Contribution of continuous assessment to student learning in ...

African Journals Online (AJOL)

The study seeks to find out whether continuous assessment contributes to students' performance mathematics. The objectives of this study were to find out whether; Students see continuous assessment as a motivating factor in their learning, there is any workload involved in filling of continuous assessment termly, ...

48 CFR 301.606-73 - Requirements for continuous learning maintenance.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Requirements for continuous learning maintenance. 301.606-73 Section 301.606-73 Federal Acquisition Regulations System HEALTH..., and Responsibilities 301.606-73 Requirements for continuous learning maintenance. Designated Project...

Reinforcement learning in continuous state and action spaces

NARCIS (Netherlands)

H. P. van Hasselt (Hado); M.A. Wiering; M. van Otterlo

2012-01-01

textabstractMany traditional reinforcement-learning algorithms have been designed for problems with small finite state and action spaces. Learning in such discrete problems can been difficult, due to noise and delayed reinforcements. However, many real-world problems have continuous state or action

Some properties of contra-γ-continuous functions

International Nuclear Information System (INIS)

Nasef, Arafa A.

2005-01-01

The notion of contra-continuity was introduced and investigated by Dontchev [Int. J. Math. Math. Sci. 19 (1996) 303]. In this paper, we apply the notion of γ-open sets in topological spaces to present and study a new class of functions called contra-γ-continuous functions which lies between classes of contra-semi-continuous functions and contra-β-continuous functions. We speculate that contra-γ-continuity may be relevant to the physics of fractal and cantorian spacetime

What Drives Nurses' Blended e-Learning Continuance Intention?

Science.gov (United States)

Cheng, Yung-Ming

2014-01-01

This study's purpose was to synthesize the user network (including subjective norm and network externality), task-technology fit (TTF), and expectation-confirmation model (ECM) to explain nurses' intention to continue using the blended electronic learning (e-learning) system within medical institutions. A total of 450 questionnaires were…

Continuing education in athletic training: an alternative approach based on adult learning theory.

Science.gov (United States)

Pitney, W A

1998-01-01

To offer an alternative perspective on current continuing education practices and to propose a model for facilitating continuing education in the athletic training workplace. Professional knowledge can quickly become outdated, and the personal/professional contexts of allied medical fields such as athletic training are becoming increasingly more complex, making continuing education paramount. Adult learning theory suggests that individuals are self- directed, autonomous learners in nature and that experience is a rich source for learning, subsequently making the workplace a fruitful environment in which to engage in continuing education. Unfortunately, mandating continuing education may violate the voluntary nature of adult learning, making the practice questionable. Therefore, alternative aspects of continuing education may be helpful. This article consists of a brief synthesis of related literature that offers an alternative perspective of continuing education and proposes a model for facilitating continuing education in the workplace. The model's foundation includes preparing an environment conducive to learning and then focuses on identifying learning needs, setting goals, implementing specific strategies to facilitate self-directed learning, and assessing leaming. Additionally, the model suggests that ongoing reflection is a key factor in enhancing the identification of learning needs, goals, and strategies. The model may best be used by clinical coordinators, directors, and supervisors to better facilitate employee learning and subsequently improve patient care delivery.

Movement rehabilitation: are the principles of re-learning in the recovery of function the same as those of original learning?

Science.gov (United States)

Newell, Karl M; Verhoeven, F Martijn

2017-01-01

This paper addresses the change in movement dynamics in rehabilitation through discussing issues that pertain to the question as to whether the principles of re-learning in functional recovery are the same as those of original learning. The many varieties of disease and injury states lead to significant differences in the constraints to action and these impairments in turn influence the pathway of change in re-learning and/or recovery of function. These altered constraints channel the effectiveness of many conditions and strategies of practice that influence learning and performance. Nevertheless, it is proposed that there is a small set of principles for the change in dynamics of motor learning, which drive the continuously evolving stability and instability of movement forms through the lifespan. However, this common set of dynamical principles is realized in individual pathways of change in the movement dynamics of learning, re-learning and recovery of function. The inherent individual differences of humans and environments insure that the coordination, control and skill of movement rehabilitation are challenged in distinct ways by the changing constraints arising from the many manifestations of disease and injury. Implications for rehabilitation The many varieties of disease and injury states lead to significant differences in the constraints to action that in turn influence the pathway of change in re-learning and/or recovery of function, and the effectiveness of the many conditions/strategies of practice to influence learning and performance. There are a small set of principles for the change in dynamics of motor learning that drive the continuously evolving ebb and flow of stability and instability of movement forms through the lifespan. The inherent individual differences of humans and environments insure that the coordination, control and skill of movement rehabilitation are uniquely challenged by the changing constraints arising from the many

Towards a Continuous Knowledge Learning Engine for Chatbots

OpenAIRE

Mazumder, Sahisnu; Ma, Nianzu; Liu, Bing

2018-01-01

Although chatbots have been very popular in recent years, they still have some serious weaknesses which limit the scope of their applications. One major weakness is that they cannot learn new knowledge during the conversation process, i.e., their knowledge is fixed beforehand and cannot be expanded or updated during conversation. In this paper, we propose to build a general knowledge learning engine for chatbots to enable them to continuously and interactively learn new knowledge during conve...

Continuous Online Sequence Learning with an Unsupervised Neural Network Model.

Science.gov (United States)

Cui, Yuwei; Ahmad, Subutar; Hawkins, Jeff

2016-09-14

The ability to recognize and predict temporal sequences of sensory inputs is vital for survival in natural environments. Based on many known properties of cortical neurons, hierarchical temporal memory (HTM) sequence memory recently has been proposed as a theoretical framework for sequence learning in the cortex. In this letter, we analyze properties of HTM sequence memory and apply it to sequence learning and prediction problems with streaming data. We show the model is able to continuously learn a large number of variableorder temporal sequences using an unsupervised Hebbian-like learning rule. The sparse temporal codes formed by the model can robustly handle branching temporal sequences by maintaining multiple predictions until there is sufficient disambiguating evidence. We compare the HTM sequence memory with other sequence learning algorithms, including statistical methods: autoregressive integrated moving average; feedforward neural networks-time delay neural network and online sequential extreme learning machine; and recurrent neural networks-long short-term memory and echo-state networks on sequence prediction problems with both artificial and real-world data. The HTM model achieves comparable accuracy to other state-of-the-art algorithms. The model also exhibits properties that are critical for sequence learning, including continuous online learning, the ability to handle multiple predictions and branching sequences with high-order statistics, robustness to sensor noise and fault tolerance, and good performance without task-specific hyperparameter tuning. Therefore, the HTM sequence memory not only advances our understanding of how the brain may solve the sequence learning problem but is also applicable to real-world sequence learning problems from continuous data streams.

Learning to forget: continual prediction with LSTM.

Science.gov (United States)

Gers, F A; Schmidhuber, J; Cummins, F

2000-10-01

Long short-term memory (LSTM; Hochreiter & Schmidhuber, 1997) can solve numerous tasks not solvable by previous learning algorithms for recurrent neural networks (RNNs). We identify a weakness of LSTM networks processing continual input streams that are not a priori segmented into subsequences with explicitly marked ends at which the network's internal state could be reset. Without resets, the state may grow indefinitely and eventually cause the network to break down. Our remedy is a novel, adaptive "forget gate" that enables an LSTM cell to learn to reset itself at appropriate times, thus releasing internal resources. We review illustrative benchmark problems on which standard LSTM outperforms other RNN algorithms. All algorithms (including LSTM) fail to solve continual versions of these problems. LSTM with forget gates, however, easily solves them, and in an elegant way.

Learning Styles and Continuing Medical Education.

Science.gov (United States)

Van Voorhees, Curtis; And Others

1988-01-01

The Gregorc Style Delineator--Word Matrix was administered to 2,060 physicians in order to gain a better understanding of their participation in continuing medical education. The study showed that 63 percent preferred the concrete sequential learning style. Different style preferences may account for some of the apparent disparity between…

Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI

Directory of Open Access Journals (Sweden)

Rui-Ting Huang

2014-07-01

Full Text Available The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI, and examine the moderating effect of perceived flexibility advantages (PFA on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.

Student performance and satisfaction in continuous learning pathways in Dutch VET

NARCIS (Netherlands)

Biemans, H.J.A.

2012-01-01

An important trend in the Vocational Education and Training (VET) system in the Netherlands is the design of continuous learning pathways enclosing more than one school type level. These continuous learning pathways are characterized by different design formats. In this study, the relations between

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

The Use of Visual Approach in Teaching and Learning the Epsilon-Delta Definition of Continuity

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Pešic, Duška; Pešic, Aleksandar

2015-01-01

In this paper we introduce a new collaborative technique in teaching and learning the epsilon-delta definition of a continuous function at the point from its domain, which connects mathematical logic, combinatorics and calculus. This collaborative approach provides an opportunity for mathematical high school students to engage in mathematical…

The relationships among nurses' job characteristics and attitudes toward web-based continuing learning.

Science.gov (United States)

Chiu, Yen-Lin; Tsai, Chin-Chung; Fan Chiang, Chih-Yun

2013-04-01

The purpose of this study was to explore the relationships between job characteristics (job demands, job control and social support) and nurses' attitudes toward web-based continuing learning. A total of 221 in-service nurses from hospitals in Taiwan were surveyed. The Attitudes toward Web-based Continuing Learning Survey (AWCL) was employed as the outcome variables, and the Chinese version Job Characteristic Questionnaire (C-JCQ) was administered to assess the predictors for explaining the nurses' attitudes toward web-based continuing learning. To examine the relationships among these variables, hierarchical regression was conducted. The results of the regression analysis revealed that job control and social support positively associated with nurses' attitudes toward web-based continuing learning. However, the relationship of job demands to such learning was not significant. Moreover, a significant demands×job control interaction was found, but the job demands×social support interaction had no significant relationships with attitudes toward web-based continuing learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

A model of e-learning uptake and continuance in Higher Educational Institutions

OpenAIRE

Pinpathomrat, Nakarin

2015-01-01

To predict and explain E-learning usage in higher educational institutes (HEIs) better, this research conceptualized E-learning usage as two steps, E-learning uptake and continuance. The aim was to build a model of effective uptake and continuance of E-learning in HEIs, or ‘EUCH’.The EUCH model was constructed by applying five grounded theories: Unified Theory of Acceptance and Use of Technology (UTAUT); Keller’s ARCS model; Theory of Reasoned Action (TRA); Cognitive Dissonance Theory (CDT); ...

Continuing Robot Skill Learning after Demonstration with Human Feedback

Directory of Open Access Journals (Sweden)

Argall Brenna D.

2011-12-01

Full Text Available Though demonstration-based approaches have been successfully applied to learning a variety of robot behaviors, there do exist some limitations. The ability to continue learning after demonstration, based on execution experience with the learned policy, therefore has proven to be an asset to many demonstration-based learning systems. This paper discusses important considerations for interfaces that provide feedback to adapt and improve demonstrated behaviors. Feedback interfaces developed for two robots with very different motion capabilities - a wheeled mobile robot and high degree-of-freedom humanoid - are highlighted.

Continued usage of e-learning: Expectations and performance

OpenAIRE

Fernando Antonio de Melo Pereira; Anatália Saraiva Martins Ramos; Adrianne Paula Vieira de Andrade; Bruna Miyuki Kasuya de Oliveira

2015-01-01

The present study aims to investigate the determinants of satisfaction and the resulting continuance intention use in e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT) are evaluated from the perspective of users of a virtual learning environment (VLE) in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management course in distance mode. Structural equation modeling was operationalize...

Penn State continuing education program on low-level radioactive waste disposal and management: lessons learned

International Nuclear Information System (INIS)

Vincenti, J.R.

1985-01-01

Since November of 1983, The Pennsylvania State University, Institute for Research on Land and Water Resources has provided the citizens of the Commonwealth of Pennsylvania with information on low-level radioactive waste disposal and management through a continuing education program called the PIER (Public Involvement and Education on Radiation) Program. This paper will review the form, function, and development of this continuing education program and some of the lessons learned in providing citizens of the Commonwealth with information in both formal and informal educational settings

Continuous nowhere differentiable functions the monsters of analysis

CERN Document Server

Jarnicki, Marek

2015-01-01

This book covers the construction, analysis, and theory of continuous nowhere differentiable functions, comprehensively and accessibly. After illuminating the significance of the subject through an overview of its history, the reader is introduced to the sophisticated toolkit of ideas and tricks used to study the explicit continuous nowhere differentiable functions of Weierstrass, Takagi–van der Waerden, Bolzano, and others. Modern tools of functional analysis, measure theory, and Fourier analysis are applied to examine the generic nature of continuous nowhere differentiable functions, as well as linear structures within the (nonlinear) space of continuous nowhere differentiable functions. To round out the presentation, advanced techniques from several areas of mathematics are brought together to give a state-of-the-art analysis of Riemann’s continuous, and purportedly nowhere differentiable, function. For the reader’s benefit, claims requiring elaboration, and open problems, are clearly indicated. An a...

Mentoring and Informal Learning as Continuing Professional Education

Science.gov (United States)

Hansman, Catherine A.

2016-01-01

This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.

Predictors of Collateral Learning Transfer in Continuing Vocational Training

Science.gov (United States)

Hinrichs, Anja-Christina

2014-01-01

Against the background of demographic change and skill shortages continuing vocational training is of great significance in Germany. However, the training effectiveness is mostly assessed only at the end of a training program or several months after the training. Since in continuing vocational training the two contexts learning field (training)…

On asymptotic continuity of functions of quantum states

International Nuclear Information System (INIS)

Synak-Radtke, Barbara; Horodecki, Michal

2006-01-01

A useful kind of continuity of quantum states functions in asymptotic regime is so-called asymptotic continuity. In this letter, we provide general tools for checking if a function possesses this property. First we prove equivalence of asymptotic continuity with so-called robustness under admixture. This allows us to show that relative entropy distance from a convex set including a maximally mixed state is asymptotically continuous. Subsequently, we consider arrowing-a way of building a new function out of a given one. The procedure originates from constructions of intrinsic information and entanglement of formation. We show that arrowing preserves asymptotic continuity for a class of functions (so-called subextensive ones). The result is illustrated by means of several examples. (letter to the editor)

Incidental and intentional learning of verbal episodic material differentially modifies functional brain networks.

Directory of Open Access Journals (Sweden)

Marie-Therese Kuhnert

Full Text Available Learning- and memory-related processes are thought to result from dynamic interactions in large-scale brain networks that include lateral and mesial structures of the temporal lobes. We investigate the impact of incidental and intentional learning of verbal episodic material on functional brain networks that we derive from scalp-EEG recorded continuously from 33 subjects during a neuropsychological test schedule. Analyzing the networks' global statistical properties we observe that intentional but not incidental learning leads to a significantly increased clustering coefficient, and the average shortest path length remains unaffected. Moreover, network modifications correlate with subsequent recall performance: the more pronounced the modifications of the clustering coefficient, the higher the recall performance. Our findings provide novel insights into the relationship between topological aspects of functional brain networks and higher cognitive functions.

Rapid Statistical Learning Supporting Word Extraction From Continuous Speech.

Science.gov (United States)

Batterink, Laura J

2017-07-01

The identification of words in continuous speech, known as speech segmentation, is a critical early step in language acquisition. This process is partially supported by statistical learning, the ability to extract patterns from the environment. Given that speech segmentation represents a potential bottleneck for language acquisition, patterns in speech may be extracted very rapidly, without extensive exposure. This hypothesis was examined by exposing participants to continuous speech streams composed of novel repeating nonsense words. Learning was measured on-line using a reaction time task. After merely one exposure to an embedded novel word, learners demonstrated significant learning effects, as revealed by faster responses to predictable than to unpredictable syllables. These results demonstrate that learners gained sensitivity to the statistical structure of unfamiliar speech on a very rapid timescale. This ability may play an essential role in early stages of language acquisition, allowing learners to rapidly identify word candidates and "break in" to an unfamiliar language.

Student performance and satisfaction in continuous learning pathways in Dutch VET

OpenAIRE

Biemans, H.J.A.

2012-01-01

An important trend in the Vocational Education and Training (VET) system in the Netherlands is the design of continuous learning pathways enclosing more than one school type level. These continuous learning pathways are characterized by different design formats. In this study, the relations between these design formats and student performance and satisfaction were examined. Five coordinators and 161 students of five so-called Green Lycea (GL) in the life sciences domain, in which the elements...

Organisational learning: A tool for continuous improvement of the organization

International Nuclear Information System (INIS)

Santos, J. L.; Esteban, M. J.

2013-01-01

We are used to hear a success company in today's world is not possible unless a continuous improvement is developed. How can we be successful in the nuclear plant? We have to achieve safety for workers, people and environment in the first step, and for the second step availability and reliability for systems and components to avoid failure of components that could reduce availability. The aim is to search for new measures to reach this way. One of the improvements implemented in the plants to improve continuously was mainly Operating Experience activities, which was based in event analysis in the plants, causes identification, and to implement corrective actions. For External Operating Experience the aim was to learn from others to avoid occurrence of events in our plants. This was the lessons learned from Three Mile Island event. This was the learning process implemented so far, to get a continuous improvement. So far, the developed capabilities for process improvement follow the Operating Experience process that could be considered classical and will be revitalized nowadays. (Author)

Continued usage of e-learning: Expectations and performance

Directory of Open Access Journals (Sweden)

Fernando Antonio de Melo Pereira

2015-10-01

Full Text Available The present study aims to investigate the determinants of satisfaction and the resulting continuance intention use in e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT are evaluated from the perspective of users of a virtual learning environment (VLE in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management course in distance mode. Structural equation modeling was operationalized by the method of partial least squares in Smart PLS software. The results showed that there is a relationship between quality, usability, value and value disconfirmation with satisfaction. Likewise, satisfaction proved to be decisive for the continuance intention use. However, there were no significant relationships between quality disconfirmation and usability disconfirmation with satisfaction. Based on the results, is discussed the theoretical and practical implications of the structural model found by the search.

Virtual continuity of measurable functions and its applications

Science.gov (United States)

Vershik, A. M.; Zatitskii, P. B.; Petrov, F. V.

2014-12-01

A classical theorem of Luzin states that a measurable function of one real variable is `almost' continuous. For measurable functions of several variables the analogous statement (continuity on a product of sets having almost full measure) does not hold in general. The search for a correct analogue of Luzin's theorem leads to a notion of virtually continuous functions of several variables. This apparently new notion implicitly appears in the statements of embedding theorems and trace theorems for Sobolev spaces. In fact it reveals the nature of such theorems as statements about virtual continuity. The authors' results imply that under the conditions of Sobolev theorems there is a well-defined integration of a function with respect to a wide class of singular measures, including measures concentrated on submanifolds. The notion of virtual continuity is also used for the classification of measurable functions of several variables and in some questions on dynamical systems, the theory of polymorphisms, and bistochastic measures. In this paper the necessary definitions and properties of admissible metrics are recalled, several definitions of virtual continuity are given, and some applications are discussed. Bibliography: 24 titles.

On a non-continuous and stronger form of Levine's semi-continuous functions

OpenAIRE

Caldas, Miguel; Jafari, Saeid; Saraf, Ratnesh Kumar

2009-01-01

The concept of a (δ,β) irresolute function in topological spaces is introduced and studied. Some of their characteristic properties are considered. We also investigate the relationships between these classes of functions and other classes of non-continuous functions.

Effectiveness of e-learning in continuing medical education for occupational physicians

NARCIS (Netherlands)

Hugenholtz, Nathalie I. R.; de Croon, Einar M.; Smits, Paul B.; van Dijk, Frank J. H.; Nieuwenhuijsen, Karen

2008-01-01

Background Within a clinical context e-learning is comparable to traditional approaches of continuing medical education (CME). However, the occupational health context differs and until now the effect of postgraduate e-learning among occupational physicians (OPs) has not been evaluated. Aim To

Toward a Freedom to Learn in Continuing Professional Education.

Science.gov (United States)

Boyer, Cheryl

1986-01-01

A hybrid of professional continuing education and Carl Rogers's humanistic philosophy supporting freedom in learning is proposed, and the five principles of the philosophy are examined for their potential for transfer to professional education. (MSE)

Density functionals from deep learning

OpenAIRE

McMahon, Jeffrey M.

2016-01-01

Density-functional theory is a formally exact description of a many-body quantum system in terms of its density; in practice, however, approximations to the universal density functional are required. In this work, a model based on deep learning is developed to approximate this functional. Deep learning allows computational models that are capable of naturally discovering intricate structure in large and/or high-dimensional data sets, with multiple levels of abstraction. As no assumptions are ...

Environmental Impact: Reinforce a Culture of Continuous Learning with These Key Elements

Science.gov (United States)

Edwards, Brian; Gammell, Jessica

2017-01-01

Fostering a robust professional learning culture in schools is vital for attracting and retaining high-caliber talent. Education leaders are looking for guidance on how to establish and sustain an environment that fosters continuous learning. Based on their experience in helping educators design and implement professional learning systems, the…

Continuous Slice Functional Calculus in Quaternionic Hilbert Spaces

Science.gov (United States)

Ghiloni, Riccardo; Moretti, Valter; Perotti, Alessandro

2013-04-01

The aim of this work is to define a continuous functional calculus in quaternionic Hilbert spaces, starting from basic issues regarding the notion of spherical spectrum of a normal operator. As properties of the spherical spectrum suggest, the class of continuous functions to consider in this setting is the one of slice quaternionic functions. Slice functions generalize the concept of slice regular function, which comprises power series with quaternionic coefficients on one side and that can be seen as an effective generalization to quaternions of holomorphic functions of one complex variable. The notion of slice function allows to introduce suitable classes of real, complex and quaternionic C*-algebras and to define, on each of these C*-algebras, a functional calculus for quaternionic normal operators. In particular, we establish several versions of the spectral map theorem. Some of the results are proved also for unbounded operators. However, the mentioned continuous functional calculi are defined only for bounded normal operators. Some comments on the physical significance of our work are included.

E-learning on the road: online learning and social media for continuing professional competency.

Directory of Open Access Journals (Sweden)

Alan M Batt

2016-06-01

Full Text Available Background The impact of social media and online learning in health professions education has previously shown generally positive results in medical, nursing and pharmacy students. To date there has not been any extensive research into social media and online learning use by prehospital health care professionals such as paramedics. Aim & Methods We sought to identify the extent to which Irish pre-hospital practitioners make use of online learning and social media for continuous professional competency (CPC, and the means by which they do so. A cross-sectional online survey of practitioners was conducted to obtain both quantitative and qualitative data. The release of the survey was in a controlled manner to PHECC registrants via various channels. Participation was voluntary and anonymous. Results A total of 248 respondents completed the survey in full by closing date of 31 March 2015, representing 5.4% of all registrants (n=4,555. 77% of respondents were male, and the majority were registered as Emergency Medical Technicians (49%, followed by Advanced Paramedics (26%. Over 78% of respondents used a mobile device in the course of their clinical duties; the majority used an iOS device. Social media and online learning were considered learning tools by over 75% of respondents, and over 74% agreed they should be further incorporated into prehospital education. The most popular platforms for CPC activities were YouTube and Facebook. The majority of respondents (88% viewed self-directed activities to constitute continuous professional development activity, but 64% felt that an activity that resulted in the awarding of a certificate was better value. Over 90% of respondents had previous experience with online learning, but only 42% indicated they had previously purchased or paid for online learning. Conclusion Prehospital practitioners in Ireland in the population studied consider online learning and social media acceptable for CPC purposes. The main

Spaces of continuous functions

CERN Document Server

Groenewegen, G L M

2016-01-01

The space C(X) of all continuous functions on a compact space X carries the structure of a normed vector space, an algebra and a lattice. On the one hand we study the relations between these structures and the topology of X, on the other hand we discuss a number of classical results according to which an algebra or a vector lattice can be represented as a C(X). Various applications of these theorems are given. Some attention is devoted to related theorems, e.g. the Stone Theorem for Boolean algebras and the Riesz Representation Theorem. The book is functional analytic in character. It does not presuppose much knowledge of functional analysis; it contains introductions into subjects such as the weak topology, vector lattices and (some) integration theory.

Generalization bounds of ERM-based learning processes for continuous-time Markov chains.

Science.gov (United States)

Zhang, Chao; Tao, Dacheng

2012-12-01

Many existing results on statistical learning theory are based on the assumption that samples are independently and identically distributed (i.i.d.). However, the assumption of i.i.d. samples is not suitable for practical application to problems in which samples are time dependent. In this paper, we are mainly concerned with the empirical risk minimization (ERM) based learning process for time-dependent samples drawn from a continuous-time Markov chain. This learning process covers many kinds of practical applications, e.g., the prediction for a time series and the estimation of channel state information. Thus, it is significant to study its theoretical properties including the generalization bound, the asymptotic convergence, and the rate of convergence. It is noteworthy that, since samples are time dependent in this learning process, the concerns of this paper cannot (at least straightforwardly) be addressed by existing methods developed under the sample i.i.d. assumption. We first develop a deviation inequality for a sequence of time-dependent samples drawn from a continuous-time Markov chain and present a symmetrization inequality for such a sequence. By using the resultant deviation inequality and symmetrization inequality, we then obtain the generalization bounds of the ERM-based learning process for time-dependent samples drawn from a continuous-time Markov chain. Finally, based on the resultant generalization bounds, we analyze the asymptotic convergence and the rate of convergence of the learning process.

ANALYSIS OF STUDENTS’ LEARNING OBSTACLES ON LEARNING INVERS FUNCTION MATERIAL

Directory of Open Access Journals (Sweden)

Krisna Satrio Perbowo

2017-09-01

Full Text Available This research is based on the presence of obstacle in learning mathematics on inverse function. This research aims to analyze the learning obstacle, to know the types of error that is suffered by the students in learning inverse function. Kind of this kualitative research descriptive with data triangulation. The research subjects are high school students which is contained of 74 students and was taken 6 students to be main sample. The data of students’ error is obtained from the writen test result, the students’ false answers are identified into the type of error. Then it was chosen several students to be interviewed. Which the analysis result finding data in this research showed there are 4 types of errors, which are concept error, procedure error, counting error and concluding error. An obstacle which appear in learning inverse function is influenced by two factors, i.e internal factor and eksternal factor. Internal factor is showed by the students’ motivation in following learning and students’ skill in receiving learning material. While the eksternal factor is showed by the curriculum which applied in school with acceleration class caused many narrow learning time, teaching materials that is less complete with the discussion of question sample.

Continuing Professional Development and Learning in Primary Science Classrooms

Science.gov (United States)

Fraser, Christine A.

2010-01-01

This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

Practice stories in natural resource management continuing professional education: springboards for learning

DEFF Research Database (Denmark)

Stummann, Cathy Brown

2014-01-01

in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years, however, the use of practice stories could now...... practice. Feedback from workshop participants suggests that practice stories may be able to support NRM professionals in reflecting on previous experiences, learning from colleague's practice experiences and serving as a springboard for learning by fostering linkages between social science knowledge......The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial...

More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

Science.gov (United States)

Lindsay, Hilary

2016-01-01

This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

Effectiveness of e-learning in continuing medical education for occupational physicians.

Science.gov (United States)

Hugenholtz, Nathalie I R; de Croon, Einar M; Smits, Paul B; van Dijk, Frank J H; Nieuwenhuijsen, Karen

2008-08-01

Within a clinical context e-learning is comparable to traditional approaches of continuing medical education (CME). However, the occupational health context differs and until now the effect of postgraduate e-learning among occupational physicians (OPs) has not been evaluated. To evaluate the effect of e-learning on knowledge on mental health issues as compared to lecture-based learning in a CME programme for OPs. Within the context of a postgraduate meeting for 74 OPs, a randomized controlled trial was conducted. Test assessments of knowledge were made before and immediately after an educational session with either e-learning or lecture-based learning. In both groups, a significant gain in knowledge on mental health care was found (P effect of e-learning on OPs' mental health care knowledge is comparable to a lecture-based approach. Therefore, e-learning can be beneficial for the CME of OPs.

The Role of Age and Executive Function in Auditory Category Learning

Science.gov (United States)

Reetzke, Rachel; Maddox, W. Todd; Chandrasekaran, Bharath

2015-01-01

Auditory categorization is a natural and adaptive process that allows for the organization of high-dimensional, continuous acoustic information into discrete representations. Studies in the visual domain have identified a rule-based learning system that learns and reasons via a hypothesis-testing process that requires working memory and executive attention. The rule-based learning system in vision shows a protracted development, reflecting the influence of maturing prefrontal function on visual categorization. The aim of the current study is two-fold: (a) to examine the developmental trajectory of rule-based auditory category learning from childhood through adolescence, into early adulthood; and (b) to examine the extent to which individual differences in rule-based category learning relate to individual differences in executive function. Sixty participants with normal hearing, 20 children (age range, 7–12), 21 adolescents (age range, 13–19), and 19 young adults (age range, 20–23), learned to categorize novel dynamic ripple sounds using trial-by-trial feedback. The spectrotemporally modulated ripple sounds are considered the auditory equivalent of the well-studied Gabor patches in the visual domain. Results revealed that auditory categorization accuracy improved with age, with young adults outperforming children and adolescents. Computational modeling analyses indicated that the use of the task-optimal strategy (i.e. a conjunctive rule-based learning strategy) improved with age. Notably, individual differences in executive flexibility significantly predicted auditory category learning success. The current findings demonstrate a protracted development of rule-based auditory categorization. The results further suggest that executive flexibility coupled with perceptual processes play important roles in successful rule-based auditory category learning. PMID:26491987

Effects of reviewing routine practices on learning outcomes in continuing education.

