Christoph

    2015-01-01

    ClC-K chloride channels are crucial for auditory transduction and urine concentration. Mutations in CLCNKB, the gene encoding the renal chloride channel hClC-Kb, cause Bartter syndrome type III, a human genetic condition characterized by polyuria, hypokalemia, and alkalosis. In recent years, several Bartter syndrome-associated mutations have been described that result in truncations of the intracellular carboxyl terminus of hClC-Kb. We here used a combination of whole-cell patch clamp, confocal imaging, co-immunoprecipitation, and surface biotinylation to study the functional consequences of a frequent CLCNKB mutation that creates a premature stop codon at Trp-610. We found that W610X leaves the association of hClC-Kb and the accessory subunit barttin unaffected, but impairs its regulation by barttin. W610X attenuates hClC-Kb surface membrane insertion. Moreover, W610X results in hClC-Kb channel opening in the absence of barttin and prevents further barttin-mediated activation. To describe how the carboxyl terminus modifies the regulation by barttin we used V166E rClC-K1. V166E rClC-K1 is active without barttin and exhibits prominent, barttin-regulated voltage-dependent gating. Electrophysiological characterization of truncated V166E rClC-K1 demonstrated that the distal carboxyl terminus is necessary for slow cooperative gating. Since barttin modifies this particular gating process, channels lacking the distal carboxyl-terminal domain are no longer regulated by the accessory subunit. Our results demonstrate that the carboxyl terminus of hClC-Kb is not part of the binding site for barttin, but functionally modifies the interplay with barttin. The loss-of-activation of truncated hClC-Kb channels in heterologous expression systems fully explains the reduced basolateral chloride conductance in affected kidneys and the clinical symptoms of Bartter syndrome patients. PMID:26453302

  11. CdCl{sub 2} activation treatment: A comprehensive study by monitoring the annealing temperature

    Energy Technology Data Exchange (ETDEWEB)

    Xu, Bing Lei; Rimmaudo, Ivan; Salavei, Andrei [LAPS-Laboratory for Applied Physics, Department of Computer Science, University of Verona, Ca' Vignal 1, Strada Le Grazie 15, 37134 Verona (Italy); Piccinelli, Fabio [Department of Biotechnology, University of Verona, Strada Le Grazie 15, 37134 Verona (Italy); Di Mare, Simone [LAPS-Laboratory for Applied Physics, Department of Computer Science, University of Verona, Ca' Vignal 1, Strada Le Grazie 15, 37134 Verona (Italy); Menossi, Daniele; Bosio, Alessio; Romeo, Nicola [Physics and Earth Science Department, University of Parma, V.le G.P. Usberti 7A, 43124 (Italy); Romeo, Alessandro, E-mail: alessandro.romeo@univr.it [LAPS-Laboratory for Applied Physics, Department of Computer Science, University of Verona, Ca' Vignal 1, Strada Le Grazie 15, 37134 Verona (Italy)

    2015-05-01

    CdTe thin film solar cells have demonstrated high scalability, high efficiency and low cost fabrication process. One of the key factors for the achievements of this technology is the transformation of the absorber layer by an activation treatment where chlorine reacts with CdTe in a controlled atmosphere or in air, improving the electrical properties of the absorber and enhancing the intermixing of the CdS/CdTe layers. With this work we study the activation process by analyzing the CdCl{sub 2} treatment made by wet deposition with different annealing temperatures from 310 °C up to 410 °C in air keeping the same CdCl{sub 2} concentration in methanol solution. In this way the whole dynamic of the chemical reaction from the minimum activation energy is analyzed. Activated CdTe layers have been analyzed by means of X-ray diffraction and atomic force microscopy. Finished devices with efficiencies from 8% for the low temperature annealing up to more than 14% for the high temperature ones have been thoroughly analyzed by current-voltage, capacitance-voltage and drive-level capacitance profiling techniques. The best performance has been achieved with an annealing temperature of 395 °C. - Highlights: • CdCl{sub 2} treatment with 6 different annealing temperatures has been studied. • The amount and the nature of defects change drastically with temperature. • Jsc is proportional to annealing temperature and to grain size. • Efficiency increases with annealing temperature until a threshold is reached.

  12. IGF-1 and insulin exert opposite actions on ClC-K2 activity in the cortical collecting ducts.

    Science.gov (United States)

    Zaika, Oleg; Mamenko, Mykola; Boukelmoune, Nabila; Pochynyuk, Oleh

    2015-01-01

    Despite similar stimulatory actions on the epithelial sodium channel (ENaC)-mediated sodium reabsorption in the distal tubule, insulin promotes kaliuresis, whereas insulin-like growth factor-1 (IGF-1) causes a reduction in urinary potassium levels. The factors contributing to this phenomenon remain elusive. Electrogenic distal nephron ENaC-mediated Na(+) transport establishes driving force for Cl(-) reabsorption and K(+) secretion. Using patch-clamp electrophysiology, we document that a Cl(-) channel is highly abundant on the basolateral plasma membrane of intercalated cells in freshly isolated mouse cortical collecting duct (CCD) cells. The channel has characteristics attributable to the ClC-K2: slow gating kinetics, conductance ∼10 pS, voltage independence, Cl(-)>NO3 (-) anion selectivity, and inhibition/activation by low/high pH, respectively. IGF-1 (100 and 500 nM) acutely stimulates ClC-K2 activity in a reversible manner. Inhibition of PI3-kinase (PI3-K) with LY294002 (20 μM) abrogates activation of ClC-K2 by IGF-1. Interestingly, insulin (100 nM) reversibly decreases ClC-K2 activity in CCD cells. This inhibitory action is independent of PI3-K and is mediated by stimulation of a mitogen-activated protein kinase-dependent cascade. We propose that IGF-1, by stimulating ClC-K2 channels, promotes net Na(+) and Cl(-) reabsorption, thus reducing driving force for potassium secretion by the CCD. In contrast, inhibition of ClC-K2 by insulin favors coupling of Na(+) reabsorption with K(+) secretion at the apical membrane contributing to kaliuresis. Copyright © 2015 the American Physiological Society.

  13. Journaling; an active learning technique.

    Science.gov (United States)

    Blake, Tim K

    2005-01-01

    Journaling is a method frequently discussed in nursing literature and educational literature as an active learning technique that is meant to enhance reflective practice. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve, or encourage professional growth. Some of the benefits of reflective practice include discovering meaning, making connections between experiences and the classroom, instilling values of the profession, gaining the perspective of others, reflection on professional roles, and development of critical thinking. A review of theory and research is discussed, as well as suggestions for implementation of journaling into coursework.

  14. Reinforcement learning or active inference?

    Science.gov (United States)

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-07-29

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  15. Reinforcement learning or active inference?

    Directory of Open Access Journals (Sweden)

    Karl J Friston

    2009-07-01

    Full Text Available This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  16. Research on Mobile Learning Activities Applying Tablets

    Science.gov (United States)

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  17. Active Learning in the Middle Grades

    Science.gov (United States)

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  18. Mutation of Asn28 Disrupts the Dimerization and Enzymatic Activity of SARS 3CL

    Energy Technology Data Exchange (ETDEWEB)

    Barrila, J.; Gabelli, S; Bacha, U; Amzel, M; Freire, E

    2010-01-01

    Coronaviruses are responsible for a significant proportion of annual respiratory and enteric infections in humans and other mammals. The most prominent of these viruses is the severe acute respiratory syndrome coronavirus (SARS-CoV) which causes acute respiratory and gastrointestinal infection in humans. The coronavirus main protease, 3CL{sup pro}, is a key target for broad-spectrum antiviral development because of its critical role in viral maturation and high degree of structural conservation among coronaviruses. Dimerization is an indispensable requirement for the function of SARS 3CL{sup pro} and is regulated through mechanisms involving both direct and long-range interactions in the enzyme. While many of the binding interactions at the dimerization interface have been extensively studied, those that are important for long-range control are not well-understood. Characterization of these dimerization mechanisms is important for the structure-based design of new treatments targeting coronavirus-based infections. Here we report that Asn28, a residue 11 {angstrom} from the closest residue in the opposing monomer, is essential for the enzymatic activity and dimerization of SARS 3CLpro. Mutation of this residue to alanine almost completely inactivates the enzyme and results in a 19.2-fold decrease in the dimerization K{sub d}. The crystallographic structure of the N28A mutant determined at 2.35 {angstrom} resolution reveals the critical role of Asn28 in maintaining the structural integrity of the active site and in orienting key residues involved in binding at the dimer interface and substrate catalysis. These findings provide deeper insight into complex mechanisms regulating the activity and dimerization of SARS 3CL{sup pro}.

  19. Incorporating active learning in psychiatry education.

    Science.gov (United States)

    Kumar, Sonia; McLean, Loyola; Nash, Louise; Trigwell, Keith

    2017-06-01

    We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

  20. Determination of Na, Cl, Ca, Mg, Mn and K in milk samples by activation analysis

    International Nuclear Information System (INIS)

    Kira, Carmen S.; Maihara, Vera A.

    2000-01-01

    In the present work cow milk samples distributed for Sao Paulo government institutions, by means of the 'Viva leite' programme, have been monitored. The concentrations of Ca, Cl, K, Mg, Mn and Na were determined in five milk samples and in three different kinds of commercial powder milk, by instrumental neutron activation. For quality control, the reference materials NIST whole milk powder and non fat milk powder were analysed. The results obtained are in the range of the concentrations mentioned in the literature for these elements. (author)

  1. Gabapentin reduces CX3CL1 signaling and blocks spinal microglial activation in monoarthritic rats

    Directory of Open Access Journals (Sweden)

    Yang Jia-Le

    2012-05-01

    Full Text Available Abstract Background Spinal glia, particularly microglia and astrocytes, are of the utmost importance in the development and maintenance of chronic pain. A recent study from our laboratory revealed that gabapentin, a recommended first-line treatment for multiple neuropathic conditions, could also efficiently antagonize thermal hyperalgesia evoked by complete Freund's adjuvant (CFA-induced monoarthritis (MA. In the present study, we investigated whether the spinal glia are involved in the anti-hyperalgesic effect of gabapentin and how this event occurs. Results Unilateral intra-articular injection of CFA produced a robust activation of microglia and astrocytes. These cells exhibited large cell bodies, thick processes and increases in the ionized calcium binding adapter molecule 1 (Iba-1, a microglial marker or the glia fibrillary acidic protein (GFAP, an astrocytic marker. These cells also displayed immunoreactive signals, and an upregulation of the voltage-gated calcium channels (VGCCs α2/δ-1 subunit, CX3CL1 and CX3CR1 expression levels in the spinal cord. These changes were associated with the development of thermal hyperalgesia. Immunofluorescence staining showed that VGCC α2/δ-1 subunit, a proposed gabapentin target of action, was widely distributed in primary afferent fibers terminals and dorsal horn neurons. CX3CL1, a potential trigger to activate microglia, colocalized with VGCC α2/δ-1 subunits in the spinal dorsal horn. However, its receptor CX3CR1 was mainly expressed in the spinal microglia. Multiple intraperitoneal (i.p. gabapentin injections (100 mg/kg, once daily for 4 days with the first injection 60 min before intra-articular CFA suppressed the activation of spinal microglia, downregulated spinal VGCC α2/δ-1 subunits decreased CX3CL1 levels and blocked the development of thermal hyperalgesia in MA rats. Conclusions Here we provide the first evidence that gabapentin diminishes CX3CL1 signaling and spinal microglia

  2. HgCl{sub 2} sorption on lignite activated carbon: Analysis of fixed-bed results

    Energy Technology Data Exchange (ETDEWEB)

    Mibeck, Blaise A.F.; Olson, Edwin S.; Miller, Stanley J. [University of North Dakota Energy and Environmental Research Center, 15 North 23rd Street, Stop 9018, Grand Forks, ND 58202-9018 (United States)

    2009-11-15

    Factors that influence kinetic reactivity and equilibrium between elemental mercury, carbon, and flue gas components have been the focus of numerous studies. This study pertains to recent bench-scale fixed-bed tests in which activated carbon was exposed to HgCl{sub 2} in a flue gas composition typical of an unscrubbed eastern bituminous coal. Results are discussed in light of a refined binding site model based on the zigzag carbene structures recently proposed for electronic states at the edges of the carbon graphene layers. (author)

  3. Calcium-Activated Cl- Channel: Insights on the Molecular Identity in Epithelial Tissues.

    Science.gov (United States)

    Rottgen, Trey S; Nickerson, Andrew J; Rajendran, Vazhaikkurichi M

    2018-05-10

    Calcium-activated chloride secretion in epithelial tissues has been described for many years. However, the molecular identity of the channel responsible for the Ca 2+ -activated Cl − secretion in epithelial tissues has remained a mystery. More recently, TMEM16A has been identified as a new putative Ca 2+ -activated Cl − channel (CaCC). The primary goal of this article will be to review the characterization of TMEM16A, as it relates to the physical structure of the channel, as well as important residues that confer voltage and Ca 2+ -sensitivity of the channel. This review will also discuss the role of TMEM16A in epithelial physiology and potential associated-pathophysiology. This will include discussion of developed knockout models that have provided much needed insight on the functional localization of TMEM16A in several epithelial tissues. Finally, this review will examine the implications of the identification of TMEM16A as it pertains to potential novel therapies in several pathologies.

  4. Adsorption of methyl orange using activated carbon prepared from lignin by ZnCl2 treatment

    Science.gov (United States)

    Mahmoudi, K.; Hamdi, N.; Kriaa, A.; Srasra, E.

    2012-08-01

    Lignocellulosic materials are good and cheap precursors for the production of activated carbon. In this study, activated carbons were prepared from the lignin at different temperatures (200 to 500°C) by ZnCl2. The effects influencing the surface area of the resulting activated carbon are activation temperature, activation time and impregnation ratio. The optimum condition, are found an impregnation ratio of 2, an activation temperature of 450°C, and an activation time of 2 h. The results showed that the surface area and micropores volume of activated carbon at the experimental conditions are achieved to 587 and 0.23 cm3 g-1, respectively. The adsorption behavior of methyl orange dye from aqueous solution onto activated lignin was investigated as a function of equilibrium time, pH and concentration. The Langmuir and Freundlich adsorption models were applied to describe the equilibrium isotherms. A maximum adsorption capacity of 300 mg g-1 of methyl orange by activated carbon was achieved.

  5. A novel subtilase with NaCl-activated and oxidant-stable activity from Virgibacillus sp. SK37

    Directory of Open Access Journals (Sweden)

    Yamabhai Montarop

    2011-06-01

    Full Text Available Abstract Background Microbial proteases are one of the most commercially valuable enzymes, of which the largest market share has been taken by subtilases or alkaline proteases of the Bacillus species. Despite a large amount of information on microbial proteases, a search for novel proteases with unique properties is still of interest for both basic and applied aspects of this highly complex class of enzymes. Oxidant stable proteases (OSPs have been shown to have a wide application in the detergent and bleaching industries and recently have become one of the most attractive enzymes in various biotechnological applications. Results A gene encoding a novel member of the subtilase superfamily was isolated from Virgibacillus sp. SK37, a protease-producing bacterium isolated from Thai fish sauce fermentation. The gene was cloned by an activity-based screening of a genomic DNA expression library on Luria-Bertani (LB agar plates containing 1 mM IPTG and 3% skim milk. Of the 100,000 clones screened, all six isolated positive clones comprised one overlapping open reading frame of 45% identity to the aprX gene from Bacillus species. This gene, designated aprX-sk37 was cloned into pET21d(+ and over-expressed in E. coli BL21(DE3. The enzyme product, designated AprX-SK37, was purified by an immobilized metal ion affinity chromatography to apparent homogeneity and characterized. The AprX-SK37 enzyme showed optimal catalytic conditions at pH 9.5 and 55°C, based on the azocasein assay containing 5 mM CaCl2. Maximum catalytic activity was found at 1 M NaCl with residual activity of 30% at 3 M NaCl. Thermal stability of the enzyme was also enhanced by 1 M NaCl. The enzyme was absolutely calcium-dependent, with optimal concentration of CaCl2 at 15 mM. Inhibitory effects by phenylmethanesulfonyl fluoride and ethylenediaminetetraacetic acid indicated that this enzyme is a metal-dependent serine protease. The enzyme activity was sensitive towards reducing agents

  6. Difference in 201TlCl accumulation mechanism in brain tumors. A comparison of their Na+-K+ ATPase activities

    International Nuclear Information System (INIS)

    Sugo, Nobuo; Kuroki, Takao; Nemoto, Masaaki; Mito, Toshiaki; Seiki, Yoshikatsu; Shibata, Iekado

    2000-01-01

    The accumulation levels of 201 TlCl and Na + -K + ATPase activity in tumor tissue were compared among glioblastoma, benign glioma and meningioma to study the difference in the mechanism of 201 TlCl accumulation. The subjects were 19 cases comprised of 6 glioblastoma, 2 oligodendroglioma, 1 fibrillary astrocytoma, 1 pilocytic astrocytoma and 9 meningioma. Preoperative 201 TlCl SPECT was performed in all the cases, and Thallium Index (TL index) was calculated by a ratio of 201 TlCl in the tumor area and the contralateral area. In addition, cell membrane was extracted from the tumor tissue collected intraoperatively to determine Na + -K + ATPase activity. No statistically significant difference in TL index was noted between the glioblastoma group (6.97±2.67) and the meningioma group (5.87±1.99). This fact showed that there was no difference in the accumulation level of 201 TlCl between the two groups. On the other hand, the glioblastoma group indicated a higher value of Na + -K + ATPase activity (49.13±43.76 μmole/hour/mg protein) than the meningioma group (7.73±13.84 μmol/hour/mg protein) (p + -K + ATPase activity in 201 TlCl accumulation in glioblastoma and the influences of other accumulation mechanism than Na + -K + ATPase activity such as the volume of intratumoral vascular bed in meningioma. (author)

  7. Requirement of Hsp105 in CoCl{sub 2}-induced HIF-1α accumulation and transcriptional activation

    Energy Technology Data Exchange (ETDEWEB)

    Mikami, Hiroki; Saito, Youhei, E-mail: ysaito@mb.kyoto-phu.ac.jp; Okamoto, Namiko; Kakihana, Ayana; Kuga, Takahisa; Nakayama, Yuji, E-mail: nakayama@mb.kyoto-phu.ac.jp

    2017-03-15

    The mammalian stress protein Hsp105α protects cells from stress conditions. Several studies have indicated that Hsp105α is overexpressed in many types of solid tumors, which contain hypoxic microenvironments. However, the role of Hsp105α in hypoxic tumors remains largely unknown. We herein demonstrated the involvement of Hsp105α in HIF-1 functions induced by the hypoxia-mimetic agent CoCl{sub 2}. While Hsp105α is mainly localized in the cytoplasm under normal conditions, a treatment with CoCl{sub 2} induces the nuclear localization of Hsp105α, which correlated with HIF-1α expression levels. The overexpression of degradation-resistant HIF-1α enhances the nuclear localization of Hsp105α without the CoCl{sub 2} treatment. The CoCl{sub 2}-dependent transcriptional activation of HIF-1, which is measured using a reporter gene containing a HIF-responsive element, is reduced by the knockdown of Hsp105α. Furthermore, the CoCl{sub 2}-induced accumulation of HIF-1α is enhanced by heat shock, which results in the nuclear localization of Hsp105, and is suppressed by the knockdown of Hsp105. Hsp105 associates with HIF-1α in CoCl{sub 2}-treated cells. These results suggest that Hsp105α plays an important role in the functions of HIF-1 under hypoxic conditions, in which Hsp105α enhances the accumulation and transcriptional activity of HIF-1 through the HIF-1α-mediated nuclear localization of Hsp105α. - Highlights: • Hsp105α is required for the CoCl{sub 2}-induced transcriptional activation and accumulation of HIF-1. • Hsp105α localizes to the nucleus and interacts with HIF-1α in CoCl{sub 2}-treated cells. • Hsp105 enhances the CoCl{sub 2}-induced accumulation of HIF-1α under heat shock conditions.

  8. Activity coefficients of CaCl{sub 2} in (serine or proline + water) mixtures at T = 298.15 K

    Energy Technology Data Exchange (ETDEWEB)

    Ma Jingjing [School of Chemistry and Environmental Science, Henan Normal University, Xinxiang, Henan 453007 (China); Zhang Xinkuan [School of Chemistry and Environmental Science, Henan Normal University, Xinxiang, Henan 453007 (China); School of Chemistry and Chemical Engineering, Xinxiang University, Xinxiang, Henan 453003 (China); Zhuo Kelei, E-mail: lchow@mail.ucf.ed [School of Chemistry and Environmental Science, Henan Normal University, Xinxiang, Henan 453007 (China); Liu Hongxun; Wang Jianji [School of Chemistry and Environmental Science, Henan Normal University, Xinxiang, Henan 453007 (China)

    2010-05-15

    Activity coefficients for the (CaCl{sub 2} + amino acid + water) system were determined at a temperature of 298.15 K using ion-selective electrodes. The range of molalities of CaCl{sub 2} is (0.01 to 0.20) mol . kg{sup -1}, and that of amino acids is (0.10 to 0.40) mol . kg{sup -1}. The activity coefficients obtained from the Debye-Hueckel extended equation and the Pitzer equation are in good agreement with each other. Results show that the interactions between CaCl{sub 2} and amino acid are controlled mainly by the electrostatic interactions (attraction). Gibbs free energy interaction parameters (g{sub EA}) and salting constants (k{sub S}) are positive, indicating that these amino acids are salted out by CaCl{sub 2}. These results are discussed based on group additivity model.

  9. Activation measurements for thermal neutrons. Part G. Natural 36Cl production in mineral samples

    International Nuclear Information System (INIS)

    Nolte, Eckehart; Huber, Thomas; Lazarev, Vitali; Ruehm, Werner; Kato, Kazuo; Schultz, Ludolf

    2005-01-01

    In the present paper, a method was developed to calculate the contribution of natural in situ production of 36 Cl in mineral samples to the 36 Cl signal induced by the neutrons from the Hiroshima bomb. Parameters used in the calculations include local erosion rates, lithospheric depth, and elemental composition for each investigated sample. It has been shown that the calculations agree within their uncertainties with 36 Cl values measured by means of accelerator mass spectrometry, in granite samples from quarries with known locations. Both calculations and measurements suggest typical 36 Cl/Cl ratios of about 10 -13 in mineral samples. (J.P.N.)

  10. Architecture for Collaborative Learning Activities in Hybrid Learning Environments

    OpenAIRE

    Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

    2012-01-01

    3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...

  11. Doing physical activity – not learning

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2017-01-01

    Introduction In recent years there have been a raising critique concerning PE as a subject which is more concerned with keeping pupils physically active than insuring that they learn something (Annerstedt, 2008). In Denmark, this issue has been actualized in a new sense. In 2014, a new school...... reform with 45 minutes of daily physical activity was introduced to enhance the pupils’ health, well-being and learning capabilities. Instead of focusing on learning bodily skills, physical activities has become an instrument to improve learning in the academic subjects. Physical activities.......g. Biesta, 2010; Standal, 2015) I will argue that the focus on learning outcome and effects on physical activity has gone too far in order to reach the objectives. If the notion of ‘keeping pupils physically active’ is understood as a representation of the core quality of physical activity, it seems...

  12. Hydrogenolysis and Activation of Soda Lignin Using [BMIM]Cl as a Catalyst and Solvent

    Directory of Open Access Journals (Sweden)

    Shengming Zhang

    2017-07-01

    Full Text Available To improve the reactivity of the soda lignin, an acid ionic liquid 1-butyl-3-mthylimidazolium chloride ([BMIM]Cl was used as the catalyst and solvent to degrade the soda lignin through hydrogenolysis. Structural elucidation of the lignin samples was conducted by using a combination of analytical methods including chemical analysis, ultraviolet spectrophotometry (UV spectrophotometry, Fourier transform infrared spectroscopy (FT-IR spectra, two-dimensional heteronuclear single quantum coherence nuclear magnetic resonance (2D-HSQC NMR techniques, and gel permeation chromatography (GPC. The antioxidant activities of the lignin samples were evaluated using the diammonium 2,2′-azino-bis(3-ethylbenzothiazoline-6-sulfonate (ABTS+ radical scavenging and 1,1-diphenyl-2-picrylhydrazyl (DPPH radical scavenging methods. The degradation mechanism was proposed based on the characterization results. The optimal reaction condition was as follows: the concentration of [BMIM]Cl in the solution was 10 wt %, the hydrogen initial pressure was 3 MPa, and the solution was heated for 4 h at 90 °C. After the reaction, the total hydroxyl content of the soda lignin increased by 81.3%, while the phenolic hydroxyl content increased by 23.1%. At the same time, the weight-average molar mass of the soda lignin sample decreased from 8220 to 6450 g/mol with an improved antioxidant activity. In addition, approximately 56.7% of the β-O-4 linkages were degraded in the lreaction. The main effect of the acid ionic liquid [BMIM]C1 was related to the cleavage of β-O-4 linkages. This study has shown the potential of using the catalyzed soda lignin as a natural polymer antioxidant.

  13. Student Activity and Learning Outcomes in a Virtual Learning Environment

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  14. Captivate: Building Blocks for Implementing Active Learning

    Science.gov (United States)

    Kitchens, Brent; Means, Tawnya; Tan, Yinliang

    2018-01-01

    In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…

  15. Faculty Perceptions about Barriers to Active Learning

    Science.gov (United States)

    Michael, Joel

    2007-01-01

    Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

  16. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    2010-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

  17. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    Science.gov (United States)

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  18. DNA scanning mechanism of T4 endonuclease V. Effect of NaCl concentration on processive nicking activity

    International Nuclear Information System (INIS)

    Gruskin, E.A.; Lloyd, R.S.

    1986-01-01

    T4 endonuclease V is a pyrimidine dimer-specific endonuclease which generates incisions in DNA at the sites of pyrimidine dimers by a processive reaction mechanism. A model is presented in which the degree of processivity is directly related to the efficacy of the one-dimensional diffusion of endonuclease V on DNA by which the enzyme locates pyrimidine dimers. The modulation of the processive nicking activity of T4 endonuclease V on superhelical covalently closed circular DNA (form I) which contains pyrimidine dimers has been investigated as a function of the ionic strength of the reaction. Agarose gel electrophoresis was used to separate the three topological forms of the DNA which were generated in time course reactions of endonuclease V with dimer-containing form I DNA in the absence of NaCl, and in 25, 50, and 100 mM NaCl. The degree of processivity was evaluated in terms of the mass fraction of form III (linear) DNA which was produced as a function of the fraction of form I DNA remaining. Processivity is maximal in the absence of NaCl and decreases as the NaCl concentration is increased. At 100 mM NaCl, processivity is abolished and endonuclease V generates incisions in DNA at the site of dimers by a distributive reaction mechanism. The change from the distributive to a processive reaction mechanism occurs at NaCl concentrations slightly below 50 mM. The high degree of processivity which is observed in the absence of NaCl is reversible to the distributive mechanism, as demonstrated by experiments in which the NaCl concentration was increased during the time course reaction. In addition, unirradiated DNA inhibited the incision of irradiated DNA only at NaCl concentrations at which processivity was observed

  19. Carboxyl-terminal Truncations of ClC-Kb Abolish Channel Activation by Barttin Via Modified Common Gating and Trafficking.

    Science.gov (United States)

    Stölting, Gabriel; Bungert-Plümke, Stefanie; Franzen, Arne; Fahlke, Christoph

    2015-12-18

    ClC-K chloride channels are crucial for auditory transduction and urine concentration. Mutations in CLCNKB, the gene encoding the renal chloride channel hClC-Kb, cause Bartter syndrome type III, a human genetic condition characterized by polyuria, hypokalemia, and alkalosis. In recent years, several Bartter syndrome-associated mutations have been described that result in truncations of the intracellular carboxyl terminus of hClC-Kb. We here used a combination of whole-cell patch clamp, confocal imaging, co-immunoprecipitation, and surface biotinylation to study the functional consequences of a frequent CLCNKB mutation that creates a premature stop codon at Trp-610. We found that W610X leaves the association of hClC-Kb and the accessory subunit barttin unaffected, but impairs its regulation by barttin. W610X attenuates hClC-Kb surface membrane insertion. Moreover, W610X results in hClC-Kb channel opening in the absence of barttin and prevents further barttin-mediated activation. To describe how the carboxyl terminus modifies the regulation by barttin we used V166E rClC-K1. V166E rClC-K1 is active without barttin and exhibits prominent, barttin-regulated voltage-dependent gating. Electrophysiological characterization of truncated V166E rClC-K1 demonstrated that the distal carboxyl terminus is necessary for slow cooperative gating. Since barttin modifies this particular gating process, channels lacking the distal carboxyl-terminal domain are no longer regulated by the accessory subunit. Our results demonstrate that the carboxyl terminus of hClC-Kb is not part of the binding site for barttin, but functionally modifies the interplay with barttin. The loss-of-activation of truncated hClC-Kb channels in heterologous expression systems fully explains the reduced basolateral chloride conductance in affected kidneys and the clinical symptoms of Bartter syndrome patients. © 2015 by The American Society for Biochemistry and Molecular Biology, Inc.

  20. Scene recognition based on integrating active learning with dictionary learning

    Science.gov (United States)

    Wang, Chengxi; Yin, Xueyan; Yang, Lin; Gong, Chengrong; Zheng, Caixia; Yi, Yugen

    2018-04-01

    Scene recognition is a significant topic in the field of computer vision. Most of the existing scene recognition models require a large amount of labeled training samples to achieve a good performance. However, labeling image manually is a time consuming task and often unrealistic in practice. In order to gain satisfying recognition results when labeled samples are insufficient, this paper proposed a scene recognition algorithm named Integrating Active Learning and Dictionary Leaning (IALDL). IALDL adopts projective dictionary pair learning (DPL) as classifier and introduces active learning mechanism into DPL for improving its performance. When constructing sampling criterion in active learning, IALDL considers both the uncertainty and representativeness as the sampling criteria to effectively select the useful unlabeled samples from a given sample set for expanding the training dataset. Experiment results on three standard databases demonstrate the feasibility and validity of the proposed IALDL.

  1. Hierarchical Ag/AgCl-TiO{sub 2} hollow spheres with enhanced visible-light photocatalytic activity

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Xu Long; Yin, Hao Yong [College of Materials Environment Engineering, Hangzhou Dianzi University, Hangzhou 310018 (China); Nie, Qiu Lin, E-mail: nieqiulin@hdu.edu.cn [College of Materials Environment Engineering, Hangzhou Dianzi University, Hangzhou 310018 (China); Wu, Wei Wei [College of Materials Environment Engineering, Hangzhou Dianzi University, Hangzhou 310018 (China); Zhang, Yang; LiYuan, Qiu [College of Science, Hangzhou Dianzi University, Hangzhou 310018 (China)

    2017-01-01

    The hierarchical Ag/AgCl-TiO{sub 2} hollow spheres were synthesized by depositing Ag/AgCl nanoparticles on TiO{sub 2} hollow spheres via a precipitation photoreduction method, and they were further characterized using TGA, SEM, TEM, XRD, XPS, UV–vis DRS and photoelectric chemical analysis. The analysis showed that the hierarchical Ag/AgCl-TiO{sub 2} hollow spheres exhibited the highest photocatalytic activity, which was approximately 13 times higher than that of TiO{sub 2} hollow spheres. The high photocatalytic activity of the composites is due to efficient electron-hole pairs separation at the photocatalyst interfaces, and localized surface plasmon resonance of Ag nanoparticles formed on AgCl particles in the degradation reaction. - Highlights: • TiO{sub 2} hollow spheres were prepared by a sacrificial template method. • The hollow spheres were modified with Ag/AgCl to form the heterojunctions. • The modification may produce synergistic effect of LSPR and hollow structure. • Visible light photocatalytic activity was enhanced on this hollow catalyst. • The mechanism of the improved photocatalytic performance was discussed.

  2. A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

    OpenAIRE

    Nur Rokhimah Hanik, Anwari Adi Nugroho

    2015-01-01

    Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

  3. Students’ mathematical learning in modelling activities

    DEFF Research Database (Denmark)

    Kjeldsen, Tinne Hoff; Blomhøj, Morten

    2013-01-01

    Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts i...... create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population....

  4. The Activity Theory Approach to Learning

    Directory of Open Access Journals (Sweden)

    Ritva Engeström

    2014-12-01

    Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

  5. HCl and ClO in activated Arctic air; first retrieved vertical profiles from TELIS submillimetre limb spectra

    Directory of Open Access Journals (Sweden)

    A. de Lange

    2012-02-01

    Full Text Available The first profile retrieval results of the Terahertz and submillimeter Limb Sounder (TELIS balloon instrument are presented. The spectra are recorded during a 13-h balloon flight on 24 January 2010 from Kiruna, Sweden. The TELIS instrument was mounted on the MIPAS-B2 gondola and shared this platform with the Michelson Interferometer for Passive Atmospheric Sounding (MIPAS and the mini-Differential Optical Absorption Spectroscopy (mini-DOAS instruments. The flight took place within the Arctic vortex at an altitude of ≈34 km in chlorine activated air, and both active (ClO and inactive chlorine (HCl were measured over an altitude range of respectively ≈16–32 km and ≈10–32 km. In this altitude range, the increase of ClO concentration levels during sunrise has been recorded with a temporal resolution of one minute. During the daytime equilibrium, a maximum ClO level of 2.1 ± 0.3 ppbv has been observed at an altitude of 23.5 km. This equilibrium profile is validated against the ClO profile by the satellite instrument Microwave Limb Sounder (MLS aboard EOS Aura. HCl profiles have been determined from two different isotopes – H35Cl and H37Cl – and are also validated against MLS. The precision of all profiles is well below 0.01 ppbv and the overall accuracy is therefore governed by systematic effects. The total uncertainty of these effects is estimated to be maximal 0.3 ppbv for ClO around its peak value at 23.5 km during the daytime equilibrium, and for HCl it ranges from 0.05 to 0.4 ppbv, depending on altitude. In both cases the main uncertainty stems from a largely unknown non-linear response in the detector.

  6. Active learning methods for interactive image retrieval.

    Science.gov (United States)

    Gosselin, Philippe Henri; Cord, Matthieu

    2008-07-01

    Active learning methods have been considered with increased interest in the statistical learning community. Initially developed within a classification framework, a lot of extensions are now being proposed to handle multimedia applications. This paper provides algorithms within a statistical framework to extend active learning for online content-based image retrieval (CBIR). The classification framework is presented with experiments to compare several powerful classification techniques in this information retrieval context. Focusing on interactive methods, active learning strategy is then described. The limitations of this approach for CBIR are emphasized before presenting our new active selection process RETIN. First, as any active method is sensitive to the boundary estimation between classes, the RETIN strategy carries out a boundary correction to make the retrieval process more robust. Second, the criterion of generalization error to optimize the active learning selection is modified to better represent the CBIR objective of database ranking. Third, a batch processing of images is proposed. Our strategy leads to a fast and efficient active learning scheme to retrieve sets of online images (query concept). Experiments on large databases show that the RETIN method performs well in comparison to several other active strategies.

  7. Child Development: An Active Learning Approach

    Science.gov (United States)

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  8. Discussing Active Learning from the Practitioner's Perspective

    Science.gov (United States)

    Bamba, Priscilla

    2015-01-01

    The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

  9. Learning models of activities involving interacting objects

    DEFF Research Database (Denmark)

    Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.

    2013-01-01

    We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were t...

  10. Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

    OpenAIRE

    Piyaluk Wongsri; Prasart Nuangchalerm

    2010-01-01

    Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research we...

  11. Activation measurements for thermal neutrons. Part E. 36Cl measurements in Germany

    International Nuclear Information System (INIS)

    Ruehm, Werner; Huber, Thomas; Nolte, Eckehart; Kato, Kazuo; Egbert, Stephen D.

    2005-01-01

    The long-lived radioisotope 36 Cl (half-life: 301,000 years) was measured in bomb-exposed granite and concrete samples from Hiroshima, and in granite samples not exposed to A-bomb neutrons, by means of accelerator mass spectrometry (AMS). For those samples exposed to A-bomb neutrons, measured 36 Cl/Cl ratios as a function of distance to the epicenter were compared with calculated ratios based on the new dosimetry system DS02. (J.P.N.)

  12. Activation measurements for thermal neutrons. Part D. 36Cl measurements in the United States

    International Nuclear Information System (INIS)

    Straume, Tore; Men, Ping; Marchetti, Alfredo A.; Egbert, Stephen D.; Roberts, James A.; Fujita, Shoichiro; Shizuma, Kiyoshi; Hoshi, Masaharu

    2005-01-01

    A large number of measurements were performed in the United States of 36 Cl in both granite and concrete samples obtained from various locations and distances in Hiroshima and Nagasaki. These measurements employed accelerator mass spectrometry (AMS) to quantify the number of atoms of 36 Cl per atom of total Cl in the sample. Results of these measurements are presented in this section and discussed in the context of the DS02 dosimetry reevaluation effort for Hiroshima and Nagasaki atomic-bomb survivors. (J.P.N.)

  13. Adsorption of the reactive azo dyes onto NH4Cl-induced activated carbon

    Directory of Open Access Journals (Sweden)

    Sakine Shekoohiyan

    2016-03-01

    Full Text Available Background: The efficacy of NH4Cl-induced activated carbon (NAC was examined in order to adsorb RR198, an azo reactive model dye, from an aqueous solution. Methods: The effects of pH (3 to 10, adsorbent dose (0.1 to 1.2 g/L, dye concentration and contact time on the adsorption efficiency were investigated. Results: The results showed that the removal of dye was highest at a solution pH of 7 and a powder dose of 1.1 g/L. The 85.9%, 72.6% and 65.4% removal of RR198 was obtained for a concentration of 25, 50 and 100 mg/L, respectively, at a relatively short contact time of 30 minutes, and at optimum pH and NAC concentrations of 1 g/L. The experimental data for kinetic analysis illustrated a best fit to the pseudo-second-order model. The study data on equilibrium were modeled using Langmuir, Freundlich and Dubinin–Radushkevich models; the Langmuir equation provided the best fit for the data. Conclusion: Therefore, the NAC appears to be an efficient and appropriate adsorbent for the removal of reactive azo dyes from waste streams.

  14. Nitrate sorption on activated carbon modified with CaCl2: Equilibrium, isotherms and kinetics

    Directory of Open Access Journals (Sweden)

    Zanella Odivan

    2015-01-01

    Full Text Available In this study, nitrate (NO3- removal from aqueous solutions was investigated using granular activated carbon (GAC modified with CaCl2. Batch sorption studies were performed as a function of sorbent dose, initial nitrate concentration and pH. Sorption was maximized between pH 3 and 9. Studies on the effect of pH showed that the ion exchange mechanism might be involved in the sorption process. The percentage of nitrate removed increased with increasing sorbent concentration, and the ideal sorbent dose was found to be 20 g•L-1. Four isotherm models-Langmuir, Freundlich, Redlich-Peterson and Sips-were used to fit the experimental data. The Redlich-Peterson isotherm model explained the sorption process well and showed the best coefficient of determination (0.9979 and Chi-square test statistic (0.0079. Using the Sips isotherm model, the sorption capacity (qe was found to be 1.93 mg nitrate per g of sorbent. Kinetic experiments indicated that sorption was a fast process, reaching equilibrium within 120 min. The nitrate sorption kinetic data were successfully fitted to a pseudo-second-order kinetic model. The overall results demonstrated potential applications of modified GAC for nitrate removal from aqueous solutions.

  15. Multi–GPU Implementation of Machine Learning Algorithm using CUDA and OpenCL

    Directory of Open Access Journals (Sweden)

    Jan Masek

    2016-06-01

    Full Text Available Using modern Graphic Processing Units (GPUs becomes very useful for computing complex and time consuming processes. GPUs provide high–performance computation capabilities with a good price. This paper deals with a multi–GPU OpenCL and CUDA implementations of k–Nearest Neighbor (k–NN algorithm. This work compares performances of OpenCLand CUDA implementations where each of them is suitable for different number of used attributes. The proposed CUDA algorithm achieves acceleration up to 880x in comparison witha single thread CPU version. The common k-NN was modified to be faster when the lower number of k neighbors is set. The performance of algorithm was verified with two GPUs dual-core NVIDIA GeForce GTX 690 and CPU Intel Core i7 3770 with 4.1 GHz frequency. The results of speed up were measured for one GPU, two GPUs, three and four GPUs. We performed several tests with data sets containing up to 4 million elements with various number of attributes.

  16. 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)

  17. Activating teaching methods, studying responses and learning

    OpenAIRE

    Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy

    2009-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed

  18. The Ca, Cl, Mg, Na, and P mass fractions in benign and malignant giant cell tumors of bone investigated by neutron activation analysis

    International Nuclear Information System (INIS)

    Vladimir Zaichick; German Davydov; Tatyana Epatova; Sofia Zaichick

    2015-01-01

    The Ca, Cl, Mg, Na, and P content and Ca/P, Ca/Mg, Ca/Na, Cl/Ca, and Cl/Na ratios in samples of intact bone, benign and malignant giant cell tumor (GCT) of bone were investigated by neutron activation analysis with high resolution spectrometry of short-lived radionuclides. It was found that in GCT tissue the mass fractions of Cl and Na are higher and the mass fraction of Ca and P are lower than in normal bone tissues. Moreover, it was shown that higher Cl/Na mass fraction ratios as well as lower Ca/Cl, Ca/Mg, and Ca/Na mass fraction ratios are typical of the GCT tissue compared to intact bone. Finally, we propose to use the estimation of such parameters as the Cl mass fraction and the Ca/Cl mass fraction ratio as an additional test for differential diagnosis between benign and malignant GCT. (author)

  19. Neutron activation analysis of Cl, K and Na content in whole blood of horses used in hyperimmune sera production

    International Nuclear Information System (INIS)

    Baptista, T.S.; Zamboni, C.B.; Medeiros, J.A.G.; Freitas, M.G.; Higashi, H.G.; Marcelino, J.R.

    2009-01-01

    Using neutron activation analysis technique Cl, K and Na concentration were obtained in whole blood of equines used for antivenom production at Butantan Institute (Sao Paulo, Brazil). These data were compared with the human whole blood estimation. No significant difference was observed suggesting that this model animal is adequate sera production. (author)

  20. Active Ti Species in TiCl3-Doped NaAlH4. Mechanism for Catalyst Deactivation

    NARCIS (Netherlands)

    Balde, C.P.; Stil, H.A.; van der Eerden, A.M.J.; de Jong, K.P.; Bitter, J.H.

    2007-01-01

    The nature of the active Ti species in TiCl3-doped NaAlH4, a promising hydrogen storage material, was studied as a function of the desorption temperature with Ti K-edge extended X-ray absorption fine structure (EXAFS) spectroscopy, Ti K-edge X-ray absorption near-edge structure (XANES) spectroscopy,

  1. Learning Activities in a Sociable Smart City

    Directory of Open Access Journals (Sweden)

    Dimitrios Ringas

    2013-08-01

    Full Text Available We present our approach on how smart city technologies may enhance the learning process. We have developed the CLIO urban computing system, which invites people to share personal memories and interact the collective city memory. Various educational scenarios and activities were performed exploiting CLIO; in this paper we present the methodology we followed and the experience we gained. Learning has always been the cognitive process of acquiring skills or knowledge, while teachers are often eager to experiment with novel technological means and methods; our aim was to explore the effect that urban computing could have to the learning process. We applied our methodology in the city of Corfu inviting schools to engage their students in learning through the collective city memory while exploiting urban computing. Results from our experience demonstrate the potential of exploiting urban computing in the learning process and the benefits of learning out of the classroom.

  2. Dopamine, reward learning, and active inference

    Directory of Open Access Journals (Sweden)

    Thomas eFitzgerald

    2015-11-01

    Full Text Available Temporal difference learning models propose phasic dopamine signalling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behaviour. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  3. Dopamine, reward learning, and active inference.

    Science.gov (United States)

    FitzGerald, Thomas H B; Dolan, Raymond J; Friston, Karl

    2015-01-01

    Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  4. People with Learning Disabilities and "Active Ageing"

    Science.gov (United States)

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  5. Teaching Engineering with Autonomous Learning Activities

    Science.gov (United States)

    Otero, Beatriz; Rodríguez, Eva; Royo, Pablo

    2015-01-01

    This paper proposes several activities that encourage self-learning in engineering courses. For each activity, the context and the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifically, this work describes and implements five activities, which are: questionnaires, conceptual maps, videos, jigsaw and…

  6. Active Learning through Online Instruction

    Science.gov (United States)

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

  7. Automatic Earthquake Detection by Active Learning

    Science.gov (United States)

    Bergen, K.; Beroza, G. C.

    2017-12-01

    In recent years, advances in machine learning have transformed fields such as image recognition, natural language processing and recommender systems. Many of these performance gains have relied on the availability of large, labeled data sets to train high-accuracy models; labeled data sets are those for which each sample includes a target class label, such as waveforms tagged as either earthquakes or noise. Earthquake seismologists are increasingly leveraging machine learning and data mining techniques to detect and analyze weak earthquake signals in large seismic data sets. One of the challenges in applying machine learning to seismic data sets is the limited labeled data problem; learning algorithms need to be given examples of earthquake waveforms, but the number of known events, taken from earthquake catalogs, may be insufficient to build an accurate detector. Furthermore, earthquake catalogs are known to be incomplete, resulting in training data that may be biased towards larger events and contain inaccurate labels. This challenge is compounded by the class imbalance problem; the events of interest, earthquakes, are infrequent relative to noise in continuous data sets, and many learning algorithms perform poorly on rare classes. In this work, we investigate the use of active learning for automatic earthquake detection. Active learning is a type of semi-supervised machine learning that uses a human-in-the-loop approach to strategically supplement a small initial training set. The learning algorithm incorporates domain expertise through interaction between a human expert and the algorithm, with the algorithm actively posing queries to the user to improve detection performance. We demonstrate the potential of active machine learning to improve earthquake detection performance with limited available training data.

  8. Manifold Regularized Experimental Design for Active Learning.

    Science.gov (United States)

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  9. CX3CL1-mediated macrophage activation contributed to paclitaxel-induced DRG neuronal apoptosis and painful peripheral neuropathy.

    Science.gov (United States)

    Huang, Zhen-Zhen; Li, Dai; Liu, Cui-Cui; Cui, Yu; Zhu, He-Quan; Zhang, Wen-Wen; Li, Yong-Yong; Xin, Wen-Jun

    2014-08-01

    Painful peripheral neuropathy is a dose-limiting side effect of paclitaxel therapy, which hampers the optimal clinical management of chemotherapy in cancer patients. Currently the underlying mechanisms remain largely unknown. Here we showed that the clinically relevant dose of paclitaxel (3×8mg/kg, cumulative dose 24mg/kg) induced significant upregulation of the chemokine CX3CL1 in the A-fiber primary sensory neurons in vivo and in vitro and infiltration of macrophages into the dorsal root ganglion (DRG) in rats. Paclitaxel treatment also increased cleaved caspase-3 expression, induced the loss of primary afferent terminal fibers and decreased sciatic-evoked A-fiber responses in the spinal dorsal horn, indicating DRG neuronal apoptosis induced by paclitaxel. In addition, the paclitaxel-induced DRG neuronal apoptosis occurred exclusively in the presence of macrophage in vitro study. Intrathecal or systemic injection of CX3CL1 neutralizing antibody blocked paclitaxel-induced macrophage recruitment and neuronal apoptosis in the DRG, and also attenuated paclitaxel-induced allodynia. Furthermore, depletion of macrophage by systemic administration of clodronate inhibited paclitaxel-induced allodynia. Blocking CX3CL1 decreased activation of p38 MAPK in the macrophage, and inhibition of p38 MAPK activity blocked the neuronal apoptosis and development of mechanical allodynia induced by paclitaxel. These findings provide novel evidence that CX3CL1-recruited macrophage contributed to paclitaxel-induced DRG neuronal apoptosis and painful peripheral neuropathy. Copyright © 2014 Elsevier Inc. All rights reserved.

  10. Quantum Speedup for Active Learning Agents

    Directory of Open Access Journals (Sweden)

    Giuseppe Davide Paparo

    2014-07-01

    Full Text Available Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  11. Learning, Learning Analytics, Activity Visualisation and Open learner Model

    DEFF Research Database (Denmark)

    Bull, Susan; Kickmeier-Rust, Michael; Vatrapu, Ravi

    2013-01-01

    This paper draws on visualisation approaches in learning analytics, considering how classroom visualisations can come together in practice. We suggest an open learner model in situations where many tools and activity visualisations produce more visual information than can be readily interpreted....

  12. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

    Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  13. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  14. Building Maintenance. Math Learning Activity Packet.

    Science.gov (United States)

    Grant, Shelia I.

    This collection of learning activities is intended for use in reinforcing mathematics instruction as it relates to building maintenance. Fifty activity sheets are provided. These are organized into units on the following topics: numeration, adding whole numbers, subtracting whole numbers, multiplying whole numbers, dividing whole numbers,…

  15. Grooming. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This instructor's packet accompanies the learning activity package (LAP) on grooming. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to issue to students as an…

  16. Activating Teaching for Quality Learning

    DEFF Research Database (Denmark)

    Zhurbenko, Vitaliy

    2013-01-01

    Activating teaching is an educational concept which is based on active participation of students in the study process. It is becoming an alternative to more typical approach where the teacher will just lecture and the students will take notes. The study described in this paper considers student...... activating teaching methods focusing on those based on knowledge dissemination. The practical aspects of the implemented teaching method are considered, and employed assessment methods and tools are discussed....

  17. Active learning in practice: Implementation of the principles of active learning in an engineering course

    DEFF Research Database (Denmark)

    Rützou, C.

    2017-01-01

    The most common form of teaching is still the form where a teacher presents the subject of the lecture to a listening audience. During teaching history this has proved to be an effective way of teaching, however the probability of students being inactive is high and the learning outcome may...... through the same curriculum as usual during a term? • Will Active Learning reduce failure rate? • Will Active Learning give a higher learning outcome than traditional teaching? This paper deals with the results of this experiment, answers the mentioned questions and presents a way to implement Active...

  18. Is Peer Interaction Necessary for Optimal Active Learning?

    Science.gov (United States)

    Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  19. [Effect of damage integrity rat brain synaptic membranes on the functional activity GABA(A)-receptor/Cl(-)-ionophore complex in the CNC].

    Science.gov (United States)

    Rebrov, I G; Kalinina, M V

    2013-01-01

    Functional activity of the CGABA(A)-receptor/Cl(-) ionophore complex was investigated the muscimol-stimulated entry of the radioactive isotope 36Cl(-) in synaptoneurosomes in changing the structure and permeability of neuronal membranes. Integrity of the membranes was damaged by removal of Ca(+2) and Mg(+2) from the incubation medium and by the method of freezing-thawing synaptoneurosomes. In both cases, an increase in basal 36Cl(-) entry into synaptoneurosomes, indicating increased nonspecific permeability of neuronal membranes, and decreased activity the CABA(A)-receptor/Cl(-) ionophore complex. The conclusion about the relationship of processes damage neuronal membranes and reducing the inhibitory processes in the epileptic focus.

  20. Learning plan applicability through active mental entities

    International Nuclear Information System (INIS)

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-01-01

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

  1. Activity coefficients of CaCl{sub 2} in (maltose + water) and (lactose + water) mixtures at 298.15 K

    Energy Technology Data Exchange (ETDEWEB)

    Zhuo Kelei [School of Chemistry and Environmental Science, Henan Normal University, Xinxiang, Henan 453007 (China)], E-mail: klzhuo@263.net; Liu Hongxun; Zhang Honghao; Liu Yaohui; Wang Jianji [School of Chemistry and Environmental Science, Henan Normal University, Xinxiang, Henan 453007 (China)

    2008-05-15

    Activity coefficients of CaCl{sub 2} in disaccharide {l_brace}(maltose, lactose) + water{r_brace} mixtures at 298.15 K were determined by cell potentials. The molalities of CaCl{sub 2} ranged from about 0.01 mol . kg{sup -1} to 0.20 mol . kg{sup -1}, the mass fractions of maltose from 0.05 to 0.25, and those of lactose from 0.025 to 0.125. The cell potentials were analyzed by using the Debye-Hueckel extended equation and the Pitzer equation. The activity coefficients obtained from the two theoretical models are in good agreement with each other. Gibbs free energy interaction parameters (g{sub ES}) and salting constants (k{sub S}) were also obtained. These were discussed in terms of the stereo-chemistry of saccharide molecules and the structural interaction model.

  2. Activity coefficients of CaCl2 in (maltose + water) and (lactose + water) mixtures at 298.15 K

    International Nuclear Information System (INIS)

    Zhuo Kelei; Liu Hongxun; Zhang Honghao; Liu Yaohui; Wang Jianji

    2008-01-01

    Activity coefficients of CaCl 2 in disaccharide {(maltose, lactose) + water} mixtures at 298.15 K were determined by cell potentials. The molalities of CaCl 2 ranged from about 0.01 mol . kg -1 to 0.20 mol . kg -1 , the mass fractions of maltose from 0.05 to 0.25, and those of lactose from 0.025 to 0.125. The cell potentials were analyzed by using the Debye-Hueckel extended equation and the Pitzer equation. The activity coefficients obtained from the two theoretical models are in good agreement with each other. Gibbs free energy interaction parameters (g ES ) and salting constants (k S ) were also obtained. These were discussed in terms of the stereo-chemistry of saccharide molecules and the structural interaction model

  3. Exploring Representativeness and Informativeness for Active Learning.

    Science.gov (United States)

    Du, Bo; Wang, Zengmao; Zhang, Lefei; Zhang, Liangpei; Liu, Wei; Shen, Jialie; Tao, Dacheng

    2017-01-01

    How can we find a general way to choose the most suitable samples for training a classifier? Even with very limited prior information? Active learning, which can be regarded as an iterative optimization procedure, plays a key role to construct a refined training set to improve the classification performance in a variety of applications, such as text analysis, image recognition, social network modeling, etc. Although combining representativeness and informativeness of samples has been proven promising for active sampling, state-of-the-art methods perform well under certain data structures. Then can we find a way to fuse the two active sampling criteria without any assumption on data? This paper proposes a general active learning framework that effectively fuses the two criteria. Inspired by a two-sample discrepancy problem, triple measures are elaborately designed to guarantee that the query samples not only possess the representativeness of the unlabeled data but also reveal the diversity of the labeled data. Any appropriate similarity measure can be employed to construct the triple measures. Meanwhile, an uncertain measure is leveraged to generate the informativeness criterion, which can be carried out in different ways. Rooted in this framework, a practical active learning algorithm is proposed, which exploits a radial basis function together with the estimated probabilities to construct the triple measures and a modified best-versus-second-best strategy to construct the uncertain measure, respectively. Experimental results on benchmark datasets demonstrate that our algorithm consistently achieves superior performance over the state-of-the-art active learning algorithms.

  4. From Tootsie Rolls to Composites: Assessing a Spectrum of Active Learning Activities in Engineering Mechanics

    Science.gov (United States)

    2009-05-01

    The introduction of active learning exercises into a traditional lecture has been shown to improve students’ learning. Hands-on learning...opportunities in labs and projects provide are additional tools in the active learning toolbox. This paper presents a series of innovative hands-on active ... learning activities for mechanics of materials topics. These activities are based on a Methodology for Developing Hands-on Active Learning Activities, a

  5. Highly efficient degradation of thidiazuron with Ag/AgCl- activated carbon composites under LED light irradiation

    Energy Technology Data Exchange (ETDEWEB)

    Yang, Yisi [College of Bioscience and Biotechnology, Hunan Agricultural University, Changsha 410128 (China); Hubei Key Laboratory for Processing and Application of Catalytic Materials, Huanggang Normal University, Huanggang 438000 (China); College of Chemical Engineering, Huanggang Normal University, Huanggang 438000 (China); Zhang, Yan [Hubei Key Laboratory for Processing and Application of Catalytic Materials, Huanggang Normal University, Huanggang 438000 (China); College of Chemical Engineering, Huanggang Normal University, Huanggang 438000 (China); Dong, Mingguang; Yan, Ting; Zhang, Maosheng [College of Chemical Engineering, Huanggang Normal University, Huanggang 438000 (China); Zeng, Qingru, E-mail: 40083763@qq.com [College of Bioscience and Biotechnology, Hunan Agricultural University, Changsha 410128 (China)

    2017-08-05

    Highlights: • Photocatalytic degradation of thidiazuron was performed in a neutral water matrix. • This was carried out in the presence of Ag/AgCl-activated carbon composites and LED light. • The pH effect and the dominant active species were explored. • Degradation products and pathways in water were studied for the first time. - Abstract: Thidiazuron (TDZ; 1-phenyl-3-(1,2,3-thiadiazol-5-yl)urea) is one of the most widely used defoliant and easy to dissolve in surface water. Risk associated with the pesticide is not clearly defined, so it is important to remove/degrade TDZ with an efficient and environment friendly technology. Here, we investigated the use of Ag/AgCl-activated carbon (Ag/AgCl–AC) composites in photocatalytic degradation of TDZ under LED light. By the synergic effect of Ag/AgCl and AC, the optimum Ag/carbon weight ratio of 2:1 exhibited superior visible-light photocatalytic activity, the highest removal efficiency was close to 91% in pH 7 matrix. Different types of Ag/AgCl–AC composites were tested, all showed much faster photodegradation kinetics than bare Ag/AgCl in 210 min. The degradation products as identified by HPLC–MS revealed that the hydroxylation by hydroxyl radicals and that of oxidation by superoxide radicals as well as holes were the two main pathways for TDZ degradation. Results revealed that the adsorption concentrated TDZ molecules and the photocatalytically generated radicals rapidly degradated TDZ, the two contributions functioned together for removal of the pollutant from water.

  6. Highly efficient degradation of thidiazuron with Ag/AgCl- activated carbon composites under LED light irradiation

    International Nuclear Information System (INIS)

    Yang, Yisi; Zhang, Yan; Dong, Mingguang; Yan, Ting; Zhang, Maosheng; Zeng, Qingru

    2017-01-01

    Highlights: • Photocatalytic degradation of thidiazuron was performed in a neutral water matrix. • This was carried out in the presence of Ag/AgCl-activated carbon composites and LED light. • The pH effect and the dominant active species were explored. • Degradation products and pathways in water were studied for the first time. - Abstract: Thidiazuron (TDZ; 1-phenyl-3-(1,2,3-thiadiazol-5-yl)urea) is one of the most widely used defoliant and easy to dissolve in surface water. Risk associated with the pesticide is not clearly defined, so it is important to remove/degrade TDZ with an efficient and environment friendly technology. Here, we investigated the use of Ag/AgCl-activated carbon (Ag/AgCl–AC) composites in photocatalytic degradation of TDZ under LED light. By the synergic effect of Ag/AgCl and AC, the optimum Ag/carbon weight ratio of 2:1 exhibited superior visible-light photocatalytic activity, the highest removal efficiency was close to 91% in pH 7 matrix. Different types of Ag/AgCl–AC composites were tested, all showed much faster photodegradation kinetics than bare Ag/AgCl in 210 min. The degradation products as identified by HPLC–MS revealed that the hydroxylation by hydroxyl radicals and that of oxidation by superoxide radicals as well as holes were the two main pathways for TDZ degradation. Results revealed that the adsorption concentrated TDZ molecules and the photocatalytically generated radicals rapidly degradated TDZ, the two contributions functioned together for removal of the pollutant from water.

  7. Machine learning of molecular properties: Locality and active learning

    Science.gov (United States)

    Gubaev, Konstantin; Podryabinkin, Evgeny V.; Shapeev, Alexander V.

    2018-06-01

    In recent years, the machine learning techniques have shown great potent1ial in various problems from a multitude of disciplines, including materials design and drug discovery. The high computational speed on the one hand and the accuracy comparable to that of density functional theory on another hand make machine learning algorithms efficient for high-throughput screening through chemical and configurational space. However, the machine learning algorithms available in the literature require large training datasets to reach the chemical accuracy and also show large errors for the so-called outliers—the out-of-sample molecules, not well-represented in the training set. In the present paper, we propose a new machine learning algorithm for predicting molecular properties that addresses these two issues: it is based on a local model of interatomic interactions providing high accuracy when trained on relatively small training sets and an active learning algorithm of optimally choosing the training set that significantly reduces the errors for the outliers. We compare our model to the other state-of-the-art algorithms from the literature on the widely used benchmark tests.

  8. Mind and activity. Psychic mechanism of learning

    Directory of Open Access Journals (Sweden)

    Zoya A. Reshetova

    2017-09-01

    Full Text Available The paper is devoted to the issue of mechanisms of learning for understanding the nature of the human mind. Learning is regarded as a special activity that is important for developing the human mind in a specific cultural and historical setting and indirect activity. The author’s understanding of the ideas developed by the psychological theory of activity for establishing the principles of developing the human mind is highlighted. Interpretation of dialectical connections of brain processes and mind, and also the objective activity that emerges them is provided. According to the activity theory, the causes of the students’ psychological difficulties and the low efficacy of learning within predominant reproductive method or the use of the trial and error method are revealed. Thus, a new understanding of the renowned didactic principles of scientific rigour, accessibility, objectivity, the connection of learning with life and others is offered. The contribution of the psychological theory in organizing and managing the studies, increasing teaching activity and awareness, and the growth of the internal causes of motivation are shown. Particular attention is paid to the issue of intellectual development and creative abilities. The author believes the creative abilities of the student and the way the latter are taught are interconnected. At the same time, the developers and educators should make efforts to develop in the students a systemic orientation in the subject, primarily mastering the method of system analysis. Once the method of system analysis has been mastered, it becomes a general intellectual and developing tool through which activities are organized to solve any teaching problems with whatever type of content and difficulty level. Summing up, the organization and disclosure to the student of the process of learning as an activity with its social, consciously transformative and sense shaping meaning, the conditions of its development

  9. Signs of learning in kinaesthetic science activities

    DEFF Research Database (Denmark)

    Bruun, Jesper; Johannsen, Bjørn Friis

    that students use bodily explorations to construct meaning and understanding from kinaesthetic learning that is relevant to school physics? To answer the question, we employ a semiotics perspective to analyse data from a 1-hour lesson for 8-9th graders which introduced students to kinaesthetic activities, where......?”). The analysis is conducted by searching the data to find episodes that illustrate student activity which can serve as a sign of the object that the ‘experiential gestalt of causation’ is employed in the construction of the intended learning outcome. In essence, we study a chaotic but authentic teaching...

  10. Active learning techniques for librarians practical examples

    CERN Document Server

    Walsh, Andrew

    2010-01-01

    A practical work outlining the theory and practice of using active learning techniques in library settings. It explains the theory of active learning and argues for its importance in our teaching and is illustrated using a large number of examples of techniques that can be easily transferred and used in teaching library and information skills to a range of learners within all library sectors. These practical examples recognise that for most of us involved in teaching library and information skills the one off session is the norm, so we need techniques that allow us to quickly grab and hold our

  11. Astronomy Learning Activities for Tablets

    Science.gov (United States)

    Pilachowski, Catherine A.; Morris, Frank

    2015-08-01

    Four web-based tools allow students to manipulate astronomical data to learn concepts in astronomy. The tools are HTML5, CSS3, Javascript-based applications that provide access to the content on iPad and Android tablets. The first tool “Three Color” allows students to combine monochrome astronomical images taken through different color filters or in different wavelength regions into a single color image. The second tool “Star Clusters” allows students to compare images of stars in clusters with a pre-defined template of colors and sizes in order to produce color-magnitude diagrams to determine cluster ages. The third tool adapts Travis Rector’s “NovaSearch” to allow students to examine images of the central regions of the Andromeda Galaxy to find novae. After students find a nova, they are able to measure the time over which the nova fades away. A fourth tool, Proper Pair, allows students to interact with Hipparcos data to evaluate close double stars are physical binaries or chance superpositions. Further information and access to these web-based tools are available at www.astro.indiana.edu/ala/.

  12. Using Oceanography to Support Active Learning

    Science.gov (United States)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  13. Active Learning in Engineering Education: A (Re)Introduction

    Science.gov (United States)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

  14. Determination of Cl, K, Rb, Zn, Se and Hg in paprika by neutron activation analysis

    Energy Technology Data Exchange (ETDEWEB)

    Karimian-Teherani, D; Tehrani, N [Oesterreichische Studiengesellschaft fuer Atomenergie G.m.b.H., Seibersdorf. Forschungszentrum; Kiss, I [Kozponti Elelmiszeripari Kutato Intezet, Budapest (Hungary)

    1979-10-30

    Various samples of Hungarian spice paprika (powdered) were analysed for their Cl, K, Rb and Zn content. Samples of paprika both with and without seeds were studied. The values are reported in ppm (dry weight). Statistical analyses showed significant differences in the trace element contents of most cultivars. In the majority of the cases the increase in the seed content of the samples tended to reduce their trace element content except for Zn.

  15. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

    Science.gov (United States)

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

  16. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

    Science.gov (United States)

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

  17. PDGF activates K-Cl cotransport through phosphoinositide 3-kinase and protein phosphatase-1 in primary cultures of vascular smooth muscle cells.

    Science.gov (United States)

    Zhang, Jing; Lauf, Peter K; Adragna, Norma C

    2005-07-15

    K-Cl cotransport (K-Cl COT, KCC) is an electroneutrally coupled movement of K and Cl present in most cells. In this work, we studied the pathways of regulation of K-Cl COT by platelet-derived growth factor (PDGF) in primary cultures of vascular smooth muscle cells (VSMCs). Wortmannin and LY 294002 blocked the PDGF-induced K-Cl COT activation, indicating that the phosphoinositide 3-kinase (PI 3-K) pathway is involved. However, PD 98059 had no effect on K-Cl COT activation by PDGF, suggesting that the mitogen-activated protein kinase pathway is not involved under the experimental conditions tested. Involvement of phosphatases was also examined. Sodium orthovanadate, cyclosporin A and okadaic acid had no effect on PDGF-stimulated K-Cl COT. Calyculin A blocked the PDGF-stimulated K-Cl COT by 60%, suggesting that protein phosphatase-1 (PP-1) is a mediator in the PDGF signaling pathway/s. In conclusion, our results indicate that the PDGF-mediated pathways of K-Cl COT regulation involve the signaling molecules PI 3-K and PP-1.

  18. Optical properties and surface topography of CdCl2 activated CdTe thin films

    Science.gov (United States)

    Patel, S. L.; Purohit, A.; Chander, S.; Dhaka, M. S.

    2018-05-01

    The effect of post-CdCl2 heat treatment on optical properties and surface topography of evaporated CdTe thin films is investigated. The pristine and thermally annealed films were subjected to UV-Vis spectrophotometer and atomic force microscopy (AFM) to investigate the optical properties and surface topography, respectively. The absorbance is found to be maximum (˜90%) at 320°C temperature and transmittance found to be minimum and almost constant in ultraviolet and visible regions. The direct band gap is increased from 1.42 eV to 2.12 eV with post-CdCl2 annealing temperature. The surface topography revealed that the uniformity is improved with annealing temperature and average surface roughness is found in the range of 83.3-144.3 nm as well as grains have cylindrical hill-like shapes. The investigated results indicate that the post-CdCl2 treated films annealed at 320°C may be well-suitable for thin film solar cells as an absorber layer.

  19. Sequence learning in differentially activated dendrites

    DEFF Research Database (Denmark)

    Nielsen, Bjørn Gilbert

    2003-01-01

    . It is proposed that the neural machinery required in such a learning/retrieval mechanism could involve the NMDA receptor, in conjunction with the ability of dendrites to maintain differentially activated regions. In particular, it is suggested that such a parcellation of the dendrite allows the neuron......Differentially activated areas of a dendrite permit the existence of zones with distinct rates of synaptic modification, and such areas can be individually accessed using a reference signal which localizes synaptic plasticity and memory trace retrieval to certain subregions of the dendrite...... to participate in multiple sequences, which can be learned without suffering from the 'wash-out' of synaptic efficacy associated with superimposition of training patterns. This is a biologically plausible solution to the stability-plasticity dilemma of learning in neural networks....

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

    Directory of Open Access Journals (Sweden)

    Muhammad Ishtiaq

    2017-10-01

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

  1. Active Collaborative Learning through Remote Tutoring

    Science.gov (United States)

    Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

    2017-01-01

    An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

  2. Active Learning Strategies in Physics Teaching

    Science.gov (United States)

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  3. World War II Memorial Learning Activities.

    Science.gov (United States)

    Tennessee State Dept. of Education, Nashville.

    These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June…

  4. Active Learning Strategies for the Mathematics Classroom

    Science.gov (United States)

    Kerrigan, John

    2018-01-01

    Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith & Mark, 1999), there are actually many simple ways to make undergraduate mathematics…

  5. Windowed active sampling for reliable neural learning

    NARCIS (Netherlands)

    Barakova, E.I; Spaanenburg, L

    The composition of the example set has a major impact on the quality of neural learning. The popular approach is focused on extensive pre-processing to bridge the representation gap between process measurement and neural presentation. In contrast, windowed active sampling attempts to solve these

  6. Accounting for Sustainability: An Active Learning Assignment

    Science.gov (United States)

    Gusc, Joanna; van Veen-Dirks, Paula

    2017-01-01

    Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…

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

    OpenAIRE

    Muhammad Ishtiaq; Muhammad Sabboor Hussain

    2017-01-01

    This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL) — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire) has been used to collect data and to serve qualitative purposes. It reports 80 EFL teach...

  8. The double-loop feedback for active learning with understanding

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical...... findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built...... on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important...

  9. Active learning in optics for girls

    Science.gov (United States)

    Ali, R.; Ashraf, I.

    2017-08-01

    Active learning in Optics (ALO) is a self-funded program under the umbrella of the Abdus Salam International Centre for Theoretical Physics (ICTP) and Quaid-i-Azam University (QAU) to bring physical sciences to traditionally underserved Girls high schools and colleges in Pakistan. There is a significant gender disparity in physical Sciences in Pakistan. In Department of Physics at QAU, approximately 10 to 20% of total students were used to be females from past many decades, but now this percentage is increasing. To keep it up at same pace, we started ALO in January 2016 as a way to provide girls an enriching science experiences, in a very friendly atmosphere. We have organized many one-day activities, to support and encourage girls' students of government high schools and colleges to pursue careers in sciences. In this presentation we will describe our experience and lesson learned in these activities.

  10. Incorporation of Socio-scientific Content into Active Learning Activities

    Science.gov (United States)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  11. Analysis of Cl, Mn, Na, Zn in Food Samples by a Neutron Activation Analysis

    Energy Technology Data Exchange (ETDEWEB)

    Moon, Jong Hwa; Kim, Sun Ha; Chung, Yong Sam [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of); Lee, Ok Hee [YongIn University, Yongin (Korea, Republic of)

    2008-10-15

    Due to their westernized dietary habit, Korean children are still threatened by the increasing risks of chronic disease such as obesity, hypertension, low immunity, etc. In addition, they are often exposed to a deficiency of Ca, Mg, Fe and micro-minerals which are necessary for their growth, immunity, and prevention of anemia. Nonetheless, the nutritional adequacy of mineral intakes for children is difficult to assess because of a lack of related studies and a nutritional database with respect to Korean children's foods. In this study, ninety kinds of foods consisting of lunch meals from an elementary and a middle school and children's favorite snacks were collected and prepared for an analysis. INAA which has an advantage of a non-destructive technique was employed to determine the elements like Cl, Mn, Na, Cl in the pretreated food samples. Quality control was carried out by using certified reference materials. From the analytical results, elemental concentration range in the collected samples according to the food groups was summarized.