Science.gov (United States)

Mamede, Silvia; Loyens, Sofie; Ezequiel, Oscarina; Tibiriçá, Sandra; Penaforte, Júlio; Schmidt, Henk

2013-07-01

Conventional continuing medical education (CME) has been shown to have modest effects on doctor performance. New educational approaches based on the review of routine practices have brought better results. Little is known about factors that affect the outcomes of these approaches, especially in middle-income countries. This study aimed to investigate factors that influence the learning and quality of clinical performance in CME based on reflection upon experiences. A questionnaire and a clinical performance test were administered to 165 general practitioners engaged in a CME programme in Brazil. The questionnaire assessed behaviours related to four input variables (individual reflection on practices, peer review of experiences, self-regulated learning and learning skills) and two mediating variables (identification of learning needs and engagement in learning activities, the latter consisting of self-study of scientific literature, consultations about patient problems, and attendance at courses). Structural equation modelling was used to test a hypothesised model of relationships between these variables and the outcome variable of clinical performance, measured by the clinical performance test. After minor adjustments, the hypothesised model fit the empirical data well. Individual reflection fostered identification of learning needs, but also directly positively influenced the quality of clinical performance. Peer review did not affect identification of learning needs, but directly positively affected clinical performance. Learning skills and self-regulation did not help in identifying learning needs, but self-regulation enhanced study of the scientific literature, the learning activity that most positively influenced clinical performance. Consultation with colleagues, the activity most frequently triggered by the identification of learning needs, did not affect performance, and attendance of courses had only limited effect. This study shed light on the factors

Infrastructure under construction: continuous improvement and learning in projects

NARCIS (Netherlands)

Gieskes, J.F.B.; ten Broeke, André M.

2000-01-01

Continuous improvement and learning are popular concepts in management literature and practice. Often they are situated in an environment where the work is of a repetitive nature. However, there are a lot of organisations where (part of) the primary processes are carried out by means of projects. An

Reinforcement learning using a continuous time actor-critic framework with spiking neurons.

Directory of Open Access Journals (Sweden)

Nicolas Frémaux

2013-04-01

Full Text Available Animals repeat rewarded behaviors, but the physiological basis of reward-based learning has only been partially elucidated. On one hand, experimental evidence shows that the neuromodulator dopamine carries information about rewards and affects synaptic plasticity. On the other hand, the theory of reinforcement learning provides a framework for reward-based learning. Recent models of reward-modulated spike-timing-dependent plasticity have made first steps towards bridging the gap between the two approaches, but faced two problems. First, reinforcement learning is typically formulated in a discrete framework, ill-adapted to the description of natural situations. Second, biologically plausible models of reward-modulated spike-timing-dependent plasticity require precise calculation of the reward prediction error, yet it remains to be shown how this can be computed by neurons. Here we propose a solution to these problems by extending the continuous temporal difference (TD learning of Doya (2000 to the case of spiking neurons in an actor-critic network operating in continuous time, and with continuous state and action representations. In our model, the critic learns to predict expected future rewards in real time. Its activity, together with actual rewards, conditions the delivery of a neuromodulatory TD signal to itself and to the actor, which is responsible for action choice. In simulations, we show that such an architecture can solve a Morris water-maze-like navigation task, in a number of trials consistent with reported animal performance. We also use our model to solve the acrobot and the cartpole problems, two complex motor control tasks. Our model provides a plausible way of computing reward prediction error in the brain. Moreover, the analytically derived learning rule is consistent with experimental evidence for dopamine-modulated spike-timing-dependent plasticity.

Effects of e-Learning and m-Learning on Nursing Care in a Continuing Education Context: An Overview of Mixed Method Systematic Reviews (Protocol).

Science.gov (United States)

Rouleau, Geneviève; Gagnon, Marie-Pierre; Côté, José; Hudson, Emilie; Payne-Gagnon, Julie; Bouix-Picasso, Julien; Duboi, Carl-Ardy

2017-01-01

Continuing education is an imperative for professional nursing. e-Learning is one modality to support education and it has been extensively examined in a nursing academic context. An overview of quantitative, qualitative, and mixed-method systematic reviews were conducted to draw a broad picture of the effects of e-Learning and m-Learning used by registered nurses in a continuing education context.

Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

Science.gov (United States)

Margolis, Alvaro; Parboosingh, John

2015-01-01

Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Learning of temporal motor patterns: An analysis of continuous vs. reset timing

Directory of Open Access Journals (Sweden)

Rodrigo eLaje

2011-10-01

Full Text Available Our ability to generate well-timed sequences of movements is critical to an array of behaviors, including the ability to play a musical instrument or a video game. Here we address two questions relating to timing with the goal of better understanding the neural mechanisms underlying temporal processing. First, how does accuracy and variance change over the course of learning of complex spatiotemporal patterns? Second, is the timing of sequential responses most consistent with starting and stopping an internal timer at each interval or with continuous timing?To address these questions we used a psychophysical task in which subjects learned to reproduce a sequence of finger taps in the correct order and at the correct times—much like playing a melody at the piano. This task allowed us to calculate the variance of the responses at different time points using data from the same trials. Our results show that while standard Weber’s law is clearly violated, variance does increase as a function of time squared, as expected according to the generalized form of Weber’s law—which separates the source of variance into time-dependent and time-independent components. Over the course of learning, both the time-independent variance and the coefficient of the time-dependent term decrease. Our analyses also suggest that timing of sequential events does not rely on the resetting of an internal timer at each event.We describe and interpret our results in the context of computer simulations that capture some of our psychophysical findings. Specifically, we show that continuous timing, as opposed to reset timing, is expected from population clock models in which timing emerges from the internal dynamics of recurrent neural networks.

Alteration of Influencing Factors of E-Learning Continued Intention for Different Degrees of Online Participation

Science.gov (United States)

Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Chiu, Yi-Chun

2015-01-01

The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional…

Edgeworth expansion for functionals of continuous diffusion processes

DEFF Research Database (Denmark)

Podolskij, Mark; Yoshida, Nakahiro

This paper presents new results on the Edgeworth expansion for high frequency functionals of continuous diffusion processes. We derive asymptotic expansions for weighted functionals of the Brownian motion and apply them to provide the Edgeworth expansion for power variation of diffusion processes....... Our methodology relies on martingale embedding, Malliavin calculus and stable central limit theorems for semimartingales. Finally, we demonstrate the density expansion for studentized statistics of power variations.......This paper presents new results on the Edgeworth expansion for high frequency functionals of continuous diffusion processes. We derive asymptotic expansions for weighted functionals of the Brownian motion and apply them to provide the Edgeworth expansion for power variation of diffusion processes...

Banach spaces of continuous functions as dual spaces

CERN Document Server

Dales, H G; Lau, A T -M; Strauss, D

2016-01-01

This book gives a coherent account of the theory of Banach spaces and Banach lattices, using the spaces C_0(K) of continuous functions on a locally compact space K as the main example. The study of C_0(K) has been an important area of functional analysis for many years. It gives several new constructions, some involving Boolean rings, of this space as well as many results on the Stonean space of Boolean rings. The book also discusses when Banach spaces of continuous functions are dual spaces and when they are bidual spaces.

Infants' statistical learning: 2- and 5-month-olds' segmentation of continuous visual sequences.

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Slone, Lauren Krogh; Johnson, Scott P

2015-05-01

Past research suggests that infants have powerful statistical learning abilities; however, studies of infants' visual statistical learning offer differing accounts of the developmental trajectory of and constraints on this learning. To elucidate this issue, the current study tested the hypothesis that young infants' segmentation of visual sequences depends on redundant statistical cues to segmentation. A sample of 20 2-month-olds and 20 5-month-olds observed a continuous sequence of looming shapes in which unit boundaries were defined by both transitional probability and co-occurrence frequency. Following habituation, only 5-month-olds showed evidence of statistically segmenting the sequence, looking longer to a statistically improbable shape pair than to a probable pair. These results reaffirm the power of statistical learning in infants as young as 5 months but also suggest considerable development of statistical segmentation ability between 2 and 5 months of age. Moreover, the results do not support the idea that infants' ability to segment visual sequences based on transitional probabilities and/or co-occurrence frequencies is functional at the onset of visual experience, as has been suggested previously. Rather, this type of statistical segmentation appears to be constrained by the developmental state of the learner. Factors contributing to the development of statistical segmentation ability during early infancy, including memory and attention, are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

The learning evaluations of the concept function in the mathematical subject I

Directory of Open Access Journals (Sweden)

Wilmer Valle Castañeda

2018-03-01

Full Text Available The evaluation must be one of the most complex tasks that teachers face today, both for the process itself and for having to issue an assessment about the achievements and deficiencies of the students. It is for them that techniques and instruments were developed, which allow the evaluation of the function concept in the Mathematics I subject´s. Methods of the theoretical level, of the empirical level such as the historical-logical analysis, the surveys, were used in the research carried out. The documentary analyses, as well as procedures such as the analysis - synthesis that made it possible to investigate the theoretical and practical fundament´s learning evaluation´s. The evaluation instruments presented allowed for the evaluation of the students in Mathematics I, less than one of the most important functions of the evaluation: the formative or educational function. These constituted a reference for the continuous improvement of student learning.

Stieltjes' continued fraction for the gamma function

International Nuclear Information System (INIS)

Cha, B.W.

1980-01-01

The first forty-one coefficients of a continued fraction for 1n GAMMA(z)+z-(z-1/2) 1n z-1n√2π, are given. The computation, based on Wall's algorithm for converting a function's power series representation to a continued fraction representation, was run on the algebraic manipulation system MACSYMA

[Critical care nurse learning of continuous renal replacement therapy: the efficacy of a self-learning manual].

Science.gov (United States)

Huang, Yi-Chen; Hsu, Li-Ling

2011-02-01

Many nurses have difficulty learning to use the complex, non-traditional, and regularly-updated critical care equipment. Failure to use such equipment properly can seriously compromise treatment and endanger patient health and lives. New self-learning materials for novice nurses are necessary to provide essential and effective guidance as a part of formal nursing training. Such materials can enhance the capabilities of critical care nurses and, thus, improve the general quality of critical care. The purpose of this research was to develop a continuous renal replacement therapy (CRRT)-themed self-learning manual that would provide easily absorbed and understood knowledge in an easy-to-carry format for ICU nursing staff. This study also investigated CCRT skill learning efficacy. This study adopted a quasi-experimental design with pretests and posttests. Purposive sampling generated a sample of 66 critical care nurses currently working at one hospital in Taipei City. Participants submitted a completed self-assessment survey that rated their command of continuous renal replacement therapy before and after the self-learning manual intervention. Survey data were analyzed using SPSS Version 17.0 for Windows. The two major findings derived from the study included: (1) The mean response score from the self-assessment survey filled out after the intervention was 91.06 and 79.75 (SD = 9.49 and 11.65), respectively, for experimental and control groups. Such demonstrated significant difference. (2) The mean posttest score after the intervention for the experimental group was 91.06 ± 9.49. This represents a significant increase of 10.35 ± 10.35 over their mean pretest score (80.71 ± 11.82). The experimental group showed other significant differences in terms of the CRRT self-assessment survey posttest. Self-learning manuals may be introduced in nursing education as useful aids and catalysts to achieve more effective and satisfying learning experiences.

Graph Quasicontinuous Functions and Densely Continuous Forms

Directory of Open Access Journals (Sweden)

Lubica Hola

2017-07-01

Full Text Available Let $X, Y$ be topological spaces. A function $f: X \\to Y$ is said to be graph quasicontinuous if there is a quasicontinuous function $g: X \\to Y$ with the graph of $g$ contained in the closure of the graph of $f$. There is a close relation between the notions of graph quasicontinuous functions and minimal usco maps as well as the notions of graph quasicontinuous functions and densely continuous forms. Every function with values in a compact Hausdorff space is graph quasicontinuous; more generally every locally compact function is graph quasicontinuous.

Mathematical constraint on functions with continuous second partial derivatives

International Nuclear Information System (INIS)

Franson, J D

2012-01-01

A new integral identity for functions with continuous second partial derivatives is derived. It is shown that the value of any function f(r, t) at position r and time t is completely determined by its previous values at all other locations r′ and retarded times t′ ⩽ t, provided that the function vanishes at infinity and has continuous second partial derivatives. Functions of this kind occur in many areas of physics and it seems somewhat surprising that they are constrained in this way. (paper)

[E-Learning--an important contribution to general medical training and continuing education?].

Science.gov (United States)

Ruf, D; Berner, M M; Kriston, L; Härter, M

2008-09-01

There is increasing activity in the development of e-learning modules for general medical training and continuing education. One of the central advantages of e-learning is flexibility regarding time and place of its use. The quality of the available e-learning opportunities varies quite considerably. For users it is often not easy to assess the quality of e-learning modules or to find offers of high quality. This could be a reason for the fact that despite the huge number of e-learning modules still only few students and physicians are using them. This is although e-learning has proven to be as effective as and even more efficient than learning in the classroom or with paper-based materials. This article summarizes the different models of e-learning, how and where to find offers of high quality, advantages of using e-learning, and the effectiveness and efficiency of such offers. In addition problems of e-learning and possibilities to overcome these problems are shown.

Perspective for applying traditional and inovative teaching and learning methods to nurses continuing education

OpenAIRE

Bendinskaitė, Irmina

2015-01-01

Bendinskaitė I. Perspective for applying traditional and innovative teaching and learning methods to nurse’s continuing education, magister thesis / supervisor Assoc. Prof. O. Riklikienė; Departament of Nursing and Care, Faculty of Nursing, Lithuanian University of Health Sciences. – Kaunas, 2015, – p. 92 The purpose of this study was to investigate traditional and innovative teaching and learning methods perspective to nurse’s continuing education. Material and methods. In a period fro...

Exploring informal workplace learning in primary healthcare for continuous professional development.

Science.gov (United States)

Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

2017-07-01

All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

Organizational structure and continuous improvement and learning: Moderating effects of cultural endorsement of participative leadership

OpenAIRE

Xiaowen Huang; Joseph C Rode; Roger G Schroeder

2011-01-01

Building upon the culturally endorsed implicit theory of leadership, we investigated the moderating effects of national culture on the relationship between organizational structure and continuous improvement and learning. We propose that the relationship between organic organizations (characterized by flat, decentralized structures with a wide use of multifunctional employees) and continuous improvement and learning will be stronger when national cultural endorsement for participative leaders...

ENTROPY FUNCTIONAL FOR CONTINUOUS SYSTEMS OF FINITE ENTROPY

Institute of Scientific and Technical Information of China (English)

M. Rahimi A. Riazi

2012-01-01

In this article,we introduce the concept of entropy functional for continuous systems on compact metric spaces,and prove some of its properties.We also extract the Kolmogorov entropy from the entropy functional.

Ego-Motion and Tracking for Continuous Object Learning: A Brief Survey

Science.gov (United States)

2017-09-01

past research related to the tasks of ego-motion estimation and object tracking from the viewpoint of their role in continuous object learning...in visual object tracking, competitions are held each year to identify the most accurate and robust tracking implementations. Over recent competitions...information should they share) or vice versa? These are just some of the questions that must be addressed in future research toward continuous object

Functionality for learning networks: lessons learned from social web applications

NARCIS (Netherlands)

Berlanga, Adriana; Sloep, Peter; Brouns, Francis; Van Rosmalen, Peter; Bitter-Rijpkema, Marlies; Koper, Rob

2007-01-01

Berlanga, A. J., Sloep, P., Brouns, F., Van Rosmalen, P., Bitter-Rijpkema, M., & Koper, R. (2007). Functionality for learning networks: lessons learned from social web applications. Proceedings of the ePortfolio 2007 Conference. October, 18-19, 2007, Maastricht, The Netherlands. [See also

Switching Reinforcement Learning for Continuous Action Space

Science.gov (United States)

Nagayoshi, Masato; Murao, Hajime; Tamaki, Hisashi

Reinforcement Learning (RL) attracts much attention as a technique of realizing computational intelligence such as adaptive and autonomous decentralized systems. In general, however, it is not easy to put RL into practical use. This difficulty includes a problem of designing a suitable action space of an agent, i.e., satisfying two requirements in trade-off: (i) to keep the characteristics (or structure) of an original search space as much as possible in order to seek strategies that lie close to the optimal, and (ii) to reduce the search space as much as possible in order to expedite the learning process. In order to design a suitable action space adaptively, we propose switching RL model to mimic a process of an infant's motor development in which gross motor skills develop before fine motor skills. Then, a method for switching controllers is constructed by introducing and referring to the “entropy”. Further, through computational experiments by using robot navigation problems with one and two-dimensional continuous action space, the validity of the proposed method has been confirmed.

Occam factors and model independent Bayesian learning of continuous distributions

International Nuclear Information System (INIS)

Nemenman, Ilya; Bialek, William

2002-01-01

Learning of a smooth but nonparametric probability density can be regularized using methods of quantum field theory. We implement a field theoretic prior numerically, test its efficacy, and show that the data and the phase space factors arising from the integration over the model space determine the free parameter of the theory ('smoothness scale') self-consistently. This persists even for distributions that are atypical in the prior and is a step towards a model independent theory for learning continuous distributions. Finally, we point out that a wrong parametrization of a model family may sometimes be advantageous for small data sets

Continuous theta-burst stimulation (cTBS) over the lateral prefrontal cortex alters reinforcement learning bias.

Science.gov (United States)

Ott, Derek V M; Ullsperger, Markus; Jocham, Gerhard; Neumann, Jane; Klein, Tilmann A

2011-07-15

The prefrontal cortex is known to play a key role in higher-order cognitive functions. Recently, we showed that this brain region is active in reinforcement learning, during which subjects constantly have to integrate trial outcomes in order to optimize performance. To further elucidate the role of the dorsolateral prefrontal cortex (DLPFC) in reinforcement learning, we applied continuous theta-burst stimulation (cTBS) either to the left or right DLPFC, or to the vertex as a control region, respectively, prior to the performance of a probabilistic learning task in an fMRI environment. While there was no influence of cTBS on learning performance per se, we observed a stimulation-dependent modulation of reward vs. punishment sensitivity: Left-hemispherical DLPFC stimulation led to a more reward-guided performance, while right-hemispherical cTBS induced a more avoidance-guided behavior. FMRI results showed enhanced prediction error coding in the ventral striatum in subjects stimulated over the left as compared to the right DLPFC. Both behavioral and imaging results are in line with recent findings that left, but not right-hemispherical stimulation can trigger a release of dopamine in the ventral striatum, which has been suggested to increase the relative impact of rewards rather than punishment on behavior. Copyright © 2011 Elsevier Inc. All rights reserved.

Imbalanced Learning for Functional State Assessment

Science.gov (United States)

Li, Feng; McKenzie, Frederick; Li, Jiang; Zhang, Guangfan; Xu, Roger; Richey, Carl; Schnell, Tom

2011-01-01

This paper presents results of several imbalanced learning techniques applied to operator functional state assessment where the data is highly imbalanced, i.e., some function states (majority classes) have much more training samples than other states (minority classes). Conventional machine learning techniques usually tend to classify all data samples into majority classes and perform poorly for minority classes. In this study, we implemented five imbalanced learning techniques, including random undersampling, random over-sampling, synthetic minority over-sampling technique (SMOTE), borderline-SMOTE and adaptive synthetic sampling (ADASYN) to solve this problem. Experimental results on a benchmark driving lest dataset show thai accuracies for minority classes could be improved dramatically with a cost of slight performance degradations for majority classes,

LINTAB, Linear Interpolable Tables from any Continuous Variable Function

International Nuclear Information System (INIS)

1988-01-01

1 - Description of program or function: LINTAB is designed to construct linearly interpolable tables from any function. The program will start from any function of a single continuous variable... FUNKY(X). By user input the function can be defined, (1) Over 1 to 100 X ranges. (2) Within each X range the function is defined by 0 to 50 constants. (3) At boundaries between X ranges the function may be continuous or discontinuous (depending on the constants used to define the function within each X range). 2 - Method of solution: LINTAB will construct a table of X and Y values where the tabulated (X,Y) pairs will be exactly equal to the function (Y=FUNKY(X)) and linear interpolation between the tabulated pairs will be within any user specified fractional uncertainty of the function for all values of X within the requested X range

A Model of E-Learning Uptake and Continued Use in Higher Education Institutions

Science.gov (United States)

Pinpathomrat, Nakarin; Gilbert, Lester; Wills, Gary B.

2013-01-01

This research investigates the factors that affect a students' take-up and continued use of E-learning. A mathematical model was constructed by applying three grounded theories; Unified Theory of Acceptance and Use of Technology, Keller's ARCS model, and Expectancy Disconfirm Theory. The learning preference factor was included in the model.…

Neuromorphic function learning with carbon nanotube based synapses

International Nuclear Information System (INIS)

Gacem, Karim; Filoramo, Arianna; Derycke, Vincent; Retrouvey, Jean-Marie; Chabi, Djaafar; Zhao, Weisheng; Klein, Jacques-Olivier

2013-01-01

The principle of using nanoscale memory devices as artificial synapses in neuromorphic circuits is recognized as a promising way to build ground-breaking circuit architectures tolerant to defects and variability. Yet, actual experimental demonstrations of the neural network type of circuits based on non-conventional/non-CMOS memory devices and displaying function learning capabilities remain very scarce. We show here that carbon-nanotube-based memory elements can be used as artificial synapses, combined with conventional neurons and trained to perform functions through the application of a supervised learning algorithm. The same ensemble of eight devices can notably be trained multiple times to code successively any three-input linearly separable Boolean logic function despite device-to-device variability. This work thus represents one of the very few demonstrations of actual function learning with synapses based on nanoscale building blocks. The potential of such an approach for the parallel learning of multiple and more complex functions is also evaluated. (paper)

Generating bessel functions in mie scattering calculations using continued fractions.

Science.gov (United States)

Lentz, W J

1976-03-01

A new method of generating the Bessel functions and ratios of Bessel functions necessary for Mie calculations is presented. Accuracy is improved while eliminating the need for extended precision word lengths or large storage capability. The algorithm uses a new technique of evaluating continued fractions that starts at the beginning rather than the tail and has a built-in error check. The continued fraction representations for both spherical Bessel functions and ratios of Bessel functions of consecutive order are presented.

Analyzing Networked Learning Practices in HigherEducation and Continuing Professional Development

DEFF Research Database (Denmark)

Dirckinck-Holmfeld, Lone

Deliverable 28.5.4 reports on the preparation of the book "Analysing Networked Learning Practices in Higher Education and Continuing Professional Development", which consists of an Introduction, case studies and a concluding section, which presents the theoretical work and empirical work conducte...

Antecedents of Continued Usage Intentions of Web-Based Learning Management System in Tanzania

Science.gov (United States)

Lwoga, Edda Tandi; Komba, Mercy

2015-01-01

Purpose: The purpose of this paper is to examine factors that predict students' continued usage intention of web-based learning management systems (LMS) in Tanzania, with a specific focus on the School of Business of Mzumbe University. Specifically, the study investigated major predictors of actual usage and continued usage intentions of…

A cross-sectional study of learning styles among continuing medical education participants.

Science.gov (United States)

Collins, C Scott; Nanda, Sanjeev; Palmer, Brian A; Mohabbat, Arya B; Schleck, Cathy D; Mandrekar, Jayawant N; Mahapatra, Saswati; Beckman, Thomas J; Wittich, Christopher M

2018-04-27

Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants' learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics. Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who completed the Kolb Learning Style Inventory and provided demographic data. A total of 393 participants returned 241 surveys (response rate, 61.3%). Among the 143 participants (36.4%) who supplied complete demographic and Kolb data, Kolb learning styles included diverging (45; 31.5%), assimilating (56; 39.2%), converging (8; 5.6%), and accommodating (34; 23.8%). Associations existed between learning style and gender (p = 0.02). For most men, learning styles were diverging (23 of 63; 36.5%) and assimilating (30 of 63; 47.6%); for most women, diverging (22 of 80; 27.5%), assimilating (26 of 80; 32.5%), and accommodating (26 of 80; 32.5%). Internal medicine and psychiatry CME participants had diverse learning styles. Female participants had more variation in their learning styles than men. Teaching techniques must vary to appeal to all learners. The experiential learning theory sequentially moves a learner from Why? to What? to How? to If? to accommodate learning styles.

The Effectiveness of the Continuation Task on Second Language Learning of English Articles

Science.gov (United States)

Jiang, Lin

2015-01-01

This article aims to uncover how alignment in the continuation task affects second language (L2) learning of English articles. Two classes of 47 Chinese students participated in the study which employed a pretest-treatment-posttest research design and lasted for a period of 20 weeks. One class received the continuation task treatment, during which…

Uncountably many maximizing measures for a dense subset of continuous functions

Science.gov (United States)

Shinoda, Mao

2018-05-01

Ergodic optimization aims to single out dynamically invariant Borel probability measures which maximize the integral of a given ‘performance’ function. For a continuous self-map of a compact metric space and a dense set of continuous functions, we show the existence of uncountably many ergodic maximizing measures. We also show that, for a topologically mixing subshift of finite type and a dense set of continuous functions there exist uncountably many ergodic maximizing measures with full support and positive entropy.

Long term impairment of cognitive functions and alterations of NMDAR subunits after continuous microwave exposure.

Science.gov (United States)

Wang, Hui; Tan, Shengzhi; Xu, Xinping; Zhao, Li; Zhang, Jing; Yao, Binwei; Gao, Yabing; Zhou, Hongmei; Peng, Ruiyun

2017-11-01

The long term effects of continuous microwave exposure cannot be ignored for the simulation of the real environment and increasing concerns about the negative cognitive effects of microwave exposure. In this study, 220 male Wistar rats were exposed by a 2.856GHz radiation source with the average power density of 0, 2.5, 5 and 10mW/cm 2 for 6min/day, 5days/week and up to 6weeks. The MWM task, the EEG analysis, the hippocampus structure observation and the western blot were applied until the 12months after microwave exposure to detect the spatial learning and memory abilities, the cortical electrical activity, changes of hippocampal structure and the NMDAR subunits expressions. Results found that the rats in the 10mW/cm 2 group showed the decline of spatial learning and memory abilities and EEG disorders (the decrease of EEG frequencies, and increase of EEG amplitudes and delta wave powers). Moreover, changes of basic structure and ultrastructure of hippocampus also found in the 10 and 5mW/cm 2 groups. The decrease of NR 2A, 2B and p-NR2B might contribute to the impairment of cognitive functions. Our findings suggested that the continuous microwave exposure could cause the dose-dependent long term impairment of spatial learning and memory, the abnormalities of EEG and the hippocampal structure injuries. The decrease of NMDAR key subunits and phosphorylation of NR 2B might contribute to the cognitive impairment. Copyright © 2017 Elsevier Inc. All rights reserved.

eLearning: a review of Internet-based continuing medical education.

Science.gov (United States)

Wutoh, Rita; Boren, Suzanne Austin; Balas, E Andrew

2004-01-01

The objective was to review the effect of Internet-based continuing medical education (CME) interventions on physician performance and health care outcomes. Data sources included searches of MEDLINE (1966 to January 2004), CINAHL (1982 to December 2003), ACP Journal Club (1991 to July/August 2003), and the Cochrane Database of Systematic Reviews (third quarter, 2003). Studies were included in the analyses if they were randomized controlled trials of Internet-based education in which participants were practicing health care professionals or health professionals in training. CME interventions were categorized according to the nature of the intervention, sample size, and other information about educational content and format. Sixteen studies met the eligibility criteria. Six studies generated positive changes in participant knowledge over traditional formats; only three studies showed a positive change in practices. The remainder of the studies showed no difference in knowledge levels between Internet-based interventions and traditional formats for CME. The results demonstrate that Internet-based CME programs are just as effective in imparting knowledge as traditional formats of CME. Little is known as to whether these positive changes in knowledge are translated into changes in practice. Subjective reports of change in physician behavior should be confirmed through chart review or other objective measures. Additional studies need to be performed to assess how long these new learned behaviors could be sustained. eLearning will continue to evolve as new innovations and more interactive modes are incorporated into learning.

FOURIER COEFFICIENTS OF CONTINUOUS FUNCTIONS WITH RESPECT TO LOCALIZED HAAR SYSTEM

Directory of Open Access Journals (Sweden)

E. S. Belkina

2017-06-01

Full Text Available We construct a nontrivial example of a continuous function f* on [0, 1]² which is orthogonal to tensor products of Haar functions supported on intervals of the same length. This example clarifies the possible behaviour of Fourier coefficients of continuous functions with respect to a localized Haar system. The function f* has fractal structure. We give lower bounds on its smoothness.

[Factors associated with smoking continuation or cessation in men upon learning of their partner's pregnancy].

Science.gov (United States)

Kouketsu, Tomomi; Gokan, Yoko; Ishihara, Takako; Tamaoki, Mariko; Gotoh, Tadao; Kobayashi, Suzuka

2013-04-01

Factors associated with smoking continuation or cessation were analyzed among parents of 4-month-old infants, in order to prepare the basic materials for a smoking cessation support program for pregnant women and their partners. The study focused on the changes in partners' smoking activities upon learning of their partner's pregnancy. An anonymous self-completed questionnaire was given to parents of 1,198 infants during a 4-month medical checkup in City A of Hyogo prefecture (776 couples) and City B of Gifu prefecture (422 couples). The questionnaire items collected information on age, education, smoking history, current smoking status, and awareness about smoking. The additional items for fathers were occupation, workplace smoking environment, and attitude toward smoking; and the additional items for women were number of children, family composition, and partners' attitudes and behaviors regarding smoking upon learning of their pregnancy. The number of valid answers (for pairs) was 558 (71.9%) in City A and 395 (93.6%) in City B. The data on men who had been smokers before learning of their partner's pregnancy were analyzed. For each area, a comparative item-by-item analysis was performed on data from men who ceased smoking upon learning of the pregnancy (smoking cessation group) and those who continued smoking (smoking continuation group). For logistic regression analysis, the objective variables were the 2 groups, and the explanatory variables were the items showing statistical differences between the groups and the items related to the survey areas. Of the men whose data were included in the analysis, 210 (37.6%) in City A and 204 (51.6%) in City B had been smokers before learning of their partner's pregnancy. Among these, 16 (7.6%) in City A and 26 (12.7%) in City B ceased smoking after learning of the pregnancy. The results of logistic regression analysis showed that the odds ratio for continuing smoking was 2.77 [95% confidence interval (CI): 1.17-6.57] for

[The workplace-based learning: a main paradigm of an effective continuing medical education].

Science.gov (United States)

Lelli, Maria Barbara

2010-01-01

On the strength of the literature analysis and the Emilia-Romagna Region experience, we suggest a reflection on the workplace-based learning that goes beyond the analysis of the effectiveness of specific didactic methodologies and aspects related to Continuing Medical Education. Health education and training issue is viewed from a wider perspective, that integrates the three learning dimensions (formal, non formal and informal). In such a perspective the workplace-based learning becomes an essential paradigm to reshape the explicit knowledge conveyed in formal context and to emphasize informal contexts where innovation is generated.