  12. Analysis of Cl, Mn, Na, Zn in Food Samples by a Neutron Activation Analysis

    International Nuclear Information System (INIS)

    Moon, Jong Hwa; Kim, Sun Ha; Chung, Yong Sam; Lee, Ok Hee

    2008-01-01

    Due to their westernized dietary habit, Korean children are still threatened by the increasing risks of chronic disease such as obesity, hypertension, low immunity, etc. In addition, they are often exposed to a deficiency of Ca, Mg, Fe and micro-minerals which are necessary for their growth, immunity, and prevention of anemia. Nonetheless, the nutritional adequacy of mineral intakes for children is difficult to assess because of a lack of related studies and a nutritional database with respect to Korean children's foods. In this study, ninety kinds of foods consisting of lunch meals from an elementary and a middle school and children's favorite snacks were collected and prepared for an analysis. INAA which has an advantage of a non-destructive technique was employed to determine the elements like Cl, Mn, Na, Cl in the pretreated food samples. Quality control was carried out by using certified reference materials. From the analytical results, elemental concentration range in the collected samples according to the food groups was summarized

  13. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    2017-01-01

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

  14. The Validation of the Active Learning in Health Professions Scale

    Science.gov (United States)

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  15. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  16. Microwave assisted hydrothermal synthesis of Ag/AgCl/WO3 photocatalyst and its photocatalytic activity under simulated solar light

    International Nuclear Information System (INIS)

    Adhikari, Rajesh; Gyawali, Gobinda; Sekino, Tohru; Wohn Lee, Soo

    2013-01-01

    Simulated solar light responsive Ag/AgCl/WO 3 composite photocatalyst was synthesized by microwave assisted hydrothermal process. The synthesized powders were characterized by X-Ray Diffraction (XRD) spectroscopy, X-Ray Photoelectron Spectroscopy (XPS), Transmission Electron Microscopy (TEM), Diffuse Reflectance Spectroscopy (UV–Vis DRS), and BET surface area analyzer to investigate the crystal structure, morphology, chemical composition, optical properties and surface area of the composite photocatalyst. This photocatalyst exhibited higher photocatalytic activity for the degradation of rhodamine B under simulated solar light irradiation. Dye degradation efficiency of composite photocatalyst was found to be increased significantly as compared to that of the commercial WO 3 nanopowder. Increase in photocatalytic activity of the photocatalyst was explained on the basis of surface plasmon resonance (SPR) effect caused by the silver nanoparticles present in the composite photocatalyst. Highlights: ► Successful synthesis of Ag/AgCl/WO 3 nanocomposite. ► Photocatalytic experiment was performed under simulated solar light. ► Nanocomposite photocatalyst was very active as compared to WO 3 commercial powder. ► SPR effect due to Ag nanoparticles enhanced the photocatalytic activity.

  17. Active Learning in Engineering Education: a (re)introduction

    DEFF Research Database (Denmark)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE...... were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can...

  18. Activation of H2O2-induced VSOR Cl- currents in HTC cells require phospholipase Cgamma1 phosphorylation and Ca2+ mobilisation

    DEFF Research Database (Denmark)

    Varela, Diego; Simon, Felipe; Olivero, Pablo

    2007-01-01

    )R) blocker 2-APB. In line with these results, manoeuvres that prevented PLCgamma1 activation and/or [Ca(2+)](i) rise, abolished H(2)O(2)-induced VSOR Cl(-) currents. Furthermore, in cells that overexpress a phosphorylation-defective dominant mutant of PLCgamma1, H(2)O(2) did not induce activation......Volume-sensitive outwardly rectifying (VSOR) Cl(-) channels participate in several physiological processes such as regulatory volume decrease, cell cycle regulation, proliferation and apoptosis. Recent evidence points to a significant role of hydrogen peroxide (H(2)O(2)) in VSOR Cl(-) channel...... activation. The aim of this study was to determine the signalling pathways responsible for H(2)O(2)-induced VSOR Cl(-) channel activation. In rat hepatoma (HTC) cells, H(2)O(2) elicited a transient increase in tyrosine phosphorylation of phospholipase Cgamma1 (PLCgamma1) that was blocked by PP2, a Src...

  19. Changing University Students' Alternative Conceptions of Optics by Active Learning

    Science.gov (United States)

    Hadžibegovic, Zalkida; Sliško, Josip

    2013-01-01

    Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

  20. Faculty motivations to use active learning among pharmacy educators.

    Science.gov (United States)

    Rockich-Winston, Nicole; Train, Brian C; Rudolph, Michael J; Gillette, Chris

    2018-03-01

    Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p active learning methods used in the last year (r = 0.259, p active learning use. Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. Active Learning: The Importance of Developing a Comprehensive Measure

    Science.gov (United States)

    Carr, Rodney; Palmer, Stuart; Hagel, Pauline

    2015-01-01

    This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

  2. Active Learning in ASTR 101 Lectures

    Science.gov (United States)

    Deming, Grace L.

    1998-12-01

    The lecture is the most common teaching method used at colleges and universities, but does this format facilitate student learning? Lectures can be brilliantly delivered, but they are received by a passive audience. As time passes during a lecture, student attention and effective notetaking diminish. Many students become more interested in a subject and retain information longer in courses that rely on active rather than passive teaching methods. Interactive teaching strategies such as the think-pair-share-(write), the 3-minute paper, and the misconception confrontation can be used to actively engage students during lecture. As a cooperative learning strategy, the think-pair-share-(write) technique requires active discussion by everyone in the class. The "write" component structures individual accountability into the activity. The 3-minute paper is an expansion of the standard 1-minute paper feedback technique, but is required of all students rather than voluntary or anonymous. The misconception confrontation technique allows students to focus on how their pre- conceived notions differ from the scientific explanation. These techniques can be easily adopted by anyone currently using a standard lecture format for introductory astronomy. The necessary components are a commitment by the instructor to require active participation by all students and a willingness to try new teaching methods.

  3. Endothelin-2/Vasoactive Intestinal Contractor: Regulation of Expression via Reactive Oxygen Species Induced by CoCl22, and Biological Activities Including Neurite Outgrowth in PC12 Cells

    Directory of Open Access Journals (Sweden)

    Eiichi Kotake-Nara

    2006-01-01

    Full Text Available This paper reviews the local hormone endothelin-2 (ET-2, or vasoactive intestinal contractor (VIC, a member of the vasoconstrictor ET peptide family, where ET-2 is the human orthologous peptide of the murine VIC. While ET-2/VIC gene expression has been observed in some normal tissues, ET-2 recently has been reported to act as a tumor marker and as a hypoxia-induced autocrine survival factor in tumor cells. A recently published study reported that the hypoxic mimetic agent CoCl2 at 200 µM increased expression of the ET-2/VIC gene, decreased expression of the ET-1 gene, and induced intracellular reactive oxygen species (ROS increase and neurite outgrowth in neuronal model PC12 cells. The ROS was generated by addition of CoCl2 to the culture medium, and the CoCl2-induced effects were completely inhibited by the antioxidant N-acetyl cysteine. Furthermore, interleukin-6 (IL-6 gene expression was up-regulated upon the differentiation induced by CoCl2. These results suggest that expression of ET-2/VIC and ET-1 mediated by CoCl2-induced ROS may be associated with neuronal differentiation through the regulation of IL-6 expression. CoCl2 acts as a pro-oxidant, as do Fe(II, III and Cu(II. However, some biological activities have been reported for CoCl2 that have not been observed for other metal salts such as FeCl3, CuSO4, and NiCl2. The characteristic actions of CoCl2 may be associated with the differentiation of PC12 cells. Further elucidation of the mechanism of neurite outgrowth and regulation of ET-2/VIC expression by CoCl2 may lead to the development of treatments for neuronal disorders.

  4. Changes in growth, carbon and nitrogen enzyme activity and mRNA accumulation in the halophilic microalga Dunaliella viridis in response to NaCl stress

    Science.gov (United States)

    Wang, Dongmei; Wang, Weiwei; Xu, Nianjun; Sun, Xue

    2016-12-01

    Many species of microalga Dunaliella exhibit a remarkable tolerance to salinity and are therefore ideal for probing the effects of salinity. In this work, we assessed the effects of NaCl stress on the growth, activity and mRNA level of carbon and nitrogen metabolism enzymes of D. viridis. The alga could grow over a salinity range of 0.44 mol L-1 to 3.00 mol L-1 NaCl, but the most rapid growth was observed at 1.00 mol L-1 NaCl, followed by 2.00 mol L-1 NaCl. Paralleling these growth patterns, the highest initial and total Rubisco activities were detected in the presence of 1.00 mol L-1 NaCl, decreasing to 37.33% and 26.39% of those values, respectively, in the presence of 3.00 mol L-1 NaCl, respectively. However, the highest extracellular carbonic anhydrase (CA) activity was measured in the presence of 2.00 mol L-1 NaCl, followed by 1.00 mol L-1 NaCl. Different from the two carbon enzymes, nitrate reductase (NR) activity showed a slight change under different NaCl concentrations. At the transcriptional level, the mRNAs of Rubisco large subunit ( rbcL), and small subunit ( rbcS), attained their highest abundances in the presence of 1.00 and 2.00 mol L-1 NaCl, respectively. The CA mRNA accumulation was induced from 0.44 mol L-1 to 3.00 mol L-1 NaCl, but the NR mRNA showed the decreasing tendency with the increasing salinity. In conclusion, the growth and carbon fixation enzyme of Rubisco displayed similar tendency in response to NaCl stress, CA was proved be salt-inducible within a certain salinity range and NR showed the least effect by NaCl in D. viridis.

  5. The [Mo₆Cl14]2- Cluster is Biologically Secure and Has Anti-Rotavirus Activity In Vitro.

    Science.gov (United States)

    Rojas-Mancilla, Edgardo; Oyarce, Alexis; Verdugo, Viviana; Morales-Verdejo, Cesar; Echeverria, Cesar; Velásquez, Felipe; Chnaiderman, Jonas; Valiente-Echeverría, Fernando; Ramirez-Tagle, Rodrigo

    2017-07-05

    The molybdenum cluster [Mo₆Cl 14 ] 2- is a fluorescent component with potential for use in cell labelling and pharmacology. Biological safety and antiviral properties of the cluster are as yet unknown. Here, we show the effect of acute exposition of human cells and red blood cells to the molybdenum cluster and its interaction with proteins and antiviral activity in vitro. We measured cell viability of HepG2 and EA.hy926 cell lines exposed to increasing concentrations of the cluster (0.1 to 250 µM), by 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT) colorimetric assay. Hemolysis and morphological alterations of red blood cells, obtained from healthy donors, exposed to the cluster (10 to 200 µM) at 37 °C were analyzed. Furthermore, quenching of tryptophan residues of albumin was performed. Finally, plaque formation by rotavirus SA11 in MA104 cells treated with the cluster (100 to 300 µM) were analyzed. We found that all doses of the cluster showed similar cell viability, hemolysis, and morphology values, compared to control. Quenching of tryptophan residues of albumin suggests a protein-cluster complex formation. Finally, the cluster showed antiviral activity at 300 µM. These results indicate that the cluster [Mo₆Cl 14 ] 2- could be intravenously administered in animals at therapeutic doses for further in vivo studies and might be studied as an antiviral agent.

  6. Synthesis, characterisation and antibacterial activity of [(p-cym)RuX(L)](+/2+) (X = Cl, H2O; L = bpmo, bpms) complexes.

    Science.gov (United States)

    Tripathy, Suman Kumar; Taviti, Ashoka Chary; Dehury, Niranjan; Sahoo, Anupam; Pal, Satyanaryan; Beuria, Tushar Kant; Patra, Srikanta

    2015-03-21

    Mononuclear half-sandwiched complexes [(p-cym)RuCl(bpmo)](ClO4) {[1](ClO4)} and [(p-cym)RuCl(bpms)](PF6) {[2](PF6)} have been prepared by reacting heteroscorpionate ligands bpmo = 2-methoxyphenyl-bis(3,5-dimethylpyrazol-1-yl)methane and bpms = 2-methylthiophenyl-bis(3,5-dimethylpyrazol-1-yl)methane, respectively, with a dimeric precursor complex [(p-cym)RuCl(μ-Cl)]2 (p-cym = 1-isopropyl-4-methylbenzene) in methanol. The corresponding aqua derivatives [(p-cym)Ru(H2O)(bpmo)](ClO4)2 {[3](ClO4)2} and [(p-cym)Ru(H2O)(bpms)](PF6)2 {[4](PF6)2} are obtained from {[1](ClO4)} and {[2](PF6)}, respectively, via Cl(-)/H2O exchange process in the presence of appropriate equivalents of AgClO4/AgNO3 + KPF6 in a methanol-water mixture. The molecular structures of the complexes {[1]Cl, [3](ClO4)2 and [4](PF6)(NO3)} are authenticated by their single crystal X-ray structures. The complexes show the expected piano-stool geometry with p-cym in the η(6) binding mode. The aqua complexes [3](ClO4)2 and [4](PF6)2 show significantly good antibacterial activity towards E. coli (gram negative) and B. subtilis (gram positive) strains, while chloro derivatives ({[1](ClO4)} and {[2](PF6)} are found to be virtually inactive. The order of antibacterial activity of the complexes according to their MIC values is [1](ClO4) (both 1000 μg mL(-1)) < [2](PF6) (580 μg mL(-1) and 750 μg mL(-1)) < [3](ClO4)2 (both 100 μg mL(-1)) < [4](PF6)2 (30 μg mL(-1) and 60 μg mL(-1)) for E. coli and B. subtilis strains, respectively. Further, the aqua complexes [3](ClO4)2 and [4](PF6)2 show clear zones of inhibition against kanamycin, ampicillin and chloramphenicol resistant E. coli strains. The detailed mechanistic aspects of the aforesaid active aqua complexes [3](ClO4)2 and [4](PF6)2 have been explored, and it reveals that both the complexes inhibit the number of nucleoids per cell in vivo and bind to DNA in vitro. The results indeed demonstrate that both [3](ClO4)2 and [4](PF6)2 facilitate the inhibition of

  7. trans-(Cl)-[Ru(5,5'-diamide-2,2'-bipyridine)(CO)2 Cl2 ]: Synthesis, Structure, and Photocatalytic CO2 Reduction Activity.

    Science.gov (United States)

    Kuramochi, Yusuke; Fukaya, Kyohei; Yoshida, Makoto; Ishida, Hitoshi

    2015-07-06

    A series of trans-(Cl)-[Ru(L)(CO)2 Cl2 ]-type complexes, in which the ligands L are 2,2'-bipyridyl derivatives with amide groups at the 5,5'-positions, are synthesized. The C-connected amide group bound to the bipyridyl ligand through the carbonyl carbon atom is twisted with respect to the bipyridyl plane, whereas the N-connected amide group is in the plane. DFT calculations reveal that the twisted structure of the C-connected amide group raises the level of the LUMO, which results in a negative shift of the first reduction potential (Ep ) of the ruthenium complex. The catalytic abilities for CO2 reduction are evaluated in photoreactions (λ>400 nm) with the ruthenium complexes (the catalyst), [Ru(bpy)3 ](2+) (bpy=2,2'-bipyridine; the photosensitizer), and 1-benzyl-1,4-dihydronicotinamide (the electron donor) in CO2 -saturated N,N-dimethylacetamide/water. The logarithm of the turnover frequency increases by shifting Ep a negative value until it reaches the reduction potential of the photosensitizer. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  8. Active Learning in the Era of Big Data

    Energy Technology Data Exchange (ETDEWEB)

    Jamieson, Kevin [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Davis, IV, Warren L. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2015-10-01

    Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.

  9. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  10. Active Learning Increases Children's Physical Activity across Demographic Subgroups.

    Science.gov (United States)

    Bartholomew, John B; Jowers, Esbelle M; Roberts, Gregory; Fall, Anna-Mária; Errisuriz, Vanessa L; Vaughn, Sharon

    2018-01-01

    Given the need to find more opportunities for physical activity within the elementary school day, this study was designed to asses the impact of I-CAN!, active lessons on: 1) student physical activity (PA) outcomes via accelerometry; and 2) socioeconomic status (SES), race, sex, body mass index (BMI), or fitness as moderators of this impact. Participants were 2,493 fourth grade students (45.9% male, 45.8% white, 21.7% low SES) from 28 central Texas elementary schools randomly assigned to intervention (n=19) or control (n=9). Multilevel regression models evaluated the effect of I-CAN! on PA and effect sizes were calculated. The moderating effects of SES, race, sex, BMI, and fitness were examined in separate models. Students in treatment schools took significantly more steps than those in control schools (β = 125.267, SE = 41.327, p = .002, d = .44). I-CAN! had a significant effect on MVPA with treatment schools realizing 80% (β = 0.796, SE =0.251, p = .001; d = .38) more MVPA than the control schools. There were no significant school-level differences on sedentary behavior (β = -0.177, SE = 0.824, p = .83). SES, race, sex, BMI, and fitness level did not moderate the impact of active learning on step count and MVPA. Active learning increases PA within elementary students, and does so consistently across demographic sub-groups. This is important as these sub-groups represent harder to reach populations for PA interventions. While these lessons may not be enough to help children reach daily recommendations of PA, they can supplement other opportunities for PA. This speaks to the potential of schools to adopt policy change to require active learning.

  11. A Simple Method for the Preparation of TiO2 /Ag-AgCl@Polypyrrole Composite and Its Enhanced Visible-Light Photocatalytic Activity.

    Science.gov (United States)

    Yao, Tongjie; Shi, Lei; Wang, Hao; Wang, Fangxiao; Wu, Jie; Zhang, Xiao; Sun, Jianmin; Cui, Tieyu

    2016-01-01

    A novel and facile method was developed to prepare a visible-light driven TiO2 /Ag-AgCl@polypyrrole (PPy) photocatalyst with Ag-AgCl nanoparticles supported on TiO2 nanofibers and covered by a thin PPy shell. During the synthesis, the PPy shell and Ag-AgCl nanoparticles were prepared simultaneously onto TiO2 nanofibers, which simplified the preparation procedure. In addition, because Ag-AgCl aggregates were fabricated via partly etching the Ag nanoparticles, their size was well controlled at the nanoscale, which was beneficial for improvement of the contact surface area. Compared with reference photocatalysts, the TiO2 /Ag-AgCl@PPy composite exhibited an enhanced photodegradation activity towards rhodamine B under visible-light irradiation. The superior photocatalytic property originated from synergistic effects between TiO2 nanofibers, Ag-AgCl nanoparticles and the PPy shell. Furthermore, the TiO2 /Ag-AgCl@PPy composite could be easily separated and recycled without obvious reduction in activity. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  12. The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

    Directory of Open Access Journals (Sweden)

    Benjamin L. Wiggins

    2017-05-01

    Full Text Available STEM classrooms (science, technology, engineering, and mathematics in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.

  13. 25-OCH3-PPD induces the apoptosis of activated t-HSC/Cl-6 cells via c-FLIP-mediated NF-κB activation.

    Science.gov (United States)

    Wu, Yan-ling; Wan, Ying; Jin, Xue-Jun; OuYang, Bing-Qing; Bai, Ting; Zhao, Yu-Qing; Nan, Ji-Xing

    2011-11-15

    25-OCH(3)-PPD is a dammarane-type triterpene sapogenin isolated from the roots, leaves and seeds of Panax notoginseng, which has shown anti-tumor effects in several human cancer lines. In this study, we evaluated the effects of 25-OCH(3)-PPD on apoptosis of activated t-HSC/Cl-6 cells induced by tumor necrosis factor-α (TNF-α). The inhibitory effects of eleven compounds isolated from Panax ginseng and P. notoginseng were detected in activated t-HSC/Cl-6 cells. 25-OCH(3)-PPD produced a significant inhibitory effect on activated t-HSC/Cl-6 cells. However, 25-OCH(3)-PPD showed almost no effect on the cell viability of Chang liver cells, a type of normal human hepatic cell line. Therefore, we aimed to determine the anti-fibrotic potential of 25-OCH(3)-PPD and to characterize the signal transduction pathways involved in activated HSCs. 25-OCH(3)-PPD decreased the fibrosis markers, including α-smooth muscle actin (α-SMA), transforming growth factor β-1 (TGF-β1) and tissue inhibitors of metalloproteinases-1 (TIMP-1). 25-OCH(3)-PPD elevated the level of cellular GSH in activated HSCs, which demonstrated that 25-OCH(3)-PPD might inhibit HSC activation by its antioxidant capacity. Further analyses revealed that 25-OCH(3)-PPD increased the levels of cleaved caspase-3, decreased the ratio of Bcl-2/Bax and the expression of survivin via c-FLIP-mediated NF-κB activation and shed light on the regulation of apoptosis. Therefore, 25-OCH(3)-PPD may prove to be an excellent candidate agent for the therapy of hepatic fibrosis. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

  14. Face-to-Face Activities in Blended Learning

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

  15. Direct modulation of tracheal Cl--channel activity by 5,6- and 11,12-EET.

    Science.gov (United States)

    Salvail, D; Dumoulin, M; Rousseau, E

    1998-09-01

    Using microelectrode potential measurements, we tested the involvement of Cl- conductances in the hyperpolarization induced by 5,6- and 11,12-epoxyeicosatrienoic acid (EET) in airway smooth muscle (ASM) cells. 5,6-EET and 11,12-EET (0.75 microM) caused -5.4 +/- 1.1- and -3.34 +/- 0.95-mV hyperpolarizations, respectively, of rabbit tracheal cells (from a resting membrane potential of -53.25 +/- 0.44 mV), with significant residual repolarizations remaining after the Ca2+-activated K+ channels had been blocked by 10 nM iberiotoxin. In bilayer reconstitution experiments, we demonstrated that the EETs directly inhibit a Ca2+-insensitive Cl- channel from bovine ASM; 1 microM 5,6-EET and 1.5 microM 11,12-EET lowered the unitary current amplitude by 40 (n = 6 experiments) and 44.7% (n = 4 experiments), respectively. Concentration-dependent decreases in channel open probability were observed, with estimated IC50 values of 0.26 microM for 5,6- and 1.15 microM for 11,12-EET. Furthermore, pharmacomechanical tension measurements showed that both regioisomers induced significant bronchorelaxations in epithelium-denuded ASM strips. These results suggest that 5,6- and 11,12-EET can act in ASM as epithelium-derived hyperpolarizing factors.

  16. Study on treatment of distilled ammonia waste water from coke plant with activated carbon-NaClO catalytic oxidation method

    Energy Technology Data Exchange (ETDEWEB)

    Luo, D.; Yi, P.; Liu, J.; Chen, A. [Xiangtan Polytechnic University, Xiangtan (China). Dept. of Chemical Enginering

    2001-12-01

    Catalytic oxidation method for the treatment of distilled ammonia waste water from coke plant was investigated using activated carbon as catalyst and NaClO as oxidant. The influences of main factors, such as NaClO, activated carbon, pH and reactionary time were discussed. The results showed that under the conditions of 25{degree}C, NaClO/CODO=1.5, carbon/NaClO=0.6 and pH=3.0, the reaction completed within 120 minutes with 99.5% of phenol removal and 75.8% of COD removal when the distilled ammonia waste water from coke plant which containing phenol 510 mg/L and CODO 8420 mg/L was treated. 13 refs., 4 figs.

  17. Active Metric Learning from Relative Comparisons

    OpenAIRE

    Xiong, Sicheng; Rosales, Rómer; Pei, Yuanli; Fern, Xiaoli Z.

    2014-01-01

    This work focuses on active learning of distance metrics from relative comparison information. A relative comparison specifies, for a data point triplet $(x_i,x_j,x_k)$, that instance $x_i$ is more similar to $x_j$ than to $x_k$. Such constraints, when available, have been shown to be useful toward defining appropriate distance metrics. In real-world applications, acquiring constraints often require considerable human effort. This motivates us to study how to select and query the most useful ...

  18. Active Discriminative Dictionary Learning for Weather Recognition

    Directory of Open Access Journals (Sweden)

    Caixia Zheng

    2016-01-01

    Full Text Available Weather recognition based on outdoor images is a brand-new and challenging subject, which is widely required in many fields. This paper presents a novel framework for recognizing different weather conditions. Compared with other algorithms, the proposed method possesses the following advantages. Firstly, our method extracts both visual appearance features of the sky region and physical characteristics features of the nonsky region in images. Thus, the extracted features are more comprehensive than some of the existing methods in which only the features of sky region are considered. Secondly, unlike other methods which used the traditional classifiers (e.g., SVM and K-NN, we use discriminative dictionary learning as the classification model for weather, which could address the limitations of previous works. Moreover, the active learning procedure is introduced into dictionary learning to avoid requiring a large number of labeled samples to train the classification model for achieving good performance of weather recognition. Experiments and comparisons are performed on two datasets to verify the effectiveness of the proposed method.

  19. Strategies for active learning in online continuing education.

    Science.gov (United States)

    Phillips, Janet M

    2005-01-01

    Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

  20. Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

    Science.gov (United States)

    Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373

  1. STEM learning activity among home-educating families

    Science.gov (United States)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  2. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    Science.gov (United States)

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  3. Improving active Mealy machine learning for protocol conformance testing

    NARCIS (Netherlands)

    Aarts, F.; Kuppens, H.; Tretmans, J.; Vaandrager, F.; Verwer, S.

    2014-01-01

    Using a well-known industrial case study from the verification literature, the bounded retransmission protocol, we show how active learning can be used to establish the correctness of protocol implementation I relative to a given reference implementation R. Using active learning, we learn a model M

  4. Opportunities to Create Active Learning Techniques in the Classroom

    Science.gov (United States)

    Camacho, Danielle J.; Legare, Jill M.

    2015-01-01

    The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…

  5. Telling Active Learning Pedagogies Apart: From Theory to Practice

    Science.gov (United States)

    Cattaneo, Kelsey Hood

    2017-01-01

    Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

  6. Effects of Sharing Clickers in an Active Learning Environment

    Science.gov (United States)

    Daniel, Todd; Tivener, Kristin

    2016-01-01

    Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

  7. Are students' impressions of improved learning through active learning methods reflected by improved test scores?

    Science.gov (United States)

    Everly, Marcee C

    2013-02-01

    To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

  8. NaCl and osmolarity produce different responses in organum vasculosum of the lamina terminalis neurons, sympathetic nerve activity and blood pressure.

    Science.gov (United States)

    Kinsman, Brian J; Browning, Kirsteen N; Stocker, Sean D

    2017-09-15

    Changes in extracellular osmolarity stimulate thirst and vasopressin secretion through a central osmoreceptor; however, central infusion of hypertonic NaCl produces a greater sympathoexcitatory and pressor response than infusion of hypertonic mannitol/sorbitol. Neurons in the organum vasculosum of the lamina terminalis (OVLT) sense changes in extracellular osmolarity and NaCl. In this study, we discovered that intracerebroventricular infusion or local OVLT injection of hypertonic NaCl increases lumbar sympathetic nerve activity, adrenal sympathetic nerve activity and arterial blood pressure whereas equi-osmotic mannitol/sorbitol did not alter any variable. In vitro whole-cell recordings demonstrate the majority of OVLT neurons are responsive to hypertonic NaCl or mannitol. However, hypertonic NaCl stimulates a greater increase in discharge frequency than equi-osmotic mannitol. Intracarotid or intracerebroventricular infusion of hypertonic NaCl evokes a greater increase in OVLT neuronal discharge frequency than equi-osmotic sorbitol. Collectively, these novel data suggest that subsets of OVLT neurons respond differently to hypertonic NaCl versus osmolarity and subsequently regulate body fluid homeostasis. These responses probably reflect distinct cellular mechanisms underlying NaCl- versus osmo-sensing. Systemic or central infusion of hypertonic NaCl and other osmolytes readily stimulate thirst and vasopressin secretion. In contrast, central infusion of hypertonic NaCl produces a greater increase in arterial blood pressure (ABP) than equi-osmotic mannitol/sorbitol. Although these responses depend on neurons in the organum vasculosum of the lamina terminalis (OVLT), these observations suggest OVLT neurons may sense or respond differently to hypertonic NaCl versus osmolarity. The purpose of this study was to test this hypothesis in Sprague-Dawley rats. First, intracerebroventricular (icv) infusion (5 μl/10 min) of 1.0 m NaCl produced a significantly greater

  9. "Heart Shots": a classroom activity to instigate active learning.

    Science.gov (United States)

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-09-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning. Copyright © 2015 The American Physiological Society.

  10. Active Affordance Learning in Continuous State and Action Spaces

    NARCIS (Netherlands)

    Wang, C.; Hindriks, K.V.; Babuska, R.

    2014-01-01

    Learning object affordances and manipulation skills is essential for developing cognitive service robots. We propose an active affordance learning approach in continuous state and action spaces without manual discretization of states or exploratory motor primitives. During exploration in the action

  11. Determination of Au, Sb, As, Br, Na, K, Cd, Mn and Cl in rice from Vietnam by neutron activation analysis

    International Nuclear Information System (INIS)

    Tran Van, L.; Teherani, D.K.

    1988-01-01

    Gold, antimony, arsenic, bromine, sodium, potassium, cadmium, manganese and chlorine were determined by neutron activation analysis in various rice seed, brand layer and husk samples from Vietnam. The following concentration values were found: Au 0.05-0.28 ppm, Sb 0.05-1.08 ppm, As 0.08-0.94 ppm, Br 0.82-6.72 ppm, Na 16.71-25.71 ppm, K 2582-5163 ppm, Mn 19.26-33.43 ppm, Cd 0.51-2.42 ppm and Cl 205.20-828.61 ppm in rice seed. Statistically significant differences in Au, Sb, Cd contents were detected in rice seed and husk, as well as brand layer and husk. (author) 8 refs.; 3 figs

  12. An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

    OpenAIRE

    Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

    2014-01-01

    This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

  13. Lifeguard Final Exam—Encouraging the Use of Active Learning

    OpenAIRE

    Griswold, Elise N.; Klionsky, Daniel J.

    2015-01-01

    To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that ac...

  14. Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

    Science.gov (United States)

    Smith, C. Veronica; Cardaciotto, LeeAnn

    2011-01-01

    Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

  15. Activation Measurements for Thermal Neutrons, Part D. U.S. Measurements of 36Cl in Mineral Samples from Hiroshima and Nagasaki

    International Nuclear Information System (INIS)

    Tore Straume; Alfredo A, Marchetti; Stephen D, Egbert; James A, Roberts; Ping Men; Shoichiro Fujita; Kiyoshi Shizuma; Masaharu Hoshi; G, Rugel; W, Ruhm; G, Korschinek; J. E. McAninch; K. L. Carroll; T. Faestermann; K. Knie; R. E. Martinelli; A. Wallner; C. Wallner

    2005-01-01

    The present paper presents the 36 Cl measurement effort in the US. A large number of 36 Cl measurements have been made in both granite and concrete samples obtained from various locations and distances in Hiroshima and Nagasaki. These measurements employed accelerator mass spectrometry (AMS) to quantify the number of atoms of 36 Cl per atom of total Cl in the sample. Results from these measurements are presented here and discussed in the context of the DS02 dosimetry reevaluation effort for Hiroshima and Nagasaki atomic-bomb survivors. The production of 36 Cl by bomb neutrons in mineral samples from Hiroshima and Nagasaki was primarily via the reaction 35 Cl(n,γ) 36 Cl. This reaction has a substantial thermal neutron cross-section (43.6 b at 0.025 eV) and the product has a long half-life (301,000 y). hence, it is well suited for neutron-activation detection in Hiroshima and Nagasaki using AMS more than 50 years after the bombings. A less important reaction for bomb neutrons, 39 K(n,α) 36 Cl, typically produces less than 10% of the 36 Cl in mineral samples such as granite and concrete, which contain ∼ 2% potassium. In 1988, only a year after the publication of the DS86 final report (Roesch 1987), it was demonstrated experimentally that 36 Cl measured using AMS should be able to detect the thermal neutron fluences at the large distances most relevant to the A-bomb survivor dosimetry. Subsequent measurements in mineral samples from both Hiroshima and Nagasaki validated the experimental findings. The potential utility of 36 Cl as a thermal neutron detector in Hiroshima was first presented by Haberstock et al. who employed the Munich AMS facility to measure 36 Cl/Cl ratios in a gravestone from near the hypocenter. That work subsequently resulted in an expanded 36 Cl effort in Germany that paralleled the US work. More recently, there have also been 36 Cl measurements made by a Japanese group. The impetus for the extensive 36 Cl and other neutron activation

  16. Cooperative activity and its potential for learning in tertiary education

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2007-01-01

    Full Text Available A learning situation can be structured in different ways, as an individual, competitive, or cooperative activity. Each of these structures can be used for different purposes and can lead to different learning outcomes. This paper focuses on cooperative activity and its potential for learning in tertiary education. After defining cooperative activity (or, in a broader sense, learning in interaction and introducing the CAMS theoretical framework to analyse cooperative activity, the main discussion focuses on the theoretical reasons for the usefulness of group learning and on the research of effects of cooperative learning on cognitive (metacognitive, affective-motivational and social processes in university students. The key elements that should be established for successful cooperation are also discussed. At the end, a new direction in using cooperative activity in learning—computer supported collaborative learning (CSCL, which emerged with rapid technology development in the last two decades—is presented and discussed.

  17. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

    Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

  18. Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

    Science.gov (United States)

    Sesen, Burcin Acar; Tarhan, Leman

    2011-01-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

  19. Lifeguard Final Exam—Encouraging the Use of Active Learning

    Directory of Open Access Journals (Sweden)

    Elise N. Griswold

    2015-08-01

    Full Text Available To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that active learning is preferable to a lecture/note-taking approach. Here, we provide a question for group discussion that can be used as one such illustration.

  20. Empathy and feedback processing in active and observational learning.

    Science.gov (United States)

    Rak, Natalia; Bellebaum, Christian; Thoma, Patrizia

    2013-12-01

    The feedback-related negativity (FRN) and the P300 have been related to the processing of one's own and other individuals' feedback during both active and observational learning. The aim of the present study was to elucidate the role of trait-empathic responding with regard to the modulation of the neural correlates of observational learning in particular. Thirty-four healthy participants completed an active and an observational learning task. On both tasks, the participants' aim was to maximize their monetary gain by choosing from two stimuli the one that showed the higher probability of reward. Participants gained insight into the stimulus-reward contingencies according to monetary feedback presented after they had made an active choice or by observing the choices of a virtual partner. Participants showed a general improvement in learning performance on both learning tasks. P200, FRN, and P300 amplitudes were larger during active, as compared with observational, learning. Furthermore, nonreward elicited a significantly more negative FRN than did reward in the active learning task, while only a trend was observed for observational learning. Distinct subcomponents of trait cognitive empathy were related to poorer performance and smaller P300 amplitudes for observational learning only. Taken together, both the learning performance and event-related potentials during observational learning are affected by different aspects of trait cognitive empathy, and certain types of observational learning may actually be disrupted by a higher tendency to understand and adopt other people's perspectives.

  1. Cytosolic Cl- Affects the Anticancer Activity of Paclitaxel in the Gastric Cancer Cell Line, MKN28 Cell

    Directory of Open Access Journals (Sweden)

    Sachie Tanaka

    2017-05-01

    Full Text Available Background/Aims: Our previous study revealed that cytosolic Cl- affected neurite elongation promoted via assembly of microtubule in rat pheochromocytoma PC12D cells and Cl-–induced blockade of intrinsic GTPase enhanced tubulin polymerization in vitro. Paclitaxel (PTX is a microtubule-targeted chemotherapeutic drug and stabilizes microtubules resulting in mainly blockade of mitosis at the metaphase-anaphase transition and induction of apoptosis. In the present study, we tried to clarify whether the cytosolic Cl- affected PTX ability to inhibit cell growth in the gastric cancer cell line, MKN28. Methods: To clarify the cytosolic Cl- action on PTX-induced cell death and metaphase-anaphase transition in the gastric cancer cell line, MKN28 cell, and PTX-induced tubulin polymerization, we performed cell proliferation assay, cytosolic Cl- concentration measurement, immunofluorescence microscopy, and in vitro tubulin polymerization assay. Results: The decline of cytosolic Cl- weakened the cytotoxic effect of PTX on cell proliferation of MKN28 cells, which could pass through the metaphase-anaphase transition. Moreover, in vitro PTX-induced tubulin polymerization was diminished under the low Cl- condition. Conclusions: Our results strongly suggest that the upregulation of cytosolic Cl- concentration would enhance the antitumor effect of PTX, and that the cytosolic Cl- would be one of the key targets for anti-cancer therapy.

  2. The colloquial approach: An active learning technique

    Science.gov (United States)

    Arce, Pedro

    1994-09-01

    This paper addresses the very important problem of the effectiveness of teaching methodologies in fundamental engineering courses such as transport phenomena. An active learning strategy, termed the colloquial approach, is proposed in order to increase student involvement in the learning process. This methodology is a considerable departure from traditional methods that use solo lecturing. It is based on guided discussions, and it promotes student understanding of new concepts by directing the student to construct new ideas by building upon the current knowledge and by focusing on key cases that capture the essential aspects of new concepts. The colloquial approach motivates the student to participate in discussions, to develop detailed notes, and to design (or construct) his or her own explanation for a given problem. This paper discusses the main features of the colloquial approach within the framework of other current and previous techniques. Problem-solving strategies and the need for new textbooks and for future investigations based on the colloquial approach are also outlined.

  3. Do International Students Appreciate Active Learning in Lectures?

    Directory of Open Access Journals (Sweden)

    Mauricio Marrone

    2018-03-01

    Full Text Available Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

  4. The Use of "Socrative" in ESL Classrooms: Towards Active Learning

    Science.gov (United States)

    El Shaban, Abir

    2017-01-01

    The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, "Socrative", a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English…

  5. Active Learning and Teaching: Improving Postsecondary Library Instruction.

    Science.gov (United States)

    Allen, Eileen E.

    1995-01-01

    Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

  6. Studies of the electronic structure and biological activity of chosen 1,4-benzodiazepines by {sup 35}Cl NQR spectroscopy and DFT calculations

    Energy Technology Data Exchange (ETDEWEB)

    Bronisz, K. [Department of Physics, Adam Mickiewicz University, Umultowska 85, 61-614 Poznan (Poland); Ostafin, M. [Department of Physics, Adam Mickiewicz University, Umultowska 85, 61-614 Poznan (Poland)], E-mail: ostifnqr@amu.edu.pl; Poleshchuk, O. Kh. [Department of Chemistry, Tomsk Pedagogical University, Komsomolskii 75, 634041 Tomsk (Russian Federation); Mielcarek, J. [Faculty of Pharmacy, University of Medical Sciences, Grunwaldzka 6, 60-780 Poznan (Poland); Nogaj, B. [Department of Physics, Adam Mickiewicz University, Umultowska 85, 61-614 Poznan (Poland)

    2006-11-08

    Selected derivatives of 1,4-benzodiazepine: lorazepam, lormetazepam, oxazepam and temazepam, used as active substances in anxiolytic drugs, have been studied by {sup 35}Cl NQR method in order to find the correlation between electronic structure and biological activity. The {sup 35}Cl NQR resonance frequencies ({nu} {sub Q}) measured at 77 K have been correlated with the following parameters characterising their biological activity: biological half-life period (t {sub 0.5}), affinity to benzodiazepine receptor (IC{sub 50}) and mean dose equivalent. The results of experimental study of some benzodiazepine derivatives by nuclear quadrupole resonance of {sup 35}Cl nuclei are compared with theoretical results based on DFT calculations which were carried out by means of Gaussian'98 W software.

  7. Is engagement with a purpose the essence of active learning?

    OpenAIRE

    Álvarez Mesa, Mauricio

    2009-01-01

    In the 2009 edition of the conference on “Active Learning in Engineering Education”, there were several and fruitful discussions within a small workgroup about the essence of active learning. At the end we came with an attempt to sum up our whole discussion with one question. Our question is the same as the title of this essay. Taking this question as a starting point this article propose a specific purpose from which active learning can be based. Peer Reviewed

  8. Generation of Tutorial Dialogues: Discourse Strategies for Active Learning

    Science.gov (United States)

    1998-05-29

    AND SUBTITLE Generation of Tutorial Dialogues: Discourse Strategies for active Learning AUTHORS Dr. Martha Evens 7. PERFORMING ORGANI2ATION NAME...time the student starts in on a new topic. Michael and Rovick constantly attempt to promote active learning . They regularly use hints and only resort...Controlling active learning : How tutors decide when to generate hints. Proceedings of FLAIRS 󈨣. Melbourne Beach, FL. 157-161. Hume, G., Michael

  9. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Alanah Mitchell

    2017-01-01

    Full Text Available Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners\t: This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful

  10. Comment on ``Annual variation of geomagnetic activity'' by Alicia L. Clúa de Gonzales et al.

    Science.gov (United States)

    Sonnemann, G. R.

    2002-10-01

    Clúa de Gonzales et al. (J. Atmos. Terr. Phys. 63 (2001) 367) analyzed the monthly means of the geomagnetic /aa-index available since 1868 and found enhanced geomagnetic activity in July outside of the known seasonal course of semiannual variation. They pointed out that this behavior is mainly caused by the high values of the geomagnetic activity. Their analysis confirmed results obtained from an analysis of Ap-values nearly 30 years ago but widely unknown to the scientific community. At that time the entire year was analyzed using running means of the activity values averaged to the same date. Aside from the July period, the calculations revealed distinct deviations from the seasonal course-called geomagnetic singularities. The most marked singularity occurs from the middle of March to the end of March characterized by a strong increase from, on average, relatively calm values to the actually strongest ones during the entire year. Some typical time patterns around and after equinox are repeated half a year later. An analysis in 1998 on the basis of the available /aa-values confirmed the findings derived from Ap-values and the local activity index Ak from Niemegk, Germany available since 1890. The new results will be presented and discussed. Special attention is paid to the statistical problem of the persistence of geomagnetic perturbations. The main problem under consideration is that the variation of the mean activity is not caused by an accidental accumulation of strong perturbations occurring within certain intervals of days. We assume that the most marked variations of the mean value are not accidental and result from internal processes within the earth's atmosphere but different, particularly small-scale features, are most probably accidental.

  11. Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

    Science.gov (United States)

    Montrezor, Luís H.

    2016-01-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

  12. Teacher Feedback during Active Learning: Current Practices in Primary Schools

    Science.gov (United States)

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-01-01

    Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

  13. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

  14. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    Science.gov (United States)

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  15. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    Science.gov (United States)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  16. Seasonal activity of Leptoiulus trilineatus (C.L. Koch, 1847) and Megaphyllum trassylvanicum (Verhoeff, 1897) (Diplopoda: Julida: Julidae)

    Science.gov (United States)

    Bachvarova, Darina; Doichinov, Aleksandar; Abdulova, Rayme

    2018-03-01

    The article presents the results of a study of the soil surface seasonal activity of two species of julidae, widely spread in the Balkan Peninsula: Leptoiulus trilineatus (C.L. Koch, 1847) and Megaphyllum trassylvanicum (Verhoeff, 1897). The material was collected by means of pitfall traps between May 2007 and May 2009 in natural and urban habitats exposed to varying degrees of anthropogenic pressure. In the study period 1474 specimens of L. trilineatus and 618 specimens of M. transsylvanicum were collected. The impact of the soil and air temperature and humidity on the seasonal activity of both species was measured through statistical analysis. The statistical data processing was conducted using SPSS 9.0 and StatPlus 3.5.3 software packages. L. trilineatus and M. trassylvanicum are polytopic, mesophilic and mesotermic species with year-round activity in the studied area. There is no statistically significant correlation between the degree of anthropogenic impact and the activity of the two species. Leptoiulus trilineatus shows equal preference for both urban and natural habitats in the studied area. The species demonstrates the typical of all millipedes bimodal activity, which is the highest in spring and the beginning of winter - in the periods from March to May and from November to December. The coefficients of correlation dependence of L. trilineatus activity on the tested abiotic environmental factors are not statistically significant. The Pearson-Brave coefficient which measures the effect of soil humidity on species activity is 0.417, which shows a positive correlation. M. trassylvanicum has the highest frequency in urban biotops such as parks in the urban and suburban areas of Shumen and in the coniferous habitats on the Shumen Plateau. In this area the species demonstrates its highest activity in spring and summer (from February to July). The abiotic factors with statistically significant effect on the soil surface activity of M. trassylvanicum are the

  17. Sharing the learning activity using intelligent CAD

    DEFF Research Database (Denmark)

    Duffy, S. M.; Duffy, Alex

    1996-01-01

    In this paper the need for Intelligent Computer Aided Design (Int.CAD) to jointly support design and learning assistance is introduced. The paper focuses on presenting and exploring the possibility of realizing ''learning'' assistance in Int.CAD by introducing a new concept called Shared Learning...

  18. Soluble Collectin-12 (CL-12) Is a Pattern Recognition Molecule Initiating Complement Activation via the Alternative Pathway

    DEFF Research Database (Denmark)

    Ma, Ying Jie; Hein, Estrid; Munthe-Fog, Lea

    2015-01-01

    and may recognize certain bacteria and fungi, leading to opsonophagocytosis. However, based on its structural and functional similarities with soluble collectins, we hypothesized the existence of a fluid-phase analog of CL-12 released from cells, which may function as a soluble pattern-recognition...... of the terminal complement complex. These results demonstrate the existence of CL-12 in a soluble form and indicate a novel mechanism by which the alternative pathway of complement may be triggered directly by a soluble pattern-recognition molecule....... nonreducing conditions it presented multimeric assembly forms. Immunoprecipitation and Western blot analysis of human umbilical cord plasma enabled identification of a natural soluble form of CL-12 having an electrophoretic mobility pattern close to that of shed soluble recombinant CL-12. Soluble CL-12 could...

  19. The control of tonic pain by active relief learning.

    Science.gov (United States)

    Zhang, Suyi; Mano, Hiroaki; Lee, Michael; Yoshida, Wako; Kawato, Mitsuo; Robbins, Trevor W; Seymour, Ben

    2018-02-27

    Tonic pain after injury characterises a behavioural state that prioritises recovery. Although generally suppressing cognition and attention, tonic pain needs to allow effective relief learning to reduce the cause of the pain. Here, we describe a central learning circuit that supports learning of relief and concurrently suppresses the level of ongoing pain. We used computational modelling of behavioural, physiological and neuroimaging data in two experiments in which subjects learned to terminate tonic pain in static and dynamic escape-learning paradigms. In both studies, we show that active relief-seeking involves a reinforcement learning process manifest by error signals observed in the dorsal putamen. Critically, this system uses an uncertainty ('associability') signal detected in pregenual anterior cingulate cortex that both controls the relief learning rate, and endogenously and parametrically modulates the level of tonic pain. The results define a self-organising learning circuit that reduces ongoing pain when learning about potential relief. © 2018, Zhang et al.

  20. The control of tonic pain by active relief learning

    Science.gov (United States)

    Mano, Hiroaki; Lee, Michael; Yoshida, Wako; Kawato, Mitsuo; Robbins, Trevor W

    2018-01-01

    Tonic pain after injury characterises a behavioural state that prioritises recovery. Although generally suppressing cognition and attention, tonic pain needs to allow effective relief learning to reduce the cause of the pain. Here, we describe a central learning circuit that supports learning of relief and concurrently suppresses the level of ongoing pain. We used computational modelling of behavioural, physiological and neuroimaging data in two experiments in which subjects learned to terminate tonic pain in static and dynamic escape-learning paradigms. In both studies, we show that active relief-seeking involves a reinforcement learning process manifest by error signals observed in the dorsal putamen. Critically, this system uses an uncertainty (‘associability’) signal detected in pregenual anterior cingulate cortex that both controls the relief learning rate, and endogenously and parametrically modulates the level of tonic pain. The results define a self-organising learning circuit that reduces ongoing pain when learning about potential relief. PMID:29482716

  1. Difference in {sup 201}TlCl accumulation mechanism in brain tumors. A comparison of their Na{sup +}-K{sup +} ATPase activities

    Energy Technology Data Exchange (ETDEWEB)

    Sugo, Nobuo; Kuroki, Takao; Nemoto, Masaaki; Mito, Toshiaki; Seiki, Yoshikatsu; Shibata, Iekado [Toho Univ., Tokyo (Japan). Omori Hospital

    2000-07-01

    The accumulation levels of {sup 201}TlCl and Na{sup +} -K{sup +} ATPase activity in tumor tissue were compared among glioblastoma, benign glioma and meningioma to study the difference in the mechanism of {sup 201}TlCl accumulation. The subjects were 19 cases comprised of 6 glioblastoma, 2 oligodendroglioma, 1 fibrillary astrocytoma, 1 pilocytic astrocytoma and 9 meningioma. Preoperative {sup 201}TlCl SPECT was performed in all the cases, and Thallium Index (TL index) was calculated by a ratio of {sup 201}TlCl in the tumor area and the contralateral area. In addition, cell membrane was extracted from the tumor tissue collected intraoperatively to determine Na{sup +} -K{sup +} ATPase activity. No statistically significant difference in TL index was noted between the glioblastoma group (6.97{+-}2.67) and the meningioma group (5.87{+-}1.99). This fact showed that there was no difference in the accumulation level of {sup 201}TlCl between the two groups. On the other hand, the glioblastoma group indicated a higher value of Na{sup +} -K{sup +} ATPase activity (49.13{+-}43.76 {mu}mole/hour/mg protein) than the meningioma group (7.73{+-}13.84 {mu}mol/hour/mg protein) (p<0.05, t test). These results suggested the involvement of Na{sup +} -K{sup +} ATPase activity in {sup 201}TlCl accumulation in glioblastoma and the influences of other accumulation mechanism than Na{sup +} -K{sup +} ATPase activity such as the volume of intratumoral vascular bed in meningioma. (author)

  2. Active Learning for Autonomous Intelligent Agents: Exploration, Curiosity, and Interaction

    OpenAIRE

    Lopes, Manuel; Montesano, Luis

    2014-01-01

    In this survey we present different approaches that allow an intelligent agent to explore autonomous its environment to gather information and learn multiple tasks. Different communities proposed different solutions, that are in many cases, similar and/or complementary. These solutions include active learning, exploration/exploitation, online-learning and social learning. The common aspect of all these approaches is that it is the agent to selects and decides what information to gather next. ...

  3. Active learning: a step towards automating medical concept extraction.

    Science.gov (United States)

    Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

    2016-03-01

    This paper presents an automatic, active learning-based system for the extraction of medical concepts from clinical free-text reports. Specifically, (1) the contribution of active learning in reducing the annotation effort and (2) the robustness of incremental active learning framework across different selection criteria and data sets are determined. The comparative performance of an active learning framework and a fully supervised approach were investigated to study how active learning reduces the annotation effort while achieving the same effectiveness as a supervised approach. Conditional random fields as the supervised method, and least confidence and information density as 2 selection criteria for active learning framework were used. The effect of incremental learning vs standard learning on the robustness of the models within the active learning framework with different selection criteria was also investigated. The following 2 clinical data sets were used for evaluation: the Informatics for Integrating Biology and the Bedside/Veteran Affairs (i2b2/VA) 2010 natural language processing challenge and the Shared Annotated Resources/Conference and Labs of the Evaluation Forum (ShARe/CLEF) 2013 eHealth Evaluation Lab. The annotation effort saved by active learning to achieve the same effectiveness as supervised learning is up to 77%, 57%, and 46% of the total number of sequences, tokens, and concepts, respectively. Compared with the random sampling baseline, the saving is at least doubled. Incremental active learning is a promising approach for building effective and robust medical concept extraction models while significantly reducing the burden of manual annotation. © The Author 2015. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  4. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

    NARCIS (Netherlands)

    Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

    2015-01-01

    BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

  5. Group-Based Active Learning of Classification Models.

    Science.gov (United States)

    Luo, Zhipeng; Hauskrecht, Milos

    2017-05-01

    Learning of classification models from real-world data often requires additional human expert effort to annotate the data. However, this process can be rather costly and finding ways of reducing the human annotation effort is critical for this task. The objective of this paper is to develop and study new ways of providing human feedback for efficient learning of classification models by labeling groups of examples. Briefly, unlike traditional active learning methods that seek feedback on individual examples, we develop a new group-based active learning framework that solicits label information on groups of multiple examples. In order to describe groups in a user-friendly way, conjunctive patterns are used to compactly represent groups. Our empirical study on 12 UCI data sets demonstrates the advantages and superiority of our approach over both classic instance-based active learning work, as well as existing group-based active-learning methods.

  6. Fabrication of AgX-loaded Ag2CO3 (X = Cl, I) composites and their efficient visible-light-driven photocatalytic activity

    International Nuclear Information System (INIS)

    Xu, Hui; Zhu, Jiaxiang; Song, Yongxiu; Zhu, Tingting; Zhao, Wenkai; Song, Yanhua; Da, Zulin; Liu, Chengbao; Li, Huaming

    2015-01-01

    Highlights: • The novel AgX/Ag 2 CO 3 composites have been synthesized by ion exchange reaction. • AgX/Ag 2 CO 3 exhibit higher photoactivity and stability than that of Ag 2 CO 3 . • The band structure of AgX/Ag 2 CO 3 is beneficial to improve the photoactivity. - Abstract: The novel visible-light-driven AgX/Ag 2 CO 3 (X = Cl, I) hybrid materials were synthesized by ion exchange reaction. The physical and chemical properties of the catalysts were characterized by X-ray diffraction (XRD), X-ray photoelectron spectroscopy (XPS), scanning electron microscope (SEM), energy dispersive spectrometer (EDS), transmission electron microscopy (TEM), diffuse-reflection spectra (DRS) and photocurrent techniques. The as-prepared AgX/Ag 2 CO 3 (X = Cl, I) composites showed higher photocatalytic activity than that of the pure Ag 2 CO 3 photocatalyst under visible light irradiation (λ ⩾ 400 nm) in the process of methylene blue (MB) degradation. The optimal mass percentage of AgCl and AgI in the AgX/Ag 2 CO 3 (X = Cl, I) composite was 20.54 wt% and 40 wt%, respectively. The enhancement of photocatalytic activity was attributed to the suitable band potential between AgX and Ag 2 CO 3 , which was beneficial to increase the separation efficiency of electrons and holes. Besides, the photocatalytic mechanism of AgX/Ag 2 CO 3 (X = Cl, I) composites was also proposed

  7. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  8. Collegewide Promotion of E-Learning/Active Learning and Faculty Development

    Science.gov (United States)

    Ogawa, Nobuyuki; Shimizu, Akira

    2016-01-01

    Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…

  9. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

  10. Orchestration Framework for Learning Activities in Augmented Reality Environments

    OpenAIRE

    Ibáñez, María Blanca; Delgado Kloos, Carlos; Di Serio, Angela

    2011-01-01

    Proceedings of: Across Spaces11 Workshop in conjunction with the EC-TEL2011, Palermo, Italy, September 21, 2011 In this paper we show how Augmented Reality (AR) technology restricted to the use of mobiles or PCs, can be used to develop learning activities with the minimun level of orchestation required by meaningful learning sequences. We use Popcode as programming language to deploy orchestrated learning activities specified with an AR framework. Publicado

  11. Teaching for Engagement: Part 3: Designing for Active Learning

    Science.gov (United States)

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

  12. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  13. Kinetic studies of adsorption of thiocyanate onto ZnCl2 activated carbon from coir pith, an agricultural solid waste.

    Science.gov (United States)

    Namasivayam, C; Sangeetha, D

    2005-09-01

    The adsorption of thiocyanate onto ZnCl2 activated carbon developed from coir pith was investigated to assess the possible use of this adsorbent. The influence of various parameters such as agitation time, thiocyanate concentration, adsorbent dose, pH and temperature has been studied. Adsorption followed second-order rate kinetics. Two theoretical adsorption isotherms, namely, Langmuir and Freundlich were used to describe the experimental results. The Langmuir adsorption capacity (Q0) was found to be 16.2 mg g(-1) of the adsorbent. The per cent adsorption was maximum in the pH range 3.0-7.0. pH effect and desorption studies showed that ion exchange and chemisorption mechanism are involved in the adsorption process. Thermodynamic parameters such as DeltaG0, DeltaH0 and DeltaS0 for the adsorption were evaluated. The negative values of DeltaH0 confirm the exothermic nature of adsorption. Effects of foreign ions on the adsorption of thiocyanate have been investigated. Removal of thiocyanate from ground water was also tested.

  14. Adsorption of Pb(II) ions from aqueous solutions by date bead carbon activated with ZnCl{sub 2}

    Energy Technology Data Exchange (ETDEWEB)

    Danish, Mohammed; Hashim, Rokiah; Rafatullah, Mohd; Sulaiman, Othman [Division of Bioresource, Paper and Coatings Technology, School of Industrial Technology, Universiti Sains Malaysia, Penang (Malaysia); Ahmad, Anees [Division of Environmental Technology, School of Industrial Technology, Universiti Sains Malaysia, Penang (Malaysia); Govind [Surface Physics and Nanostructures Group, National Physical Laboratory, New Delhi (India)

    2011-04-15

    This study reports on the adsorption characteristics of Pb(II) ions from aqueous solutions using ZnCl{sub 2}-activated date (Phoenix dactylifera) bead (ADB) carbon with respect to change in adsorbent dosage, initial pH, contact time, initial concentration, and temperature of the solution. Kinetic studies of the data showed that the adsorption follows the pseudo-second-order kinetic model. Thermodynamic parameters, enthalpy change ({Delta}H = 55.11 kJ/mol), entropy change ({Delta}S = - 0.193 kJ/mol/K), and Gibbs free energy change ({Delta}G ) were also calculated for the uptake of Pb(II) ions. These parameters show that adsorption on the surface of ADB was feasible, spontaneous in nature, and endothermic between temperatures of 298.2 and 318.2 K. The equilibrium data better fitted the Langmuir and Freundlich isotherm models than the D-R adsorption isotherm model for studying the adsorption behavior of Pb(II) onto the ADB carbon. It could be observed that the maximum adsorption capacity of ADB was 76.92 mg/g at 318.2 K and pH 6.5. (Copyright copyright 2011 WILEY-VCH Verlag GmbH and Co. KGaA, Weinheim)

  15. Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

    OpenAIRE

    O'Donnell, Eileen; Wade, Vincent; Sharp, Mary; O'Donnell, Liam

    2013-01-01

    This book chapter reviews some of the challenges encountered by educators in creating personalised e-learning activities to suit students learning preferences. Technology-enhanced learning (TEL) alternatively known as e-learning has not yet reached its full potential in higher education. There are still many potential uses as yet undiscovered and other discovered uses which are not yet realisable by many educators. TEL is still predominantly used for e-dissemination and e-administration. This...

  16. Ethylene homo- and copolymerization chain-transfers: A perspective from supported (n BuCp) 2 ZrCl 2 catalyst active centre distribution

    KAUST Repository

    Atiqullah, Muhammad; Al-Harthi, Mamdouh A.; Anantawaraskul, Siripon; Emwas, Abdul-Hamid M.

    2015-01-01

    /MAO/(nBuCp)2ZrCl2 - were applied to evaluate the active-centre-dependent ethylene homo- and copolymerization rates, as well as the corresponding chain termination rates. This approach, from a microkinetic mechanistic viewpoint, elucidates better the 1-hexene

  17. Active learning for noisy oracle via density power divergence.

    Science.gov (United States)

    Sogawa, Yasuhiro; Ueno, Tsuyoshi; Kawahara, Yoshinobu; Washio, Takashi

    2013-10-01

    The accuracy of active learning is critically influenced by the existence of noisy labels given by a noisy oracle. In this paper, we propose a novel pool-based active learning framework through robust measures based on density power divergence. By minimizing density power divergence, such as β-divergence and γ-divergence, one can estimate the model accurately even under the existence of noisy labels within data. Accordingly, we develop query selecting measures for pool-based active learning using these divergences. In addition, we propose an evaluation scheme for these measures based on asymptotic statistical analyses, which enables us to perform active learning by evaluating an estimation error directly. Experiments with benchmark datasets and real-world image datasets show that our active learning scheme performs better than several baseline methods. Copyright © 2013 Elsevier Ltd. All rights reserved.

  18. Active Inference and Learning in the Cerebellum.

    Science.gov (United States)

    Friston, Karl; Herreros, Ivan

    2016-09-01

    This letter offers a computational account of Pavlovian conditioning in the cerebellum based on active inference and predictive coding. Using eyeblink conditioning as a canonical paradigm, we formulate a minimal generative model that can account for spontaneous blinking, startle responses, and (delay or trace) conditioning. We then establish the face validity of the model using simulated responses to unconditioned and conditioned stimuli to reproduce the sorts of behavior that are observed empirically. The scheme's anatomical validity is then addressed by associating variables in the predictive coding scheme with nuclei and neuronal populations to match the (extrinsic and intrinsic) connectivity of the cerebellar (eyeblink conditioning) system. Finally, we try to establish predictive validity by reproducing selective failures of delay conditioning, trace conditioning, and extinction using (simulated and reversible) focal lesions. Although rather metaphorical, the ensuing scheme can account for a remarkable range of anatomical and neurophysiological aspects of cerebellar circuitry-and the specificity of lesion-deficit mappings that have been established experimentally. From a computational perspective, this work shows how conditioning or learning can be formulated in terms of minimizing variational free energy (or maximizing Bayesian model evidence) using exactly the same principles that underlie predictive coding in perception.

  19. Reconstructing Causal Biological Networks through Active Learning.

    Directory of Open Access Journals (Sweden)

    Hyunghoon Cho

    Full Text Available Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs, which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments.

  20. Resting alpha activity predicts learning ability in alpha neurofeedback

    Directory of Open Access Journals (Sweden)

    Wenya eNan

    2014-07-01

    Full Text Available Individuals differ in their ability to learn how to regulate the alpha activity by neurofeedback. This study aimed to investigate whether the resting alpha activity is related to the learning ability of alpha enhancement in neurofeedback and could be used as a predictor. A total of 25 subjects performed 20 sessions of individualized alpha neurofeedback in order to learn how to enhance activity in the alpha frequency band. The learning ability was assessed by three indices respectively: the training parameter changes between two periods, within a short period and across the whole training time. It was found that the resting alpha amplitude measured before training had significant positive correlations with all learning indices and could be used as a predictor for the learning ability prediction. This finding would help the researchers in not only predicting the training efficacy in individuals but also gaining further insight into the mechanisms of alpha neurofeedback.

  1. Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

    Directory of Open Access Journals (Sweden)

    Lyn Brodie

    2011-05-01

    Full Text Available Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect, a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

  2. Postnatal TLR2 activation impairs learning and memory in adulthood.

    Science.gov (United States)

    Madar, Ravit; Rotter, Aviva; Waldman Ben-Asher, Hiba; Mughal, Mohamed R; Arumugam, Thiruma V; Wood, W H; Becker, K G; Mattson, Mark P; Okun, Eitan

    2015-08-01

    Neuroinflammation in the central nervous system is detrimental for learning and memory, as evident form epidemiological studies linking developmental defects and maternal exposure to harmful pathogens. Postnatal infections can also induce neuroinflammatory responses with long-term consequences. These inflammatory responses can lead to motor deficits and/or behavioral disabilities. Toll like receptors (TLRs) are a family of innate immune receptors best known as sensors of microbial-associated molecular patterns, and are the first responders to infection. TLR2 forms heterodimers with either TLR1 or TLR6, is activated in response to gram-positive bacterial infections, and is expressed in the brain during embryonic development. We hypothesized that early postnatal TLR2-mediated neuroinflammation would adversely affect cognitive behavior in the adult. Our data indicate that postnatal TLR2 activation affects learning and memory in adult mice in a heterodimer-dependent manner. TLR2/6 activation improved motor function and fear learning, while TLR2/1 activation impaired spatial learning and enhanced fear learning. Moreover, developmental TLR2 deficiency significantly impairs spatial learning and enhances fear learning, stressing the involvement of the TLR2 pathway in learning and memory. Analysis of the transcriptional effects of TLR2 activation reveals both common and unique transcriptional programs following heterodimer-specific TLR2 activation. These results imply that adult cognitive behavior could be influenced in part, by activation or alterations in the TLR2 pathway at birth. Copyright © 2015 Elsevier Inc. All rights reserved.

  3. Novel magnetically separable AgCl/iron oxide composites with enhanced photocatalytic activity driven by visible light

    International Nuclear Information System (INIS)

    Zhang, Ying; Zhang, Yanrong; Tan, Jue

    2013-01-01

    Highlights: •The AgCl/iron oxide composites were prepared by a chemical precipitation method. •The composites exhibited improved performances in the photodegradation of pollutants. •The visible light photocatalysts could be recycled easily by a magnet. -- Abstract: In this work, AgCl/iron oxide composites were synthesized by a simple chemical precipitation method and calcining process. The composition of the material and magnetic and optical properties of the composites were studied by X-ray diffraction (XRD), scanning electron microscopy (SEM), transmission electron microscopy (TEM) and vibrating specimen magnetometer (VSM) techniques, which confirms the high crystalline and magnetic behavior of the composites. UV-vis diffuse reflectance spectral (DRS) studies showed that the AgCl/iron oxide composites were of much higher absorption in longer wavelength region compared to bare iron oxide. The AgCl/iron oxide composites showed better performance in the photodegradation of organic dyes Rhodamin B (RhB) under the fluorescent lamp irradiation, which is remarkably superior to the N-TiO 2 . The degradation of microcystin-LR (MC-LR) and phenol was also found to be good owing to its effective electron-hole separation at AgCl/iron oxide interface. The separation of AgCl/iron oxide composites from the treated water was achieved by an external magnetic field as γ-Fe 2 O 3 exhibits enough magnetic power to facilitate the separation

  4. Teacher feedback during active learning: current practices in primary schools.

    Science.gov (United States)

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-06-01

    Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

  5. Learning To Learn: 15 Vocabulary Acquisition Activities. Tips and Hints.

    Science.gov (United States)

    Holden, William R.

    1999-01-01

    This article describes a variety of ways learners can help themselves remember new words, choosing the ones that best suit their learning styles. It is asserted that repeated exposure to new lexical items using a variety of means is the most consistent predictor of retention. The use of verbal, visual, tactile, textual, kinesthetic, and sonic…

  6. Study of CaCl2 as an agent that modifies the surface of activated carbon used in sorption/treatment cycles for nitrate removal

    Directory of Open Access Journals (Sweden)

    O. Zanella

    2014-03-01

    Full Text Available The efficiency of the application of a chemically-modified activated carbon surface was investigated. The purpose of this study was to examine the effect of treatment with CaCl2 solution at a concentration of 2000 mg.L-1 on the sorption of nitrate ions from aqueous solutions in successive sorption/t reatment cycles. The sorbent was initially subjected to chemical treatment with CaCl2 and subsequently to the sorption process. Nine sorption cycles were performed. The concentrations of nitrate ions in the solution were measured by UV-Vis spectrophotometry before and after sorption. The results show that treatment with CaCl2 caused a significant increase in the percentage removal for each treatment step, reaching a removal rate of 80% of nitrate in the solution after nine cycles.

  7. Bismuth oxychloride homogeneous phasejunction BiOCl/Bi12O17Cl2 with unselectively efficient photocatalytic activity and mechanism insight

    Science.gov (United States)

    Hao, Lin; Huang, Hongwei; Guo, Yuxi; Du, Xin; Zhang, Yihe

    2017-10-01

    Fabrication of homo/hetero-junctions by coupling of wide-band gap semiconductor and narrow-band gap semiconductor is desirable as they can achieve a decent balance between photoabsorption and photo-redox ability. Herein, a n-n type bismuth oxychloride homogeneous phasejunction BiOCl/Bi12O17Cl2 was developed by facilely manipulating the basicity in a one-pot hydrothermal process. Compared with BiOCl which only responds to UV light, the photo-responsive range is remarkably extended to visible region. The BiOCl/Bi12O17Cl2 phasejunctions show much higher photocatalytic activity than the single BiOCl and Bi12O17Cl2 toward degradation of methyl orange (MO) under simulated solar light. In particular, it presented a high photo-oxidation ability in degrading diverse industrial contaminants including 2,4-dichlorophenol (2,4-DCP), phenol, bisphenol A (BPA) and tetracycline hydrochloride. Based on a series of photoelectrochemical and photoluminescence measurements, the fortified photocatalytic performance of BiOCl/Bi12O17Cl2 phasejunctions was manifested to be attributed to the efficient separation and transfer efficiencies of photoinduced electron-hole pairs because of the junctional interface formed between BiOCl and Bi12O17Cl2. The study may not only furnish a high-effective photocatalyst in the application of environment purification, but also pave a path to fabricate agnate phase-junctional photocatalyst.

  8. Learning Choices, Older Australians and Active Ageing

    Science.gov (United States)

    Boulton-Lewis, Gillian M.; Buys, Laurie

    2015-01-01

    This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of…

  9. Active learning reduces annotation time for clinical concept extraction.

    Science.gov (United States)

    Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

    2017-10-01

    To investigate: (1) the annotation time savings by various active learning query strategies compared to supervised learning and a random sampling baseline, and (2) the benefits of active learning-assisted pre-annotations in accelerating the manual annotation process compared to de novo annotation. There are 73 and 120 discharge summary reports provided by Beth Israel institute in the train and test sets of the concept extraction task in the i2b2/VA 2010 challenge, respectively. The 73 reports were used in user study experiments for manual annotation. First, all sequences within the 73 reports were manually annotated from scratch. Next, active learning models were built to generate pre-annotations for the sequences selected by a query strategy. The annotation/reviewing time per sequence was recorded. The 120 test reports were used to measure the effectiveness of the active learning models. When annotating from scratch, active learning reduced the annotation time up to 35% and 28% compared to a fully supervised approach and a random sampling baseline, respectively. Reviewing active learning-assisted pre-annotations resulted in 20% further reduction of the annotation time when compared to de novo annotation. The number of concepts that require manual annotation is a good indicator of the annotation time for various active learning approaches as demonstrated by high correlation between time rate and concept annotation rate. Active learning has a key role in reducing the time required to manually annotate domain concepts from clinical free text, either when annotating from scratch or reviewing active learning-assisted pre-annotations. Copyright © 2017 Elsevier B.V. All rights reserved.

  10. INTEGRATION OF GAMIFICATION AND ACTIVE LEARNING IN THE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Sergio Zepeda-Hernández

    2016-07-01

    Full Text Available Teachers who currently use the traditional method teacher-centered learning, are having various difficulties with the new generations of students. New learning methods are required to allow students to focus more positive attitudes towards their learning. In this paper, we show how the evaluation and activities based on Active Learning and Gamification, can be an alternative to generate a more positive attitude of students and create a more friendly environment in the classroom. This research was conducted using the qualitative research and ethnographic method as technique.

  11. Active Learning of Classification Models with Likert-Scale Feedback.

    Science.gov (United States)

    Xue, Yanbing; Hauskrecht, Milos

    2017-01-01

    Annotation of classification data by humans can be a time-consuming and tedious process. Finding ways of reducing the annotation effort is critical for building the classification models in practice and for applying them to a variety of classification tasks. In this paper, we develop a new active learning framework that combines two strategies to reduce the annotation effort. First, it relies on label uncertainty information obtained from the human in terms of the Likert-scale feedback. Second, it uses active learning to annotate examples with the greatest expected change. We propose a Bayesian approach to calculate the expectation and an incremental SVM solver to reduce the time complexity of the solvers. We show the combination of our active learning strategy and the Likert-scale feedback can learn classification models more rapidly and with a smaller number of labeled instances than methods that rely on either Likert-scale labels or active learning alone.

  12. MLS student active learning within a "cloud" technology program.

    Science.gov (United States)

    Tille, Patricia M; Hall, Heather

    2011-01-01

    In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

  13. Telling Active Learning Pedagogies Apart: from theory to practice

    Directory of Open Access Journals (Sweden)

    Kelsey Hood Cattaneo

    2017-07-01

    Full Text Available Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based, through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.

  14. The search for active learning: Lessons from a happy accident

    OpenAIRE

    Bashforth, Hedley; Parmar, Nitin R

    2010-01-01

    This article suggests that the concept of ‘active learning’ has different meanings. These meanings are created in the dynamic and variable relationships between the uses of learning technologies and approaches to pedagogy. Institutions play a key role in mediating these relationships, privileging some meanings of ‘active learning’ over others. More dialogical forms of active learning call for changes in the mediating role of the institution. This article draws on a case study of the use of El...