Interactive Development of Community Education and Migrant Workers’ Continuing Education

Institute of Scientific and Technical Information of China (English)

Ning; WANG

2015-01-01

Community education is an essential carrier of continuing education and plays a positive role in promoting continuing education of migrant workers. On the one hand,it can raise employment quality and labor skills of migrant workers; on the other hand,it manifests function of serving society of community education. Besides,it is also an important measure for building learning society and lifelong learning system.From the perspective of interactive development,it discusses interactive relationship between community education and migrant workers’ continuing education,analyzes their interactive mechanism,and comes up with recommendations for developing community education and migrant workers’ continuing education.

Function approximation using combined unsupervised and supervised learning.

Science.gov (United States)

Andras, Peter

2014-03-01

Function approximation is one of the core tasks that are solved using neural networks in the context of many engineering problems. However, good approximation results need good sampling of the data space, which usually requires exponentially increasing volume of data as the dimensionality of the data increases. At the same time, often the high-dimensional data is arranged around a much lower dimensional manifold. Here we propose the breaking of the function approximation task for high-dimensional data into two steps: (1) the mapping of the high-dimensional data onto a lower dimensional space corresponding to the manifold on which the data resides and (2) the approximation of the function using the mapped lower dimensional data. We use over-complete self-organizing maps (SOMs) for the mapping through unsupervised learning, and single hidden layer neural networks for the function approximation through supervised learning. We also extend the two-step procedure by considering support vector machines and Bayesian SOMs for the determination of the best parameters for the nonlinear neurons in the hidden layer of the neural networks used for the function approximation. We compare the approximation performance of the proposed neural networks using a set of functions and show that indeed the neural networks using combined unsupervised and supervised learning outperform in most cases the neural networks that learn the function approximation using the original high-dimensional data.

APPLICATION OF COOPERATIVE LEARNING MODEL INDEX CARD MATCH TYPE IN IMPROVING STUDENT LEARNING RESULTS ON COMPOSITION AND COMPOSITION FUNCTIONS OF FUNCTIONS INVERS IN MAN 1 MATARAM

Directory of Open Access Journals (Sweden)

Syahrir Syahrir

2017-12-01

Full Text Available Lack of student response in learning mathematics caused by passive of student in process of learning progress so that student consider mathematics subject is difficult subject to be understood. The research is Classroom Action Research (PTK using 2 cycles, then the purpose of this research is how the implementation of cooperative learning type of index card match in improving student learning outcomes on the subject matter of composition function and inverse function in MAN 1 Mataram. While the results of the analysis in the study showed that there is in cycle I obtained classical completeness 78.79% with the average score of student learning outcomes 69.78 and the average value of student learning responses with the category Enough, then in cycle II shows that classical thoroughness 87 , 89% with mean score of student learning result 78,94 and average value of student learning response with good category. So it can be concluded that the implementation of Model Cooperative Learning Type Index Card Match can improve student learning outcomes on the subject matter of composition function and inverse function.

A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education

Science.gov (United States)

Hemmati, Nima; Omrani, Soghra; Hemmati, Naser

2013-01-01

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training…

Users' Continuance Intention of Virtual Learning Community Services: The Moderating Role of Usage Experience

Science.gov (United States)

Zhang, Min; Liu, Yupei; Yan, Weiwei; Zhang, Yan

2017-01-01

Users' continuance intention plays a significant role in the process of information system (IS) service, especially virtual learning community (VLC) services. Following the IS success model and IS post-acceptance model, this study explores the determinants of users' intention to continue using VLCs' service from the perspective of quality,…

Continual and One-Shot Learning Through Neural Networks with Dynamic External Memory

DEFF Research Database (Denmark)

Lüders, Benno; Schläger, Mikkel; Korach, Aleksandra

2017-01-01

it easier to find unused memory location and therefor facilitates the evolution of continual learning networks. Our results suggest that augmenting evolving networks with an external memory component is not only a viable mechanism for adaptive behaviors in neuroevolution but also allows these networks...... a new task is learned. This paper takes a step in overcoming this limitation by building on the recently proposed Evolving Neural Turing Machine (ENTM) approach. In the ENTM, neural networks are augmented with an external memory component that they can write to and read from, which allows them to store...... associations quickly and over long periods of time. The results in this paper demonstrate that the ENTM is able to perform one-shot learning in reinforcement learning tasks without catastrophic forgetting of previously stored associations. Additionally, we introduce a new ENTM default jump mechanism that makes...

Functional connectivity changes in second language vocabulary learning.

Science.gov (United States)

Ghazi Saidi, Ladan; Perlbarg, Vincent; Marrelec, Guillaume; Pélégrini-Issac, Mélani; Benali, Habib; Ansaldo, Ana-Inés

2013-01-01

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec, Bellec et al., 2008) were gathered, in the shallow and consolidation phases of L2 vocabulary learning. Functional connectivity remained unchanged across learning phases for L1, whereas total, between- and within-network integration levels decreased as proficiency for L2 increased. The results of this study provide the first functional connectivity evidence regarding the dynamic role of the language processing and cognitive control networks in L2 learning (Abutalebi, Cappa, & Perani, 2005; Altarriba & Heredia, 2008; Leonard et al., 2011; Parker-Jones et al., 2011). Thus, increased proficiency results in a higher degree of automaticity and lower cognitive effort (Segalowitz & Hulstijn, 2005). Copyright © 2012 Elsevier Inc. All rights reserved.

A community continuity programme: volunteer faculty mentors and continuity learning.

Science.gov (United States)

McGeehan, John; English, Richard; Shenberger, Keith; Tracy, Gerald; Smego, Raymond

2013-02-01

Longitudinal generalist preceptorship experiences early in medical education can have beneficial effects on how students practise the art and science of medicine, regardless of their eventual career choices. We evaluated the first 2 years of implementation of an integrated, regional campus-based, early clinical experience programme, the Community Continuity Program, at our new community-based medical school that is under the supervision of volunteer primary care faculty members acting as continuity mentors (CMs). Curricular components for years 1 and 2 consisted of three annual 1-week community-based experiences with CMs, extensive physical diagnosis practice, interprofessional learning activities, a multigenerational family care experience, a mandatory Community Health Research Project (CHRP) in year 1 and a mandatory Quality Improvement Project in year 2. Outcome measures included student, faculty member and programme evaluations, student reflective narratives in portal-based e-journals, a Liaison Committee on Medical Education (LCME) self-study student survey and serial level-of-empathy surveys.   Students found all elements of this integrated community experience programme beneficial and worthwhile, especially the CMs and the use of standardised and real-life patients. CMs noted effective and professional student-patient interactions. The number of reflective e-journal postings per student during year1 ranged from 14 to 81 (mean, 47). Serial empathy questionnaires administered over 2 years demonstrated preservation of student empathy, and students believed that the programme had a positive effect on their personal level of empathy.   An integrative, longitudinal, community-based, early clinical experience programme driven by volunteer CMs provides patient-centered instruction for preclinical students in the clinical, social, behavioural, ethical and research foundations of medicine. © Blackwell Publishing Ltd 2013.

Continued multidisciplinary project-based learning - implementation in health informatics.

Science.gov (United States)

Wessel, C; Spreckelsen, C

2009-01-01

Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. The students are full members of an ongoing research project and develop a project-related application or module, or explore or evaluate a sub-project. Two teachers guide and review the students' work. The training on scientific work follows a workflow with defined milestones. The team acts as peer group. By participating in the research team's work the students are trained on professional skills. A research project on a web-based information system on hospitals built the scenario for the realistic context. The research team consisted of up to 14 active members at a time, who were scientists and students of computer science and medicine. The well communicated educational approach and team policy fostered the participation of the students. Formative assessment and evaluation showed a considerable improvement of the students' skills and a high participant satisfaction. Alternative education approaches such as project-based learning empower students to acquire scientific knowledge and professional skills, especially the ability of life-long learning, multidisciplinary team work and social responsibility.

Toward Learning Teams

DEFF Research Database (Denmark)

Hoda, Rashina; Babb, Jeff; Nørbjerg, Jacob

2013-01-01

to sacrifice learning-focused practices. Effective learning under pressure involves conscious efforts to implement original agile practices such as retrospectives and adapted strategies such as learning spikes. Teams, their management, and customers must all recognize the importance of creating learning teams......Today's software development challenges require learning teams that can continuously apply new engineering and management practices, new and complex technical skills, cross-functional skills, and experiential lessons learned. The pressure of delivering working software often forces software teams...

Effective teaching: Linking teaching to learning functions | Grösser ...

African Journals Online (AJOL)

In this regard, it is important that teachers are able to link teaching to learning functions in order to facilitate the optimal realization of learning outcomes. In this study the extent to which teaching assists the development of learning functions was examined by means of a quantitative research project. The findings indicated ...

The Moderating Role of Self-Regulated Learning in Job Characteristics and Attitudes towards Web-Based Continuing Learning in the Airlines Workplace

Science.gov (United States)

Lin, Xiao-fan; Liang, Jyh-Chong; Tsai, Chin-Chung; Hu, Qintai

2018-01-01

With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.'s (1998) job demand-control-support model and the self-regulated…

Continuous spray forming of functionally gradient materials

International Nuclear Information System (INIS)

McKechnie, T.N.; Richardson, E.H.

1995-01-01

Researchers at Plasma Processes Inc. have produced a Functional Gradient Material (FGM) through advanced vacuum plasma spray processing for high heat flux applications. Outlined in this paper are the manufacturing methods used to develop a four component functional gradient material of copper, tungsten, boron, and boron nitride. The FGM was formed with continuous gradients and integral cooling channels eliminating bondlines and providing direct heat transfer from the high temperature exposed surface to a cooling medium. Metallurgical and x-ray diffraction analyses of the materials formed through innovative VPS (vacuum plasma spray) processing are also presented. Applications for this functional gradient structural material range from fusion reactor plasma facing components to missile nose cones to boilers

Between strong continuity and almost continuity

Directory of Open Access Journals (Sweden)

J.K. Kohli

2010-04-01

Full Text Available As embodied in the title of the paper strong and weak variants of continuity that lie strictly between strong continuity of Levine and almost continuity due to Singal and Singal are considered. Basic properties of almost completely continuous functions (≡ R-maps and δ-continuous functions are studied. Direct and inverse transfer of topological properties under almost completely continuous functions and δ-continuous functions are investigated and their place in the hier- archy of variants of continuity that already exist in the literature is out- lined. The class of almost completely continuous functions lies strictly between the class of completely continuous functions studied by Arya and Gupta (Kyungpook Math. J. 14 (1974, 131-143 and δ-continuous functions defined by Noiri (J. Korean Math. Soc. 16, (1980, 161-166. The class of almost completely continuous functions properly contains each of the classes of (1 completely continuous functions, and (2 al- most perfectly continuous (≡ regular set connected functions defined by Dontchev, Ganster and Reilly (Indian J. Math. 41 (1999, 139-146 and further studied by Singh (Quaestiones Mathematicae 33(2(2010, 1–11 which in turn include all δ-perfectly continuous functions initi- ated by Kohli and Singh (Demonstratio Math. 42(1, (2009, 221-231 and so include all perfectly continuous functions introduced by Noiri (Indian J. Pure Appl. Math. 15(3 (1984, 241-250.

Learning a decision maker's utility function from (possibly) inconsistent behavior

DEFF Research Database (Denmark)

Nielsen, Thomas Dyhre; Jensen, Finn Verner

2004-01-01

developed for learning the probabilities from a database.However, methods for learning the utilities have only received limitedattention in the computer science community. A promising approach for learning a decision maker's utility function is to takeoutset in the decision maker's observed behavioral...... patterns, and then find autility function which (together with a domain model) can explainthis behavior. That is, it is assumed that decision maker's preferences arereflected in the behavior. Standard learning algorithmsalso assume that the decision maker is behavioralconsistent, i.e., given a model ofthe...... decision problem, there exists a utility function which canaccount for all the observed behavior. Unfortunately, this assumption israrely valid in real-world decision problems, and in these situationsexisting learning methods may only identify a trivial utilityfunction. In this paper we relax...

Executive Functioning and Figurative Language Comprehension in Learning Disabilities

Science.gov (United States)

Bishara, Saied; Kaplan, Shani

2016-01-01

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

Properties of composite positive continuous functions in $\\mathbb{C}^n$

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A. I. Bandura

2016-01-01

Full Text Available The properties of positive continuous functions with $Q^n_{\\mathbf{b}}$ and $Q$ are investigated. We prove that some composite functions with $Q$ belong to class $Q^n_{\\mathbf{b}}.$ A relation between functions with these classes are established.

Animation, Incidental Learning, and Continuing Motivation.

Science.gov (United States)

Rieber, Lloyd P.

1991-01-01

Effects of animated graphics presentations on incidental learning and the degree to which various computer practice activities contain intrinsically motivating characteristics were studied with 70 fourth graders learning about Newton's laws of motion. Incidental learning occurred without sacrifice of intentional learning. Students were highly…

Minimizing convex functions by continuous descent methods

Directory of Open Access Journals (Sweden)

Sergiu Aizicovici

2010-01-01

Full Text Available We study continuous descent methods for minimizing convex functions, defined on general Banach spaces, which are associated with an appropriate complete metric space of vector fields. We show that there exists an everywhere dense open set in this space of vector fields such that each of its elements generates strongly convergent trajectories.

From free energy to expected energy: Improving energy-based value function approximation in reinforcement learning.

Science.gov (United States)

Elfwing, Stefan; Uchibe, Eiji; Doya, Kenji

2016-12-01

Free-energy based reinforcement learning (FERL) was proposed for learning in high-dimensional state and action spaces. However, the FERL method does only really work well with binary, or close to binary, state input, where the number of active states is fewer than the number of non-active states. In the FERL method, the value function is approximated by the negative free energy of a restricted Boltzmann machine (RBM). In our earlier study, we demonstrated that the performance and the robustness of the FERL method can be improved by scaling the free energy by a constant that is related to the size of network. In this study, we propose that RBM function approximation can be further improved by approximating the value function by the negative expected energy (EERL), instead of the negative free energy, as well as being able to handle continuous state input. We validate our proposed method by demonstrating that EERL: (1) outperforms FERL, as well as standard neural network and linear function approximation, for three versions of a gridworld task with high-dimensional image state input; (2) achieves new state-of-the-art results in stochastic SZ-Tetris in both model-free and model-based learning settings; and (3) significantly outperforms FERL and standard neural network function approximation for a robot navigation task with raw and noisy RGB images as state input and a large number of actions. Copyright © 2016 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Learning Grasp Affordance Densities

DEFF Research Database (Denmark)

Detry, Renaud; Kraft, Dirk; Kroemer, Oliver

2011-01-01

and relies on kernel density estimation to provide a continuous model. Grasp densities are learned and refined from exploration, by letting a robot “play” with an object in a sequence of graspand-drop actions: The robot uses visual cues to generate a set of grasp hypotheses; it then executes......We address the issue of learning and representing object grasp affordance models. We model grasp affordances with continuous probability density functions (grasp densities) which link object-relative grasp poses to their success probability. The underlying function representation is nonparametric...... these and records their outcomes. When a satisfactory number of grasp data is available, an importance-sampling algorithm turns these into a grasp density. We evaluate our method in a largely autonomous learning experiment run on three objects of distinct shapes. The experiment shows how learning increases success...

Practice Stories in Natural Resource Management Continuing Professional Education: Springboards for Learning

Science.gov (United States)

Stummann, Cathy Brown

2014-01-01

The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These…

System of delay difference equations with continuous time with lag function between two known functions

Directory of Open Access Journals (Sweden)

Hajnalka Péics

2016-08-01

Full Text Available The asymptotic behavior of solutions of the system of difference equations with continuous time and lag function between two known real functions is studied. The cases when the lag function is between two linear delay functions, between two power delay functions and between two constant delay functions are observed and illustrated by examples. The asymptotic estimates of solutions of the considered system are obtained.

A Dynamic Connectome Supports the Emergence of Stable Computational Function of Neural Circuits through Reward-Based Learning.

Science.gov (United States)

Kappel, David; Legenstein, Robert; Habenschuss, Stefan; Hsieh, Michael; Maass, Wolfgang

2018-01-01

Synaptic connections between neurons in the brain are dynamic because of continuously ongoing spine dynamics, axonal sprouting, and other processes. In fact, it was recently shown that the spontaneous synapse-autonomous component of spine dynamics is at least as large as the component that depends on the history of pre- and postsynaptic neural activity. These data are inconsistent with common models for network plasticity and raise the following questions: how can neural circuits maintain a stable computational function in spite of these continuously ongoing processes, and what could be functional uses of these ongoing processes? Here, we present a rigorous theoretical framework for these seemingly stochastic spine dynamics and rewiring processes in the context of reward-based learning tasks. We show that spontaneous synapse-autonomous processes, in combination with reward signals such as dopamine, can explain the capability of networks of neurons in the brain to configure themselves for specific computational tasks, and to compensate automatically for later changes in the network or task. Furthermore, we show theoretically and through computer simulations that stable computational performance is compatible with continuously ongoing synapse-autonomous changes. After reaching good computational performance it causes primarily a slow drift of network architecture and dynamics in task-irrelevant dimensions, as observed for neural activity in motor cortex and other areas. On the more abstract level of reinforcement learning the resulting model gives rise to an understanding of reward-driven network plasticity as continuous sampling of network configurations.

Multi-Valued Logic Gates, Continuous Sensitivity, Reversibility, and Threshold Functions

OpenAIRE

İlhan, Aslı Güçlükan; Ünlü, Özgün

2016-01-01

We define an invariant of a multi-valued logic gate by considering the number of certain threshold functions associated with the gate. We call this invariant the continuous sensitivity of the gate. We discuss a method for analysing continuous sensitivity of a multi-valued logic gate by using experimental data about the gate. In particular, we will show that this invariant provides a lower bound for the sensitivity of a boolean function considered as a multi-valued logic gate. We also discuss ...

A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science learning

Science.gov (United States)

Brown, Bryan A.; Kloser, Matt

2009-12-01

We respond to Hwang and Kim and Yeo's critiques of the conceptual continuity framework in science education. First, we address the criticism that their analysis fails to recognize the situated perspective of learning by denying the dichotomy of the formal and informal knowledge as a starting point in the learning process. Second, we address the critique that students' descriptions fail to meet the "gold standard" of science education—alignment with an authoritative source and generalizability—by highlighting some student-expert congruence that could serve as the foundation for future learning. Third, we address the critique that a conceptual continuity framework could lead to less rigorous science education goals by arguing that the ultimate goals do not change, but rather that if the pathways that lead to the goals' achievement could recognize existing lexical continuities' science teaching may become more efficient. In sum, we argue that a conceptual continuities framework provides an asset, not deficit lexical perspective from which science teacher educators and science educators can begin to address and build complete science understandings.

The roles of social factor and internet self-efficacy in nurses' web-based continuing learning.

Science.gov (United States)

Chiu, Yen-Lin; Tsai, Chin-Chung

2014-03-01

This study was conducted to explore the relationships among social factor, Internet self-efficacy and attitudes toward web-based continuing learning in a clinical nursing setting. The participants recruited were 244 in-service nurses from hospitals in Taiwan. Three instruments were used to assess their perceptions of social factor, Internet self-efficacy (including basic and advanced Internet self-efficacy) and attitudes toward web-based continuing learning (including perceived usefulness, perceived ease of use, affection and behavior). Structural equation modeling (SEM) was utilized to identify the hypothesized structural model. The results of this study support that social factor is a significant factor correlated to Internet self-efficacy and attitudes toward web-based continuing learning (including perceived usefulness, perceived ease of use and affection). In addition, nurses' basic Internet self-efficacy plays a key role in attitudes including perceived usefulness, perceived ease of use and affection. However, advanced self-efficacy was not correlated to any of the attitudes. The behavior dimension was not linked to social factor or Internet self-efficacy, but was linked to perceived ease of use and affection. Copyright © 2013 Elsevier Ltd. All rights reserved.

Lessons learned in applying function analysis

International Nuclear Information System (INIS)

Mitchel, G.R.; Davey, E.; Basso, R.

2001-01-01

This paper summarizes the lessons learned in undertaking and applying function analysis based on the recent experience of utility, AECL and international design and assessment projects. Function analysis is an analytical technique that can be used to characterize and asses the functions of a system and is widely recognized as an essential component of a 'systematic' approach to design, on that integrated operational and user requirements into the standard design process. (author)

Organizational learning and continuous quality improvement: examining the impact on nursing home performance.

Science.gov (United States)

Rondeau, Kent V; Wagar, Terry H

2002-01-01

Interest is growing in learning more about the ability of total quality management and continuous quality improvement (TQM/CQI) initiatives to contribute to the performance of healthcare organizations. A major factor in the successful implementation of TQM/CQI is the seminal contribution of an organization's culture. Many implementation efforts have not succeeded because of a corporate culture that failed to stress broader organizational learning. This may help to explain why some TQM/CQI programs have been unsuccessful in improving healthcare organization performance. Organizational performance variables and organizational learning orientation were assessed in a sample of 181 Canadian long-term care organizations that had implemented a formal TQM/CQI program. Categorical regression analysis shows that, in the absence of a strong corporAte culture that stresses organizational learning and employee development, few performance enhancements are reported. The results of the assessment suggest that a TQM/CQI program without the backing of a strong organizational learning culture may be insufficient to achieve augmented organizational performance.

Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

Directory of Open Access Journals (Sweden)

G.M. Steyn

2008-07-01

Full Text Available To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT, as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger’s social learning systems conflict with effective professional development (PD programmes and CPDT.

Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education

NARCIS (Netherlands)

Reeves, Thomas; Reeves, Patricia; McKenney, Susan

2014-01-01

Reeves, T. C., Reeves, P. M., & McKenney, S. (2013). Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (eds.), Learning, problem solving, and mindtools: Essays in

Paramedic Learning Style Preferences and Continuing Medical Education Activities: A Cross-Sectional Survey Study.

Science.gov (United States)

Staple, Louis; Carter, Alix; Jensen, Jan L; Walker, Mark

2018-01-01

Paramedics participate in continuing medical education (CME) to maintain their skills and knowledge. An understanding of learning styles is important for education to be effective. This study examined the preferred learning styles of ground ambulance paramedics and describes how their preferred learning styles relate to the elective CME activities these paramedics attend. All paramedics (n=1,036) employed in a provincial ground ambulance service were invited to participate in a survey containing three parts: demographics, learning style assessed by the Kolb Learning Style Inventory (LSI), and elective CME activity. 260 paramedics (25%) participated in the survey. Preferred learning styles were: assimilator, 28%; diverger, 25%; converger, 24%; and accommodator, 23%. Advanced life support (ALS) providers had a higher proportion of assimilators (36%), and basic life support (BLS) providers had a higher proportion of divergers (30%). The learning style categories of CME activities attended by paramedics were: assimilators, 25%; divergers, 26%; convergers, 25%; and accommodators, 24%. These results suggest that paramedics are a diverse group of learners, and learning style differs within their demographics. Paramedics attend CME activities that complement all learning styles. Organizations providing education opportunities to paramedics should consider paramedics a diverse learning group when designing their CME programs.

Observations on the 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions.

Science.gov (United States)

Turco, Mary G; Baron, Robert B

2016-01-01

The 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions took place in San Diego, California, March 17-19, 2016. Hosts were the Association for Hospital Medical Education (AHME), Alliance for Continuing Education in the Health Professionals (ACEhp), and Society for Academic Continuing Medical Education (SACME). The target audience was the international community working to improve medical (CME), nursing (CNE), pharmacy (CPE), and interprofessional (CIPE) continuing education (CE) and continuing professional development (CPD). Goals included: addressing patients' concerns and needs; advancing global medical and interprofessional health sciences education; utilizing learning to address health disparities; and promoting international cooperation. The five keynote speakers were: patient advocate Alicia Cole ("Why What We Do Matters: The Patients Voice"); linguist Lorelei Lingard ("Myths about Healthcare Teamwork and Their Implications for How We Understand Competence"); futurist and philosopher Alex Jadad ("What Do We Need to Protect at All Costs in the 21st Century?"); ethicist and change agent Zeke Emanuel ("Learn to Change: Teaching Toward a Shifting Healthcare Horizon"); and technology innovator Stephen Downes ("From Individual to Community: The Learning Is in the Doing"). Organizers announced the new Dave Davis Distinguished Award for Excellence in Mentorship in Continuing Professional Development to honor the career of David Davis, MD, in CME/CPD scholarship in Canada, the United States, and beyond. Participants valued the emphasis on interprofessional education and practice, the importance of integrating the patient voice, the effectiveness of flipped classroom methods, and the power of collective competency theories. Attendee-respondents encouraged Congress planners to continue to strive for a broad global audience and themes of international interest.

Learning Mixtures of Truncated Basis Functions from Data

DEFF Research Database (Denmark)

Langseth, Helge; Nielsen, Thomas Dyhre; Pérez-Bernabé, Inmaculada

2014-01-01

In this paper we investigate methods for learning hybrid Bayesian networks from data. First we utilize a kernel density estimate of the data in order to translate the data into a mixture of truncated basis functions (MoTBF) representation using a convex optimization technique. When utilizing a ke...... propose an alternative learning method that relies on the cumulative distribution function of the data. Empirical results demonstrate the usefulness of the approaches: Even though the methods produce estimators that are slightly poorer than the state of the art (in terms of log......In this paper we investigate methods for learning hybrid Bayesian networks from data. First we utilize a kernel density estimate of the data in order to translate the data into a mixture of truncated basis functions (MoTBF) representation using a convex optimization technique. When utilizing......-likelihood), they are significantly faster, and therefore indicate that the MoTBF framework can be used for inference and learning in reasonably sized domains. Furthermore, we show how a particular sub- class of MoTBF potentials (learnable by the proposed methods) can be exploited to significantly reduce complexity during inference....

Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities

NARCIS (Netherlands)

Pool, I.A.

2015-01-01

There is a growing consensus that pre-registration nursing education is just the start of learning that continues throughout a nursing career. Within the context of rapidly changing patient care continuing professional development (CPD) is crucial. The increased emphasis on CPD coincides with an

Virtual continuity of the measurable functions of several variables, and Sobolev embedding theorems

OpenAIRE

Vershik, Anatoly; Zatitskiy, Pavel; Petrov, Fedor

2013-01-01

Classical Luzin's theorem states that the measurable function of one variable is "almost" continuous. This is not so anymore for functions of several variables. The search of right analogue of the Luzin theorem leads to a notion of virtually continuous functions of several variables. This probably new notion appears implicitly in the statements like embeddings theorems and traces theorems for Sobolev spaces. In fact, it reveals their nature as theorems about virtual continuity. This notion is...

A Correlational Study of Self-Directed Learning Readiness and Learning Activity Preference for Continuing Medical Education among Family Physicians

Science.gov (United States)

Barrett, Theresa J.

2014-01-01

This quantitative, nonexperimental, correlational study sought to determine whether a relationship exists between family physicians' levels of self-directed learning readiness (SDLR) and their preferences for continuing medical education (CME) activities. The study also sought to determine whether years in clinical practice or size of clinical…

The Development of Associate Learning in School Age Children

Science.gov (United States)

Harel, Brian T.; Pietrzak, Robert H.; Snyder, Peter J.; Thomas, Elizabeth; Mayes, Linda C.; Maruff, Paul

2014-01-01

Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes. PMID:25014755

The development of associate learning in school age children.

Directory of Open Access Journals (Sweden)

Brian T Harel

Full Text Available Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes.

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

Science.gov (United States)

Docherty, Andrea; Sandhu, Harbinder

2006-01-01

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

Implementation of Cooperative Learning in the Center for Community Service and Continuing Education at Kuwait University

Science.gov (United States)

Alansari, Eissa M.

2006-01-01

The purpose of this study is to review the success of implementation of cooperative learning in various courses delivered at the Center for Community Service and Continuing Education at Kuwait University. According to recent research in the field of social cognition, learning situations which make use of the social context often achieve superior…

Motor sequence learning-induced neural efficiency in functional brain connectivity.

Science.gov (United States)

Karim, Helmet T; Huppert, Theodore J; Erickson, Kirk I; Wollam, Mariegold E; Sparto, Patrick J; Sejdić, Ervin; VanSwearingen, Jessie M

2017-02-15

Previous studies have shown the functional neural circuitry differences before and after an explicitly learned motor sequence task, but have not assessed these changes during the process of motor skill learning. Functional magnetic resonance imaging activity was measured while participants (n=13) were asked to tap their fingers to visually presented sequences in blocks that were either the same sequence repeated (learning block) or random sequences (control block). Motor learning was associated with a decrease in brain activity during learning compared to control. Lower brain activation was noted in the posterior parietal association area and bilateral thalamus during the later periods of learning (not during the control). Compared to the control condition, we found the task-related motor learning was associated with decreased connectivity between the putamen and left inferior frontal gyrus and left middle cingulate brain regions. Motor learning was associated with changes in network activity, spatial extent, and connectivity. Copyright © 2016 Elsevier B.V. All rights reserved.

An online knowledge resource and questionnaires as a continuing pharmacy education tool to document reflective learning.

Science.gov (United States)

Budzinski, Jason W; Farrell, Barbara; Pluye, Pierre; Grad, Roland M; Repchinsky, Carol; Jovaisas, Barbara; Johnson-Lafleur, Janique

2012-06-18

To assess the use of an electronic knowledge resource to document continuing education activities and reveal educational needs of practicing pharmacists. Over a 38-week period, 67 e-mails were sent to 6,500 Canadian Pharmacists Association (CPhA) members. Each e-mail contained a link to an e-Therapeutics+ Highlight, a factual excerpt of selected content from an online drug and therapeutic knowledge resource. Participants were then prompted to complete a pop-up questionnaire. Members completed 4,140 questionnaires. Participants attributed the information they learned in the Highlights to practice improvements (50.4%), learning (57.0%), and motivation to learn more (57.4%). Reading Highlight excerpts and completing Web-based questionnaires is an effective method of continuing education that could be easily documented and tracked, making it an effective tool for use with e-portfolios.

Effect of task-related continuous auditory feedback during learning of tracking motion exercises

Directory of Open Access Journals (Sweden)

Rosati Giulio

2012-10-01

Full Text Available Abstract Background This paper presents the results of a set of experiments in which we used continuous auditory feedback to augment motor training exercises. This feedback modality is mostly underexploited in current robotic rehabilitation systems, which usually implement only very basic auditory interfaces. Our hypothesis is that properly designed continuous auditory feedback could be used to represent temporal and spatial information that could in turn, improve performance and motor learning. Methods We implemented three different experiments on healthy subjects, who were asked to track a target on a screen by moving an input device (controller with their hand. Different visual and auditory feedback modalities were envisaged. The first experiment investigated whether continuous task-related auditory feedback can help improve performance to a greater extent than error-related audio feedback, or visual feedback alone. In the second experiment we used sensory substitution to compare different types of auditory feedback with equivalent visual feedback, in order to find out whether mapping the same information on a different sensory channel (the visual channel yielded comparable effects with those gained in the first experiment. The final experiment applied a continuously changing visuomotor transformation between the controller and the screen and mapped kinematic information, computed in either coordinate system (controller or video, to the audio channel, in order to investigate which information was more relevant to the user. Results Task-related audio feedback significantly improved performance with respect to visual feedback alone, whilst error-related feedback did not. Secondly, performance in audio tasks was significantly better with respect to the equivalent sensory-substituted visual tasks. Finally, with respect to visual feedback alone, video-task-related sound feedback decreased the tracking error during the learning of a novel

Off-policy integral reinforcement learning optimal tracking control for continuous-time chaotic systems

International Nuclear Information System (INIS)

Wei Qing-Lai; Song Rui-Zhuo; Xiao Wen-Dong; Sun Qiu-Ye

2015-01-01

This paper estimates an off-policy integral reinforcement learning (IRL) algorithm to obtain the optimal tracking control of unknown chaotic systems. Off-policy IRL can learn the solution of the HJB equation from the system data generated by an arbitrary control. Moreover, off-policy IRL can be regarded as a direct learning method, which avoids the identification of system dynamics. In this paper, the performance index function is first given based on the system tracking error and control error. For solving the Hamilton–Jacobi–Bellman (HJB) equation, an off-policy IRL algorithm is proposed. It is proven that the iterative control makes the tracking error system asymptotically stable, and the iterative performance index function is convergent. Simulation study demonstrates the effectiveness of the developed tracking control method. (paper)

Pharmacists' perception of synchronous versus asynchronous distance learning for continuing education programs.

Science.gov (United States)

Buxton, Eric C

2014-02-12

To evaluate and compare pharmacists' satisfaction with the content and learning environment of a continuing education program series offered as either synchronous or asynchronous webinars. An 8-lecture series of online presentations on the topic of new drug therapies was offered to pharmacists in synchronous and asynchronous webinar formats. Participants completed a 50-question online survey at the end of the program series to evaluate their perceptions of the distance learning experience. Eighty-two participants completed the survey instrument (41 participants from the live webinar series and 41 participants from the asynchronous webinar series.) Responses indicated that while both groups were satisfied with the program content, the asynchronous group showed greater satisfaction with many aspects of the learning environment. The synchronous and asynchronous webinar participants responded positively regarding the quality of the programming and the method of delivery, but asynchronous participants rated their experience more positively overall.

Parallel Alterations of Functional Connectivity during Execution and Imagination after Motor Imagery Learning

Science.gov (United States)

Zhang, Rushao; Hui, Mingqi; Long, Zhiying; Zhao, Xiaojie; Yao, Li

2012-01-01

Background Neural substrates underlying motor learning have been widely investigated with neuroimaging technologies. Investigations have illustrated the critical regions of motor learning and further revealed parallel alterations of functional activation during imagination and execution after learning. However, little is known about the functional connectivity associated with motor learning, especially motor imagery learning, although benefits from functional connectivity analysis attract more attention to the related explorations. We explored whether motor imagery (MI) and motor execution (ME) shared parallel alterations of functional connectivity after MI learning. Methodology/Principal Findings Graph theory analysis, which is widely used in functional connectivity exploration, was performed on the functional magnetic resonance imaging (fMRI) data of MI and ME tasks before and after 14 days of consecutive MI learning. The control group had no learning. Two measures, connectivity degree and interregional connectivity, were calculated and further assessed at a statistical level. Two interesting results were obtained: (1) The connectivity degree of the right posterior parietal lobe decreased in both MI and ME tasks after MI learning in the experimental group; (2) The parallel alterations of interregional connectivity related to the right posterior parietal lobe occurred in the supplementary motor area for both tasks. Conclusions/Significance These computational results may provide the following insights: (1) The establishment of motor schema through MI learning may induce the significant decrease of connectivity degree in the posterior parietal lobe; (2) The decreased interregional connectivity between the supplementary motor area and the right posterior parietal lobe in post-test implicates the dissociation between motor learning and task performing. These findings and explanations further revealed the neural substrates underpinning MI learning and supported that

On-line learning in radial basis functions networks

OpenAIRE

Freeman, Jason; Saad, David

1997-01-01

An analytic investigation of the average case learning and generalization properties of Radial Basis Function Networks (RBFs) is presented, utilising on-line gradient descent as the learning rule. The analytic method employed allows both the calculation of generalization error and the examination of the internal dynamics of the network. The generalization error and internal dynamics are then used to examine the role of the learning rate and the specialization of the hidden units, which gives ...

CGBayesNets: conditional Gaussian Bayesian network learning and inference with mixed discrete and continuous data.

Science.gov (United States)

McGeachie, Michael J; Chang, Hsun-Hsien; Weiss, Scott T

2014-06-01

Bayesian Networks (BN) have been a popular predictive modeling formalism in bioinformatics, but their application in modern genomics has been slowed by an inability to cleanly handle domains with mixed discrete and continuous variables. Existing free BN software packages either discretize continuous variables, which can lead to information loss, or do not include inference routines, which makes prediction with the BN impossible. We present CGBayesNets, a BN package focused around prediction of a clinical phenotype from mixed discrete and continuous variables, which fills these gaps. CGBayesNets implements Bayesian likelihood and inference algorithms for the conditional Gaussian Bayesian network (CGBNs) formalism, one appropriate for predicting an outcome of interest from, e.g., multimodal genomic data. We provide four different network learning algorithms, each making a different tradeoff between computational cost and network likelihood. CGBayesNets provides a full suite of functions for model exploration and verification, including cross validation, bootstrapping, and AUC manipulation. We highlight several results obtained previously with CGBayesNets, including predictive models of wood properties from tree genomics, leukemia subtype classification from mixed genomic data, and robust prediction of intensive care unit mortality outcomes from metabolomic profiles. We also provide detailed example analysis on public metabolomic and gene expression datasets. CGBayesNets is implemented in MATLAB and available as MATLAB source code, under an Open Source license and anonymous download at http://www.cgbayesnets.com.

The Feasibility of a Continuous Learning Year Program at Fashion Institute of Technology.

Science.gov (United States)

Thomas, George Isaiah

This feasibility study provides the Fashion Institute of Technology with a number of continuous-learning-year calendar choices, along with several suggestions regarding implementation procedures. The nature of the implementation process and the issues confronting the college administrator who is willing to reschedule the college year to facilitate…

A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education

OpenAIRE

HEMMATI, Nima; OMRANI, Soghra; HEMMATI, Naser

2013-01-01

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general ...

Beyond Effectiveness: A Pragmatic Evaluation Framework for Learning and Continuous Quality Improvement of e-Learning Interventions in Healthcare.

Science.gov (United States)

Dafalla, Tarig Dafalla Mohamed; Kushniruk, Andre W; Borycki, Elizabeth M

2015-01-01

A pragmatic evaluation framework for evaluating the usability and usefulness of an e-learning intervention for a patient clinical information scheduling system is presented in this paper. The framework was conceptualized based on two different but related concepts (usability and usefulness) and selection of appropriate and valid methods of data collection and analysis that included: (1) Low-Cost Rapid Usability Engineering (LCRUE), (2) Cognitive Task Analysis (CTA), (3) Heuristic Evaluation (HE) criteria for web-based learning, and (4) Software Usability Measurement Inventory (SUMI). The results of the analysis showed some areas where usability that were related to General Interface Usability (GIU), instructional design and content was problematic; some of which might account for the poorly rated aspects of usability when subjectively measured. This paper shows that using a pragmatic framework can be a useful way, not only for measuring the usability and usefulness, but also for providing a practical objective evidences for learning and continuous quality improvement of e-learning systems. The findings should be of interest to educators, developers, designers, researchers, and usability practitioners involved in the development of e-learning systems in healthcare. This framework could be an appropriate method for assessing the usability, usefulness and safety of health information systems both in the laboratory and in the clinical context.

Making perceptual learning practical to improve visual functions.

Science.gov (United States)

Polat, Uri

2009-10-01

Task-specific improvement in performance after training is well established. The finding that learning is stimulus-specific and does not transfer well between different stimuli, between stimulus locations in the visual field, or between the two eyes has been used to support the notion that neurons or assemblies of neurons are modified at the earliest stage of cortical processing. However, a debate regarding the proposed mechanism underlying perceptual learning is an ongoing issue. Nevertheless, generalization of a trained task to other functions is an important key, for both understanding the neural mechanisms and the practical value of the training. This manuscript describes a structured perceptual learning method that previously used (amblyopia, myopia) and a novel technique and results that were applied for presbyopia. In general, subjects were trained for contrast detection of Gabor targets under lateral masking conditions. Training improved contrast sensitivity and diminished the lateral suppression when it existed (amblyopia). The improvement was transferred to unrelated functions such as visual acuity. The new results of presbyopia show substantial improvement of the spatial and temporal contrast sensitivity, leading to improved processing speed of target detection as well as reaction time. Consequently, the subjects, who were able to eliminate the need for reading glasses, benefited. Thus, here we show that the transfer of functions indicates that the specificity of improvement in the trained task can be generalized by repetitive practice of target detection, covering a sufficient range of spatial frequencies and orientations, leading to an improvement in unrelated visual functions. Thus, perceptual learning can be a practical method to improve visual functions in people with impaired or blurred vision.

Novelty, Challenge, and Practice: The Impact of Intensive Language Learning on Attentional Functions.

Science.gov (United States)

Bak, Thomas H; Long, Madeleine R; Vega-Mendoza, Mariana; Sorace, Antonella

2016-01-01

We investigated the impact of a short intensive language course on attentional functions. We examined 33 participants of a one-week Scottish Gaelic course and compared them to 34 controls: 16 active controls who participated in courses of comparable duration and intensity but not involving foreign language learning and 18 passive controls who followed their usual routines. Participants completed auditory tests of attentional inhibition and switching. There was no difference between the groups in any measures at the beginning of the course. At the end of the course, a significant improvement in attention switching was observed in the language group (p language participants (n = 17) were retested nine months after their course. All those who practiced Gaelic 5 hours or more per week improved from their baseline performance. In contrast, those who practiced 4 hours or fewer showed an inconsistent pattern: some improved while others stayed the same or deteriorated. Our results suggest that even a short period of intensive language learning can modulate attentional functions and that all age groups can benefit from this effect. Moreover, these short-term effects can be maintained through continuous practice.

On the Gabor frame set for compactly supported continuous functions

DEFF Research Database (Denmark)

Christensen, Ole; Kim, Hong Oh; Kim, Rae Young

2016-01-01

We identify a class of continuous compactly supported functions for which the known part of the Gabor frame set can be extended. At least for functions with support on an interval of length two, the curve determining the set touches the known obstructions. Easy verifiable sufficient conditions fo...

Computing the hadronic vacuum polarization function by analytic continuation

Energy Technology Data Exchange (ETDEWEB)

Feng, Xu [KEK National High Energy Physics, Tsukuba (Japan); Hashimoto, Shoji [KEK National High Energy Physics, Tsukuba (Japan); The Graduate Univ. for Advanced Studies, Tsukuba (Japan). School of High Energy Accelerator Science; Hotzel, Grit [Humboldt-Universitaet, Berlin (Germany). Inst. fuer Physik; Jansen, Karl [Deutsches Elektronen-Synchrotron (DESY), Zeuthen (Germany). John von Neumann-Inst. fuer Computing NIC; Cyprus Univ., Nicosia (Cyprus). Dept. of Physics; Petschlies, Marcus [The Cyprus Institute, Nicosia (Cyprus); Renner, Dru B. [Thomas Jefferson National Accelerator Facility, Newport News, VA (United States)

2013-07-15

We propose a method to compute the hadronic vacuum polarization function on the lattice at continuous values of photon momenta bridging between the space-like and time-like regions. We provide two independent derivations of this method showing that it leads to the desired hadronic vacuum polarization function in Minkowski space-time. We show with the example of the leading- order QCD correction to the muon anomalous magnetic moment that this approach can provide a valuable alternative method for calculations of physical quantities where the hadronic vacuum polarization function enters.

On the analytic continuation of functions defined by Legendre series

International Nuclear Information System (INIS)

Grinstein, F.F.

1981-07-01

An infinite diagonal sequence of Punctual Pade Approximants is considered for the approximate analytical continuation of a function defined by a formal Legendre series. The technique is tested in the case of two series with exactly known analytical sum: the generating function for Legendre polynomials and the Coulombian scattering amplitude. (author)

Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study.

Science.gov (United States)

das Graças Silva Matsubara, Maria; De Domenico, Edvane Birelo Lopes

2016-12-01

Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4 %). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.

Measurement of complete and continuous Wigner functions for discrete atomic systems

Science.gov (United States)

Tian, Yali; Wang, Zhihui; Zhang, Pengfei; Li, Gang; Li, Jie; Zhang, Tiancai

2018-01-01

We measure complete and continuous Wigner functions of a two-level cesium atom in both a nearly pure state and highly mixed states. We apply the method [T. Tilma et al., Phys. Rev. Lett. 117, 180401 (2016), 10.1103/PhysRevLett.117.180401] of strictly constructing continuous Wigner functions for qubit or spin systems. We find that the Wigner function of all pure states of a qubit has negative regions and the negativity completely vanishes when the purity of an arbitrary mixed state is less than 2/3 . We experimentally demonstrate these findings using a single cesium atom confined in an optical dipole trap, which undergoes a nearly pure dephasing process. Our method can be applied straightforwardly to multi-atom systems for measuring the Wigner function of their collective spin state.

Cognitive Bias for Learning Speech Sounds From a Continuous Signal Space Seems Nonlinguistic

Directory of Open Access Journals (Sweden)

Sabine van der Ham

2015-10-01

Full Text Available When learning language, humans have a tendency to produce more extreme distributions of speech sounds than those observed most frequently: In rapid, casual speech, vowel sounds are centralized, yet cross-linguistically, peripheral vowels occur almost universally. We investigate whether adults’ generalization behavior reveals selective pressure for communication when they learn skewed distributions of speech-like sounds from a continuous signal space. The domain-specific hypothesis predicts that the emergence of sound categories is driven by a cognitive bias to make these categories maximally distinct, resulting in more skewed distributions in participants’ reproductions. However, our participants showed more centered distributions, which goes against this hypothesis, indicating that there are no strong innate linguistic biases that affect learning these speech-like sounds. The centralization behavior can be explained by a lack of communicative pressure to maintain categories.

Mining reflective continuing medical education data for family physician learning needs.

Science.gov (United States)

Lewis, Denice Colleen; Pluye, Pierre; Rodriguez, Charo; Grad, Roland

2016-04-06

A mixed methods research (sequential explanatory design) studied the potential of mining the data from the consumers of continuing medical education (CME) programs, for the developers of CME programs. The quantitative data generated by family physicians, through applying the information assessment method to CME content, was presented to key informants from the CME planning community through a qualitative description study.The data were revealed to have many potential applications including supporting the creation of CME content, CME program planning and personal learning portfolios.

Dynamics of EEG functional connectivity during statistical learning.

Science.gov (United States)

Tóth, Brigitta; Janacsek, Karolina; Takács, Ádám; Kóbor, Andrea; Zavecz, Zsófia; Nemeth, Dezso

2017-10-01

Statistical learning is a fundamental mechanism of the brain, which extracts and represents regularities of our environment. Statistical learning is crucial in predictive processing, and in the acquisition of perceptual, motor, cognitive, and social skills. Although previous studies have revealed competitive neurocognitive processes underlying statistical learning, the neural communication of the related brain regions (functional connectivity, FC) has not yet been investigated. The present study aimed to fill this gap by investigating FC networks that promote statistical learning in humans. Young adults (N=28) performed a statistical learning task while 128-channels EEG was acquired. The task involved probabilistic sequences, which enabled to measure incidental/implicit learning of conditional probabilities. Phase synchronization in seven frequency bands was used to quantify FC between cortical regions during the first, second, and third periods of the learning task, respectively. Here we show that statistical learning is negatively correlated with FC of the anterior brain regions in slow (theta) and fast (beta) oscillations. These negative correlations increased as the learning progressed. Our findings provide evidence that dynamic antagonist brain networks serve a hallmark of statistical learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Game-based versus traditional case-based learning: comparing effectiveness in stroke continuing medical education.

Science.gov (United States)

Telner, Deanna; Bujas-Bobanovic, Maja; Chan, David; Chester, Bob; Marlow, Bernard; Meuser, James; Rothman, Arthur; Harvey, Bart

2010-09-01

To evaluate family physicians' enjoyment of and knowledge gained from game-based learning, compared with traditional case-based learning, in a continuing medical education (CME) event on stroke prevention and management. An equivalence trial to determine if game-based learning was as effective as case-based learning in terms of attained knowledge levels. Game questions and small group cases were developed. Participants were randomized to either a game-based or a case-based group and took part in the event. Ontario provincial family medicine conference. Thirty-two family physicians and 3 senior family medicine residents attending the conference. Participation in either a game-based or a case-based CME learning group. Scores on 40-item immediate and 3-month posttests of knowledge and a satisfaction survey. Results from knowledge testing immediately after the event and 3 months later showed no significant difference in scoring between groups. Participants in the game-based group reported higher levels of satisfaction with the learning experience. Games provide a novel way of organizing CME events. They might provide more group interaction and discussion, as well as improve recruitment to CME events. They might also provide a forum for interdisciplinary CME. Using games in future CME events appears to be a promising approach to facilitate participant learning.

Learning, Memory, and Executive Function in New MDMA Users: A Two-Year Follow-up Study

Directory of Open Access Journals (Sweden)

Daniel eWagner

2015-12-01

Full Text Available 3,4-Methylenedioxymethamphetamine (MDMA is associated with changes in neurocognitive performance. Recent studies in laboratory animals have provided additional support for the neurodegeneration hypothesis. However, results from animal research need to be applied to humans with caution. Moreover, several of the studies that examine MDMA users suffer from methodological shortcomings. Therefore, a prospective cohort study was designed in order to overcome these previous methodological shortcomings and to assess the relationship between the continuing use of MDMA and cognitive performance in incipient MDMA users. It was hypothesized that, depending on the amount of MDMA taken, the continued use of MDMA over a two-year period would lead to further decreases in cognitive performance, especially in visual paired association learning tasks. 96 subjects were assessed at the second follow-up assessment: 31 of these were non-users, 55 moderate-users and 10 heavy-users. Separate repeated measures analyses of variance were conducted for each cognitive domain, including attention and information processing speed, episodic memory and executive functioning. Furthermore, possible confounders including age, general intelligence, cannabis use, alcohol use, use of other concomitant substances, recent medical treatment, participation in sports, level of nutrition, sleep patterns and subjective well-being were assessed.The Repeated measures analysis of variance (rANOVA revealed that a marginally significant change in immediate and delayed recall test performances of visual paired associates learning had taken place within the follow-up period of two years. No significant differences with the other neuropsychological tests were noted. It seems that MDMA use can impair visual paired associates learning in new users. However, in the recent study, further deterioration in continuing MDMA-users was not observed.

Distance Learning Course for Healthcare Professionals: Continuing Education in Tuberculosis.

Science.gov (United States)

Cabral, Vagner Kunz; Valentini, Dirceu Felipe; Rocha, Marcos Vinícius Vieira; de Almeida, Carlos Podalírio Borges; Cazella, Sílvio Cesar; Silva, Denise Rossato

2017-12-01

Continuing education of healthcare workers (HCWs) is an essential strategy for the control of tuberculosis (TB) transmission, enabling HCWs in early detection and appropriate treatment of TB cases. We developed a distance learning (DL) course on TB for nurses. We conducted a quasi-experimental before and after study to evaluate the DL community at the participant's learning level. In addition, to evaluate the DL community at the level of participant satisfaction, a cross-sectional study was carried out after the course. Nurses involved in active inpatient or outpatient care of patients were recruited to participate in the study. Sixty-six participants started and completed the course and they were included in the analysis. The overall mean pretest and post-test scores were 10.3 ± 2.2 and 11.4 ± 2.7, respectively. Participants increased their knowledge to a statistically significant degree (p improvement in knowledge among nurses. The baseline knowledge was low regarding TB epidemiologic data, concepts on LTBI, and active case finding. This finding emphasizes the need to further improve the competencies and knowledge of nurses.

The Influence of Perceived Convenience and Curiosity on Continuance Intention in Mobile English Learning for High School Students Using PDAs

Science.gov (United States)

Chang, Chi-Cheng; Tseng, Kuo-Hung; Liang, Chaoyun; Yan, Chi-Fang

2013-01-01

Mobile learning aims to utilise communication devices such as mobile devices and wireless connection in combination with e-learning systems, allowing learners to experience convenient, instant and suitable learning at unrestricted time and place. Participants were 125 Taiwanese senior high school students, whose continuance intention was examined…

Wave function continuity and the diagonal Born-Oppenheimer correction at conical intersections.

Science.gov (United States)

Meek, Garrett A; Levine, Benjamin G

2016-05-14

We demonstrate that though exact in principle, the expansion of the total molecular wave function as a sum over adiabatic Born-Oppenheimer (BO) vibronic states makes inclusion of the second-derivative nonadiabatic energy term near conical intersections practically problematic. In order to construct a well-behaved molecular wave function that has density at a conical intersection, the individual BO vibronic states in the summation must be discontinuous. When the second-derivative nonadiabatic terms are added to the Hamiltonian, singularities in the diagonal BO corrections (DBOCs) of the individual BO states arise from these discontinuities. In contrast to the well-known singularities in the first-derivative couplings at conical intersections, these singularities are non-integrable, resulting in undefined DBOC matrix elements. Though these singularities suggest that the exact molecular wave function may not have density at the conical intersection point, there is no physical basis for this constraint. Instead, the singularities are artifacts of the chosen basis of discontinuous functions. We also demonstrate that continuity of the total molecular wave function does not require continuity of the individual adiabatic nuclear wave functions. We classify nonadiabatic molecular dynamics methods according to the constraints placed on wave function continuity and analyze their formal properties. Based on our analysis, it is recommended that the DBOC be neglected when employing mixed quantum-classical methods and certain approximate quantum dynamical methods in the adiabatic representation.

Sinc-function based Network

DEFF Research Database (Denmark)

Madsen, Per Printz

1998-01-01

The purpose of this paper is to describe a neural network (SNN), that is based on Shannons ideas of reconstruction of a real continuous function from its samples. The basic function, used in this network, is the Sinc-function. Two learning algorithms are described. A simple one called IM...

Organizational Change, Leadership, and the Transformation of Continuing Professional Development: Lessons Learned From the American College of Cardiology.

Science.gov (United States)

Beliveau, Mary Ellen; Warnes, Carole A; Harrington, Robert A; Nishimura, Rick A; O'Gara, Patrick T; Sibley, Janice B; Oetgen, William J

2015-01-01

There is a need for a transformational change in clinical education. In postgraduate medical education we have traditionally had a faculty-centric model. That is, faculty knew what needed to be taught and who were the best teachers to teach it. They built the agenda, and worked with staff to follow Accreditation Council for Continuing Medical Education (ACCME) accreditation criteria and manage logistics. Changes in the health care marketplace now demand a learner-centric model-one that embraces needs assessments, identification of practice gaps relative to competency, development of learning objectives, contemporary adult learning theory, novel delivery systems, and measurable outcomes. This article provides a case study of one medical specialty society's efforts to respond to this demand. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Learning barriers in continuous product innovation

NARCIS (Netherlands)

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

2003-01-01

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

Using evidence-integrated e-learning to enhance case management continuing education for psychiatric nurses: a randomised controlled trial with follow-up.

Science.gov (United States)

Liu, Wen-I; Rong, Jiin-Ru; Liu, Chieh-Yu

2014-11-01

E-learning is a flexible strategy to improve nurses' knowledge of case management, but there are methodological limitations in previous research into the effectiveness of such programs. To describe the development and effectiveness of an evidence-integrated e-learning program in case management continuing education for Taiwanese psychiatric nurses. Multiple methods were adopted to develop the program and a randomised controlled trial with repeated measures was employed to evaluate it. The e-learning program was developed in four stages: (1) systematic review of literature; (2) needs assessment through a national survey and focus group; (3) development of learning materials; and (4) pilot test. Following program development, psychiatric nurses were recruited and randomly allocated into an experimental or comparison group. The experimental group participated in an e-learning continuing education program. The case management knowledge index with sufficient reliability and validity and a satisfaction survey were used to determine the outcomes. A generalised estimating equation was used to assess the difference between the 2 groups before, after, and at 3 months follow-up. The learning material comprised 5 simulated learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. A total of 200 participants completed the 3 measurements. Knowledge scores in the experimental group significantly exceeded those in the comparison group after the program and at the 3-month follow-up. Participants reported positive learning perceptions. The program provides an evidence-based educational resource for nursing continuing education in case management. Copyright © 2014 Elsevier Ltd. All rights reserved.

Memristive learning and memory functions in polyvinyl alcohol polymer memristors

Directory of Open Access Journals (Sweden)

Yan Lei

2014-07-01

Full Text Available Polymer based memristive devices can offer simplicity in fabrication and at the same time promise functionalities for artificial neural applications. In this work, inherent learning and memory functions have been achieved in polymer memristive devices employing Polyvinyl Alcohol. The change in conduction in such polymer devices strongly depends on the pulse amplitude, duration and time interval. Through repetitive stimuli training, temporary short-term memory can transfer into consolidated long-term memory. These behaviors bear remarkable similarities to certain learning and memory functions of biological systems.

Exploring the potential of a multi-level approach to improve capability for continuous organizational improvement and learning in a Swedish healthcare region.

Science.gov (United States)

Nyström, M E; Höög, E; Garvare, R; Andersson Bäck, M; Terris, D D; Hansson, J

2018-05-24

Eldercare and care of people with functional impairments is organized by the municipalities in Sweden. Improving care in these areas is complex, with multiple stakeholders and organizations. Appropriate strategies to develop capability for continuing organizational improvement and learning (COIL) are needed. The purpose of our study was to develop and pilot-test a flexible, multilevel approach for COIL capability building and to identify what it takes to achieve changes in key actors' approaches to COIL. The approach, named "Sustainable Improvement and Development through Strategic and Systematic Approaches" (SIDSSA), was applied through an action-research and action-learning intervention. The SIDSSA approach was tested in a regional research and development (R&D) unit, and in two municipalities handling care of the elderly and people with functional impairments. Our approach included a multilevel strategy, development loops of five flexible phases, and an action-learning loop. The approach was designed to support systems understanding, strategic focus, methodological practices, and change process knowledge - all of which required double-loop learning. Multiple qualitative methods, i.e., repeated interviews, process diaries, and documents, provided data for conventional content analyses. The new approach was successfully tested on all cases and adopted and sustained by the R&D unit. Participants reported new insights and skills. The development loop facilitated a sense of coherence and control during uncertainty, improved planning and problem analysis, enhanced mapping of context and conditions, and supported problem-solving at both the individual and unit levels. The systems-level view and structured approach helped participants to explain, motivate, and implement change initiatives, especially after working more systematically with mapping, analyses, and goal setting. An easily understood and generalizable model internalized by key organizational actors is an

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

Science.gov (United States)

Wilbur, Kerry

2016-01-01

Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Business and Industry for Continuous Learning.

Science.gov (United States)

Wiswell, Albert K.

1990-01-01

Witting and unwitting contributions to the learning community by business and industry include learning opportunities for employees and nonemployees, involvement in educational partnerships, corporate museums, trade shows and exhibitions, and support for the arts. Although the company intent may be public relations or marketing, making use of…

On Neutrosophic Semi-Supra Open Set and Neutrosophic Semi-Supra Continuous Functions

OpenAIRE

R. Dhavaseelan; M. Parimala; S. Jafari; F. Smarandache

2017-01-01

In this paper, we introduce and investigate a new class of sets and functions between topological space called neutrosophic semi-supra open set and neutrosophic semi-supra open continuous functions respectively.

Multiple kernel learning using single stage function approximation for binary classification problems

Science.gov (United States)

Shiju, S.; Sumitra, S.

2017-12-01

In this paper, the multiple kernel learning (MKL) is formulated as a supervised classification problem. We dealt with binary classification data and hence the data modelling problem involves the computation of two decision boundaries of which one related with that of kernel learning and the other with that of input data. In our approach, they are found with the aid of a single cost function by constructing a global reproducing kernel Hilbert space (RKHS) as the direct sum of the RKHSs corresponding to the decision boundaries of kernel learning and input data and searching that function from the global RKHS, which can be represented as the direct sum of the decision boundaries under consideration. In our experimental analysis, the proposed model had shown superior performance in comparison with that of existing two stage function approximation formulation of MKL, where the decision functions of kernel learning and input data are found separately using two different cost functions. This is due to the fact that single stage representation helps the knowledge transfer between the computation procedures for finding the decision boundaries of kernel learning and input data, which inturn boosts the generalisation capacity of the model.

Motor imagery learning modulates functional connectivity of multiple brain systems in resting state.

Science.gov (United States)

Zhang, Hang; Long, Zhiying; Ge, Ruiyang; Xu, Lele; Jin, Zhen; Yao, Li; Liu, Yijun

2014-01-01

Learning motor skills involves subsequent modulation of resting-state functional connectivity in the sensory-motor system. This idea was mostly derived from the investigations on motor execution learning which mainly recruits the processing of sensory-motor information. Behavioral evidences demonstrated that motor skills in our daily lives could be learned through imagery procedures. However, it remains unclear whether the modulation of resting-state functional connectivity also exists in the sensory-motor system after motor imagery learning. We performed a fMRI investigation on motor imagery learning from resting state. Based on previous studies, we identified eight sensory and cognitive resting-state networks (RSNs) corresponding to the brain systems and further explored the functional connectivity of these RSNs through the assessments, connectivity and network strengths before and after the two-week consecutive learning. Two intriguing results were revealed: (1) The sensory RSNs, specifically sensory-motor and lateral visual networks exhibited greater connectivity strengths in precuneus and fusiform gyrus after learning; (2) Decreased network strength induced by learning was proved in the default mode network, a cognitive RSN. These results indicated that resting-state functional connectivity could be modulated by motor imagery learning in multiple brain systems, and such modulation displayed in the sensory-motor, visual and default brain systems may be associated with the establishment of motor schema and the regulation of introspective thought. These findings further revealed the neural substrates underlying motor skill learning and potentially provided new insights into the therapeutic benefits of motor imagery learning.