  15. Active learning machine learns to create new quantum experiments.

    Science.gov (United States)

    Melnikov, Alexey A; Poulsen Nautrup, Hendrik; Krenn, Mario; Dunjko, Vedran; Tiersch, Markus; Zeilinger, Anton; Briegel, Hans J

    2018-02-06

    How useful can machine learning be in a quantum laboratory? Here we raise the question of the potential of intelligent machines in the context of scientific research. A major motivation for the present work is the unknown reachability of various entanglement classes in quantum experiments. We investigate this question by using the projective simulation model, a physics-oriented approach to artificial intelligence. In our approach, the projective simulation system is challenged to design complex photonic quantum experiments that produce high-dimensional entangled multiphoton states, which are of high interest in modern quantum experiments. The artificial intelligence system learns to create a variety of entangled states and improves the efficiency of their realization. In the process, the system autonomously (re)discovers experimental techniques which are only now becoming standard in modern quantum optical experiments-a trait which was not explicitly demanded from the system but emerged through the process of learning. Such features highlight the possibility that machines could have a significantly more creative role in future research.

  16. Technology transfer and technological learning through CERN's procurement activity

    CERN Document Server

    Autio, Erkko; Hameri, Ari-Pekka; CERN. Geneva

    2003-01-01

    This report analyses the technological learning and innovation benefits derived from CERN's procurement activity during the period 1997-2001. The base population of our study, the technology-intensive suppliers to CERN, consisted of 629 companies out of 6806 companies during the same period, representing 1197 MCHF in procurement. The main findings from the study can be summarized as follows: the various learning and innovation benefits (e.g., technological learning, organizational capability development, market learning) tend to occur together. Learning and innovation benefits appear to be regulated by the quality of the supplier's relationship with CERN: the greater the amount of social capital built into the relationship, the greater the learning and innovation benefits. Regardless of relationship quality, virtually all suppliers derived significant marketing reference benefits from CERN. Many corollary benefits are associated with procurement activity. As an example, as many as 38% of the respondents devel...

  17. Applying active learning to supervised word sense disambiguation in MEDLINE

    Science.gov (United States)

    Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

    2013-01-01

    Objectives This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. Methods We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Results Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. Conclusions This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models. PMID:23364851

  18. Applying active learning to supervised word sense disambiguation in MEDLINE.

    Science.gov (United States)

    Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

    2013-01-01

    This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models.

  19. Fibroblast growth factor receptor 1 activation in mammary tumor cells promotes macrophage recruitment in a CX3CL1-dependent manner.

    Directory of Open Access Journals (Sweden)

    Johanna R Reed

    Full Text Available Tumor formation is an extensive process requiring complex interactions that involve both tumor cell-intrinsic pathways and soluble mediators within the microenvironment. Tumor cells exploit the intrinsic functions of many soluble molecules, including chemokines and their receptors, to regulate pro-tumorigenic phenotypes that are required for growth and progression of the primary tumor. Previous studies have shown that activation of inducible FGFR1 (iFGFR1 in mammary epithelial cells resulted in increased proliferation, migration, and invasion in vitro and tumor formation in vivo. These studies also demonstrated that iFGFR1 activation stimulated recruitment of macrophages to the epithelium where macrophages contributed to iFGFR1-mediated epithelial cell proliferation and angiogenesis. The studies presented here further utilize this model to identify the mechanisms that regulate FGFR1-induced macrophage recruitment. Results from this study elucidate a novel role for the inflammatory chemokine CX3CL1 in FGFR1-induced macrophage migration. Specifically, we illustrate that activation of both the inducible FGFR1 construct in mouse mammary epithelial cells and endogenous FGFR in the triple negative breast cancer cell line, HS578T, leads to expression of the chemokine CX3CL1. Furthermore, we demonstrate that FGFR-induced CX3CL1 is sufficient to recruit CX3CR1-expressing macrophages in vitro. Finally, blocking CX3CR1 in vivo leads to decreased iFGFR1-induced macrophage recruitment, which correlates with decreased angiogenesis. While CX3CL1 is a known target of FGF signaling in the wound healing environment, these studies demonstrate that FGFR activation also leads to induction of CX3CL1 in a tumor setting. Furthermore, these results define a novel role for CX3CL1 in promoting macrophage recruitment during mammary tumor formation, suggesting that the CX3CL1/CX3CR1 axis may represent a potential therapeutic approach for targeting breast cancers associated

  20. Moments of movement: active learning and practice development.

    Science.gov (United States)

    Dewing, Jan

    2010-01-01

    As our understanding of practice development becomes more sophisticated, we enhance our understanding of how the facilitation of learning in and from practice, can be more effectively achieved. This paper outlines an approach for enabling and maximizing learning within practice development known as 'Active Learning'. It considers how, given establishing a learning culture is a prerequisite for the sustainability of PD within organisations, practice developers can do more to maximize learning for practitioners and other stakeholders. Active Learning requires that more attention be given by organisations committed to PD, at a corporate and strategic level for how learning strategies are developed in the workplace. Specifically, a move away from a heavy reliance on training may be required. Practice development facilitators also need to review: how they organise and offer learning, so that learning strategies are consistent with the vision, aims and processes of PD; have skills in the planning, delivery and evaluation of learning as part of their role and influence others who provide more traditional methods of training and education.

  1. Active controllers and the time duration to learn a task

    Science.gov (United States)

    Repperger, D. W.; Goodyear, C.

    1986-01-01

    An active controller was used to help train naive subjects involved in a compensatory tracking task. The controller is called active in this context because it moves the subject's hand in a direction to improve tracking. It is of interest here to question whether the active controller helps the subject to learn a task more rapidly than the passive controller. Six subjects, inexperienced to compensatory tracking, were run to asymptote root mean square error tracking levels with an active controller or a passive controller. The time required to learn the task was defined several different ways. The results of the different measures of learning were examined across pools of subjects and across controllers using statistical tests. The comparison between the active controller and the passive controller as to their ability to accelerate the learning process as well as reduce levels of asymptotic tracking error is reported here.

  2. Calculation of NaCl, KCl and LiCl Salts Activity Coefficients in Polyethylene Glycol (PEG4000)-Water System Using Modified PHSC Equation of State, Extended Debye-Hückel Model and Pitzer Model

    Science.gov (United States)

    Marjani, Azam

    2016-07-01

    For biomolecules and cell particles purification and separation in biological engineering, besides the chromatography as mostly applied process, aqueous two-phase systems (ATPS) are of the most favorable separation processes that are worth to be investigated in thermodynamic theoretically. In recent years, thermodynamic calculation of ATPS properties has attracted much attention due to their great applications in chemical industries such as separation processes. These phase calculations of ATPS have inherent complexity due to the presence of ions and polymers in aqueous solution. In this work, for target ternary systems of polyethylene glycol (PEG4000)-salt-water, thermodynamic investigation for constituent systems with three salts (NaCl, KCl and LiCl) has been carried out as PEG is the most favorable polymer in ATPS. The modified perturbed hard sphere chain (PHSC) equation of state (EOS), extended Debye-Hückel and Pitzer models were employed for calculation of activity coefficients for the considered systems. Four additional statistical parameters were considered to ensure the consistency of correlations and introduced as objective functions in the particle swarm optimization algorithm. The results showed desirable agreement to the available experimental data, and the order of recommendation of studied models is PHSC EOS > extended Debye-Hückel > Pitzer. The concluding remark is that the all the employed models are reliable in such calculations and can be used for thermodynamic correlation/predictions; however, by using an ion-based parameter calculation method, the PHSC EOS reveals both reliability and universality of applications.

  3. Active Learning by Querying Informative and Representative Examples.

    Science.gov (United States)

    Huang, Sheng-Jun; Jin, Rong; Zhou, Zhi-Hua

    2014-10-01

    Active learning reduces the labeling cost by iteratively selecting the most valuable data to query their labels. It has attracted a lot of interests given the abundance of unlabeled data and the high cost of labeling. Most active learning approaches select either informative or representative unlabeled instances to query their labels, which could significantly limit their performance. Although several active learning algorithms were proposed to combine the two query selection criteria, they are usually ad hoc in finding unlabeled instances that are both informative and representative. We address this limitation by developing a principled approach, termed QUIRE, based on the min-max view of active learning. The proposed approach provides a systematic way for measuring and combining the informativeness and representativeness of an unlabeled instance. Further, by incorporating the correlation among labels, we extend the QUIRE approach to multi-label learning by actively querying instance-label pairs. Extensive experimental results show that the proposed QUIRE approach outperforms several state-of-the-art active learning approaches in both single-label and multi-label learning.

  4. Medical Student Perspectives of Active Learning: A Focus Group Study.

    Science.gov (United States)

    Walling, Anne; Istas, Kathryn; Bonaminio, Giulia A; Paolo, Anthony M; Fontes, Joseph D; Davis, Nancy; Berardo, Benito A

    2017-01-01

    Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.

  5. StreamAR: incremental and active learning with evolving sensory data for activity recognition

    OpenAIRE

    Abdallah, Z.; Gaber, M.; Srinivasan, B.; Krishnaswamy, S.

    2012-01-01

    Activity recognition focuses on inferring current user activities by leveraging sensory data available on today’s sensor rich environment. Supervised learning has been applied pervasively for activity recognition. Typical activity recognition techniques process sensory data based on point-by-point approaches. In this paper, we propose a novel cluster-based classification for activity recognition Systems, termed StreamAR. The system incorporates incremental and active learning for mining user ...

  6. Enhancing learning in geosciences and water engineering via lab activities

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

    This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

  7. An overview of R and D activities for the Cu-Cl, cycle with emphasis on the hydrolysis reaction

    International Nuclear Information System (INIS)

    Lewis, M.A.; Ferrandon, M.S.; Tatterson, D.F.

    2010-01-01

    This paper describes the status of the development effort for the Cu-Cl thermochemical cycle. Most of the recent work has been focused on the hydrolysis reaction, which is challenging because of the need for excess steam to achieve high yields. Two types of spray reactors were tested and the ultrasonic nozzle gave excellent results. The conceptual process design for the overall process now includes a spray reactor. Engineering methods to increase efficiency are proposed. Preliminary values for the efficiency and capital costs for producing hydrogen using the Cu-Cl cycle have been calculated. (authors)

  8. Effect of ZnCl{sub 2} activation on CO{sub 2} adsorption of N-doped nanoporous carbons from polypyrrole

    Energy Technology Data Exchange (ETDEWEB)

    Meng, Long-Yue [Department of Chemical Engineering, Yanbian University, Yanji 133002 (China); Department of Chemistry, Inha University, 253 Nam-gu, Incheon 402-751 (Korea, Republic of); Park, Soo-Jin, E-mail: sjpark@inha.ac.kr [Department of Chemistry, Inha University, 253 Nam-gu, Incheon 402-751 (Korea, Republic of)

    2014-10-15

    In this study, N-doping nanoporous carbons (NNCs) were prepared from polypyrrole (PPY) by ZnCl{sub 2} activation. The activation process was carried out under set conditions (PPY/ZnCl{sub 2}=1/4) at 300–800 °C for 2 h. With increasing activation temperature, the specific surface area and total pore volume of the NNCs increased significantly from 539 m{sup 2}/g (300 °C) to 1268 m{sup 2}/g (700 °C) and from 0.245 cm{sup 3}/g (300 °C) to 0.561 cm{sup 3}/g (700 °C), respectively. In addition, the use of PPY carbon precursors allowed the integration of high N content (9.28 wt%) and resulted in a large narrow micropore distribution (<1 nm) in the prepared NNCs. The CO{sub 2} adsorption isotherms showed that PZ-600 exhibited the best CO{sub 2} adsorption capacity of 167 mg/g at 1 bar and 25 °C when the activation temperature was 600 °C. - Graphical abstract: CO{sub 2}/298 K adsorption/desorption isotherms of the N-enriched porous carbons. - Highlights: • N-doping nanoporous carbons were prepared from polypyrrole by ZnCl{sub 2} activation. • Through ZnCl{sub 2} activation, the specific surface area and total pore volume increased. • PZ-600 exhibited the best CO{sub 2} adsorption capacity of 167 mg/g at 1 bar and 25 °C.

  9. Employability and work-related learning activities in higher education

    DEFF Research Database (Denmark)

    Magnell, Marie; Kolmos, Anette

    2017-01-01

    The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies...

  10. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  11. Presence in a Collaborative Science Learning Activity in Second Life

    DEFF Research Database (Denmark)

    Vrellis, Ioannis; Papachristos, Nikiforos; Natsis, Antonios

    2012-01-01

    interacting with and via virtual environments and seems to play an important role in learning. This chapter presents empirical data gathered from an exploratory study regarding a problem-based physics learning activity in Second Life (SL). Our aim is to gain knowledge and experience about the sense...

  12. An active role for machine learning in drug development

    Science.gov (United States)

    Murphy, Robert F.

    2014-01-01

    Due to the complexity of biological systems, cutting-edge machine-learning methods will be critical for future drug development. In particular, machine-vision methods to extract detailed information from imaging assays and active-learning methods to guide experimentation will be required to overcome the dimensionality problem in drug development. PMID:21587249

  13. Creating Activating Events for Transformative Learning in a Prison Classroom

    Science.gov (United States)

    Keen, Cheryl H.; Woods, Robert

    2016-01-01

    In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…

  14. Cognitive and Social Aspects of Engagement in Active Learning

    Science.gov (United States)

    Koretsky, Milo

    2017-01-01

    This article reports analysis of students' written reflections as to what helps them learn in an active learning environment. Eight hundred and twenty seven responses from 403 students in four different studio courses over two years were analyzed. An emergent coding scheme identified 55% of the responses as associated with cognitive processes…

  15. An active learning organisation: teaching projects in electrical engineering education

    NARCIS (Netherlands)

    Christensen, H.-P.; Vos, Henk; de Graaff, E.; Lemoult, B.

    2004-01-01

    The introduction of active learning in engineering education is often started by enthusiastic teachers or change agents. They usually encounter resistance from stakeholders such as colleagues, department boards or students. For a successful introduction these stakeholders all have to learn what

  16. How an Active Learning Classroom Transformed IT Executive Management

    Science.gov (United States)

    Connolly, Amy; Lampe, Michael

    2016-01-01

    This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

  17. Enhanced Memory as a Common Effect of Active Learning

    Science.gov (United States)

    Markant, Douglas B.; Ruggeri, Azzurra; Gureckis, Todd M.; Xu, Fei

    2016-01-01

    Despite widespread consensus among educators that "active learning" leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory…

  18. Cl- channels in apoptosis

    DEFF Research Database (Denmark)

    Wanitchakool, Podchanart; Ousingsawat, Jiraporn; Sirianant, Lalida

    2016-01-01

    A remarkable feature of apoptosis is the initial massive cell shrinkage, which requires opening of ion channels to allow release of K(+), Cl(-), and organic osmolytes to drive osmotic water movement and cell shrinkage. This article focuses on the role of the Cl(-) channels LRRC8, TMEM16/anoctamin......, and cystic fibrosis transmembrane conductance regulator (CFTR) in cellular apoptosis. LRRC8A-E has been identified as a volume-regulated anion channel expressed in many cell types. It was shown to be required for regulatory and apoptotic volume decrease (RVD, AVD) in cultured cell lines. Its presence also......(-) channels or as regulators of other apoptotic Cl(-) channels, such as LRRC8. CFTR has been known for its proapoptotic effects for some time, and this effect may be based on glutathione release from the cell and increase in cytosolic reactive oxygen species (ROS). Although we find that CFTR is activated...

  19. Changing University Students’ Alternative Conceptions of Optics by Active Learning

    Directory of Open Access Journals (Sweden)

    Zalkida Hadžibegović

    2013-01-01

    Full Text Available Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of theSCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000. In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1 helping students to learn from interactive lecture experiment; (2 guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3 developing a conceptual question sequencedesigned for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4 evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session.The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures.

  20. Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

    Directory of Open Access Journals (Sweden)

    Andri Suherman

    2011-12-01

    Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

  1. Developing capability through peer-assisted learning activities ...

    African Journals Online (AJOL)

    L-CAS) is an activity by means of which each student is exposed to primary healthcare learning and practice in communities. Capability has been described as 'an integration of knowledge, skills, personal qualities and understanding used ...

  2. Physical Activity and Wellness: Applied Learning through Collaboration

    Science.gov (United States)

    Long, Lynn Hunt; Franzidis, Alexia

    2015-01-01

    This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

  3. Teachers' Perceptions and Practices of Active Learning in ...

    African Journals Online (AJOL)

    Teachers' Perceptions and Practices of Active Learning in Haramaya ... Science, Technology and Arts Research Journal ... traditional/lecture method, lack of students' interest, shortage of time, lack of instructional material and large class size.

  4. Nature of active centers of catalytic system of VOCl/sub 3/ - Al(C/sub 2/H/sub 5/)/sub 2/Cl

    Energy Technology Data Exchange (ETDEWEB)

    Dubnikova, I L; Meshkova, I N [AN SSSR, Moscow. Inst. Khimicheskoj Fiziki

    1977-05-01

    To investigate the nature of the active sites of the catalyst VOCl/sub 3/-Al(C/sub 2/H/sub 5/)/sub 2/Cl during olefine polymerization, the following factors have been studied: composition and catalytic activity of homogeneous and heterogeneous components of the system, valent state of vanadium entering into the composition of the catalytic sites, effect of an organoaluminium component on the catalytic activity of the system, and the properties of the polymeric products being formed. It has been shown that the catalytic sites of the system VOCl/sub 3/-Al(C/sub 4/H/sub 5/)/sub 2/Cl are located, predominantly, in the heterogeneus phase of the catalyst. A conclusion has been made that heterogeneous catalytic sites are bimetal complexes of alkyl derivatives of vanadium trichloride and aluminuim alkylchlorides and that polycentral mechanism of catalysis of olefine polymerization in the presence of VOCl/sub 3/-Al(C/sub 2/H/sub 5/)/sub 2/Cl is caused by two types of active vanadium-aluminium complexes differing in the nature of an organoaluminium component.

  5. Prototype-based active learning for lemmatization

    CSIR Research Space (South Africa)

    Daelemans, W

    2009-09-01

    Full Text Available ] and Word Length [Long to Short] with the prototypical curves (e.g. Word Frequency [High to Low] and [Word Length Short to Long]). (With regard to the learning curves representing word frequency, refer to 4.1 for an explanation of why [High to Low... of language usage [15]. Secondly, in memory-based language processing [16] it has been argued, on the basis of com- parative machine learning experiments on natural lan- guage processing data, that exceptions are crucial for obtaining high generalization...

  6. Localization-Aware Active Learning for Object Detection

    OpenAIRE

    Kao, Chieh-Chi; Lee, Teng-Yok; Sen, Pradeep; Liu, Ming-Yu

    2018-01-01

    Active learning - a class of algorithms that iteratively searches for the most informative samples to include in a training dataset - has been shown to be effective at annotating data for image classification. However, the use of active learning for object detection is still largely unexplored as determining informativeness of an object-location hypothesis is more difficult. In this paper, we address this issue and present two metrics for measuring the informativeness of an object hypothesis,...

  7. Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

    Directory of Open Access Journals (Sweden)

    Janine E. Trempy

    2009-12-01

    Full Text Available A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

  8. Activity coefficients of LiCl in (PEG 4000 + water) at T = (288.15, 298.15, and 308.15) K

    Energy Technology Data Exchange (ETDEWEB)

    Morales, Jaime W.; Galleguillos, Hector R.; Graber, Teofilo A. [Centro de Investigacion Cientifico y Tecnologico para la Mineria, Departamento de Ingenieria Quimica, Universidad de Antofagasta (Chile); Hernandez-Luis, Felipe, E-mail: ffhelu@ull.e [Departamento de Quimica Fisica, Universidad de La Laguna, Tenerife (Spain)

    2010-10-15

    The electromotive force of the cell containing two ion-selective electrodes (ISE), Na-ISE|LiCl(m),PEG4000(w),H{sub 2}O(1-w)|Cl-ISE has been measured at temperatures of (288.15, 298.15, and 308.15) K as a function of the mass fraction of PEG 4000 (w) in the mixture. w was varied between 0 and 0.25 in 0.05-unit steps and the molality of the electrolyte (m) was between c.a. (0.03 and 5.8) mol . kg{sup -1}. The values of the standard electromotive force, E{sup 0}, were determined using routine methods of extrapolation, together with extended Debye-Hueckel and Pitzer equations. The results obtained produced good internal consistency for all the temperatures studied. Once E{sup 0} was determined, the mean ionic activity coefficients for LiCl, the Gibbs free energy of transfer from the water to (PEG 4000 + water), and the primary LiCl hydration number were calculated.

  9. Activity coefficients of LiCl in (PEG 4000 + water) at T = (288.15, 298.15, and 308.15) K

    International Nuclear Information System (INIS)

    Morales, Jaime W.; Galleguillos, Hector R.; Graber, Teofilo A.; Hernandez-Luis, Felipe

    2010-01-01

    The electromotive force of the cell containing two ion-selective electrodes (ISE), Na-ISE|LiCl(m),PEG4000(w),H 2 O(1-w)|Cl-ISE has been measured at temperatures of (288.15, 298.15, and 308.15) K as a function of the mass fraction of PEG 4000 (w) in the mixture. w was varied between 0 and 0.25 in 0.05-unit steps and the molality of the electrolyte (m) was between c.a. (0.03 and 5.8) mol . kg -1 . The values of the standard electromotive force, E 0 , were determined using routine methods of extrapolation, together with extended Debye-Hueckel and Pitzer equations. The results obtained produced good internal consistency for all the temperatures studied. Once E 0 was determined, the mean ionic activity coefficients for LiCl, the Gibbs free energy of transfer from the water to (PEG 4000 + water), and the primary LiCl hydration number were calculated.

  10. Active Reading Behaviors in Tablet-Based Learning

    Science.gov (United States)

    Palilonis, Jennifer; Bolchini, Davide

    2015-01-01

    Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…

  11. Active Learning: 101 Strategies To Teach Any Subject.

    Science.gov (United States)

    Silberman, Mel

    This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

  12. Active Learning of Markov Decision Processes for System Verification

    DEFF Research Database (Denmark)

    Chen, Yingke; Nielsen, Thomas Dyhre

    2012-01-01

    deterministic Markov decision processes from data by actively guiding the selection of input actions. The algorithm is empirically analyzed by learning system models of slot machines, and it is demonstrated that the proposed active learning procedure can significantly reduce the amount of data required...... demanding process, and this shortcoming has motivated the development of algorithms for automatically learning system models from observed system behaviors. Recently, algorithms have been proposed for learning Markov decision process representations of reactive systems based on alternating sequences...... of input/output observations. While alleviating the problem of manually constructing a system model, the collection/generation of observed system behaviors can also prove demanding. Consequently we seek to minimize the amount of data required. In this paper we propose an algorithm for learning...

  13. [Supporting an Academic Society with the Active Learning Tool Clica].

    Science.gov (United States)

    Arai, Kensuke; Mitsubori, Masahiro

    2018-01-01

     Within school classrooms, Active Learning has been receiving unprecedented attention. Indeed, Active Learning's popularity does not stop in the classroom. As more and more people argue that the Japanese government needs to renew guidelines for education, Active Learning has surfaced as a method capable of providing the necessary knowledge and training for people in all areas of society, helping them reach their full potential. It has become accepted that Active Learning is more effective over the passive listening of lectures, where there is little to no interaction. Active Learning emphasizes that learners explain their thoughts, ask questions, and express their opinions, resulting in a better retention rate of the subject at hand. In this review, I introduce an Active Learning support tool developed at Digital Knowledge, "Clica". This tool is currently being used at many educational institutions. I will also introduce an online questionnaire that Digital Knowledge provided at the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences.

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

    Directory of Open Access Journals (Sweden)

    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.

  15. 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

  16. Active Multi-Field Learning for Spam Filtering

    OpenAIRE

    Wuying Liu; Lin Wang; Mianzhu Yi; Nan Xie

    2015-01-01

    Ubiquitous spam messages cause a serious waste of time and resources. This paper addresses the practical spam filtering problem, and proposes a universal approach to fight with various spam messages. The proposed active multi-field learning approach is based on: 1) It is cost-sensitive to obtain a label for a real-world spam filter, which suggests an active learning idea; and 2) Different messages often have a similar multi-field text structure, which suggests a multi-field learning idea. The...

  17. Implementation of Active Learning Method in Unit Operations II Subject

    OpenAIRE

    Ma'mun, Sholeh

    2018-01-01

    ABSTRACT: Active Learning Method which requires students to take an active role in the process of learning in the classroom has been applied in Department of Chemical Engineering, Faculty of Industrial Technology, Islamic University of Indonesia for Unit Operations II subject in the Even Semester of Academic Year 2015/2016. The purpose of implementation of the learning method is to assist students in achieving competencies associated with the Unit Operations II subject and to help in creating...

  18. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.

    2016-01-01

    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  19. Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

    Science.gov (United States)

    Akar, Bassel

    2016-01-01

    Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

  20. Student's Reflections on Their Learning and Note-Taking Activities in a Blended Learning Course

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2016-01-01

    Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course.…

  1. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Science.gov (United States)

    Mitchell, Alanah; Petter, Stacie; Harris, Albert L.

    2017-01-01

    Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students' attention and helping them learn, such as flipped classrooms and offering courses online.…

  2. Active-constructive-interactive: a conceptual framework for differentiating learning activities.

    Science.gov (United States)

    Chi, Michelene T H

    2009-01-01

    Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. Copyright © 2009 Cognitive Science Society, Inc.

  3. Active learning increases student performance in science, engineering, and mathematics.

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

  4. Competency and an active learning program in undergraduate nursing education.

    Science.gov (United States)

    Shin, Hyunsook; Sok, Sohyune; Hyun, Kyung Sun; Kim, Mi Ja

    2015-03-01

    To evaluate the effect of an active learning program on competency of senior students. Active learning strategies have been used to help students achieve desired nursing competency, but their effectiveness has not been systematically examined. A descriptive, cross-sectional comparative design was used. Two cohort group comparisons using t-test were made: one in an active learning group and the other in a traditional learning group. A total of 147 senior nursing students near graduation participated in this study: 73 in 2010 and 74 in 2013. The active learning program incorporated high-fidelity simulation, situation-based case studies, standardized patients, audio-video playback, reflective activities and technology such as a SmartPad-based program. The overall scores of the nursing competency in the active group were significantly higher than those in the traditional group. Of five overall subdomains, the scores of the special and general clinical performance competency, critical thinking and human understanding were significantly higher in the active group than in the traditional group. Importance-performance analysis showed that all five subdomains of the active group clustered in the high importance and high performance quadrant, indicating significantly better achievements. In contrast, the students in the traditional group showed scattered patterns in three quadrants, excluding the low importance and low performance quadrants. This pattern indicates that the traditional learning method did not yield the high performance in most important areas. The findings of this study suggest that an active learning strategy is useful for helping undergraduate students to gain competency. © 2014 John Wiley & Sons Ltd.

  5. Mean activity coefficient measurement and thermodynamic modelling of the ternary mixed electrolyte (MgCl_2 + glucose + water) system at T = 298.15 K

    International Nuclear Information System (INIS)

    Rouhi, Azam; Bagherinia, Mohammad Ali

    2015-01-01

    Highlights: • The main goal of the work is to provide precise thermodynamic data for the system. • The method used was potentiometric method. • Pitzer ion interaction model and modified TCPC model were used. • The mass fractions of glucose were (0, 10, 20, 30 and 40)%. • The ionic strengths were from 0.0010 to 6.0000 mol · kg"−"1. - Abstract: In this work, the mean activity coefficients of MgCl_2 in pure water and (glucose + water) mixture solvent were determined using a galvanic cell without liquid junction potential of type: (Mg"2"+ + ISE)|MgCl_2 (m), glucose (wt.%), H_2O (100 wt.%)|AgCl|Ag. The measurements were performed at T = 298.15 K. Total ionic strengths were from (0.0010 to 6.0000) mol · kg"−"1. The various (glucose + water) mixed solvents contained (0, 10, 20, 30 and 40)% mass fractions percentage of glucose respectively. The mean activity coefficients measured were correlated with Pitzer ion interaction model and the Pitzer adjustable parameters were determined. Then these parameters were used to calculate the thermodynamics properties for under investigated system. The results showed that Pitzer ion interaction model can satisfactory describe the investigated system. The modified three-characteristic-parameter correlation (TCPC) model was applied to correlate the experimental activity coefficient data for under investigation electrolyte system, too.

  6. Box-Behnken design approach towards optimization of activated carbon synthesized by co-pyrolysis of waste polyester textiles and MgCl2

    Science.gov (United States)

    Yuan, Zhihang; Xu, Zhihua; Zhang, Daofang; Chen, Weifang; Zhang, Tianqi; Huang, Yuanxing; Gu, Lin; Deng, Haixuan; Tian, Danqi

    2018-01-01

    Pyrolysis activation of waste polyester textiles (WPT) was regarded as a sustainable technique to synthesize multi-pore activated carbons. MgO-template method of using MgCl2 as the template precursor was employed, which possessed the advantages of ideal pore-forming effect and efficient preparation process. The response surface methodology coupled with Box-Behnken design (BBD) was conducted to study the interaction between different variables and optimized preparation conditions of waste polyester textiles based activated carbons. Derived from BBD design results, carbonization temperature was the most significant individual factor. And the maximum specific surface area of 1364 m2/g, which presented a good agreement with the predicted response values(1315 m2/g), was obtained at mixing ratio in MgCl2/WPT, carbonization temperature and time of 5:1, 900 °C and 90 min, respectively. Furthermore, the physicochemical properties of the sample prepared under optimal conditions were carried on utilizing nitrogen adsorption/desorption isotherms, EA, XRD, SEM and FTIR. In addition, the pore-forming mechanism was mainly attributed to the tendency of carbon layer coating on MgO to form pore walls after elimination of MgO and the strong dehydration effect of MgCl2 on WPT.

  7. Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2017-01-01

    Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note-taking activity. The contribution of students' characteristics and styles of learning to note-taking activity and learning performance were analyzed, and the relationships between the two types of…

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  9. NaCl-induced physiological and biochemical changes in two cyanobacteria Nostoc muscorum and Phormidium foveolarum acclimatized to different photosynthetically active radiation.

    Science.gov (United States)

    Kumar, Jitendra; Singh, Vijay Pratap; Prasad, Sheo Mohan

    2015-10-01

    The present study is aimed at investigating physiological and biochemical behavior of two cyanobacteria Nostoc muscorum and Phormidium foveolarum acclimatized to different levels (sub-optimum; 25 ± 0.5, optimum; 75 ± 2.5 and supra-optimum; 225 ± 3.5 μmol photons m(-2) s(-1)) of photosynthetic active radiation (PAR), and subsequently treated with two doses (30 and 90 mM) of NaCl. PAR influences growth in tested cyanobacteria being maximum in supra-optimum PAR acclimatized cells. NaCl-induced maximum percent decline in growth was observed in sub-optimum PAR acclimatized cells, which was in consonance with a decrease in chlorophyll content. Sub-optimum PAR acclimatization stimulated phycocyanin content in control cells, whereas maximum carotenoids content was observed in supra-optimum PAR acclimatized cells. Photosystem II photochemistry viz. Fv/F0, Fv/Fm, Ψ0, ϕE0, PIABS, ABS/RC, TR0/RC, ET0/RC and DI0/RC was also influenced by PAR and NaCl. Maximum percent rise in superoxide radical (SOR), hydrogen peroxide (H2O2) and lipid peroxidation was observed in sub-optimum PAR acclimatized cells exposed to NaCl, which could be correlated with lower values of enzymatic (superoxide dismutase, catalase, peroxidase and glutathione-S-transferase) and non-enzymatic (NP-SH and cysteine) antioxidants. In supra-optimum PAR acclimatized cells level of oxidative stress markers was in parallel with enhanced antioxidants. The results suggest that PAR significantly changes physiological and biochemical responses of studied cyanobacteria under NaCl stress. Besides this, this study also shows that P. foveolarum is more tolerant than N. muscorum under test conditions. Copyright © 2015 Elsevier B.V. All rights reserved.

  10. Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

    Science.gov (United States)

    Baepler, Paul; Walker, J. D.

    2014-01-01

    This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.

  11. Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

    Science.gov (United States)

    Auerbach, Anna Jo; Schussler, Elisabeth E.

    2016-01-01

    Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

  12. Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

    Science.gov (United States)

    Shen, Helen H.; Xu, Wenjing

    2015-01-01

    Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

  13. Antioxidant activity and controlled drug delivery potential of tragacanth gum-cl- poly (lactic acid-co-itaconic acid) hydrogel.

    Science.gov (United States)

    Gupta, Vinod Kumar; Sood, Swadeep; Agarwal, Shilpi; Saini, Adesh K; Pathania, Deepak

    2018-02-01

    Tragacanth gum-cl-poly (lactic acid-co-itaconic acid) (TG-cl-p(LA-co-IA)) hydrogel is synthesized through graft copolymerization reaction using microwave assisted technique. The synthesized hydrogel was characterised using various analytical and characterization techniques such as FTIR, FESEM, XRD, TGA, TEM and SEM. It was observed that, the maximum percentage swelling (P s ) of the hydrogel was 311.61% after 6h at room temperature and 298.06% after 3h at 60°C and TG-cl-p(LA-co-IA) exhibited highest Amoxicillin loading (73%) in double distilled waterafter 24h. From the controlled release studies, it was evident that maximum drug release of about 96% took place at pH 2.2=after 6h. The synthesized hydrogel also showed mild antioxidant properties and 43.85% of free radical scavenging was occurred at a concentration of 640μg/mL and hence it can be effectively used to reduce the oxidative stresses. In addition to this, the antibacterial studies also showed that it is more effective against S. aureus. Copyright © 2017 Elsevier B.V. All rights reserved.

  14. A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

    Science.gov (United States)

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2017-01-01

    National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly…

  15. A Nap But Not Rest or Activity Consolidates Language Learning

    Directory of Open Access Journals (Sweden)

    Stefan Heim

    2017-05-01

    Full Text Available Recent evidence suggests that a period of sleep after a motor learning task is a relevant factor for memory consolidation. However, it is yet open whether this also holds true for language-related learning. Therefore, the present study compared the short- and long-term effects of a daytime nap, rest, or an activity task after vocabulary learning on learning outcome. Thirty healthy subjects were divided into three treatment groups. Each group received a pseudo-word learning task in which pictures of monsters were associated with unique pseudo-word names. At the end of the learning block a first test was administered. Then, one group went for a 90-min nap, one for a waking rest period, and one for a resting session with interfering activity at the end during which a new set of monster names was to be learned. After this block, all groups performed a first re-test of the names that they initially learned. On the morning of the following day, a second re-test was administered to all groups. The nap group showed significant improvement from test to re-test and a stable performance onto the second re-test. In contrast, the rest and the interference groups showed decline in performance from test to re-test, with persistently low performance at re-test 2. The 3 (GROUP × 3 (TIME ANOVA revealed a significant interaction, indicating that the type of activity (nap/rest/interfering action after initial learning actually had an influence on the memory outcome. These data are discussed with respect to translation to clinical settings with suggestions for improvement of intervention outcome after speech-language therapy if it is followed by a nap rather than interfering activity.

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

    Directory of Open Access Journals (Sweden)

    Chun-Ting Yeh

    2016-12-01

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

  17. Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Arthur Shelley

    2014-01-01

    Full Text Available Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

  18. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-02-21

    The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

  19. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-01-01

    Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

  20. Influence of NaCl-Induced Salinity and Cd Toxicity on Respiration Activity and Cd Availability to Barley Plants in Farmyard Manure-Amended Soil

    Directory of Open Access Journals (Sweden)

    Adel R. A. Usman

    2015-01-01

    Full Text Available The objective of this study was to evaluate the Cd availability and toxicity as affected by NaCl-induced salinity and farmyard manure addition. The Cd availability and toxicity were investigated in greenhouse pot and incubation experiments were conducted on a calcareous loamy sand soil contaminated with Cd (0.5, 1.5, 3, 6, 12, and 24 mg kg−1 of soil and amended with two rates of 0.0 and 30 g farmyard manure (FYM kg−1. Barley seeds (Hordeum vulgare L. were sown in pots and irrigated with water containing different levels of salinity (0, 30, 60, and 120 mM NaCl. The results revealed that the DTPA-extractable Cd and its content in barley plant shoots tended to increase in line as Cd was applied and salt levels increased. Elevated decreases in the soil basal respiration with increased Cd applied and NaCl-induced salinity were found. However, applying FYM significantly reduced Cd availability and increased plant growth and soil respiration activity. The results clearly showed that adding farmyard manure as soil organic amendment decreased the availability of Cd to barley plants and mitigated the toxicity of both Cd and salinity to soil microbial activity.