Continued use of an interactive computer game-based visual perception learning system in children with developmental delay.

Science.gov (United States)

Lin, Hsien-Cheng; Chiu, Yu-Hsien; Chen, Yenming J; Wuang, Yee-Pay; Chen, Chiu-Ping; Wang, Chih-Chung; Huang, Chien-Ling; Wu, Tang-Meng; Ho, Wen-Hsien

2017-11-01

This study developed an interactive computer game-based visual perception learning system for special education children with developmental delay. To investigate whether perceived interactivity affects continued use of the system, this study developed a theoretical model of the process in which learners decide whether to continue using an interactive computer game-based visual perception learning system. The technology acceptance model, which considers perceived ease of use, perceived usefulness, and perceived playfulness, was extended by integrating perceived interaction (i.e., learner-instructor interaction and learner-system interaction) and then analyzing the effects of these perceptions on satisfaction and continued use. Data were collected from 150 participants (rehabilitation therapists, medical paraprofessionals, and parents of children with developmental delay) recruited from a single medical center in Taiwan. Structural equation modeling and partial-least-squares techniques were used to evaluate relationships within the model. The modeling results indicated that both perceived ease of use and perceived usefulness were positively associated with both learner-instructor interaction and learner-system interaction. However, perceived playfulness only had a positive association with learner-system interaction and not with learner-instructor interaction. Moreover, satisfaction was positively affected by perceived ease of use, perceived usefulness, and perceived playfulness. Thus, satisfaction positively affects continued use of the system. The data obtained by this study can be applied by researchers, designers of computer game-based learning systems, special education workers, and medical professionals. Copyright © 2017 Elsevier B.V. All rights reserved.

Effect of Continuous Assessment on Learning Outcomes on Two Chemical Engineering Courses: Case Study

Science.gov (United States)

Tuunila, R.; Pulkkinen, M.

2015-01-01

In this paper, the effect of continuous assessment on the learning outcomes of two chemical engineering courses is studied over a several-year period. Average grades and passing percentages of courses after the final examination are reported and also student feedback on the courses is collected. The results indicate significantly better learning…

On πgp-continuous functions in topological spaces

International Nuclear Information System (INIS)

Park, Jin Han; Park, Jin Keun

2004-01-01

The concept of πgp-closed sets was introduced by Park [On πgp-closed sets in topological spaces, Indian J. Pure Appl. Math., in press]. The aim of this paper is to consider and characterize πgp-irresolute and πgp-continuous functions via the concept of πgp-closed sets and to relate these concepts to the classes of πGPO-compact spaces and πGP-connected spaces

Maximum entropy formalism for the analytic continuation of matrix-valued Green's functions

Science.gov (United States)

Kraberger, Gernot J.; Triebl, Robert; Zingl, Manuel; Aichhorn, Markus

2017-10-01

We present a generalization of the maximum entropy method to the analytic continuation of matrix-valued Green's functions. To treat off-diagonal elements correctly based on Bayesian probability theory, the entropy term has to be extended for spectral functions that are possibly negative in some frequency ranges. In that way, all matrix elements of the Green's function matrix can be analytically continued; we introduce a computationally cheap element-wise method for this purpose. However, this method cannot ensure important constraints on the mathematical properties of the resulting spectral functions, namely positive semidefiniteness and Hermiticity. To improve on this, we present a full matrix formalism, where all matrix elements are treated simultaneously. We show the capabilities of these methods using insulating and metallic dynamical mean-field theory (DMFT) Green's functions as test cases. Finally, we apply the methods to realistic material calculations for LaTiO3, where off-diagonal matrix elements in the Green's function appear due to the distorted crystal structure.

Continuity in Λ-variation of functions of several variables and convergence of multiple Fourier series

International Nuclear Information System (INIS)

Bakhvalov, A N

2002-01-01

The behaviour of rectangular partial sums of the Fourier series of functions of several variables having bounded Λ-variation is considered. It is proved that if a continuous function is also continuous in harmonic variation, then its Fourier series uniformly converges in the sense of Pringsheim. On the other hand, it is demonstrated that in dimensions greater than 2 there always exists a continuous function of bounded harmonic variation with Fourier series divergent over cubes at the origin

Repetitive learning control of continuous chaotic systems

International Nuclear Information System (INIS)

Chen Maoyin; Shang Yun; Zhou Donghua

2004-01-01

Combining a shift method and the repetitive learning strategy, a repetitive learning controller is proposed to stabilize unstable periodic orbits (UPOs) within chaotic attractors in the sense of least mean square. If nonlinear parts in chaotic systems satisfy Lipschitz condition, the proposed controller can be simplified into a simple proportional repetitive learning controller

Role of the hippocampus on learning and memory functioning and pain modulation

Institute of Scientific and Technical Information of China (English)

Haimei Wang

2008-01-01

The hippocampus, an important part of the limbic system, is considered to be an important region of the brain for learning and memory functioning. Recent studies have demonstrated that synaptic plasticity is thought to be the basis of learning and memory functioning. A series of studies report that similar synaptic plasticity also exists in the spinal cord in the conduction pathway of pain sensation, which may contribute to hyperalgesia, abnormal pain, and analgesia. The synaptic plasticity of learning and memory functioning and that of the pain conduction pathway have similar mechanisms, which are related to the N-methyl-D-aspartic acid receptor. The hippocampus also has a role in pain modulation. As pain signals can reach the hippocampus, the precise correlation between synaptic plasticity of the pain pathway and that of learning and memory functioning deserves further investigation. The role of the hippocampus in processing pain information requires to be identified.

Reflecting on the essence of our problem-based learning discussions: the importance of faculty development and our continuous quest for applications of problem-based learning.

Science.gov (United States)

Chan, Engle Angela

2009-05-01

While problem-based learning (PBL) is a teaching strategy to promote critical thinking, creativity and self-directedness in learning is very important. It is the meaning of the learning, with a contextual understanding, that marks the significance of this approach in our healthcare education. At the 2008 Kaohsiung Medical University International Conference and Workshop on PBL, the scholarly discourse on sharing empirical findings and practical experience with various aspects of PBL brought forth the importance of the teachers' continued learning about the meaning, the dynamics of the process, and the pragmatic details of PBL. This quest for a continuous learning and understanding about PBL parallels our search to extend the classroom PBL into students' clinical experience. The development of clinical teachers in the understanding of PBL was explored as part of their experiential learning in clinical teaching after their PBL workshops. While the clinical teachers who participated in the project appreciated the merits of clinical PBL, the complex balance between patient service and student teaching--in an unpredictable clinical setting--has led to the use of a simulated clinical environment with simulated patients. We also piloted PBL for interprofessional education of undergraduate students of nursing and social work. The ways we can adopt PBL in various settings with different intents will help prepare our healthcare graduates in meeting the challenges of our ever more complex healthcare systems, and the demands of holistic patient care.

Reflecting on the Essence of our Problem-Based Learning Discussions: The Importance of Faculty Development and our Continuous Quest for Applications of Problem-Based Learning

Directory of Open Access Journals (Sweden)

Engle Angela Chan

2009-05-01

Full Text Available While problem-based learning (PBL is a teaching strategy to promote critical thinking, creativity and self-directedness in learning is very important. It is the meaning of the learning, with a contextual understanding, that marks the significance of this approach in our healthcare education. At the 2008 Kaohsiung Medical University International Conference and Workshop on PBL, the scholarly discourse on sharing empirical findings and practical experience with various aspects of PBL brought forth the importance of the teachers' continued learning about the meaning, the dynamics of the process, and the pragmatic details of PBL. This quest for a continuous learning and understanding about PBL parallels our search to extend the classroom PBL into students' clinical experience. The development of clinical teachers in the understanding of PBL was explored as part of their experiential learning in clinical teaching after their PBL workshops. While the clinical teachers who participated in the project appreciated the merits of clinical PBL, the complex balance between patient service and student teaching—in an unpredictable clinical setting—has led to the use of a simulated clinical environment with simulated patients. We also piloted PBL for interprofessional education of undergraduate students of nursing and social work. The ways we can adopt PBL in various settings with different intents will help prepare our healthcare graduates in meeting the challenges of our ever more complex healthcare systems, and the demands of holistic patient care.

Affine fractal functions as bases of continuous funtions | Navascues ...

African Journals Online (AJOL)

The objective of the present paper is the study of affine transformations of the plane, which provide self-affine curves as attractors. The properties of these curves depend decisively of the coefficients of the system of affinities involved. The corresponding functions are continuous on a compact interval. If the scale factors are ...

Evaluating the online platform of a blended-learning pharmacist continuing education degree program

Directory of Open Access Journals (Sweden)

Kerry Wilbur

2016-06-01

Full Text Available Background: Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods: To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results: Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion: Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Motor Imagery Learning Modulates Functional Connectivity of Multiple Brain Systems in Resting State

Science.gov (United States)

Zhang, Hang; Long, Zhiying; Ge, Ruiyang; Xu, Lele; Jin, Zhen; Yao, Li; Liu, Yijun

2014-01-01

Background Learning motor skills involves subsequent modulation of resting-state functional connectivity in the sensory-motor system. This idea was mostly derived from the investigations on motor execution learning which mainly recruits the processing of sensory-motor information. Behavioral evidences demonstrated that motor skills in our daily lives could be learned through imagery procedures. However, it remains unclear whether the modulation of resting-state functional connectivity also exists in the sensory-motor system after motor imagery learning. Methodology/Principal Findings We performed a fMRI investigation on motor imagery learning from resting state. Based on previous studies, we identified eight sensory and cognitive resting-state networks (RSNs) corresponding to the brain systems and further explored the functional connectivity of these RSNs through the assessments, connectivity and network strengths before and after the two-week consecutive learning. Two intriguing results were revealed: (1) The sensory RSNs, specifically sensory-motor and lateral visual networks exhibited greater connectivity strengths in precuneus and fusiform gyrus after learning; (2) Decreased network strength induced by learning was proved in the default mode network, a cognitive RSN. Conclusions/Significance These results indicated that resting-state functional connectivity could be modulated by motor imagery learning in multiple brain systems, and such modulation displayed in the sensory-motor, visual and default brain systems may be associated with the establishment of motor schema and the regulation of introspective thought. These findings further revealed the neural substrates underlying motor skill learning and potentially provided new insights into the therapeutic benefits of motor imagery learning. PMID:24465577

Citizen social science: a methodology to facilitate and evaluate workplace learning in continuing interprofessional education.

Science.gov (United States)

Dadich, Ann

2014-05-01

Workplace learning in continuing interprofessional education (CIPE) can be difficult to facilitate and evaluate, which can create a number of challenges for this type of learning. This article presents an innovative method to foster and investigate workplace learning in CIPE - citizen social science. Citizen social science involves clinicians as co-researchers in the systematic examination of social phenomena. When facilitated by an open-source online social networking platform, clinicians can participate via computer, smartphone, or tablet in ways that suit their needs and preferences. Furthermore, as co-researchers they can help to reveal the dynamic interplay that facilitates workplace learning in CIPE. Although yet to be tested, citizen social science offers four potential benefits: it recognises and accommodates the complexity of workplace learning in CIPE; it has the capacity to both foster and evaluate the phenomena; it can be used in situ, capturing and having direct relevance to the complexity of the workplace; and by advancing both theoretical and methodological debates on CIPE, it may reveal opportunities to improve and sustain workplace learning. By describing an example situated in the youth health sector, this article demonstrates how these benefits might be realised.

Patterns of Learning in the Accountancy Profession under an Output-Based Continuing Professional Development Scheme

Science.gov (United States)

Lindsay, Hilary

2012-01-01

Since 2004, professional accountancy bodies in membership of the International Federation of Accountants (IFAC) have been required to adopt mandatory continuing professional development (CPD) schemes. This research explores the learning activities of members of the Institute of Chartered Accountants in England and Wales (ICAEW) which introduced an…

Continuation of probability density functions using a generalized Lyapunov approach

NARCIS (Netherlands)

Baars, S.; Viebahn, J. P.; Mulder, T. E.; Kuehn, C.; Wubs, F. W.; Dijkstra, H. A.

2017-01-01

Techniques from numerical bifurcation theory are very useful to study transitions between steady fluid flow patterns and the instabilities involved. Here, we provide computational methodology to use parameter continuation in determining probability density functions of systems of stochastic partial

Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

Science.gov (United States)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-02-01

Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

Practice and Evaluation of a Cooperative Learning Support on Educational Function as Teamwork in Project-based Learning with Regional Cooperation

Science.gov (United States)

Aoki, Hideyuki; Kamata, Motohiro; Yamagami, Norihisa

The purpose of my study was to develop of cooperative learning support on Educational Function as Teamwork in Project-based Learning with Regional Cooperation. Analysis of validation of the original method were made using correlation analysis of student satisfaction of relationships among teammate and educational function as teamwork, result of self-diagnose. As a result, we achieved analysis results with a collective creativity were involved in student‧s planning skill. It was shown that educational functions as teamwork plays an important part in the growth of students. Our study revealed that there was method using cooperative learning technique helps to promote improvement of educational function as teamwork.

The sustainability of improvements from continuing professional development in pharmacy practice and learning behaviors.

Science.gov (United States)

McConnell, Karen J; Delate, Thomas; Newlon, Carey L

2015-04-25

To assess the long-term sustainability of continuing professional development (CPD) training in pharmacy practice and learning behaviors. This was a 3-year posttrial survey of pharmacists who had participated in an unblinded randomized controlled trial of CPD. The online survey assessed participants' perceptions of pharmacy practice, learning behaviors, and sustainability of CPD. Differences between groups on the posttrial survey responses and changes from the trial's follow-up survey to the posttrial survey responses within the intervention group were compared. Of the 91 pharmacists who completed the original trial, 72 (79%) participated in the sustainability survey. Compared to control participants, a higher percentage of intervention participants reported in the sustainability survey that they had utilized the CPD concept (45.7% vs 8.1%) and identified personal learning objectives (68.6% vs 43.2%) during the previous year. Compared to their follow-up survey responses, lower percentages of intervention participants reported identifying personal learning objectives (94.3% vs 68.6%), documenting their learning plan (82.9% vs 22.9%) and participating in learning by doing (42.9% vs 14.3%) in the sustainability survey. In the intervention group, many of the improvements to pharmacy practice items were sustained over the 3-year period but were not significantly different from the control group. Sustainability of a CPD intervention over a 3-year varied. While CPD-trained pharmacists reported utilizing CPD concepts at a higher rate than control pharmacists, their CPD learning behaviors diminished over time.

On the Projective Description of Weighted (LF-Spaces of Continuous Functions

Directory of Open Access Journals (Sweden)

Catherine V. Komarchuk

2014-01-01

Full Text Available We solve the problem of the topological or algebraic description of countable inductive limits of weighted Fréchet spaces of continuous functions on a cone. This problem is investigated for two families of weights defined by positively homogeneous functions. Weights of this form play the important role in Fourier analysis.

Evaluating the online platform of a blended-learning pharmacist continuing education degree program

OpenAIRE

Wilbur, Kerry

2016-01-01

Background: Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods: To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore’s principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflecti...

Functional aging impairs the role of feedback in motor learning.

Science.gov (United States)

Liu, Yu; Cao, Chunmei; Yan, Jin H

2013-10-01

Optimal motor skill acquisition frequently requires augmented feedback or knowledge of results (KR). However, the effect of functional declines on the benefits of KR remains to be determined. The objective of this research was to examine how cognitive and motor deficits of older adults influence the use of KR for motor skill learning. A total of 57 older adults (mean 73.1 years; SD 4.2) received both cognitive and eye-hand coordination assessments, whereas 55 young controls (mean 25.8 years; SD 3.8) took only the eye-hand coordination test. All young and older participants learned a time-constrained arm movement through KR in three pre-KR and post-KR intervals. In the subsequent no-KR skill retests, absolute and variable time errors were not significantly reduced for the older learners who had KR during skill practice, especially for those with cognitive and motor dysfunctions. The finding suggests that KR results in no measureable improvement for older adults with cognitive and motor functional deficiencies. More importantly, for the older adults, longer post-KR intervals showed greater detrimental effects on feedback-based motor learning than shorter pauses after KR delivery. The findings support the hypothesis about the effects of cognitive and motor deficits on KR in motor skill learning of older adults. The dynamics of cognitive and motor aging, external feedback and internal control mechanisms collectively explain the deterioration in the sensory-motor learning of older adults. The theoretical implications and practical relevance of functional aging for motor skill learning are discussed. © 2013 Japan Geriatrics Society.

Compositional control of continuously graded anode functional layer

Science.gov (United States)

McCoppin, J.; Barney, I.; Mukhopadhyay, S.; Miller, R.; Reitz, T.; Young, D.

2012-10-01

In this work, solid oxide fuel cells (SOFC's) are fabricated with linear-compositionally graded anode functional layers (CGAFL) using a computer-controlled compound aerosol deposition (CCAD) system. Cells with different CGAFL thicknesses (30 um and 50 um) are prepared with a continuous compositionally graded interface deposited between the electrolyte and anode support current collecting regions. The compositional profile was characterized using energy dispersive X-ray spectroscopic mapping. An analytical model of the compound aerosol deposition was developed. The model predicted compositional profiles for both samples that closely matched the measured profiles, suggesting that aerosol-based deposition methods are capable of creating functional gradation on length scales suitable for solid oxide fuel cell structures. The electrochemical performances of the two cells are analyzed using electrochemical impedance spectroscopy (EIS).

A Learning Trajectory in 6-Year-Olds' Thinking about Generalizing Functional Relationships

Science.gov (United States)

Blanton, Maria; Brizuela, Bárbara M.; Gardiner, Angela Murphy; Sawrey, Katie; Newman-Owens, Ashley

2015-01-01

The study of functions is a critical route into teaching and learning algebra in the elementary grades, yet important questions remain regarding the nature of young children's understanding of functions. This article reports an empirically developed learning trajectory in first-grade children's (6-year-olds') thinking about generalizing functional…

Don't forget the learner: an essential aspect for developing effective hypermedia online learning in continuing medical education.

Science.gov (United States)

Sandars, John; Homer, Matthew; Walsh, Kieran; Rutherford, Alaster

2012-03-01

There is increasing use of hypermedia online learning in continuing medical education (CME) that presents the learner with a wide range of different learning resources, requiring the learner to use self-regulated learning (SRL) skills. This study is the first to apply an SRL perspective to understand how learners engage with hypermedia online learning in CME. We found that the main SRL skills used by learners were use of strategies and monitoring. The increasing use of strategies was associated with increasing interest in the topic and with increasing satisfaction with the learning experience. Further research is recommended to understand SRL processes and its impact on learning in other aspects of hypermedia online learning across the different phases of medical education. Research is also recommended to implement and evaluate the learning impact of a variety of approaches to develop the SRL skills of hypermedia online learners in CME.

Access to, interest in and attitude toward e-learning for continuous education among Malaysian nurses.

Science.gov (United States)

Chong, Mei Chan; Francis, Karen; Cooper, Simon; Abdullah, Khatijah Lim; Hmwe, Nant Thin Thin; Sohod, Salina

2016-01-01

Continuous nursing education (CNE) courses delivered through e-learning is believed to be an effective mode of learning for nurses. Implementation of e-learning modules requires pre-assessment of infrastructure and learners' characteristics. Understanding the learners' needs and their perspectives would facilitate effective e-learning delivery by addressing the underlying issues and providing necessary support to learners. The aim of this study was to examine access to computer and Internet facilities, interest in and preferences regarding e-learning, and attitudes toward e-learning among nurses in Peninsular Malaysia. The study utilized a cross-sectional descriptive survey. Government hospitals and community clinics in four main regions of Peninsular Malaysia. A total of 300 registered nurses. Data were collected using questionnaires, which consisted of demographic and background items and questions on access to computer and Internet facilities, interest and preferences in e-learning, and attitudes toward e-learning. Descriptive analysis and a chi-squared test were used to identify associations between variables. Most Malaysian nurses had access to a personal or home computer (85.3%, n=256) and computer access at work (85.3%, n=256). The majority had Internet access at home (84%, n=252) and at work (71.8%, n=215); however, average hours of weekly computer use were low. Most nurses (83%, n=249) did not have an e-learning experience but were interested in e-learning activities. Most nurses displayed positive attitudes toward e-learning. Average weekly computer use and interest in e-learning were positively associated with attitudes toward e-learning. Study findings suggest that organizational support is needed to promote accessibility of information and communications technology (ICT) facilities for Malaysian nurses to motivate their involvement in e-learning. Copyright © 2015. Published by Elsevier Ltd.

The RISE Framework: Using Learning Analytics to Automatically Identify Open Educational Resources for Continuous Improvement

Science.gov (United States)

Bodily, Robert; Nyland, Rob; Wiley, David

2017-01-01

The RISE (Resource Inspection, Selection, and Enhancement) Framework is a framework supporting the continuous improvement of open educational resources (OER). The framework is an automated process that identifies learning resources that should be evaluated and either eliminated or improved. This is particularly useful in OER contexts where the…

Learning Is Change: Creating an Environment for Sustainable Organizational Change in Continuing and Higher Education

Science.gov (United States)

Schultz, Christie

2014-01-01

This article explores the ways in which learning itself is a form of organizational change and, as such, supports organizational readiness for change. The study considers a continuing education unit within a major Canadian university that managed to transform its decentralized and independent student records and administration system (student…

A FUNCTIONAL MODEL OF COMPUTER-ORIENTED LEARNING ENVIRONMENT OF A POST-DEGREE PEDAGOGICAL EDUCATION

Directory of Open Access Journals (Sweden)

Kateryna R. Kolos

2014-06-01

Full Text Available The study substantiates the need for a systematic study of the functioning of computer-oriented learning environment of a post-degree pedagogical education; it is determined the definition of “functional model of computer-oriented learning environment of a post-degree pedagogical education”; it is built a functional model of computer-oriented learning environment of a post-degree pedagogical education in accordance with the functions of business, information and communication technology, academic, administrative staff and peculiarities of training courses teachers.

Learning and improvement in product innovation processes: Enabling behaviors

NARCIS (Netherlands)

Gieskes, J.F.B.; Langenberg, Ilse

2001-01-01

Product Innovation is described as a continuous and cross-functional process involving all stages in the product life cycle. This approach gives way to study product innovation processes from a continuous improvement and learning viewpoint. The Continuous Improvement in the global product MAnagement

Continuous and intermittent transcranial magnetic theta burst stimulation modify tactile learning performance and cortical protein expression in the rat differently.

Science.gov (United States)

Mix, Annika; Benali, Alia; Eysel, Ulf T; Funke, Klaus

2010-11-01

Repetitive transcranial magnetic stimulation (rTMS) can modulate cortical excitability in a stimulus-frequency-dependent manner. Two kinds of theta burst stimulation (TBS) [intermittent TBS (iTBS) and continuous TBS (cTBS)] modulate human cortical excitability differently, with iTBS increasing it and cTBS decreasing it. In rats, we recently showed that this is accompanied by changes in the cortical expression of proteins related to the activity of inhibitory neurons. Expression levels of the calcium-binding protein parvalbumin (PV) and of the 67-kDa isoform of glutamic acid decarboxylase (GAD67) were strongly reduced following iTBS, but not cTBS, whereas both increased expression of the 65-kDa isoform of glutamic acid decarboxylase. In the present study, to investigate possible functional consequences, we applied iTBS and cTBS to rats learning a tactile discrimination task. Conscious rats received either verum or sham rTMS prior to the task. Finally, to investigate how rTMS and learning effects interact, protein expression was determined for cortical areas directly involved in the task and for those either not, or indirectly, involved. We found that iTBS, but not cTBS, improved learning and strongly reduced cortical PV and GAD67 expression. However, the combination of learning and iTBS prevented this effect in those cortical areas involved in the task, but not in unrelated areas. We conclude that the improved learning found following iTBS is a result of the interaction of two effects, possibly in a homeostatic manner: a general weakening of inhibition mediated by the fast-spiking interneurons, and re-established activity in those neurons specifically involved in the learning task, leading to enhanced contrast between learning-induced and background activity. © 2010 The Authors. European Journal of Neuroscience © 2010 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Distance Learning and the Health Professions: A Synthesis Report of the Literature Investigating Continuing Professional Health Education at a Distance.

Science.gov (United States)

Curran, Vernon; Noseworthy, Tanya

This synthesis report provides an extensive overview of literature evaluating use and effectiveness of distance learning technologies in delivering continuing education (CE) for health professionals. Chapter 2 discusses advantages and disadvantages of correspondence materials, explores suggestions for improving print-based learning materials, and…

Unsupervised Learning and Pattern Recognition of Biological Data Structures with Density Functional Theory and Machine Learning.

Science.gov (United States)

Chen, Chien-Chang; Juan, Hung-Hui; Tsai, Meng-Yuan; Lu, Henry Horng-Shing

2018-01-11

By introducing the methods of machine learning into the density functional theory, we made a detour for the construction of the most probable density function, which can be estimated by learning relevant features from the system of interest. Using the properties of universal functional, the vital core of density functional theory, the most probable cluster numbers and the corresponding cluster boundaries in a studying system can be simultaneously and automatically determined and the plausibility is erected on the Hohenberg-Kohn theorems. For the method validation and pragmatic applications, interdisciplinary problems from physical to biological systems were enumerated. The amalgamation of uncharged atomic clusters validated the unsupervised searching process of the cluster numbers and the corresponding cluster boundaries were exhibited likewise. High accurate clustering results of the Fisher's iris dataset showed the feasibility and the flexibility of the proposed scheme. Brain tumor detections from low-dimensional magnetic resonance imaging datasets and segmentations of high-dimensional neural network imageries in the Brainbow system were also used to inspect the method practicality. The experimental results exhibit the successful connection between the physical theory and the machine learning methods and will benefit the clinical diagnoses.

Machine Learning Applications to Resting-State Functional MR Imaging Analysis.

Science.gov (United States)

Billings, John M; Eder, Maxwell; Flood, William C; Dhami, Devendra Singh; Natarajan, Sriraam; Whitlow, Christopher T

2017-11-01

Machine learning is one of the most exciting and rapidly expanding fields within computer science. Academic and commercial research entities are investing in machine learning methods, especially in personalized medicine via patient-level classification. There is great promise that machine learning methods combined with resting state functional MR imaging will aid in diagnosis of disease and guide potential treatment for conditions thought to be impossible to identify based on imaging alone, such as psychiatric disorders. We discuss machine learning methods and explore recent advances. Copyright © 2017 Elsevier Inc. All rights reserved.

Organisational learning and continuous improvement of health and safety in certified manufacturers

DEFF Research Database (Denmark)

Granerud, Lise; Rocha, Robson Sø

2011-01-01

and raise goals within health and safety on a continuous basis. The article examines how certified occupational and health management systems influence this process to evaluate how far they hinder or support learning. It presents a model with which it is possible to identify and analyse improvement......Certified management systems have increasingly been applied by firms in recent decades and now cover the management of health and safety, principally through the OHSAS 18001 standard. In order to become certified, firms must not only observe the relevant legislation, but also improve performance...... processes. The model is applied to five cases from a qualitative study of Danish manufacturers with certified health and safety management systems. The cases illustrate the wide variation in health and safety management among certified firms. Certification is found to support lower levels of continuous...

Disrupted avoidance learning in functional neurological disorder: Implications for harm avoidance theories

Directory of Open Access Journals (Sweden)

Laurel S. Morris

Full Text Available Background: Functional neurological disorder (FND is an elusive disorder characterized by unexplained neurological symptoms alongside aberrant cognitive processing and negative affect, often associated with amygdala reactivity. Methods: We examined the effect of negative conditioning on cognitive function and amygdala reactivity in 25 FND patients and 20 healthy volunteers (HV. Participants were first conditioned to stimuli paired with negative affective or neutral (CS+/CS− information. During functional MRI, subjects then performed an instrumental associative learning task to avoid monetary losses in the context of the previously conditioned stimuli. We expected that FND patients would be better at learning to avoid losses when faced with negatively conditioned stimuli (increased harm avoidance. Multi-echo resting state fMRI was also collected from the same subjects and a robust denoising method was employed, important for removing motion and physiological artifacts. Results: FND subjects were more sensitive to the negative CS+ compared to HV, demonstrated by a reinforcement learning model. Contrary to expectation, FND patients were generally more impaired at learning to avoid losses under both contexts (CS+/CS−, persisting to choose the option that resulted in a negative outcome demonstrated by both behavioural and computational analyses. FND patients showed enhanced amygdala but reduced dorsolateral prefrontal cortex responses when they received negative feedback. Patients also had increased resting state functional connectivity between these two regions. Conclusions: FND patients had impaired instrumental avoidance learning, findings that parallel previous observations of impaired action-outcome binding. FND patients further show enhanced behavioural and neural sensitivity to negative information. However, this did not translate to improved avoidance learning. Put together, our findings do not support the theory of harm avoidance in FND

Sensitivity of continuous performance test (CPT) at age 14years to developmental methylmercury exposure

DEFF Research Database (Denmark)

Julvez, Jordi; Debes, Frodi; Weihe, Pal

2010-01-01

Hit Reaction Time latencies (HRT) in the Continuous Performance Test (CPT) measure the speed of visual information processing. The latencies may involve different neuropsychological functions depending on the time from test initiation, i.e., first orientation, learning and habituation, then cogni......Hit Reaction Time latencies (HRT) in the Continuous Performance Test (CPT) measure the speed of visual information processing. The latencies may involve different neuropsychological functions depending on the time from test initiation, i.e., first orientation, learning and habituation......, then cognitive processing and focused attention, and finally sustained attention as the dominant demand. Prenatal methylmercury exposure is associated with increased reaction time (RT) latencies. We therefore examined the association of methylmercury exposure with the average HRT at age 14years at three...