  1. Reinforcement active learning in the vibrissae system: optimal object localization.

    Science.gov (United States)

    Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

    2013-01-01

    Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. Silica-supported (nBuCp)2ZrCl2: Effect of catalyst active center distribution on ethylene-1-hexene copolymerization

    KAUST Repository

    Atiqullah, Muhammad

    2013-08-12

    Metallocenes are a modern innovation in polyolefin catalysis research. Therefore, two supported metallocene catalysts-silica/MAO/(nBuCp)2ZrCl2 (Catalyst 1) and silica/nBuSnCl3/MAO/(nBuCp)2ZrCl2 (Catalyst 2), where MAO is methylaluminoxane-were synthesized, and subsequently used to prepare, without separate feeding of MAO, ethylene-1-hexene Copolymer 1 and Copolymer 2, respectively. Fouling-free copolymerization, catalyst kinetic stability and production of free-flowing polymer particles (replicating the catalyst particle size distribution) confirmed the occurrence of heterogeneous catalysis. The catalyst active center distribution was modeled by deconvoluting the measured molecular weight distribution and copolymer composition distribution. Five different active center types were predicted for each catalyst, which was corroborated by successive self-nucleation and annealing experiments, as well as by an extended X-ray absorption fine structure spectroscopy report published in the literature. Hence, metallocenes impregnated particularly on an MAO-pretreated support may be rightly envisioned to comprise an ensemble of isolated single sites that have varying coordination environments. This study shows how the active center distribution and the design of supported MAO anions affect copolymerization activity, polymerization mechanism and the resulting polymer microstructures. Catalyst 2 showed less copolymerization activity than Catalyst 1. Strong chain transfer and positive co-monomer effect-both by 1-hexene-were common. Each copolymer demonstrated vinyl, vinylidene and trans-vinylene end groups, and compositional heterogeneity. All these findings were explained, as appropriate, considering the modeled active center distribution, MAO cage structure repeat units, proposed catalyst surface chemistry, segregation effects and the literature that concerns and supports this study. While doing so, new insights were obtained. Additionally, future research, along the direction

  3. Silica-supported (nBuCp)2ZrCl2: Effect of catalyst active center distribution on ethylene-1-hexene copolymerization

    KAUST Repository

    Atiqullah, Muhammad; Anantawaraskul, Siripon; Emwas, Abdul-Hamid M.; Al-Harthi, Mamdouh Ahmed; Hussain, Ikram; Ul-Hamid, Anwar; Hossaen, Anwar

    2013-01-01

    Metallocenes are a modern innovation in polyolefin catalysis research. Therefore, two supported metallocene catalysts-silica/MAO/(nBuCp)2ZrCl2 (Catalyst 1) and silica/nBuSnCl3/MAO/(nBuCp)2ZrCl2 (Catalyst 2), where MAO is methylaluminoxane-were synthesized, and subsequently used to prepare, without separate feeding of MAO, ethylene-1-hexene Copolymer 1 and Copolymer 2, respectively. Fouling-free copolymerization, catalyst kinetic stability and production of free-flowing polymer particles (replicating the catalyst particle size distribution) confirmed the occurrence of heterogeneous catalysis. The catalyst active center distribution was modeled by deconvoluting the measured molecular weight distribution and copolymer composition distribution. Five different active center types were predicted for each catalyst, which was corroborated by successive self-nucleation and annealing experiments, as well as by an extended X-ray absorption fine structure spectroscopy report published in the literature. Hence, metallocenes impregnated particularly on an MAO-pretreated support may be rightly envisioned to comprise an ensemble of isolated single sites that have varying coordination environments. This study shows how the active center distribution and the design of supported MAO anions affect copolymerization activity, polymerization mechanism and the resulting polymer microstructures. Catalyst 2 showed less copolymerization activity than Catalyst 1. Strong chain transfer and positive co-monomer effect-both by 1-hexene-were common. Each copolymer demonstrated vinyl, vinylidene and trans-vinylene end groups, and compositional heterogeneity. All these findings were explained, as appropriate, considering the modeled active center distribution, MAO cage structure repeat units, proposed catalyst surface chemistry, segregation effects and the literature that concerns and supports this study. While doing so, new insights were obtained. Additionally, future research, along the direction

  4. Cluster analysis of activity-time series in motor learning

    DEFF Research Database (Denmark)

    Balslev, Daniela; Nielsen, Finn Årup; Frutiger, Sally A.

    2002-01-01

    Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel...... practice-related activity in a fronto-parieto-cerebellar network, in agreement with previous studies of motor learning. These voxels were separated from a group of voxels showing an unspecific time-effect and another group of voxels, whose activation was an artifact from smoothing. Hum. Brain Mapping 15...

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

    Science.gov (United States)

    MacDougall, Conan

    2017-03-25

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

  6. Assessing High School Student Learning on Science Outreach Lab Activities

    Science.gov (United States)

    Thomas, Courtney L.

    2012-01-01

    The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

  7. Teaching Sociology of Sport: An Active Learning Approach.

    Science.gov (United States)

    Blinde, Elaine M.

    1995-01-01

    Asserts that sport is a pervasive aspect of society. Presents and describes four learning activities designed to help students understand the significance of sport as a social institution. Maintains that, while the activities focus on the institution of sport, they can be used in a variety of sociology courses. (CFR)

  8. Active learning in physiology practical work | Allers | South African ...

    African Journals Online (AJOL)

    A statistical analysis of the results indicates that when students are actively involved in the teaching-learning process, they enhance their ability to use cognitive skills such as interpretation, judgement and problem-solving skills. The results also underline the importance of an active approach towards practical work and ...

  9. Constructivist Learning Environment During Virtual and Real Laboratory Activities

    Directory of Open Access Journals (Sweden)

    Ari Widodo

    2017-04-01

    Full Text Available Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

  10. Plastics in Our Environment: A Jigsaw Learning Activity

    Science.gov (United States)

    Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

    2009-01-01

    In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…

  11. Active Learning Strategies for Introductory Light and Optics

    Science.gov (United States)

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…

  12. Marketing Feud: An Active Learning Game of (Mis)Perception

    Science.gov (United States)

    Schee, Brian A. Vander

    2011-01-01

    This paper presents the results of implementing an active learning activity in the principles of marketing course adapted from the television show "Family Feud". The objectives of the Marketing Feud game include increasing awareness of marketing misperceptions, clarifying marketing misunderstandings, encouraging class participation, and building…

  13. Disk Operating System--DOS. Teacher Packet. Learning Activity Packets.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    The Learning Activity Packets (LAPs) contained in this manual are designed to assist the beginning user in understanding DOS (Disk Operating System). LAPs will not work with any version below DOS Version 3.0 and do not address the enhanced features of versions 4.0 or higher. These elementary activities cover only the DOS commands necessary to…

  14. Lasers. Technology Learning Activity. Teacher Edition. Technology Education Series.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of laser technology. The guide uses a series of hands-on exploratory experiences into which activities to help students develop…

  15. Learning through debate during problem-based learning: an active learning strategy.

    Science.gov (United States)

    Mumtaz, Sadaf; Latif, Rabia

    2017-09-01

    We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( n = 142). This series of debates helped 61% ( n = 111) of students to learn effectively about controversial issues. Seventy-one percent ( n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills. Copyright © 2017 the American Physiological Society.

  16. Invention activities as preparation for learning laboratory data handling skills

    Science.gov (United States)

    Day, James

    2012-10-01

    Undergraduate physics laboratories are often driven by a mix of goals, and usually enough of them to cause cognitive overload for the student. Our recent findings align well with studies indicating that students often exit a physics lab without having properly learned how to handle real data. The value of having students explore the underlying structure of a problem before being able to solve it has been shown as an effective way to ready students for learning. Borrowing on findings from the fields of education and cognitive psychology, we use ``invention activities'' to precede direct instruction and bolster learning. In this talk I will show some of what we have learned about students' data handling skills, explain how an invention activity works, and share some observations of successful transfer.

  17. ONLINE EDUCATION, ACTIVE LEARNING, AND ANDRAGOGY: An approach for Student Engagement

    OpenAIRE

    CARUTH, Gail D.

    2015-01-01

    Online learning opportunities have become essential for today’s colleges and universities. Online technology can support active learning approaches to learning. The purpose of the paper was to investigate why active learning in online classes has a positive effect on student engagement. A review of the literature revealed that research studies have been conducted to investigate the benefits of active learning. There exists extensive evidence to support the notion that active learning enhances...

  18. A close association of RyRs with highly dense clusters of Ca2+-activated Cl- channels underlies the activation of STICs by Ca2+ sparks in mouse airway smooth muscle.

    Science.gov (United States)

    Bao, Rongfeng; Lifshitz, Lawrence M; Tuft, Richard A; Bellvé, Karl; Fogarty, Kevin E; ZhuGe, Ronghua

    2008-07-01

    Ca(2+) sparks are highly localized, transient releases of Ca(2+) from sarcoplasmic reticulum through ryanodine receptors (RyRs). In smooth muscle, Ca(2+) sparks trigger spontaneous transient outward currents (STOCs) by opening nearby clusters of large-conductance Ca(2+)-activated K(+) channels, and also gate Ca(2+)-activated Cl(-) (Cl((Ca))) channels to induce spontaneous transient inward currents (STICs). While the molecular mechanisms underlying the activation of STOCs by Ca(2+) sparks is well understood, little information is available on how Ca(2+) sparks activate STICs. In the present study, we investigated the spatial organization of RyRs and Cl((Ca)) channels in spark sites in airway myocytes from mouse. Ca(2+) sparks and STICs were simultaneously recorded, respectively, with high-speed, widefield digital microscopy and whole-cell patch-clamp. An image-based approach was applied to measure the Ca(2+) current underlying a Ca(2+) spark (I(Ca(spark))), with an appropriate correction for endogenous fixed Ca(2+) buffer, which was characterized by flash photolysis of NPEGTA. We found that I(Ca(spark)) rises to a peak in 9 ms and decays with a single exponential with a time constant of 12 ms, suggesting that Ca(2+) sparks result from the nonsimultaneous opening and closure of multiple RyRs. The onset of the STIC lags the onset of the I(Ca(spark)) by less than 3 ms, and its rising phase matches the duration of the I(Ca(spark)). We further determined that Cl((Ca)) channels on average are exposed to a [Ca(2+)] of 2.4 microM or greater during Ca(2+) sparks. The area of the plasma membrane reaching this level is <600 nm in radius, as revealed by the spatiotemporal profile of [Ca(2+)] produced by a reaction-diffusion simulation with measured I(Ca(spark)). Finally we estimated that the number of Cl((Ca)) channels localized in Ca(2+) spark sites could account for all the Cl((Ca)) channels in the entire cell. Taken together these results lead us to propose a model in which

  19. Learning shapes spontaneous activity itinerating over memorized states.

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

    Full Text Available Learning is a process that helps create neural dynamical systems so that an appropriate output pattern is generated for a given input. Often, such a memory is considered to be included in one of the attractors in neural dynamical systems, depending on the initial neural state specified by an input. Neither neural activities observed in the absence of inputs nor changes caused in the neural activity when an input is provided were studied extensively in the past. However, recent experimental studies have reported existence of structured spontaneous neural activity and its changes when an input is provided. With this background, we propose that memory recall occurs when the spontaneous neural activity changes to an appropriate output activity upon the application of an input, and this phenomenon is known as bifurcation in the dynamical systems theory. We introduce a reinforcement-learning-based layered neural network model with two synaptic time scales; in this network, I/O relations are successively memorized when the difference between the time scales is appropriate. After the learning process is complete, the neural dynamics are shaped so that it changes appropriately with each input. As the number of memorized patterns is increased, the generated spontaneous neural activity after learning shows itineration over the previously learned output patterns. This theoretical finding also shows remarkable agreement with recent experimental reports, where spontaneous neural activity in the visual cortex without stimuli itinerate over evoked patterns by previously applied signals. Our results suggest that itinerant spontaneous activity can be a natural outcome of successive learning of several patterns, and it facilitates bifurcation of the network when an input is provided.

  20. [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.

  1. Trends in Research on Writing as a Learning Activity

    Directory of Open Access Journals (Sweden)

    Perry D. Klein

    2016-02-01

    Full Text Available This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC movement emphasized domain-general approaches to WTL. Much recent research is consistent with the Writing in the Disciplines (WID movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

  2. Spontaneous brain activity predicts learning ability of foreign sounds.

    Science.gov (United States)

    Ventura-Campos, Noelia; Sanjuán, Ana; González, Julio; Palomar-García, María-Ángeles; Rodríguez-Pujadas, Aina; Sebastián-Gallés, Núria; Deco, Gustavo; Ávila, César

    2013-05-29

    Can learning capacity of the human brain be predicted from initial spontaneous functional connectivity (FC) between brain areas involved in a task? We combined task-related functional magnetic resonance imaging (fMRI) and resting-state fMRI (rs-fMRI) before and after training with a Hindi dental-retroflex nonnative contrast. Previous fMRI results were replicated, demonstrating that this learning recruited the left insula/frontal operculum and the left superior parietal lobe, among other areas of the brain. Crucially, resting-state FC (rs-FC) between these two areas at pretraining predicted individual differences in learning outcomes after distributed (Experiment 1) and intensive training (Experiment 2). Furthermore, this rs-FC was reduced at posttraining, a change that may also account for learning. Finally, resting-state network analyses showed that the mechanism underlying this reduction of rs-FC was mainly a transfer in intrinsic activity of the left frontal operculum/anterior insula from the left frontoparietal network to the salience network. Thus, rs-FC may contribute to predict learning ability and to understand how learning modifies the functioning of the brain. The discovery of this correspondence between initial spontaneous brain activity in task-related areas and posttraining performance opens new avenues to find predictors of learning capacities in the brain using task-related fMRI and rs-fMRI combined.

  3. ANALYTiC: An Active Learning System for Trajectory Classification.

    Science.gov (United States)

    Soares Junior, Amilcar; Renso, Chiara; Matwin, Stan

    2017-01-01

    The increasing availability and use of positioning devices has resulted in large volumes of trajectory data. However, semantic annotations for such data are typically added by domain experts, which is a time-consuming task. Machine-learning algorithms can help infer semantic annotations from trajectory data by learning from sets of labeled data. Specifically, active learning approaches can minimize the set of trajectories to be annotated while preserving good performance measures. The ANALYTiC web-based interactive tool visually guides users through this annotation process.

  4. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments

    Directory of Open Access Journals (Sweden)

    Hagiwara N

    2017-12-01

    Full Text Available Nobuko Hagiwara Division of Cardiovascular Medicine, Department of Internal Medicine, School of Medicine, University of California, Davis, CA, USA Abstract: The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed. Keywords

  5. Active Learning for Automatic Audio Processing of Unwritten Languages (ALAPUL)

    Science.gov (United States)

    2016-07-01

    AFRL-RH-WP-TR-2016-0074 ACTIVE LEARNING FOR AUTOMATIC AUDIO PROCESSING OF UNWRITTEN LANGUAGES (ALAPUL) Dimitra Vergyri Andreas Kathol Wen Wang...FA8650-15-C-9101 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) *Dimitra Vergyri; Andreas Kathol; Wen Wang; Chris Bartels; Julian VanHout...feature transform through deep auto-encoders for better phone recognition performance. We target iterative learning to improve the system through

  6. Using human brain activity to guide machine learning.

    Science.gov (United States)

    Fong, Ruth C; Scheirer, Walter J; Cox, David D

    2018-03-29

    Machine learning is a field of computer science that builds algorithms that learn. In many cases, machine learning algorithms are used to recreate a human ability like adding a caption to a photo, driving a car, or playing a game. While the human brain has long served as a source of inspiration for machine learning, little effort has been made to directly use data collected from working brains as a guide for machine learning algorithms. Here we demonstrate a new paradigm of "neurally-weighted" machine learning, which takes fMRI measurements of human brain activity from subjects viewing images, and infuses these data into the training process of an object recognition learning algorithm to make it more consistent with the human brain. After training, these neurally-weighted classifiers are able to classify images without requiring any additional neural data. We show that our neural-weighting approach can lead to large performance gains when used with traditional machine vision features, as well as to significant improvements with already high-performing convolutional neural network features. The effectiveness of this approach points to a path forward for a new class of hybrid machine learning algorithms which take both inspiration and direct constraints from neuronal data.

  7. Diverse Expected Gradient Active Learning for Relative Attributes.

    Science.gov (United States)

    You, Xinge; Wang, Ruxin; Tao, Dacheng

    2014-06-02

    The use of relative attributes for semantic understanding of images and videos is a promising way to improve communication between humans and machines. However, it is extremely labor- and time-consuming to define multiple attributes for each instance in large amount of data. One option is to incorporate active learning, so that the informative samples can be actively discovered and then labeled. However, most existing active-learning methods select samples one at a time (serial mode), and may therefore lose efficiency when learning multiple attributes. In this paper, we propose a batch-mode active-learning method, called Diverse Expected Gradient Active Learning (DEGAL). This method integrates an informativeness analysis and a diversity analysis to form a diverse batch of queries. Specifically, the informativeness analysis employs the expected pairwise gradient length as a measure of informativeness, while the diversity analysis forces a constraint on the proposed diverse gradient angle. Since simultaneous optimization of these two parts is intractable, we utilize a two-step procedure to obtain the diverse batch of queries. A heuristic method is also introduced to suppress imbalanced multi-class distributions. Empirical evaluations of three different databases demonstrate the effectiveness and efficiency of the proposed approach.

  8. Unsupervised active learning based on hierarchical graph-theoretic clustering.

    Science.gov (United States)

    Hu, Weiming; Hu, Wei; Xie, Nianhua; Maybank, Steve

    2009-10-01

    Most existing active learning approaches are supervised. Supervised active learning has the following problems: inefficiency in dealing with the semantic gap between the distribution of samples in the feature space and their labels, lack of ability in selecting new samples that belong to new categories that have not yet appeared in the training samples, and lack of adaptability to changes in the semantic interpretation of sample categories. To tackle these problems, we propose an unsupervised active learning framework based on hierarchical graph-theoretic clustering. In the framework, two promising graph-theoretic clustering algorithms, namely, dominant-set clustering and spectral clustering, are combined in a hierarchical fashion. Our framework has some advantages, such as ease of implementation, flexibility in architecture, and adaptability to changes in the labeling. Evaluations on data sets for network intrusion detection, image classification, and video classification have demonstrated that our active learning framework can effectively reduce the workload of manual classification while maintaining a high accuracy of automatic classification. It is shown that, overall, our framework outperforms the support-vector-machine-based supervised active learning, particularly in terms of dealing much more efficiently with new samples whose categories have not yet appeared in the training samples.

  9. Exergaming: Syncing Physical Activity and Learning

    Science.gov (United States)

    Hicks, Lisa; Higgins, John

    2010-01-01

    This article discusses exergaming, a groundbreaking type of video game which is creating a revolution in physical education. Exergaming combines physical activity and video gaming to create an enjoyable and appealing way for students to be physically active. An extremely popular choice in this genre is the music video/dance rhythm game (MVDG). One…

  10. Activities To Help in Learning about Functions.

    Science.gov (United States)

    Willoughby, Stephen S.

    1997-01-01

    Describes several activities and games that provide an introduction to the concept of function. Suggests that experiences should depend more on students' experiences and understanding and less on the memorization of unmotivated conventions with abstract symbols. Includes activities for a calculator as a function machine, composite functions, and…

  11. Active Learning? Not with My Syllabus!

    Science.gov (United States)

    Ernst, Michael D.

    2012-01-01

    We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice-rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.…

  12. An Activity for Learning to Find Percentiles

    Science.gov (United States)

    Cox, Richard G.

    2016-01-01

    This classroom activity is designed to help students practice calculating percentiles. The approach of the activity involves physical sorting and full classroom participation in each calculation. The design encourages a more engaged approach than simply having students make a calculation with numbers on a paper.

  13. Five Experiential Learning Activities in Addictions Education

    Science.gov (United States)

    Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

    2012-01-01

    This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

  14. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

  15. ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

    Science.gov (United States)

    Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

    2017-01-01

    The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is…

  16. Clinical-grade quality platelet-rich plasma releasate (PRP-R/SRGF) from CaCl2 -activated platelet concentrates promoted expansion of mesenchymal stromal cells.

    Science.gov (United States)

    Borghese, C; Agostini, F; Durante, C; Colombatti, A; Mazzucato, M; Aldinucci, D

    2016-08-01

    The aim of our study was to test a platelet-rich plasma releasate (PRP-R/SRGF) from CaCl2 -activated platelets as a source of growth factors for the expansion of mesenchymal stromal cells (MSCs). PRP-R/SRGF, obtained with a low-cost procedure, is characterized by a reduced variability of growth factor release. PRP-R/SRGF is a clinical-grade quality solution obtained from CaCl2 -activated platelets. Its activity was evaluated by measuring the proliferation, the phenotype, the differentiation potential and the immunosuppressive properties of MSCs derived from bone marrow (BM) and adipose tissue (AT). PRP-R/SRGF was more active than FBS to expand BM- and AT-derived MSCs. PRP-R/SRGF treatment did not affect the expression of typical MSCs surface markers, neither MSCs differentiation potential nor their capability to inhibit activated T-cell proliferation. The clinical-grade PRP-R/SRGF may be used in the clinical setting for the expansion of MSCs. © 2016 International Society of Blood Transfusion.

  17. Performance in physiology evaluation: possible improvement by active learning strategies.

    Science.gov (United States)

    Montrezor, Luís H

    2016-12-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them. Copyright © 2016 The American Physiological Society.

  18. Active learning approach in Moodle for the organization of student’s self-study practice-based learning activities

    Directory of Open Access Journals (Sweden)

    Ivanova Veronica

    2016-01-01

    Full Text Available Nowadays e-learning tools and delivery methods have been constantly expanding. Employs use e-learning to train their employees more often and often. New and experienced employees have the opportunity to improve upon their knowledge base and expand their skill sets. At home, individuals are granted the access to the programs that provided them with the ability to earn online degrees and enrich their lives through the expanded knowledge. The paper focuses on the analysis of the advantages and disadvantages of e- learning. The ways of applying on-line training used by employers are demonstrated. The experience of implementing active methods of e-learning is described as well as the conclusion about the possibility of their application is made. The paper also presents the results of the survey conducted among TPU teacher and students concerning the advisability of e-learning usage.

  19. Embedding responses in spontaneous neural activity shaped through sequential learning.

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

    Full Text Available Recent experimental measurements have demonstrated that spontaneous neural activity in the absence of explicit external stimuli has remarkable spatiotemporal structure. This spontaneous activity has also been shown to play a key role in the response to external stimuli. To better understand this role, we proposed a viewpoint, "memories-as-bifurcations," that differs from the traditional "memories-as-attractors" viewpoint. Memory recall from the memories-as-bifurcations viewpoint occurs when the spontaneous neural activity is changed to an appropriate output activity upon application of an input, known as a bifurcation in dynamical systems theory, wherein the input modifies the flow structure of the neural dynamics. Learning, then, is a process that helps create neural dynamical systems such that a target output pattern is generated as an attractor upon a given input. Based on this novel viewpoint, we introduce in this paper an associative memory model with a sequential learning process. Using a simple hebbian-type learning, the model is able to memorize a large number of input/output mappings. The neural dynamics shaped through the learning exhibit different bifurcations to make the requested targets stable upon an increase in the input, and the neural activity in the absence of input shows chaotic dynamics with occasional approaches to the memorized target patterns. These results suggest that these dynamics facilitate the bifurcations to each target attractor upon application of the corresponding input, which thus increases the capacity for learning. This theoretical finding about the behavior of the spontaneous neural activity is consistent with recent experimental observations in which the neural activity without stimuli wanders among patterns evoked by previously applied signals. In addition, the neural networks shaped by learning properly reflect the correlations of input and target-output patterns in a similar manner to those designed in

  20. Using evaluation strategically to promote active learning

    DEFF Research Database (Denmark)

    Münster, Marie

    as to grade them. For this purpose it was decided to change one report into a poster including a 15 minute group oral presentation. The oral examination allows for individual assessment of the students, for assessment of conceptual understanding and for learning during the examination. This type of evaluation...... is however very time consuming and a written examination will facilitate a better evaluation of whether the core elements of the course (including the tools used for the two projects) are achieved at an individual level, so it was decided to have a 4 hour written examination instead. Evaluation of conceptual...... understanding was undertaken through more open ended questions. Results: Using a poster instead of a report for one of the projects was found to be very successful. The students used most of their time on discussing and using the tool, and less on reporting, which was the purpose. When asked, they claimed...

  1. Writing Assignments that Promote Active Learning

    Science.gov (United States)

    Narayanan, M.

    2014-12-01

    Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

  2. Using Active Learning for Speeding up Calibration in Simulation Models.

    Science.gov (United States)

    Cevik, Mucahit; Ergun, Mehmet Ali; Stout, Natasha K; Trentham-Dietz, Amy; Craven, Mark; Alagoz, Oguzhan

    2016-07-01

    Most cancer simulation models include unobservable parameters that determine disease onset and tumor growth. These parameters play an important role in matching key outcomes such as cancer incidence and mortality, and their values are typically estimated via a lengthy calibration procedure, which involves evaluating a large number of combinations of parameter values via simulation. The objective of this study is to demonstrate how machine learning approaches can be used to accelerate the calibration process by reducing the number of parameter combinations that are actually evaluated. Active learning is a popular machine learning method that enables a learning algorithm such as artificial neural networks to interactively choose which parameter combinations to evaluate. We developed an active learning algorithm to expedite the calibration process. Our algorithm determines the parameter combinations that are more likely to produce desired outputs and therefore reduces the number of simulation runs performed during calibration. We demonstrate our method using the previously developed University of Wisconsin breast cancer simulation model (UWBCS). In a recent study, calibration of the UWBCS required the evaluation of 378 000 input parameter combinations to build a race-specific model, and only 69 of these combinations produced results that closely matched observed data. By using the active learning algorithm in conjunction with standard calibration methods, we identify all 69 parameter combinations by evaluating only 5620 of the 378 000 combinations. Machine learning methods hold potential in guiding model developers in the selection of more promising parameter combinations and hence speeding up the calibration process. Applying our machine learning algorithm to one model shows that evaluating only 1.49% of all parameter combinations would be sufficient for the calibration. © The Author(s) 2015.

  3. Active Learning by Design: An Undergraduate Introductory Public Health Course

    Directory of Open Access Journals (Sweden)

    Karin eYeatts

    2014-12-01

    Full Text Available Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an experience trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they cover key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities.

  4. Active learning in the presence of unlabelable examples

    Science.gov (United States)

    Mazzoni, Dominic; Wagstaff, Kiri

    2004-01-01

    We propose a new active learning framework where the expert labeler is allowed to decline to label any example. This may be necessary because the true label is unknown or because the example belongs to a class that is not part of the real training problem. We show that within this framework, popular active learning algorithms (such as Simple) may perform worse than random selection because they make so many queries to the unlabelable class. We present a method by which any active learning algorithm can be modified to avoid unlabelable examples by training a second classifier to distinguish between the labelable and unlabelable classes. We also demonstrate the effectiveness of the method on two benchmark data sets and a real-world problem.

  5. Active explorers show low learning performance in a social insect

    Institute of Scientific and Technical Information of China (English)

    Eve UDINO; Margot PEREZ; Claudio CARERE; Patrizia d'ETTORRE

    2017-01-01

    An intriguing question in behavioral biology is whether consistent individual differences (called animal personalities) relate to variation in cognitive performance because commonly measured personality traits may be associated with risk-reward trade-offs.Social insects,whose learning abilities have been extensively characterized,show consistent behavioral variability,both at colony and at individual level.We investigated the possible link between personality traits and learning performance in the carpenter ant Camponotus aethiops.Exploratory activity,sociability,and aggression were assessed twice in ant foragers.Behaviors differed among individuals,they were partly repeatable across time and exploratory activity correlated positively with aggression.Learning abilities were quantified by differential conditioning of the maxilla-labium extension response,a task that requires cue perception and information storage.We found that exploratory activity of individual ants significantly predicted learning performance:"active-explorers" were slower in learning the task than "inactive-explorers".The results suggest for the first time a link between a personality trait and cognitive performance in eusocial insects,and that the underlying individual variability could affect colony performance and success.

  6. Activation energies of the self-diffusion of HTO, 22Na+ and 36Cl- in a highly compacted argillaceous rock (Opalinus Clay)

    International Nuclear Information System (INIS)

    Loon, L.R. van; Mueller, W.; Iijima, K.

    2005-01-01

    The temperature dependence of the self-diffusion of HTO, 22 Na + and 36 Cl - in Opalinus Clay (OPA) was studied using a through-diffusion technique, in which the temperature was gradually increased in the steady state phase of the diffusion. The measurements were done on samples from two different geological locations. The dependence of the effective diffusion coefficient on temperature was found to be of an Arrhenius type in the temperature range between 0 and 70 deg. C. A slight difference between the two locations could be observed. The average value of the activation energy of the self-diffusion of HTO in OPA was 21.1 ± 1.6 kJ mol -1 , and 21.0 ± 3.5 and 19.4 ± 1.5 kJ mol -1 for 22 Na + and 36 Cl - , respectively. The measured values for HTO are slightly higher than the values found for the bulk liquid water (HTO: 18.8 ± 0.4 kJ mol -1 ). This indicates that the structure of the confined water in OPA might be slightly different from that of bulk liquid water. Also for Na + and Cl - , slightly higher values than in bulk liquid water (Na + : 18.4 kJ mol -1 ; Cl - : 17.4 kJ mol -1 ) were observed. The Stokes-Einstein relationship, based on the temperature dependency of the viscosity of bulk water, could not be used to describe the temperature dependence of the diffusion of HTO in OPA. This additionally indicates the slightly different structure of the pore water in OPA

  7. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

    Science.gov (United States)

    Paulson, Donald R.

    1999-08-01

    Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

  8. Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

    Science.gov (United States)

    Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

    2015-01-01

    Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

  9. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    Science.gov (United States)

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  10. High-frequency TRNS reduces BOLD activity during visuomotor learning.

    Directory of Open Access Journals (Sweden)

    Catarina Saiote

    Full Text Available Transcranial direct current stimulation (tDCS and transcranial random noise stimulation (tRNS consist in the application of electrical current of small intensity through the scalp, able to modulate perceptual and motor learning, probably by changing brain excitability. We investigated the effects of these transcranial electrical stimulation techniques in the early and later stages of visuomotor learning, as well as associated brain activity changes using functional magnetic resonance imaging (fMRI. We applied anodal and cathodal tDCS, low-frequency and high-frequency tRNS (lf-tRNS, 0.1-100 Hz; hf-tRNS 101-640 Hz, respectively and sham stimulation over the primary motor cortex (M1 during the first 10 minutes of a visuomotor learning paradigm and measured performance changes for 20 minutes after stimulation ceased. Functional imaging scans were acquired throughout the whole experiment. Cathodal tDCS and hf-tRNS showed a tendency to improve and lf-tRNS to hinder early learning during stimulation, an effect that remained for 20 minutes after cessation of stimulation in the late learning phase. Motor learning-related activity decreased in several regions as reported previously, however, there was no significant modulation of brain activity by tDCS. In opposition to this, hf-tRNS was associated with reduced motor task-related-activity bilaterally in the frontal cortex and precuneous, probably due to interaction with ongoing neuronal oscillations. This result highlights the potential of lf-tRNS and hf-tRNS to differentially modulate visuomotor learning and advances our knowledge on neuroplasticity induction approaches combined with functional imaging methods.

  11. ?????????? ?????, ?????????? ??????????? ?? ?????????? ?????????? ????? ? ?????? ???????? ZnCl2 +NH4Cl

    OpenAIRE

    Kuntyi, Orest; Zozulya, Galyna

    2010-01-01

    Zinc cementation by magnesium from ZnCl2 + NH4Cl aqueous solutions has been investigated. The amount of magnesium has been established as 0.8?2.0 g per 1 g of conditioned zinc to obtain recovery degree ? 99 %. At low concentrations of Zn2+ ions (0.025?0.1 M ZnCl2) dispersed deposit is formed with nanoparticles of reduced metal; at high concentrations (0.25?0.5 M) coarse-crystalline and fern-shaped deposit is formed. ?????????? ?????????? ????? ??????? ? ?????? ???????? ZnCl2 + NH4Cl. ????????...

  12. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    Science.gov (United States)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  13. Human medial frontal cortex activity predicts learning from errors.

    Science.gov (United States)

    Hester, Robert; Barre, Natalie; Murphy, Kevin; Silk, Tim J; Mattingley, Jason B

    2008-08-01

    Learning from errors is a critical feature of human cognition. It underlies our ability to adapt to changing environmental demands and to tune behavior for optimal performance. The posterior medial frontal cortex (pMFC) has been implicated in the evaluation of errors to control behavior, although it has not previously been shown that activity in this region predicts learning from errors. Using functional magnetic resonance imaging, we examined activity in the pMFC during an associative learning task in which participants had to recall the spatial locations of 2-digit targets and were provided with immediate feedback regarding accuracy. Activity within the pMFC was significantly greater for errors that were subsequently corrected than for errors that were repeated. Moreover, pMFC activity during recall errors predicted future responses (correct vs. incorrect), despite a sizeable interval (on average 70 s) between an error and the next presentation of the same recall probe. Activity within the hippocampus also predicted future performance and correlated with error-feedback-related pMFC activity. A relationship between performance expectations and pMFC activity, in the absence of differing reinforcement value for errors, is consistent with the idea that error-related pMFC activity reflects the extent to which an outcome is "worse than expected."

  14. Determination of Cl, K, Mg, Mn, Na and V in Brazilian red wine by neutron activation analysis

    Energy Technology Data Exchange (ETDEWEB)

    Daniele, Anna Paula; Maihara, Vera Akiko, E-mail: annapaula@usp.br [Instituto de Pesquisas Energeticas e Nucleares (IPEN/CNEN-SP), Sao Paulo, SP (Brazil)

    2015-07-01

    Several studies have been carried out for determining essential elements in foodstuffs due to important nutritional role in human body functions. Such information is crucial to any intervention in the diet of a population, thus becoming representative in the public health field. Trace elements are good indicators of wine’s origin and their concentrations can be used as criteria to ensure authenticity, quality and show that the tolerance limits established by law were respected throughout the production process. Although Brazilian wine industry is among the 15 largest in the world, analytical studies on the content of organic and inorganic compounds in wine are still small compared to other major producers. This study aimed to evaluate the elemental concentration of Cl, K, Mg, Mn, Na and V in seven national red wine samples acquired in the markets of Sao Paulo city. The analytical method applied was INAA. Concentrations of the elements in wine samples showed high variation among samples. (author)

  15. Kinetic, Thermodynamic and Equilibrium Studies on Uptake of Rhodamine B onto ZnCl2 Activated Low Cost Carbon

    Directory of Open Access Journals (Sweden)

    N. Bhadusha

    2012-01-01

    Full Text Available A carbonaceous adsorbent prepared from biomass waste like wood apple outer shell (Limonia acidissima by ZnCl2 treatment was investigated for its efficiency in removing Rhodamine B (RDB. Influence of agitation time, adsorbent dose, dye concentration, pH and temperature were explored. Two theoretical adsorption isotherms namely Langmuir and Freundlich were used to describe the experimental results. The Langmuir adsorption capacity (Qo was found to be 46.7 mg/g and the equilibrium parameter (RL values indicate favourable adsorption. The experimental data were well fitted with Langmuir isotherm model and pseudo second order kinetic model. Desorption studies showed that ion exchange mechanism might be involved in the adsorption process.

  16. Determination of Cl, K, Mg, Mn, Na and V in Brazilian red wine by neutron activation analysis

    International Nuclear Information System (INIS)

    Daniele, Anna Paula; Maihara, Vera Akiko

    2015-01-01

    Several studies have been carried out for determining essential elements in foodstuffs due to important nutritional role in human body functions. Such information is crucial to any intervention in the diet of a population, thus becoming representative in the public health field. Trace elements are good indicators of wine’s origin and their concentrations can be used as criteria to ensure authenticity, quality and show that the tolerance limits established by law were respected throughout the production process. Although Brazilian wine industry is among the 15 largest in the world, analytical studies on the content of organic and inorganic compounds in wine are still small compared to other major producers. This study aimed to evaluate the elemental concentration of Cl, K, Mg, Mn, Na and V in seven national red wine samples acquired in the markets of Sao Paulo city. The analytical method applied was INAA. Concentrations of the elements in wine samples showed high variation among samples. (author)

  17. Adsorptive Removal of Methylene Blue onto ZnCl2 Activated Carbon from Wood Apple Outer Shell: Kinetics and Equilibrium Studies

    Directory of Open Access Journals (Sweden)

    N. Bhadusha

    2011-01-01

    Full Text Available Methylene blue dye removal from aqueous solution was investigated using ZnCl2 activated carbon prepared from wood apple outer shell (Limonia acidissima, biomass waste. Influence of agitation time, adsorbent dose, dye concentration, pH and temperature were explored. Two theoretical adsorption isotherms namely Langmuir and Freundlich were used to describe the experimental results. The Langmuir adsorption capacity (Qo was found to be 35.1 mg/g and the equilibrium parameter (RL values indicate favourable adsorption. The experimental data were well fitted with Langmuir isotherm model and pseudo second order kinetic model. Desorption studies showed that ion exchange mechanism might be involved in the adsorption process.

  18. Non-destructive alpha-particle activation analysis of P, Cl, K and Ca in marine macro-alga samples using synthetic multielement reference material as comparative standard

    International Nuclear Information System (INIS)

    Iwata, Y.; Naitoh, H.; Suzuki, N.

    1992-01-01

    A Synthetic Reference Material (SyRM) composed with accurately known amounts of 12 elements has been prepared. The elemental composition of the SyRM is closely similar to that of marine macro-algae sample. The elemental composition of the SyRM was regulated by the starting materials used for the synthesis. The SyRM was used as a comparative standard for non-destructive alpha-particle activation analysis of marine macro-alga samples. P, Cl, K and Ca were determined simultaneously without correction for alpha range due to difference in the elemental composition between the analytical samples and the comparative standard. (author) 19 refs.; 4 tabs

  19. Public health genetic counselors: activities, skills, and sources of learning.

    Science.gov (United States)

    McWalter, Kirsty M; Sdano, Mallory R; Dave, Gaurav; Powell, Karen P; Callanan, Nancy

    2015-06-01

    Specialization within genetic counseling is apparent, with 29 primary specialties listed in the National Society of Genetic Counselors' 2012 Professional Status Survey (PSS). PSS results show a steady proportion of genetic counselors primarily involved in public health, yet do not identify all those performing public health activities. Little is known about the skills needed to perform activities outside of "traditional" genetic counselor roles and the expertise needed to execute those skills. This study aimed to identify genetic counselors engaging in public health activities, the skills used, and the most influential sources of learning for those skills. Participants (N = 155) reported involvement in several public health categories: (a) Education of Public and/or Health Care Providers (n = 80, 52 %), (b) Population-Based Screening Programs (n = 70, 45 %), (c) Lobbying/Public Policy (n = 62, 40 %), (d) Public Health Related Research (n = 47, 30 %), and (e) State Chronic Disease Programs (n = 12, 8 %). Regardless of category, "on the job" was the most common primary source of learning. Genetic counseling training program was the most common secondary source of learning. Results indicate that the number of genetic counselors performing public health activities is likely higher than PSS reports, and that those who may not consider themselves "public health genetic counselors" do participate in public health activities. Genetic counselors learn a diverse skill set in their training programs; some skills are directly applicable to public health genetics, while other public health skills require additional training and/or knowledge.

  20. Google classroom as a tool for active learning

    Science.gov (United States)

    Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

    2016-08-01

    As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

  1. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

    Science.gov (United States)

    Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

    2015-08-26

    Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

  2. Effects of temperature, pH and NaCl on protease activity in digestive tract of young turbot, Scophthalmus maximus

    Science.gov (United States)

    Chen, Muyan; Zhang, Xiumei; Gao, Tianxiang; Chen, Chao

    2006-09-01

    The protease activity in digestive tract of young turbot Scophthalmus maximum was studied, and the optimal pH, temperature and NaCl concentration were determined for different portions of the fish's internal organs. The optimal activity in the fish's stomach was at pH of 2.2, while that in the intestinal extracts was within the alkaline range from 9.5 to 10.0. In hepatopancreas, the optimal pH was in low alkalinity at 8.5. The optimal reaction temperature was above 40°C in stomach, intestine and hepatopancreas. With increasing temperature, the pH value increased in stomach, while in the intestine, an opposite tendency was observed due to combined effect of pH and temperature. NaCl concentration showed inhibitory impact on protein digestion in hepatopancreas. The main protease for protein digestion in turbot seemed to be pepsin. Moreover, the maximum protease activity in different segments of intestine existed in the hindgut.

  3. Understanding Insurance. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 15.

    Science.gov (United States)

    Duenk, Lester G.; Tuel, Charles

    This learning activity package (LAP) on the insurance industry and the methods used to give protection to the insured is designed for student self-study. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the back). Six learning activities follow. The learning activities cover the following material: terms…

  4. Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

    Science.gov (United States)

    Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

    2014-01-01

    Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

  5. An active-learning strategies primer for achieving ability-based educational outcomes.

    Science.gov (United States)

    Gleason, Brenda L; Peeters, Michael J; Resman-Targoff, Beth H; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H

    2011-11-10

    Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences.

  6. Active Learning Strategies in Face-to-Face Courses. IDEA Paper #53

    Science.gov (United States)

    Millis, Barbara J.

    2012-01-01

    As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This article explores the research, defines active learning, discusses its value, offers suggestions for implementing it, and provides six concrete examples of active learning approaches: Thinking-Aloud Pair Problem-Solving;…

  7. Exploring Characteristics of Fine-Grained Behaviors of Learning Mathematics in Tablet-Based E-Learning Activities

    Science.gov (United States)

    Yeung, Cheuk Yu; Shum, Kam Hong; Hui, Lucas Chi Kwong; Chu, Samuel Kai Wah; Chan, Tsing Yun; Kuo, Yung Nin; Ng, Yee Ling

    2017-01-01

    Attributes of teaching and learning contexts provide rich information about how students participate in learning activities. By tracking and analyzing snapshots of these attributes captured continuously throughout the duration of the learning activities, teachers can identify individual students who need special attention and apply different…

  8. The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

    Science.gov (United States)

    Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

    2016-01-01

    Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

  9. Learning Activity Predictors from Sensor Data: Algorithms, Evaluation, and Applications.

    Science.gov (United States)

    Minor, Bryan; Doppa, Janardhan Rao; Cook, Diane J

    2017-12-01

    Recent progress in Internet of Things (IoT) platforms has allowed us to collect large amounts of sensing data. However, there are significant challenges in converting this large-scale sensing data into decisions for real-world applications. Motivated by applications like health monitoring and intervention and home automation we consider a novel problem called Activity Prediction , where the goal is to predict future activity occurrence times from sensor data. In this paper, we make three main contributions. First, we formulate and solve the activity prediction problem in the framework of imitation learning and reduce it to a simple regression learning problem. This approach allows us to leverage powerful regression learners that can reason about the relational structure of the problem with negligible computational overhead. Second, we present several metrics to evaluate activity predictors in the context of real-world applications. Third, we evaluate our approach using real sensor data collected from 24 smart home testbeds. We also embed the learned predictor into a mobile-device-based activity prompter and evaluate the app for 9 participants living in smart homes. Our results indicate that our activity predictor performs better than the baseline methods, and offers a simple approach for predicting activities from sensor data.

  10. Introduction of active learning method in learning physiology by MBBS students.

    Science.gov (United States)

    Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

    2016-01-01

    Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. To introduce active learning methodology, i.e., "jigsaw technique" in undergraduate medical education and assess the student and faculty response to it. This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques.

  11. 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.

  12. A Problem Solving Active-Learning Course in Pharmacotherapy.

    Science.gov (United States)

    Delafuente, Jeffrey C.; And Others

    1994-01-01

    A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)

  13. Implementing Active Learning Reform in the Maldives: Challenges and Opportunities

    Science.gov (United States)

    Di Biase, Rhonda

    2009-01-01

    Many countries are adopting child-centered active learning reforms as they strive to improve the quality of primary education. Consistent challenges can be found in the implementation of similar, global reforms. These issues are discussed here within the following framework: the cultural appropriateness of such reforms; the extent to which active…

  14. Effect of active learning techniques on students' choice of approach ...

    African Journals Online (AJOL)

    The purpose of this article is to report on empirical work, related to a techniques module, undertaken with the dental students of the University of the Western Cape, South Africa. I will relate how a range of different active learning techniques (tutorials; question papers and mock tests) assisted students to adopt a deep ...

  15. 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...

  16. Research and Practice of Active Learning in Engineering Education

    NARCIS (Netherlands)

    Graaf, de Erik; Saunders-Smits, Gillian; Nieweg, Michael

    2005-01-01

    Since 2001, the international network Active Learning in Engineering education (ALE) organized a series of international workshops on innovation of engineering education. The papers in this book are selected to reflect the state of the art, based on contributions to the 2005 ALE workshop in Holland.

  17. Teacher educators' design and implementation of group learning activities

    NARCIS (Netherlands)

    De Hei, Miranda S.A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, J.W.

    2016-01-01

    Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of

  18. A Judicious Lesson: A Whole-Learning Reading Activity.

    Science.gov (United States)

    Spooner, Patrick

    2001-01-01

    Describes a unique language learning activity using the whole language approach in a tertiary level lower advanced reading and speaking course. Following a semester long theme on crime and punishment, students were introduced to an authentic, idiomatic text dealing with a famous murder case in U.S. history. (Author/VWL)

  19. An Active Learning Exercise for Introducing Agent-Based Modeling

    Science.gov (United States)

    Pinder, Jonathan P.

    2013-01-01

    Recent developments in agent-based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent-based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent-based…

  20. Origami: An Active Learning Exercise for Scrum Project Management

    Science.gov (United States)

    Sibona, Christopher; Pourreza, Saba; Hill, Stephen

    2018-01-01

    Scrum is a popular project management model for iterative delivery of software that subscribes to Agile principles. This paper describes an origami active learning exercise to teach the principles of Scrum in management information systems courses. The exercise shows students how Agile methods respond to changes in requirements during project…

  1. The effect of outdoor learning activities on the development of ...

    African Journals Online (AJOL)

    These activities, which provide primary experiences, help children to change theoretical knowledge into practice, record it in the long-term memory, and create solutions to problems they encounter in daily life, based on what they have learned. Children, especially preschoolers, can record things into their long-term memory ...

  2. The Intercollegiate Ethics Bowl: An Active Learning Experience

    Science.gov (United States)

    Meyer, Tracy

    2012-01-01

    This paper introduces the Intercollegiate Ethics Bowl (IEB) as a means of promoting active learning in the realm of marketing ethics. The cases discussed in the competition are based on current ethical issues and require students to provide a coherent analysis of what are generally complex, ambiguous, and highly viewpoint dependent issues. The…

  3. Blog Construction as an Effective Tool in Biochemistry Active Learning

    Science.gov (United States)

    Cubas Rolim, Estêvão; Martins de Oliveira, Julia; Dalvi, Luana T.; Moreira, Daniel C.; Garcia Caldas, Natasha; Fernandes Lobo, Felipe; André Polli, Démerson; Campos, Élida G.; Hermes-Lima, Marcelo

    2017-01-01

    To boost active learning in undergraduate students, they were given the task of preparing blogs on topics of clinical biochemistry. This "experiment" lasted for 12 teaching-semesters (from 2008 to 2013), and included a survey on the blogs' usefulness at the end of each semester. The survey (applied in the 2008-2010 period) used a…

  4. Students’ learning activities while studying biological process diagrams

    NARCIS (Netherlands)

    Kragten, M.; Admiraal, W.; Rijlaarsdam, G.

    2015-01-01

    Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students’ learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each

  5. Using an Active-Learning Approach to Teach Epigenetics

    Science.gov (United States)

    Colon-Berlingeri, Migdalisel

    2010-01-01

    Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…

  6. Development of Active Learning with Simulations and Games

    Science.gov (United States)

    Zapalska, Alina; Brozik, Dallas; Rudd, Denis

    2012-01-01

    Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…

  7. Minority Politics Courses: Moving beyond Controversy and toward Active Learning.

    Science.gov (United States)

    Alex-Assensoh, Yvette

    2000-01-01

    Focuses on an undergraduate course, "Outside Politics: How Minorities Play the Political Game". Describes how to create a foundation for active and collaborative learning and to promote critical thinking, discussion, and writing through reading assignments. Discusses the use of debates and role playing, autobiographies and videos, and…

  8. Active learning and adaptive sampling for non-parametric inference

    NARCIS (Netherlands)

    Castro, R.M.

    2007-01-01

    This thesis presents a general discussion of active learning and adaptive sampling. In many practical scenarios it is possible to use information gleaned from previous observations to focus the sampling process, in the spirit of the "twenty-questions" game. As more samples are collected one can

  9. An example of active learning in Aerospace Engineering

    NARCIS (Netherlands)

    Brugemann, V.P.; Brummelen, van E.H.; Melkert, J.A.; Kamp, A.; Saunders-Smits, G.N.; Reith, B.A.; Zandbergen, B.T.C.; Graaf, de E.; Saunders-Smits, G.N.; Nieweg, M.R.

    2005-01-01

    This paper is a showcase for an on-going active learning capstone design project in the BSe. programme at the Faculty of Aerospace Engineering at Delft University of Technology. In multi-disciplinary teams supervised by tutors from different backgrounds students work towards an Aerospace (related)

  10. Effort and trust: the underpinnings of active learning.

    Science.gov (United States)

    Adams, Seana; Bilimoria, Krish; Malhotra, Neha; Rangachari, P K

    2017-09-01

    Three undergraduate students and their teacher discuss two crucial issues that form the implicit basis of active learning: effort and trust. They use a single course in a Health Sciences Program to anchor their comments. Copyright © 2017 the American Physiological Society.

  11. Creating Student Engagement: The Kickstarter Active Learning Project

    Science.gov (United States)

    Manzon, Elliott

    2017-01-01

    Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…

  12. Active Learning Improves Student Performance in a Respiratory Physiology Lab

    Science.gov (United States)

    Wolf, Alex M.; Liachovitzky, Carlos; Abdullahi, Abass S.

    2015-01-01

    This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of…

  13. Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

    Science.gov (United States)

    Boctor, Lisa

    2013-03-01

    The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. Copyright © 2012 Elsevier Ltd. All rights reserved.

  14. Active Learning to Develop Motor Skills and Teamwork

    Directory of Open Access Journals (Sweden)

    Johanna Lorena Aristizabal-Almanza

    2017-12-01

    Full Text Available This action-research project was conducted to determine how the use of principles of active learning, specifically collaboration, had an effect on psychomotor performance and achievement in teamwork. The research setting included 20 students of first grade from a private school located in Bogota, Colombia. The students were selected through not randomized sampling based on criteria. The methodological process included observation, interviews, and a scale based on standardized tests to measure skills; the latter was applied before and after the intervention. Data analysis was performed using a triangulation of qualitative data, and through comparative analysis of the initial and final student profile for quantitative inputs. The results showed that, after the intervention with collaborative techniques based on action learning, students achieved a positive variation in their performance. Being part of a team positively affected the achievement of the objectives. Systematical reflection on their practices fostered their capacity to identify strengths and weaknesses to build knowledge in interaction with others. Knowledge construction was nurtured based in their previous experiences. Students showed more accountability and self-directed learning behaviors, according to their age. Overall the experience showed the importance of research and innovation in the classroom in order to provide meaningful data, so teachers and researchers can engage in providing learning experiences based in active learning.

  15. Effective, Active Learning Strategies for the Oceanography Classroom

    Science.gov (United States)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  16. Determination of activity coefficient of lanthanum chloride in molten LiCl-KCl eutectic salt as a function of cesium chloride and lanthanum chloride concentrations using electromotive force measurements

    Energy Technology Data Exchange (ETDEWEB)

    Bagri, Prashant, E-mail: prashant.bagri@utah.edu; Simpson, Michael F.

    2016-12-15

    The thermodynamic behavior of lanthanides in molten salt systems is of significant scientific interest for the spent fuel reprocessing of Generation IV reactors. In this study, the apparent standard reduction potential (apparent potential) and activity coefficient of LaCl{sub 3} were determined in a molten salt solution of eutectic LiCl-KCl as a function of concentration of LaCl{sub 3}. The effect of adding up to 1.40 mol % CsCl was also investigated. These properties were determined by measuring the open circuit potential of the La—La(III) redox couple in a high temperature molten salt electrochemical cell. Both the apparent potential and activity coefficient exhibited a strong dependence on concentration. A low concentration (0.69 mol %) of CsCl had no significant effect on the measured properties, while a higher concentration (1.40 mol %) of CsCl caused an increase (become more positive) in the apparent potential and activity coefficient at the higher range of LaCl{sub 3} concentrations.

  17. Cognitive Neurostimulation: Learning to Volitionally Sustain Ventral Tegmental Area Activation.

    Science.gov (United States)

    MacInnes, Jeff J; Dickerson, Kathryn C; Chen, Nan-Kuei; Adcock, R Alison

    2016-03-16

    Activation of the ventral tegmental area (VTA) and mesolimbic networks is essential to motivation, performance, and learning. Humans routinely attempt to motivate themselves, with unclear efficacy or impact on VTA networks. Using fMRI, we found untrained participants' motivational strategies failed to consistently activate VTA. After real-time VTA neurofeedback training, however, participants volitionally induced VTA activation without external aids, relative to baseline, Pre-test, and control groups. VTA self-activation was accompanied by increased mesolimbic network connectivity. Among two comparison groups (no neurofeedback, false neurofeedback) and an alternate neurofeedback group (nucleus accumbens), none sustained activation in target regions of interest nor increased VTA functional connectivity. The results comprise two novel demonstrations: learning and generalization after VTA neurofeedback training and the ability to sustain VTA activation without external reward or reward cues. These findings suggest theoretical alignment of ideas about motivation and midbrain physiology and the potential for generalizable interventions to improve performance and learning. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Effect of calcination temperature on the photocatalytic activity of TiO2 powders prepared by co-precipitation of TiCl3

    International Nuclear Information System (INIS)

    Yudoyono, Gatut; Ichzan, Nur; Zharvan, Vicran; Daniyati, Rizqa; Santoso, Hadi; Indarto, Bachtera; Pramono, Yono Hadi; Zainuri, Mochamad; Darminto

    2016-01-01

    The adsorption of basic dye methylene blue (MB) onto titanium dioxide (titania) powder that were prepared by coprecipitation method of TiCl 3 and NH 4 OH as iniatial material with different calcination temperature was studied to examine the photocatalytic activity. Synthesis process carried out by the solution pH was adjusted to be 8. Effect of calcination temperature on the titania powder were characterized with Differential Scanning Calorimetry/Thermogravimetry (DSC/TG), X-ray diffraction (XRD), and Scanning Electron Microscopy (SEM). The result of TG and XRD showed that the NH 4 Cl decomposed between 235-372°C. The XRD result showed that the anatase TiO 2 only contained a single phase when the calcination temperature of the precursor at 800°C, and over which it began to grow rutile phase. The influence of synthesis condition on the photocatalytic activity of TiO 2 powder was determined by the photodegradation of MB dye under UV light.

  19. Recycling of agricultural solid waste, coir pith: Removal of anions, heavy metals, organics and dyes from water by adsorption onto ZnCl2 activated coir pith carbon

    International Nuclear Information System (INIS)

    Namasivayam, C.; Sangeetha, D.

    2006-01-01

    The abundant lignocellulosic agricultural waste, coir pith is used to develop ZnCl 2 activated carbon and applied to the removal of toxic anions, heavy metals, organic compounds and dyes from water. Sorption of inorganic anions such as nitrate, thiocyanate, selenite, chromium(VI), vanadium(V), sulfate, molybdate, phosphate and heavy metals such as nickel(II) and mercury(II) has been studied. Removal of organics such as resorcinol, 4-nitrophenol, catechol, bisphenol A, 2-aminophenol, quinol, O-cresol, phenol and 2-chlorophenol has also been investigated. Uptake of acidic dyes such as acid brilliant blue, acid violet, basic dyes such as methylene blue, rhodamine B, direct dyes such as direct red 12B, congo red and reactive dyes such as procion red, procion orange were also examined to assess the possible use of the adsorbent for the treatment of contaminated ground water. Favorable conditions for maximum removal of all adsorbates at the adsorbate concentration of 20 mg/L were used. Results show that ZnCl 2 activated coir pith carbon is effective for the removal of toxic pollutants from water

  20. Less is more: Sampling chemical space with active learning

    Science.gov (United States)

    Smith, Justin S.; Nebgen, Ben; Lubbers, Nicholas; Isayev, Olexandr; Roitberg, Adrian E.

    2018-06-01

    The development of accurate and transferable machine learning (ML) potentials for predicting molecular energetics is a challenging task. The process of data generation to train such ML potentials is a task neither well understood nor researched in detail. In this work, we present a fully automated approach for the generation of datasets with the intent of training universal ML potentials. It is based on the concept of active learning (AL) via Query by Committee (QBC), which uses the disagreement between an ensemble of ML potentials to infer the reliability of the ensemble's prediction. QBC allows the presented AL algorithm to automatically sample regions of chemical space where the ML potential fails to accurately predict the potential energy. AL improves the overall fitness of ANAKIN-ME (ANI) deep learning potentials in rigorous test cases by mitigating human biases in deciding what new training data to use. AL also reduces the training set size to a fraction of the data required when using naive random sampling techniques. To provide validation of our AL approach, we develop the COmprehensive Machine-learning Potential (COMP6) benchmark (publicly available on GitHub) which contains a diverse set of organic molecules. Active learning-based ANI potentials outperform the original random sampled ANI-1 potential with only 10% of the data, while the final active learning-based model vastly outperforms ANI-1 on the COMP6 benchmark after training to only 25% of the data. Finally, we show that our proposed AL technique develops a universal ANI potential (ANI-1x) that provides accurate energy and force predictions on the entire COMP6 benchmark. This universal ML potential achieves a level of accuracy on par with the best ML potentials for single molecules or materials, while remaining applicable to the general class of organic molecules composed of the elements CHNO.

  1. Hilar GABAergic Interneuron Activity Controls Spatial Learning and Memory Retrieval

    Science.gov (United States)

    Andrews-Zwilling, Yaisa; Gillespie, Anna K.; Kravitz, Alexxai V.; Nelson, Alexandra B.; Devidze, Nino; Lo, Iris; Yoon, Seo Yeon; Bien-Ly, Nga; Ring, Karen; Zwilling, Daniel; Potter, Gregory B.; Rubenstein, John L. R.; Kreitzer, Anatol C.; Huang, Yadong

    2012-01-01

    Background Although extensive research has demonstrated the importance of excitatory granule neurons in the dentate gyrus of the hippocampus in normal learning and memory and in the pathogenesis of amnesia in Alzheimer's disease (AD), the role of hilar GABAergic inhibitory interneurons, which control the granule neuron activity, remains unclear. Methodology and Principal Findings We explored the function of hilar GABAergic interneurons in spatial learning and memory by inhibiting their activity through Cre-dependent viral expression of enhanced halorhodopsin (eNpHR3.0)—a light-driven chloride pump. Hilar GABAergic interneuron-specific expression of eNpHR3.0 was achieved by bilaterally injecting adeno-associated virus containing a double-floxed inverted open-reading frame encoding eNpHR3.0 into the hilus of the dentate gyrus of mice expressing Cre recombinase under the control of an enhancer specific for GABAergic interneurons. In vitro and in vivo illumination with a yellow laser elicited inhibition of hilar GABAergic interneurons and consequent activation of dentate granule neurons, without affecting pyramidal neurons in the CA3 and CA1 regions of the hippocampus. We found that optogenetic inhibition of hilar GABAergic interneuron activity impaired spatial learning and memory retrieval, without affecting memory retention, as determined in the Morris water maze test. Importantly, optogenetic inhibition of hilar GABAergic interneuron activity did not alter short-term working memory, motor coordination, or exploratory activity. Conclusions and Significance Our findings establish a critical role for hilar GABAergic interneuron activity in controlling spatial learning and memory retrieval and provide evidence for the potential contribution of GABAergic interneuron impairment to the pathogenesis of amnesia in AD. PMID:22792368

  2. Hilar GABAergic interneuron activity controls spatial learning and memory retrieval.

    Directory of Open Access Journals (Sweden)

    Yaisa Andrews-Zwilling

    Full Text Available Although extensive research has demonstrated the importance of excitatory granule neurons in the dentate gyrus of the hippocampus in normal learning and memory and in the pathogenesis of amnesia in Alzheimer's disease (AD, the role of hilar GABAergic inhibitory interneurons, which control the granule neuron activity, remains unclear.We explored the function of hilar GABAergic interneurons in spatial learning and memory by inhibiting their activity through Cre-dependent viral expression of enhanced halorhodopsin (eNpHR3.0--a light-driven chloride pump. Hilar GABAergic interneuron-specific expression of eNpHR3.0 was achieved by bilaterally injecting adeno-associated virus containing a double-floxed inverted open-reading frame encoding eNpHR3.0 into the hilus of the dentate gyrus of mice expressing Cre recombinase under the control of an enhancer specific for GABAergic interneurons. In vitro and in vivo illumination with a yellow laser elicited inhibition of hilar GABAergic interneurons and consequent activation of dentate granule neurons, without affecting pyramidal neurons in the CA3 and CA1 regions of the hippocampus. We found that optogenetic inhibition of hilar GABAergic interneuron activity impaired spatial learning and memory retrieval, without affecting memory retention, as determined in the Morris water maze test. Importantly, optogenetic inhibition of hilar GABAergic interneuron activity did not alter short-term working memory, motor coordination, or exploratory activity.Our findings establish a critical role for hilar GABAergic interneuron activity in controlling spatial learning and memory retrieval and provide evidence for the potential contribution of GABAergic interneuron impairment to the pathogenesis of amnesia in AD.

  3. Comparative study of the catalytic activity of the complexes Cp*RuCl(PAr3)2 [Ar = -C6H5 and 4-CF3-C6H4] in the ATRP of styrene

    International Nuclear Information System (INIS)

    Villa-Hernandez, Alejandro M.; Rosales-Velazquez, Claudia P.; Torres-Lubian, Jose R.; Saldivar-Guerra, Enrique

    2011-01-01

    Styrene polymerization by ATRP was conducted independently using the complexes Cp * RuCl(PPh 3 ) 2 , and Cp * RuCl[P(4-CF 3 -C 6 H 4 ) 3 ] 2 as catalysts, in order to evaluate the influence of the electronic properties of the phosphine ligands on the rate and control of the polymerization. The kinetic data for polymerizations carried out with Cp * RuCl(PPh 3 ) 2 , show that molecular weights increase linearly with conversion with an average initiation efficiency of 0.77. The molecular weights obtained in the kinetic study with Cp * RuCl[P(4-CF 3 -C 6 H 4 ) 3 ] 2 also increase with conversion but show a marked deviation below the theoretical molecular weights. This behavior was explained by the gradual, irreversible, oxidation of catalyst Cp * RuCl[P(4-CF 3 -C 6 H 4 ) 3 ] 2 as confirmed by 31 P-NMR spectroscopy. Catalyst Cp * RuCl(PPh 3 ) 2 promotes the polymerization with a rate of polymerization higher than that obtained using Cp * RuCl[P(4-CF 3 -C 6 H 4 ) 3 ] 2 ; this is consistent with the better electron donating properties of PPh 3 versus P(4-CF 3 -C 6 H 4 ) 3 . Preliminary studies of styrene polymerization by ATRP in supercritical CO 2 , shows that only catalyst Cp * RuCl[P(4-CF 3 -C 6 H 4 ) 3 ] 2 , with fluorinated ligands, was active. (author)

  4. Problem-based Learning (PBL in Sociolinguistics as a Way of Encouraging Active Learning

    Directory of Open Access Journals (Sweden)

    Engku Ibrahim Engku Haliza

    2018-01-01

    Full Text Available The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

  5. Predicting Solar Activity Using Machine-Learning Methods

    Science.gov (United States)

    Bobra, M.

    2017-12-01

    Of all the activity observed on the Sun, two of the most energetic events are flares and coronal mass ejections. However, we do not, as of yet, fully understand the physical mechanism that triggers solar eruptions. A machine-learning algorithm, which is favorable in cases where the amount of data is large, is one way to [1] empirically determine the signatures of this mechanism in solar image data and [2] use them to predict solar activity. In this talk, we discuss the application of various machine learning algorithms - specifically, a Support Vector Machine, a sparse linear regression (Lasso), and Convolutional Neural Network - to image data from the photosphere, chromosphere, transition region, and corona taken by instruments aboard the Solar Dynamics Observatory in order to predict solar activity on a variety of time scales. Such an approach may be useful since, at the present time, there are no physical models of flares available for real-time prediction. We discuss our results (Bobra and Couvidat, 2015; Bobra and Ilonidis, 2016; Jonas et al., 2017) as well as other attempts to predict flares using machine-learning (e.g. Ahmed et al., 2013; Nishizuka et al. 2017) and compare these results with the more traditional techniques used by the NOAA Space Weather Prediction Center (Crown, 2012). We also discuss some of the challenges in using machine-learning algorithms for space science applications.

  6. DASL-Data and Activities for Solar Learning

    Science.gov (United States)

    Jones, Harrison P.; Henney, Carl; Hill, Frank; Gearen, Michael; Pompca, Stephen; Stagg, Travis; Stefaniak, Linda; Walker, Connie

    2004-01-01

    DASL-Data and Activities for Solar Learning Data and Activities for Solar Learning (DASL) provides a classroom learning environment based on a twenty-five year record of solar magnetograms from the National Solar Observatory (NSO) at Kitt Peak, AZ. The data, together with image processing software for Macs or PCs, can be used to learn basic facts about the Sun and astronomy at the middle school level. At the high school level, students can study properties of the Sun's magnetic cycle with classroom exercises emphasizing data and error analysis and can participate in a new scientific study, Research in Active Solar Longitudes (RASL), in collaboration with classrooms throughout the country and scientists at NSO and NASA. We present a half-day course to train teachers in the scientific content of the project and its classroom use. We will provide a compact disc with the data and software and will demonstrate software installation and use, classroom exercises, and participation in RASL with computer projection.

  7. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.

    Science.gov (United States)

    Hagiwara, Nobuko

    2017-01-01

    The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

  8. It takes biking to learn: Physical activity improves learning a second language.

    Science.gov (United States)

    Liu, Fengqin; Sulpizio, Simone; Kornpetpanee, Suchada; Job, Remo

    2017-01-01

    Recent studies have shown that concurrent physical activity enhances learning a completely unfamiliar L2 vocabulary as compared to learning it in a static condition. In this paper we report a study whose aim is twofold: to test for possible positive effects of physical activity when L2 learning has already reached some level of proficiency, and to test whether the assumed better performance when engaged in physical activity is limited to the linguistic level probed at training (i.e. L2 vocabulary tested by means of a Word-Picture Verification task), or whether it extends also to the sentence level (which was tested by means of a Sentence Semantic Judgment Task). The results show that Chinese speakers with basic knowledge of English benefited from physical activity while learning a set of new words. Furthermore, their better performance emerged also at the sentential level, as shown by their performance in a Semantic Judgment task. Finally, an interesting temporal asymmetry between the lexical and the sentential level emerges, with the difference between the experimental and control group emerging from the 1st testing session at the lexical level but after several weeks at the sentential level.

  9. Active Learning through Online Quizzes: Better Learning and Less (Busy) Work

    Science.gov (United States)

    Cook, Brian Robert; Babon, Andrea

    2017-01-01

    Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage…

  10. How Technology and Collaboration Promote Formative Feedback: A Role for CSCL Research in Active Learning Interventions

    Science.gov (United States)

    Wu, Sally P. W.; Rau, Martina A.

    2017-01-01

    Recent evidence for the effectiveness of active learning interventions has led educators to advocate for widespread adoption of active learning in undergraduate science, technology, engineering, and mathematics courses. Active learning interventions implement technology and collaboration to engage students actively with the content. Yet, it is…

  11. Activation and motivation of medical students for learning histoembrylogy.

    Science.gov (United States)

    Stiblar-Martincic, D

    1998-01-01

    The paper described the present learning/teaching activities for the basic subject in the medical curriculum called histoembryology. Various forms of teaching are presented, but a special emphasis is put on computer assisted testing. The leading idea in the teaching activities is to improve the activation and motivation of the students. This goal has been only partly achieved presumably because of insufficient coordination and integration in the curriculum. The plans for further improvements in histoembryology teaching are presented, including the improvements in computer assisted testing.

  12. Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences

    OpenAIRE

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well a...

  13. Effects of Supported ( n BuCp) 2 ZrCl 2 Catalyst Active-Center Distribution on Ethylene–1-Hexene Copolymer Backbone Heterogeneity and Thermal Behaviors

    KAUST Repository

    Atiqullah, Muhammad

    2013-07-10

    Two catalysts, denoted as catalyst 1 [silica/MAO/(nBuCp) 2ZrCl2] and catalyst 2 [silica/nBuSnCl 3/MAO/(nBuCp)2ZrCl2] were synthesized and subsequently used to prepare, without separate feeding of methylaluminoxane (MAO), ethylene homopolymer 1 and homopolymer 2, respectively, and ethylene-1-hexene copolymer 1 and copolymer 2, respectively. Gel permeation chromatography (GPC), Crystaf, differential scanning calorimetry (DSC) [conventional and successive self-nucleation and annealing (SSA)], and 13C nuclear magnetic resonance (NMR) polymer characterization results were used, as appropriate, to model the catalyst active-center distribution, ethylene sequence (equilibrium crystal) distribution, and lamellar thickness distribution (both continuous and discrete). Five different types of active centers were predicted in each catalyst, as corroborated by the SSA experiments and complemented by an extended X-ray absorption fine structure (EXAFS) report published in the literature. 13C NMR spectroscopy also supported this active-center multiplicity. Models combined with experiments effectively illustrated how and why the active-center distribution and the variance in the design of the supported MAO anion, having different electronic and steric effects and coordination environments, influence the concerned copolymerization mechanism and polymer properties, including inter- and intrachain compositional heterogeneity and thermal behaviors. Copolymerization occurred according to the first-order Markovian terminal model, producing fairly random copolymers with minor skewedness toward blocky character. For each copolymer, the theoretical most probable ethylene sequences, nE MPDSC-GT and n E MPNMR-Flory, as well as the weight-average lamellar thicknesses, Lwav DSC-GT and Lwav SSA DSC, were found to be comparable. To the best of our knowledge, such a match has not previously been reported. The percentage crystallinities of the homo- and copolymers increased linearly as a function of

  14. Effects of Supported ( n BuCp) 2 ZrCl 2 Catalyst Active-Center Distribution on Ethylene–1-Hexene Copolymer Backbone Heterogeneity and Thermal Behaviors

    KAUST Repository

    Atiqullah, Muhammad; Anantawaraskul, Siripon; Emwas, Abdul Hamid M; Al-Harthi, Mamdouh A.; Hussain, Ikram; Ul-Hamid, Anwar; Hossaen, Anwar

    2013-01-01

    Two catalysts, denoted as catalyst 1 [silica/MAO/(nBuCp) 2ZrCl2] and catalyst 2 [silica/nBuSnCl 3/MAO/(nBuCp)2ZrCl2] were synthesized and subsequently used to prepare, without separate feeding of methylaluminoxane (MAO), ethylene homopolymer 1

  15. A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2012-01-01

    Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

  16. CL møder sptogfagsdidaktikken

    DEFF Research Database (Denmark)

    Pedersen, Michael Svendsen

    2011-01-01

    I artiklen diskuteres den didaktiske kontekst for brugen af CL (Cooperative Learning) i sprogundervisningen. Indledningsvis stilles følgende spørgsmål: Hvor kommer de indholdsfrie CL-strukturer fra, og hvad sker der når man inddrager dem i sprogundervisningen? I besvarelsen af disse spørgsmål ind...... inddrages antologien Cooperative Learning and Second Language Teaching (McCafferty, Steven G. 2006)......I artiklen diskuteres den didaktiske kontekst for brugen af CL (Cooperative Learning) i sprogundervisningen. Indledningsvis stilles følgende spørgsmål: Hvor kommer de indholdsfrie CL-strukturer fra, og hvad sker der når man inddrager dem i sprogundervisningen? I besvarelsen af disse spørgsmål...