Comparison of class and continuous pedotransfer functions to generate soil hydraulic characteristics

NARCIS (Netherlands)

Wösten, J.H.M.; Finke, P.A.; Jansen, M.J.W.

1995-01-01

Class pedotransfer functions (PTF) and continuous PTFs were used to generate soil hydraulic characteristics. Both approaches were used to predict the soil physical input data to calculate five functional aspects of soil behaviour: number of workable days, number of days with adequate soil aeration,

Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education.

Science.gov (United States)

Hilty, Donald M; Turvey, Carolyn; Hwang, Tiffany

2018-03-12

Psychiatric practice continues to evolve and play an important role in patients' lives, the field of medicine, and health care delivery. Clinicians must learn a variety of clinical care systems and lifelong learning (LLL) is crucial to apply knowledge, develop skills, and adjust attitudes. Technology is rapidly becoming a key player-in delivery, lifelong learning, and education/training. The evidence base for telepsychiatry/telemental health via videoconferencing has been growing for three decades, but a greater array of technologies have emerged in the last decade (e.g., social media/networking, text, apps). Clinicians are combining telepsychiatry and these technologies frequently and they need to reflect on, learn more about, and develop skills for these technologies. The digital age has solidified the role of technology in continuing medical education and day-to-day practice. Other fields of medicine are also adapting to the digital age, as are graduate and undergraduate medical education and many allied mental health organizations. In the future, there will be more online training, simulation, and/or interactive electronic examinations, perhaps on a monthly cycle rather than a quasi-annual or 10-year cycle of recertification.

Continuity Conditions on Schrodinger Wave Functions at Discontinuities of the Potential.

Science.gov (United States)

Branson, David

1979-01-01

Several standard arguments which attempt to show that the wave function and its derivative must be continuous across jump discontinuities of the potential are reviewed and their defects discussed. (Author/HM)

Differentiated Learning Environment--A Classroom for Quadratic Equation, Function and Graphs

Science.gov (United States)

Dinç, Emre

2017-01-01

This paper will cover the design of a learning environment as a classroom regarding the Quadratic Equations, Functions and Graphs. The goal of the learning environment offered in the paper is to design a classroom where students will enjoy the process, use their skills they already have during the learning process, control and plan their learning…

Dynamic functional brain networks involved in simple visual discrimination learning.

Science.gov (United States)

Fidalgo, Camino; Conejo, Nélida María; González-Pardo, Héctor; Arias, Jorge Luis

2014-10-01

Visual discrimination tasks have been widely used to evaluate many types of learning and memory processes. However, little is known about the brain regions involved at different stages of visual discrimination learning. We used cytochrome c oxidase histochemistry to evaluate changes in regional brain oxidative metabolism during visual discrimination learning in a water-T maze at different time points during training. As compared with control groups, the results of the present study reveal the gradual activation of cortical (prefrontal and temporal cortices) and subcortical brain regions (including the striatum and the hippocampus) associated to the mastery of a simple visual discrimination task. On the other hand, the brain regions involved and their functional interactions changed progressively over days of training. Regions associated with novelty, emotion, visuo-spatial orientation and motor aspects of the behavioral task seem to be relevant during the earlier phase of training, whereas a brain network comprising the prefrontal cortex was found along the whole learning process. This study highlights the relevance of functional interactions among brain regions to investigate learning and memory processes. Copyright © 2014 Elsevier Inc. All rights reserved.

Problem Lah! Learning to Tell the Story of Continuous Assessment and Improvement

OpenAIRE

Hanken, Tamera

2014-01-01

To succeed organizations rely on the purposeful application of the management functions, planning, organizing, leading and controlling, i.e., assessment. Assessment involves the collection and analysis of service and performance data to inform planning, organizing and leading-- opening the door to a culture of assessment and continuous improvement. Like other organizations responding to ever challenging economies and ever changing customer expectations, libraries are examining continuous impr...

Nonverbal Learning Disabilities and Socioemotional Functioning: A Review of Recent Literature.

Science.gov (United States)

Little, Sara S.

1993-01-01

This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)

Networks of Learning : Professional Association and the Continuing Education of Teachers of Mathematics in Pakistan

DEFF Research Database (Denmark)

Baber, Sikunder Ali

" and shows how a number of professional associations have become as networks of learning to encourage the continuing professional education of both pre-service and in-service teachers in the context of Pakistan. A case of the Mathematics Association of Pakistan (MAP) as a Network of Learning is presented....... The formation and growth of this network can be viewed as developing insights into the improvement of mathematics education in the developing world. The contributions of the association may also add value to the learning of teacher colleagues in other parts of the world. This sharing of the experience may......Importance of the professional development of teachers has been recognized and research has contributed greatly in terms of proposing variety of approaches for the development of teachers,both pre-service and in-service. Among them, networking among teachers, teacher educators,curriculum developers...

Second Language Word Learning through Repetition and Imitation: Functional Networks as a Function of Learning Phase and Language Distance.

Science.gov (United States)

Ghazi-Saidi, Ladan; Ansaldo, Ana Ines

2017-01-01

Introduction and Aim : Repetition and imitation are among the oldest second language (L2) teaching approaches and are frequently used in the context of L2 learning and language therapy, despite some heavy criticism. Current neuroimaging techniques allow the neural mechanisms underlying repetition and imitation to be examined. This fMRI study examines the influence of verbal repetition and imitation on network configuration. Integration changes within and between the cognitive control and language networks were studied, in a pair of linguistically close languages (Spanish and French), and compared to our previous work on a distant language pair (Ghazi-Saidi et al., 2013). Methods : Twelve healthy native Spanish-speaking (L1) adults, and 12 healthy native Persian-speaking adults learned 130 new French (L2) words, through a computerized audiovisual repetition and imitation program. The program presented colored photos of objects. Participants were instructed to look at each photo and pronounce its name as closely as possible to the native template (imitate). Repetition was encouraged as many times as necessary to learn the object's name; phonological cues were provided if necessary. Participants practiced for 15 min, over 30 days, and were tested while naming the same items during fMRI scanning, at week 1 (shallow learning phase) and week 4 (consolidation phase) of training. To compare this set of data with our previous work on Persian speakers, a similar data analysis plan including accuracy rates (AR), response times (RT), and functional integration values for the language and cognitive control network at each measure point was included, with further L1-L2 direct comparisons across the two populations. Results and Discussion : The evidence shows that learning L2 words through repetition induces neuroplasticity at the network level. Specifically, L2 word learners showed increased network integration after 3 weeks of training, with both close and distant language

OnLineLectures - eLearning als Ergänzung der tierärztlichen Fortbildung [Online Lectures - continuing education in veterinary medicine assisted by e-learning

Directory of Open Access Journals (Sweden)

Leidl, Werner

2008-11-01

Full Text Available [english] Practising veterinarians in Germany are obliged to take part in continuing education. Due to high expenses which are incurred while taking part in continuing education, such as replacement of personnel, travel costs, conference fees, etc., it is important that efforts toward achievement of learning objectives are maximized. Through the introduction of rapid e-learning techniques, several conferences have been digitised and made available via the internet including publication of CD-ROMs to give participants the possibility of repeated learning. The acceptability of this technique was tested via utilisation data and a survey of participants. It was found that 83.3% of lecturers provided their talks (i.e., a total of approximately 196 lectures for digital distribution. The website featuring the on-line lectures recorded an average of 22 visits per day during a 12-month period. The survey conducted on 82 participants showed a high level of acceptance toward the e-learning technique. In conclusion, there is evidence of a great demand for using new media in continuing education for practitioners of veterinary medicine. [german] Die Tierärztinnen und Tierärzte in Deutschland sind gesetzlich zur Fortbildung verpflichtet. Da die Gesamtkosten für die Fortbildung sehr hoch sind (Praxisvertreter, Reisekosten, Tagungsbeitrag, sollte der Lernerfolg möglichst ergiebig sein. Durch Rapid-eLearning wurden mehrere Vortragsveranstaltungen digitalisiert und per Internet und CD verbreitet, um die Möglichkeiten der Nacharbeitung zu verbessern. Anhand der Nutzungszahlen und einer Nutzerbefragung wurde die Akzeptanz dieser Technik überprüft. 83,3% der Referenten stellten ihre Vorträge für eine digitale Verbreitung zur Verfügung, sodass insgesamt 196 online-Vorträge entstanden sind. Die Internetseiten verzeichneten innerhalb von 12 Monaten durchschnittlich 22 Besuche (visits am Tag. In der Befragung von 82 Tagungsteilnehmern konnte eine hohe

A fuzzy controller with a robust learning function

International Nuclear Information System (INIS)

Tanji, Jun-ichi; Kinoshita, Mitsuo

1987-01-01

A self-organizing fuzzy controller is able to use linguistic decision rules of control strategy and has a strong adaptive property by virture of its rule learning function. While a simple linguistic description of the learning algorithm first introduced by Procyk, et al. has much flexibility for applications to a wide range of different processes, its detailed formulation, in particular with control stability and learning process convergence, is not clear. In this paper, we describe the formulation of an analytical basis for a self-organizing fuzzy controller by using a method of model reference adaptive control systems (MRACS) for which stability in the adaptive loop is theoretically proven. A detailed formulation is described regarding performance evaluation and rule modification in the rule learning process of the controller. Furthermore, an improved learning algorithm using adaptive rule is proposed. An adaptive rule gives a modification coefficient for a rule change estimating the effect of disturbance occurrence in performance evaluation. The effect of introducing an adaptive rule to improve the learning convergency is described by using a simple iterative formulation. Simulation tests are presented for an application of the proposed self-organizing fuzzy controller to the pressure control system in a Boiling Water Reactor (BWR) plant. Results with the tests confirm the improved learning algorithm has strong convergent properties, even in a very disturbed environment. (author)

Learning and memory functions of the Basal Ganglia.

Science.gov (United States)

Packard, Mark G; Knowlton, Barbara J

2002-01-01

Although the mammalian basal ganglia have long been implicated in motor behavior, it is generally recognized that the behavioral functions of this subcortical group of structures are not exclusively motoric in nature. Extensive evidence now indicates a role for the basal ganglia, in particular the dorsal striatum, in learning and memory. One prominent hypothesis is that this brain region mediates a form of learning in which stimulus-response (S-R) associations or habits are incrementally acquired. Support for this hypothesis is provided by numerous neurobehavioral studies in different mammalian species, including rats, monkeys, and humans. In rats and monkeys, localized brain lesion and pharmacological approaches have been used to examine the role of the basal ganglia in S-R learning. In humans, study of patients with neurodegenerative diseases that compromise the basal ganglia, as well as research using brain neuroimaging techniques, also provide evidence of a role for the basal ganglia in habit learning. Several of these studies have dissociated the role of the basal ganglia in S-R learning from those of a cognitive or declarative medial temporal lobe memory system that includes the hippocampus as a primary component. Evidence suggests that during learning, basal ganglia and medial temporal lobe memory systems are activated simultaneously and that in some learning situations competitive interference exists between these two systems.

Speeding up the learning of robot kinematics through function decomposition.

Science.gov (United States)

Ruiz de Angulo, Vicente; Torras, Carme

2005-11-01

The main drawback of using neural networks or other example-based learning procedures to approximate the inverse kinematics (IK) of robot arms is the high number of training samples (i.e., robot movements) required to attain an acceptable precision. We propose here a trick, valid for most industrial robots, that greatly reduces the number of movements needed to learn or relearn the IK to a given accuracy. This trick consists in expressing the IK as a composition of learnable functions, each having half the dimensionality of the original mapping. Off-line and on-line training schemes to learn these component functions are also proposed. Experimental results obtained by using nearest neighbors and parameterized self-organizing map, with and without the decomposition, show that the time savings granted by the proposed scheme grow polynomially with the precision required.

Solution of the Kolmogorov-Nikol'skii problem for the Poisson integrals of continuous functions

International Nuclear Information System (INIS)

Stepanets, A I

2001-01-01

Asymptotic equalities are obtained for upper bounds of the deviations of Fourier sums in the classes of convolutions of Poisson kernels and continuous functions with moduli of continuity not exceeding fixed majorants

Covering an uncountable square by countable many continuous functions

Czech Academy of Sciences Publication Activity Database

Kubiś, Wieslaw; Vejnar, B.

2012-01-01

Roč. 140, č. 12 (2012), s. 4359-4368 ISSN 0002-9939 R&D Projects: GA AV ČR IAA100190901 Institutional research plan: CEZ:AV0Z10190503 Keywords : uncountable square * covering by continuous functions * set of cardinality N-1 Subject RIV: BA - General Mathematics Impact factor: 0.609, year: 2012 http://www.ams.org/journals/proc/2012-140-12/S0002-9939-2012-11292-4/home.html

E-I balance emerges naturally from continuous Hebbian learning in autonomous neural networks.

Science.gov (United States)

Trapp, Philip; Echeveste, Rodrigo; Gros, Claudius

2018-06-12

Spontaneous brain activity is characterized in part by a balanced asynchronous chaotic state. Cortical recordings show that excitatory (E) and inhibitory (I) drivings in the E-I balanced state are substantially larger than the overall input. We show that such a state arises naturally in fully adapting networks which are deterministic, autonomously active and not subject to stochastic external or internal drivings. Temporary imbalances between excitatory and inhibitory inputs lead to large but short-lived activity bursts that stabilize irregular dynamics. We simulate autonomous networks of rate-encoding neurons for which all synaptic weights are plastic and subject to a Hebbian plasticity rule, the flux rule, that can be derived from the stationarity principle of statistical learning. Moreover, the average firing rate is regulated individually via a standard homeostatic adaption of the bias of each neuron's input-output non-linear function. Additionally, networks with and without short-term plasticity are considered. E-I balance may arise only when the mean excitatory and inhibitory weights are themselves balanced, modulo the overall activity level. We show that synaptic weight balance, which has been considered hitherto as given, naturally arises in autonomous neural networks when the here considered self-limiting Hebbian synaptic plasticity rule is continuously active.

Distributed Extreme Learning Machine for Nonlinear Learning over Network

Directory of Open Access Journals (Sweden)

Songyan Huang

2015-02-01

Full Text Available Distributed data collection and analysis over a network are ubiquitous, especially over a wireless sensor network (WSN. To our knowledge, the data model used in most of the distributed algorithms is linear. However, in real applications, the linearity of systems is not always guaranteed. In nonlinear cases, the single hidden layer feedforward neural network (SLFN with radial basis function (RBF hidden neurons has the ability to approximate any continuous functions and, thus, may be used as the nonlinear learning system. However, confined by the communication cost, using the distributed version of the conventional algorithms to train the neural network directly is usually prohibited. Fortunately, based on the theorems provided in the extreme learning machine (ELM literature, we only need to compute the output weights of the SLFN. Computing the output weights itself is a linear learning problem, although the input-output mapping of the overall SLFN is still nonlinear. Using the distributed algorithmto cooperatively compute the output weights of the SLFN, we obtain a distributed extreme learning machine (dELM for nonlinear learning in this paper. This dELM is applied to the regression problem and classification problem to demonstrate its effectiveness and advantages.

Learning Methods for Radial Basis Functions Networks

Czech Academy of Sciences Publication Activity Database

Neruda, Roman; Kudová, Petra

2005-01-01

Roč. 21, - (2005), s. 1131-1142 ISSN 0167-739X R&D Projects: GA ČR GP201/03/P163; GA ČR GA201/02/0428 Institutional research plan: CEZ:AV0Z10300504 Keywords : radial basis function networks * hybrid supervised learning * genetic algorithms * benchmarking Subject RIV: BA - General Mathematics Impact factor: 0.555, year: 2005

Manifold Regularized Reinforcement Learning.

Science.gov (United States)

Li, Hongliang; Liu, Derong; Wang, Ding

2018-04-01

This paper introduces a novel manifold regularized reinforcement learning scheme for continuous Markov decision processes. Smooth feature representations for value function approximation can be automatically learned using the unsupervised manifold regularization method. The learned features are data-driven, and can be adapted to the geometry of the state space. Furthermore, the scheme provides a direct basis representation extension for novel samples during policy learning and control. The performance of the proposed scheme is evaluated on two benchmark control tasks, i.e., the inverted pendulum and the energy storage problem. Simulation results illustrate the concepts of the proposed scheme and show that it can obtain excellent performance.

Whole-brain functional connectivity during acquisition of novel grammar: Distinct functional networks depend on language learning abilities.

Science.gov (United States)

Kepinska, Olga; de Rover, Mischa; Caspers, Johanneke; Schiller, Niels O

2017-03-01

In an effort to advance the understanding of brain function and organisation accompanying second language learning, we investigate the neural substrates of novel grammar learning in a group of healthy adults, consisting of participants with high and average language analytical abilities (LAA). By means of an Independent Components Analysis, a data-driven approach to functional connectivity of the brain, the fMRI data collected during a grammar-learning task were decomposed into maps representing separate cognitive processes. These included the default mode, task-positive, working memory, visual, cerebellar and emotional networks. We further tested for differences within the components, representing individual differences between the High and Average LAA learners. We found high analytical abilities to be coupled with stronger contributions to the task-positive network from areas adjacent to bilateral Broca's region, stronger connectivity within the working memory network and within the emotional network. Average LAA participants displayed stronger engagement within the task-positive network from areas adjacent to the right-hemisphere homologue of Broca's region and typical to lower level processing (visual word recognition), and increased connectivity within the default mode network. The significance of each of the identified networks for the grammar learning process is presented next to a discussion on the established markers of inter-individual learners' differences. We conclude that in terms of functional connectivity, the engagement of brain's networks during grammar acquisition is coupled with one's language learning abilities. Copyright © 2016 Elsevier B.V. All rights reserved.

Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments

Directory of Open Access Journals (Sweden)

Sederick C. Rice

2013-02-01

Full Text Available One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content.  The Virtual Cell Animation Collections (VCAC, developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes.  These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors.  Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments.  Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

Using Reflective Learning to Improve the Impact of Continuing Education in the Context of Work Rehabilitation

Science.gov (United States)

Vachon, Brigitte; Durand, Marie-Jose; LeBlanc, Jeannette

2010-01-01

Reflective learning has been described as a promising approach for ameliorating the impact of continuing education (CE) programs. However, there are still very few studies that have investigated how occupational therapists use reflection to improve the integration of CE program content in their decision-making processes. The study objectives were…

Organizational Learning as a Model for Continuous Transformation

Science.gov (United States)

Mayer, Anysia; LeChasseur, Kimberly; Donaldson, Morgaen; Cobb, Casey

2013-01-01

In this article we use organizational learning theory as a framework for thinking about how participation in CPED has influenced changes in the EdD program established in 2003 at the University of Connecticut. Both single and double loop learning were a part of our process of institutionalizing a culture of organizational learning, a process that…

Influence of Samarium on Learning and Memory Function of Rats

Institute of Scientific and Technical Information of China (English)

无

2006-01-01

Sixty-four Spraque-Dawley(SD)big rats with weaning weight of (195±15) g were randomly divided into 4 groups with 8 males and 8 females each group. One group drunk with de-ionized water served as control and was also used for analysis of the background. The other three groups rats were raised by de-ionized water containing low, middle and high concentrations of Sm for four months, then learning and memory tests were carried out in Y-electric maze. Compared with the control rats, the learning and memory of rats in low and middle groups shows a deterioration trend, exhibiting the function degradation of rats' brain. It may results from the rare earth elements through blood-brain barrier affecting the normal physiological functions of rats' brain. In addition, the activity of superoxide dismutase (SOD) in rats' brain decreases, while the content of malondialdehyde (MDA) concentration increases. The decreased SOD activity and the increased MDA mean the degeneration the ability of anti-oxidation in rats' brain, which are accordance with the degradation of learning and memory function of rats in low and middle Sm groups.

The Mediating Role of Metacognition in the Relationship between Executive Function and Self-Regulated Learning

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Follmer, D. Jake; Sperling, Rayne A.

2016-01-01

Background: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. Aims: The primary…

A Learning Progression for Elementary Students' Functional Thinking

Science.gov (United States)

Stephens, Ana C.; Fonger, Nicole; Strachota, Susanne; Isler, Isil; Blanton, Maria; Knuth, Eric; Murphy Gardiner, Angela

2017-01-01

In this article we advance characterizations of and supports for elementary students' progress in generalizing and representing functional relationships as part of a comprehensive approach to early algebra. Our learning progressions approach to early algebra research involves the coordination of a curricular framework and progression, an…

Organisational learning: A tool for continuous improvement of the organization; Aprendizaje Organizativo: una herramienta para la mejora continua de la organizacion

Energy Technology Data Exchange (ETDEWEB)

Santos, J. L.; Esteban, M. J.

2013-09-01

We are used to hear a success company in today's world is not possible unless a continuous improvement is developed. How can we be successful in the nuclear plant? We have to achieve safety for workers, people and environment in the first step, and for the second step availability and reliability for systems and components to avoid failure of components that could reduce availability. The aim is to search for new measures to reach this way. One of the improvements implemented in the plants to improve continuously was mainly Operating Experience activities, which was based in event analysis in the plants, causes identification, and to implement corrective actions. For External Operating Experience the aim was to learn from others to avoid occurrence of events in our plants. This was the lessons learned from Three Mile Island event. This was the learning process implemented so far, to get a continuous improvement. So far, the developed capabilities for process improvement follow the Operating Experience process that could be considered classical and will be revitalized nowadays. (Author)

Do social functioning and symptoms improve with continuation antidepressant treatment of persistent depressive disorder? An observational study.

Science.gov (United States)

Hellerstein, David J; Hunnicutt-Ferguson, Kallio; Stewart, Jonathan W; McGrath, Patrick J; Keller, Samantha; Peterson, Bradley S; Chen, Ying

2017-03-01

To determine efficacy of continued treatment with the serotonin norepinephrine reuptake inhibitor duloxetine on symptom reduction and functional improvement in outpatients with dysthymia. Fifty outpatients with DSM-IV-TR diagnosed dysthymia who had participated in a 10 week double-blind, placebo-controlled study of duloxetine received open treatment for three months. Nineteen duloxetine responders continued duloxetine, 24 patients initially treated with placebo started open duloxetine treatment, and 7 duloxetine non-responders were treated with desvenlafaxine or bupropion, selected by clinician choice. Patients continuing duloxetine maintained symptom improvement, 84% meeting response and 63% remission criteria at week 22. Patients initially treated with placebo showed similarly high levels of response (83%) and remission (62%) at week 22, and most duloxetine non-responders subsequently responded to other antidepressants. Duloxetine-continuation patients improved modestly between weeks 10 and 22 on measures of social and cognitive functioning and temperament. Despite this improvement concurrently across several functional domains, 66.7% of patients continuing duloxetine remained in the impaired range of functioning according to the Social Adjustment Scale (SAS). Continued duloxetine treatment appears to be effective in maintaining symptom response in dysthymic disorder, and has positive effects on social functioning. However, the majority of patients do not show normalization of functioning, even when controlling for remission status. Additional treatments should be considered to target residual impairments in social functioning in mood remitted patients with persistent depressive disorder. Copyright © 2016 Elsevier B.V. All rights reserved.

Abstraction of continuous dynamical systems utilizing lyapunov functions

DEFF Research Database (Denmark)

Sloth, Christoffer; Wisniewski, Rafael

2010-01-01

This paper considers the development of a method for abstracting continuous dynamical systems by timed automata. The method is based on partitioning the state space of dynamical systems with invariant sets, which form cells representing locations of the timed automata. To enable verification...... of the dynamical system based on the abstraction, conditions for obtaining sound, complete, and refinable abstractions are set up. It is proposed to partition the state space utilizing sub-level sets of Lyapunov functions, since they are positive invariant sets. The existence of sound abstractions for Morse......-Smale systems and complete and refinable abstractions for linear systems are shown....

Perceptual learning modifies the functional specializations of visual cortical areas.

Science.gov (United States)

Chen, Nihong; Cai, Peng; Zhou, Tiangang; Thompson, Benjamin; Fang, Fang

2016-05-17

Training can improve performance of perceptual tasks. This phenomenon, known as perceptual learning, is strongest for the trained task and stimulus, leading to a widely accepted assumption that the associated neuronal plasticity is restricted to brain circuits that mediate performance of the trained task. Nevertheless, learning does transfer to other tasks and stimuli, implying the presence of more widespread plasticity. Here, we trained human subjects to discriminate the direction of coherent motion stimuli. The behavioral learning effect substantially transferred to noisy motion stimuli. We used transcranial magnetic stimulation (TMS) and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms underlying the transfer of learning. The TMS experiment revealed dissociable, causal contributions of V3A (one of the visual areas in the extrastriate visual cortex) and MT+ (middle temporal/medial superior temporal cortex) to coherent and noisy motion processing. Surprisingly, the contribution of MT+ to noisy motion processing was replaced by V3A after perceptual training. The fMRI experiment complemented and corroborated the TMS finding. Multivariate pattern analysis showed that, before training, among visual cortical areas, coherent and noisy motion was decoded most accurately in V3A and MT+, respectively. After training, both kinds of motion were decoded most accurately in V3A. Our findings demonstrate that the effects of perceptual learning extend far beyond the retuning of specific neural populations for the trained stimuli. Learning could dramatically modify the inherent functional specializations of visual cortical areas and dynamically reweight their contributions to perceptual decisions based on their representational qualities. These neural changes might serve as the neural substrate for the transfer of perceptual learning.

Function of mechanically lengthened jejunum after restoration into continuity.

Science.gov (United States)

Sullins, Veronica F; Wagner, Justin P; Walthers, Christopher M; Chiang, Elvin K; Lee, Steven L; Wu, Benjamin M; Dunn, James C Y

2014-06-01

Distraction enterogenesis is a potential treatment for patients with short bowel syndrome. We previously demonstrated successful lengthening of jejunum using a degradable spring device in rats. Absorptive function of the lengthened jejunum after restoration into intestinal continuity needs to be determined. Encapsulated polycaprolactone springs were placed into isolated jejunal segments in rats for four weeks. Lengthened segments of jejunum were subsequently restored into intestinal continuity. Absorption studies were performed by placing a mixture of a non-absorbable substrate and glucose into the lumen of the restored jejunum. Restored jejunal segments demonstrated visible peristalsis at specimen retrieval. Compared to normal jejunal controls, restored segments demonstrated equal water absorption and greater glucose absorption. Restored segments had thicker smooth muscle, increased villus height, increased crypt depth, and decreased sucrase activity compared to normal jejunum. The density of enteric ganglia increased after restoration to near normal levels in the submucosa and to normal levels in the myenteric plexus. Jejunum lengthened with a degradable device demonstrates peristaltic and enzymatic activity as well as glucose and water absorption after restoration into intestinal continuity. Our findings further demonstrate the therapeutic potential of a degradable device. Copyright © 2014 Elsevier Inc. All rights reserved.

Learning related modulation of functional retrieval networks in man.

Science.gov (United States)

Petersson, K M; Sandblom, J; Gisselgård, J; Ingvar, M

2001-07-01

The medial temporal lobe has been implicated in studies of episodic memory tasks involving spatio-temporal context and object-location conjunctions. We have previously demonstrated that an increased level of practice in a free-recall task parallels a decrease in the functional activity of several brain regions, including the medial temporal lobe, the prefrontal, the anterior cingulate, the anterior insular, and the posterior parietal cortices, that in concert demonstrate a move from elaborate controlled processing towards a higher degree of automaticity. Here we report data from two experiments that extend these initial observations. We used a similar experimental approach but probed for effects of retrieval paradigms and stimulus material. In the first experiment we investigated practice related changes during recognition of object-location conjunctions and in the second during free-recall of pseudo-words. Learning in a neural network is a dynamic consequence of information processing and network plasticity. The present and previous PET results indicate that practice can induce a learning related functional restructuring of information processing. Different adaptive processes likely subserve the functional re-organisation observed. These may in part be related to different demands for attentional and working memory processing. It appears that the role(s) of the prefrontal cortex and the medial temporal lobe in memory retrieval are complex, perhaps reflecting several different interacting processes or cognitive components. We suggest that an integrative interactive perspective on the role of the prefrontal and medial temporal lobe is necessary for an understanding of the processing significance of these regions in learning and memory. It appears necessary to develop elaborated and explicit computational models for prefrontal and medial temporal functions in order to derive detailed empirical predictions, and in combination with an efficient use and development of

Sleep parameters, functional status and time post-stroke are associated with off-line motor skill learning in people with chronic stroke

Directory of Open Access Journals (Sweden)

Catherine eSiengsukon

2015-10-01

Full Text Available Background: Mounting evidence demonstrates that individuals with stroke benefit from sleep to enhance learning of a motor task. While stage NREM2 sleep and REM sleep have been associated with off-line motor skill learning in neurologically-intact individuals, it remains unknown which sleep parameters or specific sleep stages are associated with off-line motor skill learning in individuals with stroke. Methods: Twenty individuals with chronic stroke (> 6 months following stroke and 10 neurologically slept for three consecutive nights in a sleep laboratory with polysomnography. Participants practiced a tracking task the morning before the third night and underwent a retention test the morning following the third night. Off-line learning on the tracking task was assessed. Pearson’s correlations assessed for associations between the magnitude of off-line learning and sleep variables, age, upper extremity motor function, stroke severity, depression and time since stroke occurrence.Results: Individuals with stroke performed with significantly less error on the tracking task following a night of sleep (p=.006 while the control participants did not (p=.816. Increased sleep efficiency (r= -.285, less time spent in stage NREM3 sleep (r=.260, and more time spent in stage REM sleep (r= -.266 was weakly-to-moderately associated with increased magnitude of off-line motor learning. Furthermore, higher upper-extremity motor function (r = -.400, lower stroke severity (r = .360, and less time since stroke occurrence (r=.311 were moderately associated with increased magnitude of off-line motor learning. Conclusion: This study is the first study to provide insight into which sleep stages and individual characteristics may be associated with off-line learning in people with stroke. Future work should continue to understand which factors or combination of factors promote off-line motor learning in people with neurologic injury to best promote motor recovery in

Thermoluminescence glow-curve deconvolution functions for mixed order of kinetics and continuous trap distribution

International Nuclear Information System (INIS)

Kitis, G.; Gomez-Ros, J.M.

2000-01-01

New glow-curve deconvolution functions are proposed for mixed order of kinetics and for continuous-trap distribution. The only free parameters of the presented glow-curve deconvolution functions are the maximum peak intensity (I m ) and the maximum peak temperature (T m ), which can be estimated experimentally together with the activation energy (E). The other free parameter is the activation energy range (ΔE) for the case of the continuous-trap distribution or a constant α for the case of mixed-order kinetics

Studying Implementation within a Continuous Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?

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Tichnor-Wagner, Ariel; Allen, Danielle; Socol, Allison Rose; Cohen-Vogel, Lora; Rutledge, Stacey A.; Xing, Qi W.

2018-01-01

Background/Context: This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social-Emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model. The model emphasized a top-and-bottom process in which…

Development of a Computer-aided Learning System for Graphical Analysis of Continuous-Time Control Systems

Directory of Open Access Journals (Sweden)

J. F. Opadiji

2010-06-01

Full Text Available We present the development and deployment process of a computer-aided learning tool which serves as a training aid for undergraduate control engineering courses. We show the process of algorithm construction and implementation of the software which is also aimed at teaching software development at undergraduate level. The scope of this project is limited to graphical analysis of continuous-time control systems.

Learning Experiences and Gains from Continuing Professional Education and Their Applicability to Work for Japanese Government Officials

Science.gov (United States)

Noda, Ayaka; Kim, Mikyong Minsun

2014-01-01

This study aims to understand the perceived learning experiences and gains for Japanese government officials from US and Japanese graduate and professional schools, and how applicable their continuing professional education (CPE) is to professional performance. Interview participants were drawn from long-term overseas and domestic fellowship…

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

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Jia, Zi-Jun; Song, Yong-Duan

2017-06-01

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

СREATION OF CORRELATION FUNCTIONS OF LINEAR CONTINUOUS SYSTEMS BASED ON THEIR FUNDAMENTAL MATRICES

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N. A. Vunder

2015-11-01

Full Text Available The paper presents a method of creating correlation matrices and functions of the state vectors and outputs of the linear continuous systems functioning under the conditions of stochastic stationary, in a broad sense, effects. Fundamental matrices form the basis of the method. We have shown that for the linear continuous systems with single dimensional input and single dimensional output the correlation output function of such system can be found as the free movement of this system generated by its initial state. This state is constructed from the variance matrix of the state vector and the transposed output matrix. We have elucidated that when a continuous system belongs to a class of multi-dimensional input – multi-dimensional output systems, the following options are available for solving the problem of creation of the correlation function of a linear system. The first option is to partition the system into separate channels. Then the approach developed for systems with onedimensional input and one-dimensional output is applied to each of the separate channels. The second option is used to preserve the vector nature of the stochastic external influence. It consists in partition of output vector to scalar components by separating output matrix into separate rows with subsequent formation of the correlation function according to the scheme for single dimensional input and single dimensional output type systems. The third option is based on the scalarization of matrix correlation output function by applying the singular value decomposition to it. That gives the possibility to form scalar majorant and minorant of correlation output functions. We have established that a key component of a computational procedure of creating the correlation function of continuous linear system is a variance matrix of the system state vector. In the case of functioning under an exogenous stochastic effect like "white noise" the variance matrix is calculated by

Virtual water maze learning in human increases functional connectivity between posterior hippocampus and dorsal caudate.

Science.gov (United States)

Woolley, Daniel G; Mantini, Dante; Coxon, James P; D'Hooge, Rudi; Swinnen, Stephan P; Wenderoth, Nicole

2015-04-01

Recent work has demonstrated that functional connectivity between remote brain regions can be modulated by task learning or the performance of an already well-learned task. Here, we investigated the extent to which initial learning and stable performance of a spatial navigation task modulates functional connectivity between subregions of hippocampus and striatum. Subjects actively navigated through a virtual water maze environment and used visual cues to learn the position of a fixed spatial location. Resting-state functional magnetic resonance imaging scans were collected before and after virtual water maze navigation in two scan sessions conducted 1 week apart, with a behavior-only training session in between. There was a large significant reduction in the time taken to intercept the target location during scan session 1 and a small significant reduction during the behavior-only training session. No further reduction was observed during scan session 2. This indicates that scan session 1 represented initial learning and scan session 2 represented stable performance. We observed an increase in functional connectivity between left posterior hippocampus and left dorsal caudate that was specific to scan session 1. Importantly, the magnitude of the increase in functional connectivity was correlated with offline gains in task performance. Our findings suggest cooperative interaction occurs between posterior hippocampus and dorsal caudate during awake rest following the initial phase of spatial navigation learning. Furthermore, we speculate that the increase in functional connectivity observed during awake rest after initial learning might reflect consolidation-related processing. © 2014 Wiley Periodicals, Inc.

On rarely generalized regular fuzzy continuous functions in fuzzy topological spaces

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Appachi Vadivel

2016-11-01

Full Text Available In this paper, we introduce the concept of rarely generalized regular fuzzy continuous functions in the sense of A.P. Sostak's and Ramadan is introduced. Some interesting properties and characterizations of them are investigated. Also, some applications to fuzzy compact spaces are established.

Integral reinforcement learning for continuous-time input-affine nonlinear systems with simultaneous invariant explorations.

Science.gov (United States)

Lee, Jae Young; Park, Jin Bae; Choi, Yoon Ho

2015-05-01

This paper focuses on a class of reinforcement learning (RL) algorithms, named integral RL (I-RL), that solve continuous-time (CT) nonlinear optimal control problems with input-affine system dynamics. First, we extend the concepts of exploration, integral temporal difference, and invariant admissibility to the target CT nonlinear system that is governed by a control policy plus a probing signal called an exploration. Then, we show input-to-state stability (ISS) and invariant admissibility of the closed-loop systems with the policies generated by integral policy iteration (I-PI) or invariantly admissible PI (IA-PI) method. Based on these, three online I-RL algorithms named explorized I-PI and integral Q -learning I, II are proposed, all of which generate the same convergent sequences as I-PI and IA-PI under the required excitation condition on the exploration. All the proposed methods are partially or completely model free, and can simultaneously explore the state space in a stable manner during the online learning processes. ISS, invariant admissibility, and convergence properties of the proposed methods are also investigated, and related with these, we show the design principles of the exploration for safe learning. Neural-network-based implementation methods for the proposed schemes are also presented in this paper. Finally, several numerical simulations are carried out to verify the effectiveness of the proposed methods.

Interactive Preference Learning of Utility Functions for Multi-Objective Optimization

OpenAIRE

Dewancker, Ian; McCourt, Michael; Ainsworth, Samuel

2016-01-01

Real-world engineering systems are typically compared and contrasted using multiple metrics. For practical machine learning systems, performance tuning is often more nuanced than minimizing a single expected loss objective, and it may be more realistically discussed as a multi-objective optimization problem. We propose a novel generative model for scalar-valued utility functions to capture human preferences in a multi-objective optimization setting. We also outline an interactive active learn...

Diffusion trajectory of self-propagating innovations interacting with institutions-incorporation of multi-factors learning function to model PV diffusion in Japan

International Nuclear Information System (INIS)

Nagamatsu, Akira; Watanabe, Chihiro; Shum, Kwok L.

2006-01-01

This paper first proposes a modeling framework to study diffusion of innovations which exhibit strong interaction with the institution systems across which they diffuse. A unique character of such generic innovation is that specific applications are continually developed during its diffusion. This self-propagation in continual applications generation, which is dependent upon the cumulative installed base of the technological innovation, can be modeled to lead to a dynamic changing carrying capacity in an otherwise simple logistic diffusion curve. The cumulative installed base is dependent upon the price of technology and the cost learning dynamics. This paper utilizes a multi-factors learning function to represent such learning dynamics. Empirical estimates from our model are compared with those from other logistics curve formulations and are shown to better fit the annual PV production data during the past quarter century in the case of Japan. The very fact that the potential of this class of innovation can be leveraged only if it interacts closely with the institution highlights the importance of institutional determinants of adoption and diffusion of such innovations like PV. We therefore attempt to put forward an institutional framework, based on viewing PV as a technology platform, to consider PV diffusion beyond mathematical and empirical modeling. Some future research directions are also proposed. (author)

Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals.

Science.gov (United States)

Scott, Karen M; Baur, Louise; Barrett, Jenny

2017-01-01

Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.

The effect of learning on the function of monkey extrastriate visual cortex.

Directory of Open Access Journals (Sweden)

Gregor Rainer

2004-02-01

Full Text Available One of the most remarkable capabilities of the adult brain is its ability to learn and continuously adapt to an ever-changing environment. While many studies have documented how learning improves the perception and identification of visual stimuli, relatively little is known about how it modifies the underlying neural mechanisms. We trained monkeys to identify natural images that were degraded by interpolation with visual noise. We found that learning led to an improvement in monkeys' ability to identify these indeterminate visual stimuli. We link this behavioral improvement to a learning-dependent increase in the amount of information communicated by V4 neurons. This increase was mediated by a specific enhancement in neural activity. Our results reveal a mechanism by which learning increases the amount of information that V4 neurons are able to extract from the visual environment. This suggests that V4 plays a key role in resolving indeterminate visual inputs by coordinated interaction between bottom-up and top-down processing streams.

Heterogeneity in Perceptual Category Learning by High Functioning Children with Autism Spectrum Disorder

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Eduardo eMercado

2015-06-01

Full Text Available Previous research suggests that high functioning children with Autism Spectrum Disorder (ASD sometimes have problems learning categories, but often appear to perform normally in categorization tasks. The deficits that individuals with ASD show when learning categories have been attributed to executive dysfunction, general deficits in implicit learning, atypical cognitive strategies, or abnormal perceptual biases and abilities. Several of these psychological explanations for category learning deficits have been associated with neural abnormalities such as cortical underconnectivity. The present study evaluated how well existing neurally-based theories account for atypical perceptual category learning shown by high functioning children with ASD across multiple category learning tasks involving novel, abstract shapes. Consistent with earlier results, children’s performances revealed two distinct patterns of learning and generalization associated with ASD: one was indistinguishable from performance in typically developing children; the other revealed dramatic impairments. These two patterns were evident regardless of training regimen or stimulus set. Surprisingly, some children with ASD showed both patterns. Simulations of perceptual category learning could account for the two observed patterns in terms of differences in neural plasticity. However, no current psychological or neural theory adequately explains why a child with ASD might show such large fluctuations in category learning ability across training conditions or stimulus sets.

The Role of Self-Determination Theory in Explaining Teachers' Motivation to Continue to Use E-Learning Technology

Science.gov (United States)

Sorebo, Oystein; Halvari, Hallgier; Gulli, Vebjorn Flaata; Kristiansen, Roar

2009-01-01

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers' utilization of e-learning technology in connection with on-site courses. In the proposed model teachers' extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic…

The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

Science.gov (United States)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

A fast and accurate online sequential learning algorithm for feedforward networks.

Science.gov (United States)

Liang, Nan-Ying; Huang, Guang-Bin; Saratchandran, P; Sundararajan, N

2006-11-01

In this paper, we develop an online sequential learning algorithm for single hidden layer feedforward networks (SLFNs) with additive or radial basis function (RBF) hidden nodes in a unified framework. The algorithm is referred to as online sequential extreme learning machine (OS-ELM) and can learn data one-by-one or chunk-by-chunk (a block of data) with fixed or varying chunk size. The activation functions for additive nodes in OS-ELM can be any bounded nonconstant piecewise continuous functions and the activation functions for RBF nodes can be any integrable piecewise continuous functions. In OS-ELM, the parameters of hidden nodes (the input weights and biases of additive nodes or the centers and impact factors of RBF nodes) are randomly selected and the output weights are analytically determined based on the sequentially arriving data. The algorithm uses the ideas of ELM of Huang et al. developed for batch learning which has been shown to be extremely fast with generalization performance better than other batch training methods. Apart from selecting the number of hidden nodes, no other control parameters have to be manually chosen. Detailed performance comparison of OS-ELM is done with other popular sequential learning algorithms on benchmark problems drawn from the regression, classification and time series prediction areas. The results show that the OS-ELM is faster than the other sequential algorithms and produces better generalization performance.

Fast Back-Propagation Learning Using Steep Activation Functions and Automatic Weight

Science.gov (United States)

Tai-Hoon Cho; Richard W. Conners; Philip A. Araman

1992-01-01

In this paper, several back-propagation (BP) learning speed-up algorithms that employ the ãgainä parameter, i.e., steepness of the activation function, are examined. Simulations will show that increasing the gain seemingly increases the speed of convergence and that these algorithms can converge faster than the standard BP learning algorithm on some problems. However,...

Multi-Site Diagnostic Classification of Schizophrenia Using Discriminant Deep Learning with Functional Connectivity MRI

Directory of Open Access Journals (Sweden)

Ling-Li Zeng

2018-04-01

Full Text Available Background: A lack of a sufficiently large sample at single sites causes poor generalizability in automatic diagnosis classification of heterogeneous psychiatric disorders such as schizophrenia based on brain imaging scans. Advanced deep learning methods may be capable of learning subtle hidden patterns from high dimensional imaging data, overcome potential site-related variation, and achieve reproducible cross-site classification. However, deep learning-based cross-site transfer classification, despite less imaging site-specificity and more generalizability of diagnostic models, has not been investigated in schizophrenia. Methods: A large multi-site functional MRI sample (n = 734, including 357 schizophrenic patients from seven imaging resources was collected, and a deep discriminant autoencoder network, aimed at learning imaging site-shared functional connectivity features, was developed to discriminate schizophrenic individuals from healthy controls. Findings: Accuracies of approximately 85·0% and 81·0% were obtained in multi-site pooling classification and leave-site-out transfer classification, respectively. The learned functional connectivity features revealed dysregulation of the cortical-striatal-cerebellar circuit in schizophrenia, and the most discriminating functional connections were primarily located within and across the default, salience, and control networks. Interpretation: The findings imply that dysfunctional integration of the cortical-striatal-cerebellar circuit across the default, salience, and control networks may play an important role in the “disconnectivity” model underlying the pathophysiology of schizophrenia. The proposed discriminant deep learning method may be capable of learning reliable connectome patterns and help in understanding the pathophysiology and achieving accurate prediction of schizophrenia across multiple independent imaging sites. Keywords: Schizophrenia, Deep learning, Connectome, f

Taking the brakes off the learning curve.

Science.gov (United States)

Gheysen, Freja; Lasne, Gabriel; Pélégrini-Issac, Mélanie; Albouy, Genevieve; Meunier, Sabine; Benali, Habib; Doyon, Julien; Popa, Traian

2017-03-01

Motor learning is characterized by patterns of cerebello-striato-cortical activations shifting in time, yet the early dynamic and function of these activations remains unclear. Five groups of subjects underwent either continuous or intermittent theta-burst stimulation of one cerebellar hemisphere, or no stimulation just before learning a new motor sequence during fMRI scanning. We identified three phases during initial learning: one rapid, one slow, and one quasi-asymptotic performance phase. These phases were not changed by left cerebellar stimulation. Right cerebellar inhibition, however, accelerated learning and enhanced brain activation in critical motor learning-related areas during the first phase, continuing with reduced brain activation but high-performance in late phase. Right cerebellar excitation did not affect the early learning process, but slowed learning significantly in late phase, along with increased brain activation. We conclude that the right cerebellum is a key factor coordinating other neuronal loops in the early acquisition of an explicit motor sequential skill. Hum Brain Mapp 38:1676-1691, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Intrinsic Functional Connectivity in the Adult Brain and Success in Second-Language Learning.

Science.gov (United States)

Chai, Xiaoqian J; Berken, Jonathan A; Barbeau, Elise B; Soles, Jennika; Callahan, Megan; Chen, Jen-Kai; Klein, Denise

2016-01-20

There is considerable variability in an individual's ability to acquire a second language (L2) during adulthood. Using resting-state fMRI data acquired before training in English speakers who underwent a 12 week intensive French immersion training course, we investigated whether individual differences in intrinsic resting-state functional connectivity relate to a person's ability to acquire an L2. We focused on two key aspects of language processing--lexical retrieval in spontaneous speech and reading speed--and computed whole-brain functional connectivity from two regions of interest in the language network, namely the left anterior insula/frontal operculum (AI/FO) and the visual word form area (VWFA). Connectivity between the left AI/FO and left posterior superior temporal gyrus (STG) and between the left AI/FO and dorsal anterior cingulate cortex correlated positively with improvement in L2 lexical retrieval in spontaneous speech. Connectivity between the VWFA and left mid-STG correlated positively with improvement in L2 reading speed. These findings are consistent with the different language functions subserved by subcomponents of the language network and suggest that the human capacity to learn an L2 can be predicted by an individual's intrinsic functional connectivity within the language network. Significance statement: There is considerable variability in second-language learning abilities during adulthood. We investigated whether individual differences in intrinsic functional connectivity in the adult brain relate to success in second-language learning, using resting-state functional magnetic resonance imaging in English speakers who underwent a 12 week intensive French immersion training course. We found that pretraining functional connectivity within two different language subnetworks correlated strongly with learning outcome in two different language skills: lexical retrieval in spontaneous speech and reading speed. Our results suggest that the human

Functional Connectivity Changes in Second Language Vocabulary Learning

Science.gov (United States)

Saidi, Ladan Ghazi; Perlbarg, Vincent; Marrelec, Guillaume; Pelegrini-Issac, Melani; Benali, Habib; Ansaldo, Ana-Ines

2013-01-01

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec,…

Teachers' Understanding of the Role of Executive Functions in Mathematics Learning.

Science.gov (United States)

Gilmore, Camilla; Cragg, Lucy

2014-09-01

Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term "executive functions." This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers.

INCREASES IN FUNCTIONAL CONNECTIVITY BETWEEN PREFRONTAL CORTEX AND STRIATUM DURING CATEGORY LEARNING

Science.gov (United States)

Antzoulatos, Evan G.; Miller, Earl K.

2014-01-01

SUMMARY Functional connectivity between the prefrontal cortex (PFC) and striatum (STR) is thought critical for cognition, and has been linked to conditions like autism and schizophrenia. We recorded from multiple electrodes in PFC and STR while monkeys acquired new categories. Category learning was accompanied by an increase in beta-band synchronization of LFPs between, but not within, the PFC and STR. After learning, different pairs of PFC-STR electrodes showed stronger synchrony for one or the other category, suggesting category-specific functional circuits. This category-specific synchrony was also seen between PFC spikes and STR LFPs, but not the reverse, reflecting the direct monosynaptic connections from the PFC to STR. However, causal connectivity analyses suggested that the polysynaptic connections from STR to the PFC exerted a stronger overall influence. This supports models positing that the basal ganglia “train” the PFC. Category learning may depend on the formation of functional circuits between the PFC and STR. PMID:24930701

Students' views of cooperative learning and group testing.

Science.gov (United States)

Hicks, Jay

2007-01-01

Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

Watt-Level Continuous-Wave Emission from a Bi-Functional Quantum Cascade Laser/Detector

Science.gov (United States)

2017-04-18

cally authorized by the U.S. Government may violate any copyrights that exist in this work. Watt-level continuous- wave emission from a bi- functional ... wave bi- functional devices, opens the perspective of on-chip dual comb spectroscopy. Also for discrete sens- ing setups, one can switch to lasers...seas.harvard.edu Abstract Bi- functional active regions, capable of light generation and detection at the same wavelength, allow a straightforward realization of

Architecting Learning Continuities for Families Across Informal Science Experiences

Science.gov (United States)

Perin, Suzanne Marie

By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

Advancing Continuous Predictive Analytics Monitoring: Moving from Implementation to Clinical Action in a Learning Health System.

Science.gov (United States)

Keim-Malpass, Jessica; Kitzmiller, Rebecca R; Skeeles-Worley, Angela; Lindberg, Curt; Clark, Matthew T; Tai, Robert; Calland, James Forrest; Sullivan, Kevin; Randall Moorman, J; Anderson, Ruth A

2018-06-01

In the intensive care unit, clinicians monitor a diverse array of data inputs to detect early signs of impending clinical demise or improvement. Continuous predictive analytics monitoring synthesizes data from a variety of inputs into a risk estimate that clinicians can observe in a streaming environment. For this to be useful, clinicians must engage with the data in a way that makes sense for their clinical workflow in the context of a learning health system (LHS). This article describes the processes needed to evoke clinical action after initiation of continuous predictive analytics monitoring in an LHS. Copyright © 2018 Elsevier Inc. All rights reserved.

Meeting the challenge of continuing education with eLearning.

Science.gov (United States)

Levesque, David R; Kelly, Gina

2002-01-01

For many of us, the concept of "e" anything invokes a sense of skepticism and even dread. However, the Web and all it has to offer is certainly an integral part of modern life and, once reconciled, offers great opportunities for commerce and knowledge building. One particular area of promise is that of online learning or "eLearning" as it is referred to in the literature. Particularly for sonographers and technologists, the ability to travel to seminars and conferences on hospital budgets and time is a distant memory. Conversely, the pressure to stay current with CE requirements is greater than ever. With the growing phenomena of accreditation and the use of that as standard for quality care, these staff members are under more pressure than ever to maintain their certification. There is also the issue of accountability. What is being done to track employee training and assist in on-going development? How do we know that the program was appropriate for that particular employee and that an adequate ROI was achieved from a learning perspective? With eLearning, the opportunity to track the employee's progress, scores and areas of interest are possible. This can assist the administrator in "managing" the learning within the group and taking an active role in the development of the staff. The ultimate eLearning experience provides the right content at the right time. It motivates people to learn and apply their knowledge and skills to improve their individual and organizational performance. This is achieved by providing learners with easy and immediate access to the content. The design elements of the site should include a friendly format that facilitates easy navigation through the content. Other helpful features are: book-marking that allows the student to return to the last page studied, interactivity, visualization technologies, and feedback throughout the learning experience. The opportunities for the utilization of eLearning in the global medical community are

The Use of System Thinking Concepts in Order to Assure Continuous Improvement of Project Based Learning Courses

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Arantes do Amaral, Joao Alberto; Gonçalves, Paulo

2015-01-01

This case study describes a continuous improvement experience, conducted from 2002 to 2014 in Sao Paulo, Brazil, within 47 Project-Based Learning MBA courses, involving approximately 1,400 students. The experience report will focus on four themes: (1) understanding the main dynamics present in MBA courses; (2) planning a systemic intervention in…

Optimal Control via Reinforcement Learning with Symbolic Policy Approximation

NARCIS (Netherlands)

Kubalìk, Jiřì; Alibekov, Eduard; Babuska, R.; Dochain, Denis; Henrion, Didier; Peaucelle, Dimitri

2017-01-01

Model-based reinforcement learning (RL) algorithms can be used to derive optimal control laws for nonlinear dynamic systems. With continuous-valued state and input variables, RL algorithms have to rely on function approximators to represent the value function and policy mappings. This paper

Working Memory Functioning in Children with Learning Disorders and Specific Language Impairment

Science.gov (United States)

Schuchardt, Kirsten; Bockmann, Ann-Katrin; Bornemann, Galina; Maehler, Claudia

2013-01-01

Purpose: On the basis of Baddeley's working memory model (1986), we examined working memory functioning in children with learning disorders with and without specific language impairment (SLI). We pursued the question whether children with learning disorders exhibit similar working memory deficits as children with additional SLI. Method: In…

Learning of serial digits leads to frontal activation in functional MR imaging.

Science.gov (United States)

Karakaş, Hakki Muammer; Karakaş, Sirel

2006-03-01

Clinical studies have shown that performance on the serial digit learning test (SDLT) is dependent upon the mesial temporal lobes, which are responsible for learning and its consolidation. However, an effective SDLT performance is also dependent upon sequencing, temporal ordering, and the utilization of mnemonic strategies. All of these processes are among the functions of the frontal lobes; in spite of this, the relationship between SDLT performance and the frontal lobes has not been demonstrated with previously used mapping techniques. The aim of this study was to investigate the areas of the brain that are activated by SDLT performance. Ten healthy, right handed volunteers (mean age, 20.1 years; SD: 3.3) who had 12 years of education were studied with a 1.0 T MR imaging scanner. BOLD (blood oxygen level dependent) contrast and a modified SDLT were used. Activated loci were automatically mapped using a proportional grid. In learning, the most consistent activation was observed in B-a-7 of the right (80%) and the left hemispheres (50%). In recall, the most consistent activation was observed in B-a-7 of the right hemisphere (60%). Activations were observed in 2.5+/-0.97 Talairach volumes in learning, whereas they encompassed 1.7+/-0.95 volumes in recall. The difference between both phases (learning and recall) regarding total activated volume was significant (p SDLT performance was not related to learning or to recall, but to a function that is common to both of these cognitive processes. A candidate for this common factor may be the executive functions, which also include serial position processing and temporal ordering.

Bilingualism and age are continuous variables that influence executive function.

Science.gov (United States)

Incera, Sara; McLennan, Conor T

2018-05-01

We analyzed the effects of bilingualism and age on executive function. We examined these variables along a continuum, as opposed to dichotomizing them. We investigated the impact that bilingualism and age have on two measures of executive control (Stroop and Flanker). The mouse-tracking paradigm allowed us to examine the continuous dynamics of the responses as participants completed each trial. First, we found that the Stroop effect was reduced with younger age and higher levels of bilingualism; however, no Bilingualism by Age interaction emerged. Second, after controlling for baseline, the Flanker effect was not influenced by bilingualism or age. These results support the notion that bilingualism is one way of enhancing some aspects of executive function - specifically those related to the Stroop task - across the adult life span. In sum, different levels of bilingualism, and different ages, result in varying degrees of executive function as measured by the Stroop task.

Teachers' Understanding of the Role of Executive Functions in Mathematics Learning

Science.gov (United States)

Gilmore, Camilla; Cragg, Lucy

2014-01-01

Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term “executive functions.” This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers. PMID:25674156

Business continuity

International Nuclear Information System (INIS)

Breunhoelder, Gert

2002-01-01

This presentation deals with the following keypoints: Information Technology (IT) Business Continuity and Recovery essential for any business; lessons learned after Sept. 11 event; Detailed planning, redundancy and testing being the key elements for probability estimation of disasters

An Extreme Learning Machine Based on the Mixed Kernel Function of Triangular Kernel and Generalized Hermite Dirichlet Kernel

Directory of Open Access Journals (Sweden)

Senyue Zhang

2016-01-01

Full Text Available According to the characteristics that the kernel function of extreme learning machine (ELM and its performance have a strong correlation, a novel extreme learning machine based on a generalized triangle Hermitian kernel function was proposed in this paper. First, the generalized triangle Hermitian kernel function was constructed by using the product of triangular kernel and generalized Hermite Dirichlet kernel, and the proposed kernel function was proved as a valid kernel function of extreme learning machine. Then, the learning methodology of the extreme learning machine based on the proposed kernel function was presented. The biggest advantage of the proposed kernel is its kernel parameter values only chosen in the natural numbers, which thus can greatly shorten the computational time of parameter optimization and retain more of its sample data structure information. Experiments were performed on a number of binary classification, multiclassification, and regression datasets from the UCI benchmark repository. The experiment results demonstrated that the robustness and generalization performance of the proposed method are outperformed compared to other extreme learning machines with different kernels. Furthermore, the learning speed of proposed method is faster than support vector machine (SVM methods.

Study of N-13 decay on time using continuous kinetic function method

International Nuclear Information System (INIS)

Tran Dai Nghiep; Vu Hoang Lam; Nguyen Ngoc Son; Nguyen Duc Thanh

1993-01-01

The decay function from radioisotope 13 N formed in the reaction 14 N(γ,n) 13 N was registered by high resolution gamma spectrometer in multiscanning mode with gamma energy 511 keV. The experimental data was processed by common and kinetic function method. The continuous comparison of the decay function on time permits to determinate possible deviation from purely exponential decay curve. The results were described by several decay theories. The degrees of corresponding between theories and experiment were evaluated by goodness factor. A complex type of decay was considered. (author). 9 refs, 2 tabs, 6 figs

Multi-Site Diagnostic Classification of Schizophrenia Using Discriminant Deep Learning with Functional Connectivity MRI.

Science.gov (United States)

Zeng, Ling-Li; Wang, Huaning; Hu, Panpan; Yang, Bo; Pu, Weidan; Shen, Hui; Chen, Xingui; Liu, Zhening; Yin, Hong; Tan, Qingrong; Wang, Kai; Hu, Dewen

2018-04-01

A lack of a sufficiently large sample at single sites causes poor generalizability in automatic diagnosis classification of heterogeneous psychiatric disorders such as schizophrenia based on brain imaging scans. Advanced deep learning methods may be capable of learning subtle hidden patterns from high dimensional imaging data, overcome potential site-related variation, and achieve reproducible cross-site classification. However, deep learning-based cross-site transfer classification, despite less imaging site-specificity and more generalizability of diagnostic models, has not been investigated in schizophrenia. A large multi-site functional MRI sample (n = 734, including 357 schizophrenic patients from seven imaging resources) was collected, and a deep discriminant autoencoder network, aimed at learning imaging site-shared functional connectivity features, was developed to discriminate schizophrenic individuals from healthy controls. Accuracies of approximately 85·0% and 81·0% were obtained in multi-site pooling classification and leave-site-out transfer classification, respectively. The learned functional connectivity features revealed dysregulation of the cortical-striatal-cerebellar circuit in schizophrenia, and the most discriminating functional connections were primarily located within and across the default, salience, and control networks. The findings imply that dysfunctional integration of the cortical-striatal-cerebellar circuit across the default, salience, and control networks may play an important role in the "disconnectivity" model underlying the pathophysiology of schizophrenia. The proposed discriminant deep learning method may be capable of learning reliable connectome patterns and help in understanding the pathophysiology and achieving accurate prediction of schizophrenia across multiple independent imaging sites. Copyright © 2018 German Center for Neurodegenerative Diseases (DZNE). Published by Elsevier B.V. All rights reserved.

Promoting Continuous Quality Improvement in the Alabama Child Health Improvement Alliance Through Q-Sort Methodology and Learning Collaboratives.