  17. Learning through Debate during Problem-Based Learning: An Active Learning Strategy

    Science.gov (United States)

    Mumtaz, Sadaf; Latif, Rabia

    2017-01-01

    We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016.…

  18. The effect of age on Br, Ca, Cl, K, Mg, Mn, and Na mass fraction in pediatric and young adult prostate glands investigated by neutron activation analysis

    International Nuclear Information System (INIS)

    Zaichick, Vladimir; Zaichick, Sofia

    2013-01-01

    The effect of age on chemical element mass fractions in intact prostate of 50 apparently healthy 0–30 year old males was investigated by neutron activation analysis with high resolution spectrometry of short-lived radionuclides. Mean values (M±SΕΜ) for mass fraction (mg kg −1 , dry mass basis) of chemical elements before the time of puberty and in the period of puberty and post-puberty were: Br 46.0±6.7, Ca 1151±140, Cl 14572±700, K 10147±700, Mg 771±131, Mn 2.13±0.25, Na 9880±659 and Br 29.0±4.6, Ca 2049±364, Cl 11518±1121, K 13029±542, Mg 1186±134, Mn 1.74±0.16, Na 9887±716, respectively. A tendency of age-related increase in Ca, K, and Mg mass fraction and of age-related decrease in Br mass fraction was observed in period of life from 0 to 30 years. This new data indicates that of the elements studied, only the Ca, K, and Mg mass fraction in prostate tissue is an androgen-dependent parameter

  19. Biodegradation of the Nitramine Explosive CL-20

    OpenAIRE

    Trott, Sandra; Nishino, Shirley F.; Hawari, Jalal; Spain, Jim C.

    2003-01-01

    The cyclic nitramine explosive CL-20 (2,4,6,8,10,12-hexanitro-2,4,6,8,10,12-hexaazaisowurtzitane) was examined in soil microcosms to determine whether it is biodegradable. CL-20 was incubated with a variety of soils. The explosive disappeared in all microcosms except the controls in which microbial activity had been inhibited. CL-20 was degraded most rapidly in garden soil. After 2 days of incubation, about 80% of the initial CL-20 had disappeared. A CL-20-degrading bacterial strain, Agrobact...

  20. Debate preparation/participation: an active, effective learning tool.

    Science.gov (United States)

    Koklanaris, Nikki; MacKenzie, Andrew P; Fino, M Elizabeth; Arslan, Alan A; Seubert, David E

    2008-01-01

    Passive educational techniques (such as lectures) are thought to be less productive than active learning. We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of debating was given to all participants. There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively (p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group (p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.

  1. Autonomous Motion Learning for Intra-Vehicular Activity Space Robot

    Science.gov (United States)

    Watanabe, Yutaka; Yairi, Takehisa; Machida, Kazuo

    Space robots will be needed in the future space missions. So far, many types of space robots have been developed, but in particular, Intra-Vehicular Activity (IVA) space robots that support human activities should be developed to reduce human-risks in space. In this paper, we study the motion learning method of an IVA space robot with the multi-link mechanism. The advantage point is that this space robot moves using reaction force of the multi-link mechanism and contact forces from the wall as space walking of an astronaut, not to use a propulsion. The control approach is determined based on a reinforcement learning with the actor-critic algorithm. We demonstrate to clear effectiveness of this approach using a 5-link space robot model by simulation. First, we simulate that a space robot learn the motion control including contact phase in two dimensional case. Next, we simulate that a space robot learn the motion control changing base attitude in three dimensional case.

  2. Functional role of the Ca{sup 2+}-activated Cl{sup −} channel DOG1/TMEM16A in gastrointestinal stromal tumor cells

    Energy Technology Data Exchange (ETDEWEB)

    Berglund, Erik, E-mail: erik.berglund@ki.se [Endocrine and Sarcoma Surgery Unit, Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm (Sweden); Department of Breast and Endocrine Surgery, Karolinska University Hospital, Stockholm (Sweden); Akcakaya, Pinar [Department of Oncology-Pathology, Karolinska Institutet, Cancer Center Karolinska, Stockholm (Sweden); Berglund, David [Section for Transplantation Surgery, Department of Surgical Sciences, Uppsala University Hospital, Uppsala (Sweden); Karlsson, Fredrik [Endocrine and Sarcoma Surgery Unit, Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm (Sweden); Department of Breast and Endocrine Surgery, Karolinska University Hospital, Stockholm (Sweden); Vukojević, Vladana [Department of Clinical Neuroscience, Karolinska Institutet, Stockholm (Sweden); Lee, Linkiat [Department of Oncology-Pathology, Karolinska Institutet, Cancer Center Karolinska, Stockholm (Sweden); Bogdanović, Darko [Endocrine and Sarcoma Surgery Unit, Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm (Sweden); Lui, Weng-Onn; Larsson, Catharina [Department of Oncology-Pathology, Karolinska Institutet, Cancer Center Karolinska, Stockholm (Sweden); Zedenius, Jan [Endocrine and Sarcoma Surgery Unit, Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm (Sweden); Department of Breast and Endocrine Surgery, Karolinska University Hospital, Stockholm (Sweden); Fröbom, Robin [Endocrine and Sarcoma Surgery Unit, Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm (Sweden); Bränström, Robert [Endocrine and Sarcoma Surgery Unit, Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm (Sweden); Department of Breast and Endocrine Surgery, Karolinska University Hospital, Stockholm (Sweden)

    2014-08-15

    DOG1, a Ca{sup 2+}-activated Cl{sup −} channel (CaCC), was identified in 2004 to be robustly expressed in gastrointestinal stromal tumors (GIST). It was rapidly included as a tumor marker in routine diagnostics, but the functional role remained unknown. CaCCs are important regulators of normal physiological functions, but also implicated in tumorigenesis, cancer progression, metastasis, cell migration, apoptosis, proliferation and viability in several malignancies. We therefore investigated whether DOG1 plays a role in the three latter in GIST by utilizing in vitro cell model systems. Confocal microscopy identified different subcellular localizations of DOG1 in imatinib-sensitive and imatinib-resistant cells. Electrophysiological studies confirmed that DOG1-specific pharmacological agents possess potent activating and inhibiting properties. Proliferation assays showed small effects up to 72 h, and flow cytometric analysis of adherent cells with 7-AAD/Annexin V detected no pharmacological effects on viable GIST cells. However, inhibition of DOG1 conveyed pro-apoptotic effects among early apoptotic imatinib-resistant cells. In conclusion, DOG1 generates Cl{sup −} currents in GIST that can be regulated pharmacologically, with small effects on cell viability and proliferation in vitro. Inhibition of DOG1 might act pro-apoptotic on some early apoptotic GIST cell populations. Further studies are warranted to fully illuminate the function of DOG1 and its potential as therapeutic target. - Highlights: • Subcellular DOG1 localization varies between GIST cells. • DOG1 in GIST is voltage- and Ca{sup 2+}-activated. • Known TMEM16A modulators, like A01 and Eact, modulate DOG1. • DOG1 has small effects on cell viability and proliferation in vitro. • DOG1 impact early apoptotic GIST cells to undergo late apoptosis.

  3. Dissociation between active and observational learning from positive and negative feedback in Parkinsonism.

    Science.gov (United States)

    Kobza, Stefan; Ferrea, Stefano; Schnitzler, Alfons; Pollok, Bettina; Südmeyer, Martin; Bellebaum, Christian

    2012-01-01

    Feedback to both actively performed and observed behaviour allows adaptation of future actions. Positive feedback leads to increased activity of dopamine neurons in the substantia nigra, whereas dopamine neuron activity is decreased following negative feedback. Dopamine level reduction in unmedicated Parkinson's Disease patients has been shown to lead to a negative learning bias, i.e. enhanced learning from negative feedback. Recent findings suggest that the neural mechanisms of active and observational learning from feedback might differ, with the striatum playing a less prominent role in observational learning. Therefore, it was hypothesized that unmedicated Parkinson's Disease patients would show a negative learning bias only in active but not in observational learning. In a between-group design, 19 Parkinson's Disease patients and 40 healthy controls engaged in either an active or an observational probabilistic feedback-learning task. For both tasks, transfer phases aimed to assess the bias to learn better from positive or negative feedback. As expected, actively learning patients showed a negative learning bias, whereas controls learned better from positive feedback. In contrast, no difference between patients and controls emerged for observational learning, with both groups showing better learning from positive feedback. These findings add to neural models of reinforcement-learning by suggesting that dopamine-modulated input to the striatum plays a minor role in observational learning from feedback. Future research will have to elucidate the specific neural underpinnings of observational learning.

  4. Development switch in neural circuitry underlying odor-malaise learning.

    Science.gov (United States)

    Shionoya, Kiseko; Moriceau, Stephanie; Lunday, Lauren; Miner, Cathrine; Roth, Tania L; Sullivan, Regina M

    2006-01-01

    Fetal and infant rats can learn to avoid odors paired with illness before development of brain areas supporting this learning in adults, suggesting an alternate learning circuit. Here we begin to document the transition from the infant to adult neural circuit underlying odor-malaise avoidance learning using LiCl (0.3 M; 1% of body weight, ip) and a 30-min peppermint-odor exposure. Conditioning groups included: Paired odor-LiCl, Paired odor-LiCl-Nursing, LiCl, and odor-saline. Results showed that Paired LiCl-odor conditioning induced a learned odor aversion in postnatal day (PN) 7, 12, and 23 pups. Odor-LiCl Paired Nursing induced a learned odor preference in PN7 and PN12 pups but blocked learning in PN23 pups. 14C 2-deoxyglucose (2-DG) autoradiography indicated enhanced olfactory bulb activity in PN7 and PN12 pups with odor preference and avoidance learning. The odor aversion in weanling aged (PN23) pups resulted in enhanced amygdala activity in Paired odor-LiCl pups, but not if they were nursing. Thus, the neural circuit supporting malaise-induced aversions changes over development, indicating that similar infant and adult-learned behaviors may have distinct neural circuits.

  5. An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

    Science.gov (United States)

    Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

    2014-01-01

    In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

  6. From Swimming Pool to Collaborative Learning Studio: Pedagogy, Space, and Technology in a Large Active Learning Classroom

    Science.gov (United States)

    Lee, Dabae; Morrone, Anastasia S.; Siering, Greg

    2018-01-01

    To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the design and…

  7. Exploring the Effects of Active Learning on High School Students' Outcomes and Teachers' Perceptions of Biotechnology and Genetics Instruction

    Science.gov (United States)

    Mueller, Ashley L.; Knobloch, Neil A.; Orvis, Kathryn S.

    2015-01-01

    Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students'…

  8. [Designing the Annual Meeting and Active Learning System].

    Science.gov (United States)

    Kawamura, Kazumi

    2018-01-01

     At the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences our theme centered on active learning systems where adult learners engage on their own initiative. Many of the participants were pharmacists active in clinical practices. Regardless of their specialized skill-sets, pharmacists are constantly faced with difficult challenges in their daily work. Passive, one-way lectures are one resource for them, but unfortunately such lectures provide limited insights for resolving concrete problems. The present meeting aimed to show participants how to obtain information they need to solve specific real-world problems. This paper summarizes how we planned this year's meeting, including details about the debate symposium, social lunch, and online questionnaires. All these elements had the end goal of enabling learners proactivity to become their own best resource for learning. It is sincerely hoped that the design and execution of this meeting will prove resourceful for future annual meetings.

  9. Active Learning in a Large General Physics Classroom.

    Science.gov (United States)

    Trousil, Rebecca

    2008-04-01

    In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.

  10. PROCRASTINATION AS FACTOR OF THE EMOTIONAL ATTITUDE OF STUDENTS TO LEARNING ACTIVITY

    Directory of Open Access Journals (Sweden)

    M. A. Kuznetsov

    2016-04-01

    Manifestation of academic procrastination in the emotional attitude to learning activity is connected with students’ academic progress. High academic progress students’ emotional attitude to learning activity is broken by procrastination more than that of low academic progress students.

  11. Effects of supported (nBuCp)2ZrCl2 catalyst active center multiplicity on crystallization kinetics of ethylene homo- and copolymers

    KAUST Repository

    Atiqullah, Muhammad

    2014-07-01

    Two different supported zirconocene, that is, bis(n-butylcyclopentadienyl) zirconium dichloride (nBuCp)2ZrCl2, catalysts were synthesized. Each catalyst was used to prepare one ethylene homopolymer and one ethylene-1-hexene copolymer. Catalyst active center multiplicity and polymer crystallization kinetics were modeled. Five separate active center types were predicted, which matched the successive self-nucleation and annealing (SSA) peak temperatures. The predicted crystallinity well matched the differential scanning calorimetric (DSC) values for a single Avrami-Erofeev index, which ranged between 2 and 3 for the polymers experimented. The estimated apparent crystallization activation energy Ea did not vary with cooling rates, relative crystallinity α, and crystallization time or temperature. Therefore, the concept of variable/instantaneous activation energy was not found to hold. Ea linearly increased with the weight average lamellar thickness Lwav DSC-GT; and for each homopolymer, it exceeded that of the corresponding copolymer. Higher Ea, hence slower crystallization, was identified as a pre-requisite to attain higher crystallinity. Crystallization parameters were correlated to polymer backbone parameters, which are influenced by catalyst active center multiplicity. © 2013 Taiwan Institute of Chemical Engineers.

  12. Communicative – Activity Approach in Learning Foreign Language

    Directory of Open Access Journals (Sweden)

    Dariga A. Bekova

    2015-01-01

    Full Text Available The article is devoted communicative method of teaching foreign languages, which is the activity character. The task of the communicative approach – to interest of students in learning a foreign language through the accumulation and improvement their knowledge and experience. The main objective this method – free orienteering training in foreign language environment and the ability to adequately react in different situations, communication.

  13. Delta Learning Rule for the Active Sites Model

    OpenAIRE

    Lingashetty, Krishna Chaithanya

    2010-01-01

    This paper reports the results on methods of comparing the memory retrieval capacity of the Hebbian neural network which implements the B-Matrix approach, by using the Widrow-Hoff rule of learning. We then, extend the recently proposed Active Sites model by developing a delta rule to increase memory capacity. Also, this paper extends the binary neural network to a multi-level (non-binary) neural network.

  14. TEXT-BASED LEARNING (TBL TO ACTIVATE ADULT EFL LEARNERS IN LEARNING ENGLISH: A NARRATIVE INQUIRY

    Directory of Open Access Journals (Sweden)

    Erna Iftanti

    2017-06-01

    Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.

  15. Ternary g-C{sub 3}N{sub 4}/ZnO/AgCl nanocomposites: Synergistic collaboration on visible-light-driven activity in photodegradation of an organic pollutant

    Energy Technology Data Exchange (ETDEWEB)

    Akhundi, Anise; Habibi-Yangjeh, Aziz, E-mail: ahabibi@uma.ac.ir

    2015-12-15

    Graphical abstract: - Highlights: • Novel ternary g-C{sub 3}N{sub 4}/ZnO/AgCl nanocomposites were prepared using a facile method. • g-C{sub 3}N{sub 4}/ZnO/AgCl (40%) has superior activity in degradation of RhB under visible-light. • The activity is 7.5 and 6-fold higher than g-C{sub 3}N{sub 4}/ZnO and g-C{sub 3}N{sub 4}/AgCl, respectively. • There are synergistic collaboration between ZnO and AgCl in enhancing the activity. - Abstract: The present work demonstrates the preparation of ternary g-C{sub 3}N{sub 4}/ZnO/AgCl nanocomposites, as novel visible-light-driven photocatalysts, using a facile large-scale methodology. The microstructure, morphology, purity, thermal, and spectroscopic properties of the prepared samples were studied using XRD, TEM, EDX, TG, UV–vis DRS, FT-IR, and PL techniques. Compared with the g-C{sub 3}N{sub 4}/ZnO and g-C{sub 3}N{sub 4}/AgCl nanocomposites, the g-C{sub 3}N{sub 4}/ZnO/AgCl nanocomposites displayed higher photocatalytic activity for degradation of rhodamine B under visible-light irradiation. Photocatalytic activity of the g-C{sub 3}N{sub 4}/ZnO/AgCl (40%) nanocomposite is about 9.5, 7.5, and 6-fold higher than those of the g-C{sub 3}N{sub 4}, g-C{sub 3}N{sub 4}/ZnO, and g-C{sub 3}N{sub 4}/AgCl samples, respectively. The enhanced photocatalytic activity of the nanocomposites was mainly attributed to efficiently separation of the charge carriers by synergistic collaboration of ZnO and AgCl in removing photogenerated electrons from g-C{sub 3}N{sub 4}. Furthermore, the results showed that the photocatalytic activity of the nanocomposite considerably depends on the preparation time, calcination temperature, and scavengers of the reactive species. Finally, the nanocomposite was found to be a reusable photocatalyst.

  16. Activities Joining Learning Objectives to Assessments in Introductory Astronomy

    Science.gov (United States)

    Palen, Stacy E.; Larson, Ana M.

    2015-01-01

    In recent years, accreditation boards and other governing bodies have been pushing hard for explicit learning goals and quantitative measures of assessment for general education courses such as Astronomy 101. This added assessment burden can be problematic, especially for harried adjuncts teaching multiple courses at multiple institutions. It would be helpful to have a field-tested set of combined hands-on activities and assessment tools that help instructors meet these assessment requirements. The authors have produced just such a set. We have been using hands-on activities in our classrooms for more than 15 years. These activities require no special equipment or preparation and can be completed within an hour by most students working in groups of two or three. The sections of each activity are arranged in steps, guiding the students from initial knowledge-level questions or practice to a final evaluation or synthesis of what they have just accomplished. Students thus get practice thinking at higher cognitive levels. A recent addition to these activities is the inclusion of formalized learning objectives and accompanying pre- and post-activity questions. The pre-activity questions address common misconceptions, relate familiar analogous terrestrial examples to the activity, and act as a brief refresher meta-concepts like scale factors, measurements, and basic mathematics review. The post-activity questions review the most important concepts introduced in the activity. We present a number of examples as well as a summary as to how we have initiated their use in a large lecture setting of 300 students, in smaller classrooms of 15 students, and in a community college online course.

  17. Observing and Understanding an On-Line Learning Activity: A Model-Based Approach for Activity Indicator Engineering

    Science.gov (United States)

    Djouad, Tarek; Mille, Alain

    2018-01-01

    Although learning indicators are now properly studied and published, it is still very difficult to manage them freely within most distance learning platforms. As all activity indicators need to collect and analyze properly traces of the learning activity, we propose to use these traces as a starting point for a platform independent Trace…

  18. An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

    Science.gov (United States)

    Arthurs, Leilani A.; Kreager, Bailey Zo

    2017-01-01

    Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…

  19. An investigation of the impact of selected prereading activities on student content learning through laboratory activities

    Science.gov (United States)

    Kass, Jesse (Shaya)

    This study investigated whether two prereading activities impacted student learning from hands-on science activities. The study was based on constructivist learning theory. Based on the work of Piaget, it was hypothesized that students who activated prior knowledge would learn more from the activities. Based on the work of Vygotsky it was hypothesized that students who talk more and write more would learn more from the activity. The K-W-L chart and anticipation guide strategies were used with eighth grade students at Graves Middle School in Whittier, California before learning about levers and convection currents. D. M. Ogle (1986) created the three-column K-W-L chart to have students activate prior knowledge. In the first column, the students write what they already know about a subject, in the second column, the students write what they want to know about the subject, and the students complete the third column after learning about a subject by writing answers to the questions that they asked in the second column. Duffelmeyer (1994) created the anticipation guide based on Herber's (1978) reasoning guide. In the anticipation guide, the teacher creates three or four sentences that convey the major ideas of the topic and the students either agree or disagree with the statements. After learning about the topic, students revisit their answers and decide if they were correct or incorrect and they must defend their choices. This research used the Solomon (1947) four-square design and compared both the experimental groups to a control group that simply discussed the concepts before completing the activity. The research showed no significant difference between the control group and either of the treatment groups. The reasons for the lack of significant differences are considered. It was hypothesized that since the students were unfamiliar with the prereading activities and did not have much experience with using either writing-to-learn or talking-to-learn strategies, the

  20. Active-learning versus teacher-centered instruction for learning acids and bases

    Science.gov (United States)

    Acar Sesen, Burcin; Tarhan, Leman

    2011-07-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

  1. Merger driven star-formation activity in Cl J1449+0856 at z=1.99 as seen by ALMA and JVLA

    Science.gov (United States)

    Coogan, R. T.; Daddi, E.; Sargent, M. T.; Strazzullo, V.; Valentino, F.; Gobat, R.; Magdis, G.; Bethermin, M.; Pannella, M.; Onodera, M.; Liu, D.; Cimatti, A.; Dannerbauer, H.; Carollo, M.; Renzini, A.; Tremou, E.

    2018-06-01

    We use ALMA and JVLA observations of the galaxy cluster Cl J1449+0856 at z=1.99, in order to study how dust-obscured star-formation, ISM content and AGN activity are linked to environment and galaxy interactions during the crucial phase of high-z cluster assembly. We present detections of multiple transitions of 12CO, as well as dust continuum emission detections from 11 galaxies in the core of Cl J1449+0856. We measure the gas excitation properties, star-formation rates, gas consumption timescales and gas-to-stellar mass ratios for the galaxies. We find evidence for a large fraction of galaxies with highly-excited molecular gas, contributing >50% to the total SFR in the cluster core. We compare these results with expectations for field galaxies, and conclude that environmental influences have strongly enhanced the fraction of excited galaxies in this cluster. We find a dearth of molecular gas in the galaxies' gas reservoirs, implying a high star-formation efficiency (SFE) in the cluster core, and find short gas depletion timescales τdepstar-formation rates (sSFRs) in the cluster galaxies, despite their high SFEs and gas excitations. We find evidence for a large number of mergers in the cluster core, contributing a large fraction of the core's total star-formation compared with expectations in the field. We conclude that the environmental impact on the galaxy excitations is linked to the high rate of galaxy mergers, interactions and active galactic nuclei in the cluster core.

  2. Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science

    Science.gov (United States)

    Archer, Candace C.; Miller, Melissa K.

    2011-01-01

    Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…

  3. Comparing the Effectiveness of Traditional and Active Learning Methods in Business Statistics: Convergence to the Mean

    Science.gov (United States)

    Weltman, David; Whiteside, Mary

    2010-01-01

    This research shows that active learning is not universally effective and, in fact, may inhibit learning for certain types of students. The results of this study show that as increased levels of active learning are utilized, student test scores decrease for those with a high grade point average. In contrast, test scores increase as active learning…

  4. Characterizing Engineering Learners' Preferences for Active and Passive Learning Methods

    Science.gov (United States)

    Magana, Alejandra J.; Vieira, Camilo; Boutin, Mireille

    2018-01-01

    This paper studies electrical engineering learners' preferences for learning methods with various degrees of activity. Less active learning methods such as homework and peer reviews are investigated, as well as a newly introduced very active (constructive) learning method called "slectures," and some others. The results suggest that…

  5. Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

    Science.gov (United States)

    Murphy, Michael P. A.

    2017-01-01

    Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

  6. Using Active Learning in a Studio Classroom to Teach Molecular Biology

    Science.gov (United States)

    Nogaj, Luiza A.

    2013-01-01

    This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

  7. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    Science.gov (United States)

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well…

  8. Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

    Science.gov (United States)

    Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

    2016-01-01

    This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

  9. The Effect of Active Learning Approach on Attitudes of 7th Grade Students

    Science.gov (United States)

    Demirci, Cavide

    2017-01-01

    Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine…

  10. Perceptions of Active Learning between Faculty and Undergraduates: Differing Views among Departments

    Science.gov (United States)

    Patrick, Lorelei E.; Howell, Leigh Anne; Wischusen, William

    2016-01-01

    There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the…

  11. Semi-Supervised Active Learning for Sound Classification in Hybrid Learning Environments

    Science.gov (United States)

    Han, Wenjing; Coutinho, Eduardo; Li, Haifeng; Schuller, Björn; Yu, Xiaojie; Zhu, Xuan

    2016-01-01

    Coping with scarcity of labeled data is a common problem in sound classification tasks. Approaches for classifying sounds are commonly based on supervised learning algorithms, which require labeled data which is often scarce and leads to models that do not generalize well. In this paper, we make an efficient combination of confidence-based Active Learning and Self-Training with the aim of minimizing the need for human annotation for sound classification model training. The proposed method pre-processes the instances that are ready for labeling by calculating their classifier confidence scores, and then delivers the candidates with lower scores to human annotators, and those with high scores are automatically labeled by the machine. We demonstrate the feasibility and efficacy of this method in two practical scenarios: pool-based and stream-based processing. Extensive experimental results indicate that our approach requires significantly less labeled instances to reach the same performance in both scenarios compared to Passive Learning, Active Learning and Self-Training. A reduction of 52.2% in human labeled instances is achieved in both of the pool-based and stream-based scenarios on a sound classification task considering 16,930 sound instances. PMID:27627768

  12. Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

    Science.gov (United States)

    Ciraj, A M; Vinod, P; Ramnarayan, K

    2010-01-01

    Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

  13. Semi-Supervised Active Learning for Sound Classification in Hybrid Learning Environments.

    Science.gov (United States)

    Han, Wenjing; Coutinho, Eduardo; Ruan, Huabin; Li, Haifeng; Schuller, Björn; Yu, Xiaojie; Zhu, Xuan

    2016-01-01

    Coping with scarcity of labeled data is a common problem in sound classification tasks. Approaches for classifying sounds are commonly based on supervised learning algorithms, which require labeled data which is often scarce and leads to models that do not generalize well. In this paper, we make an efficient combination of confidence-based Active Learning and Self-Training with the aim of minimizing the need for human annotation for sound classification model training. The proposed method pre-processes the instances that are ready for labeling by calculating their classifier confidence scores, and then delivers the candidates with lower scores to human annotators, and those with high scores are automatically labeled by the machine. We demonstrate the feasibility and efficacy of this method in two practical scenarios: pool-based and stream-based processing. Extensive experimental results indicate that our approach requires significantly less labeled instances to reach the same performance in both scenarios compared to Passive Learning, Active Learning and Self-Training. A reduction of 52.2% in human labeled instances is achieved in both of the pool-based and stream-based scenarios on a sound classification task considering 16,930 sound instances.

  14. Ethylene homo- and copolymerization chain-transfers: A perspective from supported (n BuCp) 2 ZrCl 2 catalyst active centre distribution

    KAUST Repository

    Atiqullah, Muhammad

    2015-04-01

    Polymerization chain termination reactions and unsaturation of the polymer backbone end are related. Therefore, in this study, the parameters resulting from the modelling of the active centre distribution of the supported catalyst - silica/MAO/(nBuCp)2ZrCl2 - were applied to evaluate the active-centre-dependent ethylene homo- and copolymerization rates, as well as the corresponding chain termination rates. This approach, from a microkinetic mechanistic viewpoint, elucidates better the 1-hexene-induced positive comonomer effect and chain transfer phenomenon. The kinetic expressions, developed on the basis of the proposed polymerization mechanisms, illustrate how the active site type-dependent chain transfer phenomenon is influenced by the different apparent termination rate constants and momoner concentrations. The active centre-specific molecular weight M ni (for the above homo- and copolymer), as a function of chain transfer probability, p CTi, varied as follows: log (p C Ti) = log (mwru) - log (Mn i), where mw ru is the molecular weight of the repeat unit. The physical significance of this finding has been explained. The homo- and copolymer backbones showed all the three chain end unsaturations (vinyl, vinylidene, and trans-vinylene). The postulated polymerization mechanisms reveal the underlying polymer chemistry. The results of the present study will contribute to develop in future supported metallocene catalysts that will be useful to synthesize polyethylene precursors having varying chain end unsaturations, which can be eventually used to prepare functional polyethylenes. [Figure not available: see fulltext.] © 2015 Indian Academy of Sciences.

  15. Activation Measurements for Thermal Neutrons, U.S. Measurements of 36Cl in Mineral Samples from Hiroshima and Nagasaki; and Measurement of 63 Ni in Copper Samples From Hiroshima by Accelerator Mass Spectrometry

    Energy Technology Data Exchange (ETDEWEB)

    Tore Straume; Alfredo A. Marchetti; Stephen D. Egbert; James A. Roberts; Ping Men; Shoichiro Fujita; Kiyoshi Shizuma; Masaharu Hoshi; G. Rugel; W. Ruhm; G. Korschinek; J. E. McAninch; K. L. Carroll; T. Faestermann; K. Knie; R. E. Martinelli; A. Wallner; C. Wallner

    2005-01-14

    The present paper presents the {sup 36}Cl measurement effort in the US. A large number of {sup 36}Cl measurements have been made in both granite and concrete samples obtained from various locations and distances in Hiroshima and Nagasaki. These measurements employed accelerator mass spectrometry (AMS) to quantify the number of atoms of {sup 36}Cl per atom of total Cl in the sample. Results from these measurements are presented here and discussed in the context of the DS02 dosimetry reevaluation effort for Hiroshima and Nagasaki atomic-bomb survivors. The production of {sup 36}Cl by bomb neutrons in mineral samples from Hiroshima and Nagasaki was primarily via the reaction {sup 35}Cl(n,{gamma}){sup 36}Cl. This reaction has a substantial thermal neutron cross-section (43.6 b at 0.025 eV) and the product has a long half-life (301,000 y). hence, it is well suited for neutron-activation detection in Hiroshima and Nagasaki using AMS more than 50 years after the bombings. A less important reaction for bomb neutrons, {sup 39}K(n,{alpha}){sup 36}Cl, typically produces less than 10% of the {sup 36}Cl in mineral samples such as granite and concrete, which contain {approx} 2% potassium. In 1988, only a year after the publication of the DS86 final report (Roesch 1987), it was demonstrated experimentally that {sup 36}Cl measured using AMS should be able to detect the thermal neutron fluences at the large distances most relevant to the A-bomb survivor dosimetry. Subsequent measurements in mineral samples from both Hiroshima and Nagasaki validated the experimental findings. The potential utility of {sup 36}Cl as a thermal neutron detector in Hiroshima was first presented by Haberstock et al. who employed the Munich AMS facility to measure {sup 36}Cl/Cl ratios in a gravestone from near the hypocenter. That work subsequently resulted in an expanded {sup 36}Cl effort in Germany that paralleled the US work. More recently, there have also been {sup 36}Cl measurements made by a Japanese

  16. Activation of cellulose by 1,4-dioxane for dissolution in N,N-dimethylacetamide/LiCl

    Czech Academy of Sciences Publication Activity Database

    Raus, Vladimír; Šturcová, Adriana; Dybal, Jiří; Šlouf, Miroslav; Vacková, Taťana; Šálek, Petr; Kobera, Libor; Vlček, Petr

    2012-01-01

    Roč. 19, č. 6 (2012), s. 1893-1906 ISSN 0969-0239 R&D Projects: GA ČR GAP108/12/0703; GA ČR GA106/09/1348 Institutional research plan: CEZ:AV0Z40500505 Institutional support: RVO:61389013 Keywords : cellulose activation * cellulose dissolution * 1,4-dioxane Subject RIV: CD - Macromolecular Chemistry Impact factor: 3.476, year: 2012

  17. Annotating smart environment sensor data for activity learning.

    Science.gov (United States)

    Szewcyzk, S; Dwan, K; Minor, B; Swedlove, B; Cook, D

    2009-01-01

    The pervasive sensing technologies found in smart homes offer unprecedented opportunities for providing health monitoring and assistance to individuals experiencing difficulties living independently at home. In order to monitor the functional health of smart home residents, we need to design technologies that recognize and track the activities that people perform at home. Machine learning techniques can perform this task, but the software algorithms rely upon large amounts of sample data that is correctly labeled with the corresponding activity. Labeling, or annotating, sensor data with the corresponding activity can be time consuming, may require input from the smart home resident, and is often inaccurate. Therefore, in this paper we investigate four alternative mechanisms for annotating sensor data with a corresponding activity label. We evaluate the alternative methods along the dimensions of annotation time, resident burden, and accuracy using sensor data collected in a real smart apartment.

  18. Effect of substituting arginine and lysine with alanine on antimicrobial activity and the mechanism of action of a cationic dodecapeptide (CL(14-25)), a partial sequence of cyanate lyase from rice.

    Science.gov (United States)

    Taniguchi, Masayuki; Takahashi, Nobuteru; Takayanagi, Tomohiro; Ikeda, Atsuo; Ishiyama, Yohei; Saitoh, Eiichi; Kato, Tetsuo; Ochiai, Akihito; Tanaka, Takaaki

    2014-01-01

    The antimicrobial activity of analogs obtained by substituting arginine and lysine in CL(14-25), a cationic α-helical dodecapeptide, with alanine against Porphyromonas gingivalis, a periodontal pathogen, varied significantly depending on the number and position of cationic amino acids. The alanine-substituted analogs had no hemolytic activity, even at a concentration of 1 mM. The antimicrobial activities of CL(K20A) and CL(K20A, K25A) were 3.8-fold and 9.1-fold higher, respectively, than that of CL(14-25). The antimicrobial activity of CL(R15A) was slightly lower than that of CL(14-25), suggesting that arginine at position 15 is not essential but is important for the antimicrobial activity. The experiments in which the alanine-substituted analogs bearing the replacement of arginine at position 24 and/or lysine at position 25 were used showed that arginine at position 24 was crucial for the antimicrobial activity whenever lysine at position 25 was substituted with alanine. Helical wheel projections of the alanine-substituted analogs indicate that the hydrophobicity in the vicinity of leucine at position 16 and alanines at positions 18 and/or 21 increased by substituting lysine at positions 20 and 25 with alanine, respectively. The degrees of diSC3 -5 release from P. gingivalis cells and disruption of GUVs induced by the alanine-substituted analogs with different positive charges were not closely related to their antimicrobial activities. The enhanced antimicrobial activities of the alanine-substituted analogs appear to be mainly attributable to the changes in properties such as hydrophobicity and amphipathic propensity due to alanine substitution and not to their extents of positive charge (cationicity). Copyright © 2013 Wiley Periodicals, Inc.

  19. Promoting readiness to practice: which learning activities promote competence and professional identity for student social workers during practice learning?

    OpenAIRE

    Roulston, Audrey; Cleak, Helen; Vreugdenhil, Anthea

    2016-01-01

    Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high quality placements but organisational cutbacks may affect supervision and restrict the development of competence and professional identity. Undergraduate social work students in Northern Ireland universities (n = 396) were surveyed about the usefulness of the learning activities t...

  20. Research-based active-learning instruction in physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2013-04-01

    The development of research-based active-learning instructional methods in physics has significantly altered the landscape of U.S. physics education during the past 20 years. Based on a recent review [D.E. Meltzer and R.K. Thornton, Am. J. Phys. 80, 478 (2012)], we define these methods as those (1) explicitly based on research in the learning and teaching of physics, (2) that incorporate classroom and/or laboratory activities that require students to express their thinking through speaking, writing, or other actions that go beyond listening and the copying of notes, or execution of prescribed procedures, and (3) that have been tested repeatedly in actual classroom settings and have yielded objective evidence of improved student learning. We describe some key features common to methods in current use. These features focus on (a) recognizing and addressing students' physics ideas, and (b) guiding students to solve problems in realistic physical settings, in novel and diverse contexts, and to justify or explain the reasoning they have used.