Science.gov (United States)

Fifolt, Matthew; Preskitt, Julie; Rucks, Andrew; Corvey, Kathryn; Benton, Elizabeth Cason

Q-sort methodology is an underutilized tool for differentiating among multiple priority measures. The authors describe steps to identify, delimit, and sort potential health measures and use selected priority measures to establish an overall agenda for continuous quality improvement (CQI) activities within learning collaboratives. Through an iterative process, the authors vetted a list of potential child and adolescent health measures. Multiple stakeholders, including payers, direct care providers, and organizational representatives sorted and prioritized measures, using Q-methodology. Q-methodology provided the Alabama Child Health Improvement Alliance (ACHIA) an objective and rigorous approach to system improvement. Selected priority measures were used to design learning collaboratives. An open dialogue among stakeholders about state health priorities spurred greater organizational buy-in for ACHIA and increased its credibility as a statewide provider of learning collaboratives. The integrated processes of Q-sort methodology, learning collaboratives, and CQI offer a practical yet innovative way to identify and prioritize state measures for child and adolescent health and establish a learning agenda for targeted quality improvement activities.

Information technology and its role in anaesthesia training and continuing medical education.

Science.gov (United States)

Chu, Larry F; Erlendson, Matthew J; Sun, John S; Clemenson, Anna M; Martin, Paul; Eng, Reuben L

2012-03-01

Today's educators are faced with substantial challenges in the use of information technology for anaesthesia training and continuing medical education. Millennial learners have uniquely different learning styles than previous generations of students. These preferences distinctly incorporate the use of digital information technologies and social technologies to support learning. To be effective teachers, modern educators must be familiar with these new information technologies and understand how to use them for medical education. Examples of new information technologies include learning management systems, lecture capture, social media (YouTube, Flickr), social networking (Facebook), Web 2.0, multimedia (video learning triggers and point-of-view video) and mobile computing applications. The information technology challenges for educators in the twenty-first century include: (a) understanding how technology shapes the learning preferences of today's anaesthesia residents, (b) distinguishing between the function and properties of new learning technologies and (c) properly using these learning technologies to enhance the anaesthesia curriculum. Copyright © 2012 Elsevier Ltd. All rights reserved.

The enemy within: propagation of aberrant corticostriatal learning to cortical function in Parkinson's disease

Directory of Open Access Journals (Sweden)

Jeff A Beeler

2013-09-01

Full Text Available Motor dysfunction in Parkinson’s disease is believed to arise primarily from pathophysiology in the dorsal striatum and its related corticostriatal and thalamostriatal circuits during progressive dopamine denervation. One function of these circuits is to provide a filter that selectively facilitates or inhibits cortical activity to optimize cortical processing, making motor responses rapid and efficient. Corticostriatal synaptic plasticity mediates the learning that underlies this performance-optimizing filter. Under dopamine denervation, corticostriatal plasticity is altered, resulting in aberrant learning that induces inappropriate basal ganglia filtering that impedes rather than optimizes cortical processing. Human imaging suggests that increased cortical activity may compensate for striatal dysfunction in PD patients. In this Perspective article, we consider how aberrant learning at corticostriatal synapses may impair cortical processing and learning and undermine potential cortical compensatory mechanisms. Blocking or remediating aberrant corticostriatal plasticity may protect cortical function and support cortical compensatory mechanisms mitigating the functional decline associated with progressive dopamine denervation.

Continuous flow photocyclization of stilbenes – scalable synthesis of functionalized phenanthrenes and helicenes

Directory of Open Access Journals (Sweden)

Quentin Lefebvre

2013-09-01

Full Text Available A continuous flow oxidative photocyclization of stilbene derivatives has been developed which allows the scalable synthesis of backbone functionalized phenanthrenes and helicenes of various sizes in good yields.

Problem-based learning and the workplace: do dental hygienists in Hong Kong continue to use the skills acquired in their studies?

Science.gov (United States)

Cheng, Brenda Siu Shan

2009-08-01

Problem-based learning (PBL) has been implemented in the dental hygiene program at the University of Hong Kong since 2001, but research is lacking to address the level of retention in the workplace. The purpose of this study was to explore whether dental hygienists continue to use their PBL skills and how well those skills are being applied in the workplace. A total of eighteen dental hygienists from the 2006 program were invited to participate in this study. A survey was conducted and follow-up group interviews carried out in 2008. The results revealed that dental hygienists continue to use the PBL skills of communication with the patient, patient education, and independent learning, but seldom use dental knowledge, teamwork, and communication with colleagues. Critical thinking, self-evaluation, and lifelong learning skills showed contradictory results. Besides, stressors under individual work environments, including certain Chinese cultural values, affect the way in which dental hygienists utilize PBL skills. This study concludes that the PBL approach is a worthwhile learning process for dental hygiene. However, many different variables affect the effectiveness of applying PBL skills after academic training, especially under the influence of Chinese culture in Hong Kong.

STRUCTURAL AND FUNCTIONAL MODEL OF CLOUD ORIENTED LEARNING ENVIRONMENT FOR BACHELORS OF INFORMATICS TRAINING

Directory of Open Access Journals (Sweden)

Tetiana A. Vakaliuk

2017-06-01

Full Text Available The article summarizes the essence of the category "model". There are presented the main types of models used in educational research: structural, functional, structural and functional model as well as basic requirements for building these types of models. The national experience in building models and designing cloud-based learning environment of educational institutions (both higher and secondary is analyzed. It is presented structural and functional model of cloud-based learning environment for Bachelor of Informatics. Also we describe each component of cloud-based learning environment model for bachelors of informatics training: target, managerial, organizational, content and methodical, communication, technological and productive. It is summarized, that COLE should solve all major tasks that relate to higher education institutions.

The Role of Perceived User-Interface Design in Continued Usage Intention of Self-Paced E-Learning Tools

Science.gov (United States)

Cho, Vincent; Cheng, T. C. Edwin; Lai, W. M. Jennifer

2009-01-01

While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two…

Inductive learning of thyroid functional states using the ID3 algorithm. The effect of poor examples on the learning result.

Science.gov (United States)

Forsström, J

1992-01-01

The ID3 algorithm for inductive learning was tested using preclassified material for patients suspected to have a thyroid illness. Classification followed a rule-based expert system for the diagnosis of thyroid function. Thus, the knowledge to be learned was limited to the rules existing in the knowledge base of that expert system. The learning capability of the ID3 algorithm was tested with an unselected learning material (with some inherent missing data) and with a selected learning material (no missing data). The selected learning material was a subgroup which formed a part of the unselected learning material. When the number of learning cases was increased, the accuracy of the program improved. When the learning material was large enough, an increase in the learning material did not improve the results further. A better learning result was achieved with the selected learning material not including missing data as compared to unselected learning material. With this material we demonstrate a weakness in the ID3 algorithm: it can not find available information from good example cases if we add poor examples to the data.

Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

Science.gov (United States)

Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

2017-01-01

Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

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

DEFF Research Database (Denmark)

Sidebotham, Mary; Dalsgaard, Annette; Davis, Deborah

2015-01-01

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

Functional Contour-following via Haptic Perception and Reinforcement Learning.

Science.gov (United States)

Hellman, Randall B; Tekin, Cem; van der Schaar, Mihaela; Santos, Veronica J

2018-01-01

Many tasks involve the fine manipulation of objects despite limited visual feedback. In such scenarios, tactile and proprioceptive feedback can be leveraged for task completion. We present an approach for real-time haptic perception and decision-making for a haptics-driven, functional contour-following task: the closure of a ziplock bag. This task is challenging for robots because the bag is deformable, transparent, and visually occluded by artificial fingertip sensors that are also compliant. A deep neural net classifier was trained to estimate the state of a zipper within a robot's pinch grasp. A Contextual Multi-Armed Bandit (C-MAB) reinforcement learning algorithm was implemented to maximize cumulative rewards by balancing exploration versus exploitation of the state-action space. The C-MAB learner outperformed a benchmark Q-learner by more efficiently exploring the state-action space while learning a hard-to-code task. The learned C-MAB policy was tested with novel ziplock bag scenarios and contours (wire, rope). Importantly, this work contributes to the development of reinforcement learning approaches that account for limited resources such as hardware life and researcher time. As robots are used to perform complex, physically interactive tasks in unstructured or unmodeled environments, it becomes important to develop methods that enable efficient and effective learning with physical testbeds.

Increased sensitivity to age-related differences in brain functional connectivity during continuous multiple object tracking compared to resting-state.

Science.gov (United States)

Dørum, Erlend S; Kaufmann, Tobias; Alnæs, Dag; Andreassen, Ole A; Richard, Geneviève; Kolskår, Knut K; Nordvik, Jan Egil; Westlye, Lars T

2017-03-01

Age-related differences in cognitive agility vary greatly between individuals and cognitive functions. This heterogeneity is partly mirrored in individual differences in brain network connectivity as revealed using resting-state functional magnetic resonance imaging (fMRI), suggesting potential imaging biomarkers for age-related cognitive decline. However, although convenient in its simplicity, the resting state is essentially an unconstrained paradigm with minimal experimental control. Here, based on the conception that the magnitude and characteristics of age-related differences in brain connectivity is dependent on cognitive context and effort, we tested the hypothesis that experimentally increasing cognitive load boosts the sensitivity to age and changes the discriminative network configurations. To this end, we obtained fMRI data from younger (n=25, mean age 24.16±5.11) and older (n=22, mean age 65.09±7.53) healthy adults during rest and two load levels of continuous multiple object tracking (MOT). Brain network nodes and their time-series were estimated using independent component analysis (ICA) and dual regression, and the edges in the brain networks were defined as the regularized partial temporal correlations between each of the node pairs at the individual level. Using machine learning based on a cross-validated regularized linear discriminant analysis (rLDA) we attempted to classify groups and cognitive load from the full set of edge-wise functional connectivity indices. While group classification using resting-state data was highly above chance (approx. 70% accuracy), functional connectivity (FC) obtained during MOT strongly increased classification performance, with 82% accuracy for the young and 95% accuracy for the old group at the highest load level. Further, machine learning revealed stronger differentiation between rest and task in young compared to older individuals, supporting the notion of network dedifferentiation in cognitive aging. Task

Analytic continuation of massless two-loop four-point functions

International Nuclear Information System (INIS)

Gehrmann, T.; Remiddi, E.

2002-01-01

We describe the analytic continuation of two-loop four-point functions with one off-shell external leg and internal massless propagators from the Euclidean region of space-like 1→3 decay to Minkowskian regions relevant to all 1→3 and 2→2 reactions with one space-like or time-like off-shell external leg. Our results can be used to derive two-loop master integrals and unrenormalized matrix elements for hadronic vector-boson-plus-jet production and deep inelastic two-plus-one-jet production, from results previously obtained for three-jet production in electron-positron annihilation. (author)

Continuous Hydrothermal Flow Synthesis of Functional Oxide Nanomaterials Used in Energy Conversion Devices

DEFF Research Database (Denmark)

Xu, Yu

Continuous hydrothermal flow synthesis (CHFS) was used to prepare functional oxide nanoparticles. Materials synthesized include NiO, Y-doped ZrO2, Gd-doped CeO2, LaCrO3 and Ni-substituted CoFe2O4. These types of oxides can be applied in several energy conversion devices, e.g. as active materials...... as materials are continuously produced, and the technology can be scaled-up to an industrial-relevant production capacity. The thesis starts with investigating the most appropriate mixer design for a novel two-stage reactor by computational fluid dynamics modelling. On basis of the modelling results, a two......, dense continuous layers (

Topological properties of the continuous function spaces on some ordered compacta

Czech Academy of Sciences Publication Activity Database

Kubiś, Wieslaw; Moltó, A.; Troyanski, S.

2013-01-01

Roč. 21, č. 4 (2013), s. 649-659 ISSN 1877-0533 R&D Projects: GA ČR(CZ) GAP201/12/0290 Institutional support: RVO:67985840 Keywords : compact semilattice * pointwise SLD * space of continuous functions Subject RIV: BA - General Mathematics Impact factor: 0.918, year: 2013 http://link.springer.com/article/10.1007%2Fs11228-013-0258-z

Reinforcement-Learning-Based Robust Controller Design for Continuous-Time Uncertain Nonlinear Systems Subject to Input Constraints.

Science.gov (United States)

Liu, Derong; Yang, Xiong; Wang, Ding; Wei, Qinglai

2015-07-01

The design of stabilizing controller for uncertain nonlinear systems with control constraints is a challenging problem. The constrained-input coupled with the inability to identify accurately the uncertainties motivates the design of stabilizing controller based on reinforcement-learning (RL) methods. In this paper, a novel RL-based robust adaptive control algorithm is developed for a class of continuous-time uncertain nonlinear systems subject to input constraints. The robust control problem is converted to the constrained optimal control problem with appropriately selecting value functions for the nominal system. Distinct from typical action-critic dual networks employed in RL, only one critic neural network (NN) is constructed to derive the approximate optimal control. Meanwhile, unlike initial stabilizing control often indispensable in RL, there is no special requirement imposed on the initial control. By utilizing Lyapunov's direct method, the closed-loop optimal control system and the estimated weights of the critic NN are proved to be uniformly ultimately bounded. In addition, the derived approximate optimal control is verified to guarantee the uncertain nonlinear system to be stable in the sense of uniform ultimate boundedness. Two simulation examples are provided to illustrate the effectiveness and applicability of the present approach.

A COMPARISON OF INTERNET-BASED LEARNING AND TRADITIONAL CLASSROOM LECTURE TO LEARN CPR FOR CONTINUING MEDICAL EDUCATION

Directory of Open Access Journals (Sweden)

Naser HEMMATI

2013-01-01

Full Text Available The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL and traditional classroom lecture (TCL for continuing medical education (CME programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32 than TCL format (54.6±2.18 (p=.001. There were no significant differences between the two groups in cognitive gains (p<0.05. well-designed IBL content can be effective or a supplement component to CME.

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD.

Science.gov (United States)

Colomer, Carla; Berenguer, Carmen; Roselló, Belén; Baixauli, Inmaculada; Miranda, Ana

2017-01-01

Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7-11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the

Discrete Learning Control with Application to Hydraulic Actuators

DEFF Research Database (Denmark)

Andersen, Torben Ole; Pedersen, Henrik Clemmensen; Hansen, Michael R.

2015-01-01

In this paper the robustness of a class of learning control algorithms to state disturbances, output noise, and errors in initial conditions is studied. We present a simple learning algorithm and exhibit, via a concise proof, bounds on the asymptotic trajectory errors for the learned input...... and the corresponding state and output trajectories. Furthermore, these bounds are continuous functions of the bounds on the initial condition errors, state disturbance, and output noise, and the bounds are zero in the absence of these disturbances....

Use of the cumulative sum method (CUSUM) to assess the learning curves of ultrasound-guided continuous femoral nerve block.

Science.gov (United States)

Kollmann-Camaiora, A; Brogly, N; Alsina, E; Gilsanz, F

2017-10-01

Although ultrasound is a basic competence for anaesthesia residents (AR) there is few data available on the learning process. This prospective observational study aims to assess the learning process of ultrasound-guided continuous femoral nerve block and to determine the number of procedures that a resident would need to perform in order to reach proficiency using the cumulative sum (CUSUM) method. We recruited 19 AR without previous experience. Learning curves were constructed using the CUSUM method for ultrasound-guided continuous femoral nerve block considering 2 success criteria: a decrease of pain score>2 in a [0-10] scale after 15minutes, and time required to perform it. We analyse data from 17 AR for a total of 237 ultrasound-guided continuous femoral nerve blocks. 8/17 AR became proficient for pain relief, however all the AR who did more than 12 blocks (8/8) became proficient. As for time of performance 5/17 of AR achieved the objective of 12minutes, however all the AR who did more than 20 blocks (4/4) achieved it. The number of procedures needed to achieve proficiency seems to be 12, however it takes more procedures to reduce performance time. The CUSUM methodology could be useful in training programs to allow early interventions in case of repeated failures, and develop competence-based curriculum. Copyright © 2017 Sociedad Española de Anestesiología, Reanimación y Terapéutica del Dolor. Publicado por Elsevier España, S.L.U. All rights reserved.

Resiliency scoring for business continuity plans.

Science.gov (United States)

Olson, Anna; Anderson, Jamie

Through this paper readers will learn of a scoring methodology, referred to as resiliency scoring, which enables the evaluation of business continuity plans based upon analysis of their alignment with a predefined set of criteria that can be customised and are adaptable to the needs of any organisation. This patent pending tool has been successful in driving engagement and is a powerful resource to improve reporting capabilities, identify risks and gauge organisational resilience. The role of business continuity professionals is to aid their organisations in planning and preparedness activities aimed at mitigating the impacts of potential disruptions and ensuring critical business functions can continue in the event of unforeseen circumstances. This may seem like a daunting task for what can typically be a small team of individuals. For this reason, it is important to be able to leverage industry standards, documented best practices and effective tools to streamline and support your continuity programme. The resiliency scoring methodology developed and implemented at Target has proven to be a valuable tool in taking the organisation's continuity programme to the next level. This paper will detail how the tool was developed and provide guidance on how it can be customised to fit your organisation's unique needs.

Reference Function Based Spatiotemporal Fuzzy Logic Control Design Using Support Vector Regression Learning

Directory of Open Access Journals (Sweden)

Xian-Xia Zhang

2013-01-01

Full Text Available This paper presents a reference function based 3D FLC design methodology using support vector regression (SVR learning. The concept of reference function is introduced to 3D FLC for the generation of 3D membership functions (MF, which enhance the capability of the 3D FLC to cope with more kinds of MFs. The nonlinear mathematical expression of the reference function based 3D FLC is derived, and spatial fuzzy basis functions are defined. Via relating spatial fuzzy basis functions of a 3D FLC to kernel functions of an SVR, an equivalence relationship between a 3D FLC and an SVR is established. Therefore, a 3D FLC can be constructed using the learned results of an SVR. Furthermore, the universal approximation capability of the proposed 3D fuzzy system is proven in terms of the finite covering theorem. Finally, the proposed method is applied to a catalytic packed-bed reactor and simulation results have verified its effectiveness.

Differences in perceptual learning transfer as a function of training task.

Science.gov (United States)

Green, C Shawn; Kattner, Florian; Siegel, Max H; Kersten, Daniel; Schrater, Paul R

2015-01-01

A growing body of research--including results from behavioral psychology, human structural and functional imaging, single-cell recordings in nonhuman primates, and computational modeling--suggests that perceptual learning effects are best understood as a change in the ability of higher-level integration or association areas to read out sensory information in the service of particular decisions. Work in this vein has argued that, depending on the training experience, the "rules" for this read-out can either be applicable to new contexts (thus engendering learning generalization) or can apply only to the exact training context (thus resulting in learning specificity). Here we contrast learning tasks designed to promote either stimulus-specific or stimulus-general rules. Specifically, we compare learning transfer across visual orientation following training on three different tasks: an orientation categorization task (which permits an orientation-specific learning solution), an orientation estimation task (which requires an orientation-general learning solution), and an orientation categorization task in which the relevant category boundary shifts on every trial (which lies somewhere between the two tasks above). While the simple orientation-categorization training task resulted in orientation-specific learning, the estimation and moving categorization tasks resulted in significant orientation learning generalization. The general framework tested here--that task specificity or generality can be predicted via an examination of the optimal learning solution--may be useful in building future training paradigms with certain desired outcomes.

A brief introduction to continuous evolutionary optimization

CERN Document Server

Kramer, Oliver

2014-01-01

Practical optimization problems are often hard to solve, in particular when they are black boxes and no further information about the problem is available except via function evaluations. This work introduces a collection of heuristics and algorithms for black box optimization with evolutionary algorithms in continuous solution spaces. The book gives an introduction to evolution strategies and parameter control. Heuristic extensions are presented that allow optimization in constrained, multimodal, and multi-objective solution spaces. An adaptive penalty function is introduced for constrained optimization. Meta-models reduce the number of fitness and constraint function calls in expensive optimization problems. The hybridization of evolution strategies with local search allows fast optimization in solution spaces with many local optima. A selection operator based on reference lines in objective space is introduced to optimize multiple conflictive objectives. Evolutionary search is employed for learning kernel ...

Functional networks inference from rule-based machine learning models.

Science.gov (United States)

Lazzarini, Nicola; Widera, Paweł; Williamson, Stuart; Heer, Rakesh; Krasnogor, Natalio; Bacardit, Jaume

2016-01-01

Functional networks play an important role in the analysis of biological processes and systems. The inference of these networks from high-throughput (-omics) data is an area of intense research. So far, the similarity-based inference paradigm (e.g. gene co-expression) has been the most popular approach. It assumes a functional relationship between genes which are expressed at similar levels across different samples. An alternative to this paradigm is the inference of relationships from the structure of machine learning models. These models are able to capture complex relationships between variables, that often are different/complementary to the similarity-based methods. We propose a protocol to infer functional networks from machine learning models, called FuNeL. It assumes, that genes used together within a rule-based machine learning model to classify the samples, might also be functionally related at a biological level. The protocol is first tested on synthetic datasets and then evaluated on a test suite of 8 real-world datasets related to human cancer. The networks inferred from the real-world data are compared against gene co-expression networks of equal size, generated with 3 different methods. The comparison is performed from two different points of view. We analyse the enriched biological terms in the set of network nodes and the relationships between known disease-associated genes in a context of the network topology. The comparison confirms both the biological relevance and the complementary character of the knowledge captured by the FuNeL networks in relation to similarity-based methods and demonstrates its potential to identify known disease associations as core elements of the network. Finally, using a prostate cancer dataset as a case study, we confirm that the biological knowledge captured by our method is relevant to the disease and consistent with the specialised literature and with an independent dataset not used in the inference process. The

Continuous theta-burst stimulation (cTBS) over the lateral prefrontal cortex alters reinforcement learning bias

NARCIS (Netherlands)

Ott, D.V.M.; Ullsperger, M.; Jocham, G.; Neumann, J.; Klein, T.A.

2011-01-01

The prefrontal cortex is known to play a key role in higher-order cognitive functions. Recently, we showed that this brain region is active in reinforcement learning, during which subjects constantly have to integrate trial outcomes in order to optimize performance. To further elucidate the role of

Age-Related Differences in the Relation between Motivation to Learn and Transfer of Training in Adult Continuing Education

Science.gov (United States)

Gegenfurtner, Andreas; Vauras, Marja

2012-01-01

This meta-analysis (k = 38, N = 6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and…

Database functionality for learning objects

NARCIS (Netherlands)

Sessink, O.D.T.; Beeftink, H.H.; Hartog, R.J.M.

2005-01-01

The development of student-activating digital learning material in six research projects revealed several shortcomings in the current learning management systems. Once the SCORM 2004 and the IMS Sharable State Persistence specifications are implemented in learning management systems, some of these

New deconvolution method for microscopic images based on the continuous Gaussian radial basis function interpolation model.

Science.gov (United States)

Chen, Zhaoxue; Chen, Hao

2014-01-01

A deconvolution method based on the Gaussian radial basis function (GRBF) interpolation is proposed. Both the original image and Gaussian point spread function are expressed as the same continuous GRBF model, thus image degradation is simplified as convolution of two continuous Gaussian functions, and image deconvolution is converted to calculate the weighted coefficients of two-dimensional control points. Compared with Wiener filter and Lucy-Richardson algorithm, the GRBF method has an obvious advantage in the quality of restored images. In order to overcome such a defect of long-time computing, the method of graphic processing unit multithreading or increasing space interval of control points is adopted, respectively, to speed up the implementation of GRBF method. The experiments show that based on the continuous GRBF model, the image deconvolution can be efficiently implemented by the method, which also has a considerable reference value for the study of three-dimensional microscopic image deconvolution.

Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: a systematic review.

Science.gov (United States)

Berndt, Angela; Murray, Carolyn M; Kennedy, Kate; Stanley, Mandy J; Gilbert-Hunt, Susan

2017-07-12

Allied health professionals working in rural areas face unique challenges, often with limited access to resources. Accessing continuing professional development is one of those challenges and is related to retention of workforce. Effectiveness of distance learning strategies for continuing professional development in rural allied healthcare workers has not been evaluated. We searched 17 databases and the grey literature up to September 2016 following the PRISMA guidelines. Any primary studies were included that focussed on allied health and distance delivery regardless of education topic or study design. Two independent reviewers extracted data and critically appraised the selected studies. The search returned 5257 results. With removal of duplicate references, we reviewed 3964 article titles and abstracts; n = 206 appeared potentially eligible and were scrutinised via full text screening; n = 14 were included. Studies were published between 1997 and 2016, were of varied methodological quality and were predominantly from Australia, USA and Canada with a focus on satisfaction of learners with the delivery method or on measures of educational outcomes. Technologies used to deliver distance education included video conference, teleconference, web based platforms and virtual reality. Early papers tended to focus more on the technology characteristics than educational outcomes. Some studies compared technology based delivery to face to face modes and found satisfaction and learning outcomes to be on par. Only three studies reported on practice change following the educational intervention and, despite a suggestion there is a link between the constructs, none measured the relationship between access to continuing professional development and workforce retention. Technology based options of delivery have a high utility, however the complex inter-relatedness of time, use, travel, location, costs, interactivity, learning outcomes and educational design suggest a need

The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

Science.gov (United States)

Sandars, John; Kokotailo, Patricia; Singh, Gurmit

2012-01-01

There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.

Exploring ward nurses' perceptions of continuing education in clinical settings.

Science.gov (United States)

Govranos, Melissa; Newton, Jennifer M

2014-04-01

Health care systems demand that nurses are flexible skilful workers who maintain currency and competency in order to deliver safe effective patient centered care. Nurses must continually build best practice into their care and acquire lifelong learning. Often this learning is acquired within the work environment and is facilitated by the clinical nurse educator. Understanding clinical nurses' values and needs of continuing education is necessary to ensure appropriate education service delivery and thus enhance patient care. To explore clinical ward-based nurses' values and perceptions towards continuing education and what factors impact on continuing education in the ward. A case study approach was utilized. A major teaching hospital in Melbourne, Australia. A range of clinical nursing staff (n=23). Four focus groups and six semi-structured individual interviews were undertaken. Focus group interviews explored participants' values and perceptions on continuing education through a values clarification tool. Thematic analysis of interviews was undertaken to identify themes and cluster data. Three central themes: 'culture and attitudes', 'what is learning?' and 'being there-being seen', emerged reflecting staffs' values and perceptions of education and learning in the workplace. Multiple factors influence ward nurses' ability and motivation to incorporate lifelong learning into their practice. Despite variance in nurses' values and perceptions of CE in clinical environments, CE was perceived as important. Nurses yearned for changes to facilitate lifelong learning and cultivate a learning culture. Clinical nurse educators need to be cognizant of adult learners' characteristics such as values, beliefs, needs and potential barriers, to effectively facilitate support in a challenging and complex learning environment. Organizational support is essential so ward managers in conjunction with educational departments can promote and sustain continuing education, lifelong

STRATEGY FOR EVALUATION AND SELECTION OF SYSTEMS FOR ELECTRONIC LEARNING

OpenAIRE

Dubravka Mandušić; Lucija Blašković

2012-01-01

Today`s technology supported and accelerated learning time requires constant and continuous acquisition of new knowledge. On the other hand, it does not leave enough time for additional education. Increasing number of E-learning systems, withdraws a need for precise evaluation of functionality that those systems provide; so they could be reciprocally compared. While implementing new systems for electronic learning, it is very important to pre-evaluate existing systems in order to ...

Estimates of the integral modulus of continuity of functions with rarely changing Fourier coefficients

International Nuclear Information System (INIS)

Telyakovskii, S A

2002-01-01

The functions under consideration are those satisfying the condition Δa i =Δb i =0 for all i≠n j , where {n j } is a lacunary sequence. An asymptotic estimate of the rate of decrease of the modulus of continuity in the L-metric of such functions in terms of their Fourier coefficients is obtained

A branch and bound algorithm for the global optimization of Hessian Lipschitz continuous functions

KAUST Repository

Fowkes, Jaroslav M.

2012-06-21

We present a branch and bound algorithm for the global optimization of a twice differentiable nonconvex objective function with a Lipschitz continuous Hessian over a compact, convex set. The algorithm is based on applying cubic regularisation techniques to the objective function within an overlapping branch and bound algorithm for convex constrained global optimization. Unlike other branch and bound algorithms, lower bounds are obtained via nonconvex underestimators of the function. For a numerical example, we apply the proposed branch and bound algorithm to radial basis function approximations. © 2012 Springer Science+Business Media, LLC.

Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

Science.gov (United States)

Huh, Yeol; Reigeluth, Charles M.

2017-01-01

A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational…

The "proactive" model of learning: Integrative framework for model-free and model-based reinforcement learning utilizing the associative learning-based proactive brain concept.

Science.gov (United States)

Zsuga, Judit; Biro, Klara; Papp, Csaba; Tajti, Gabor; Gesztelyi, Rudolf

2016-02-01

Reinforcement learning (RL) is a powerful concept underlying forms of associative learning governed by the use of a scalar reward signal, with learning taking place if expectations are violated. RL may be assessed using model-based and model-free approaches. Model-based reinforcement learning involves the amygdala, the hippocampus, and the orbitofrontal cortex (OFC). The model-free system involves the pedunculopontine-tegmental nucleus (PPTgN), the ventral tegmental area (VTA) and the ventral striatum (VS). Based on the functional connectivity of VS, model-free and model based RL systems center on the VS that by integrating model-free signals (received as reward prediction error) and model-based reward related input computes value. Using the concept of reinforcement learning agent we propose that the VS serves as the value function component of the RL agent. Regarding the model utilized for model-based computations we turned to the proactive brain concept, which offers an ubiquitous function for the default network based on its great functional overlap with contextual associative areas. Hence, by means of the default network the brain continuously organizes its environment into context frames enabling the formulation of analogy-based association that are turned into predictions of what to expect. The OFC integrates reward-related information into context frames upon computing reward expectation by compiling stimulus-reward and context-reward information offered by the amygdala and hippocampus, respectively. Furthermore we suggest that the integration of model-based expectations regarding reward into the value signal is further supported by the efferent of the OFC that reach structures canonical for model-free learning (e.g., the PPTgN, VTA, and VS). (c) 2016 APA, all rights reserved).

The Potential of eLearning in the Spatial Information Sciences: a resource for Continuing Professional Development.

OpenAIRE

Mooney, Kevin; Martin, Audrey

2004-01-01

National mapping agencies have at their disposal a number of resources for the continuing professional development of their staff. These range from attendance at full-time University programmes to short in-house tutorials and workshops. The Dublin Institute of Technology has recently developed an eLearning course in ‘Co-ordinate reference systems for spatial information’ and piloted it with staff of Ordnance Survey Ireland and the Department of Lands and Surveys, Nicosia, Cyprus. This paper e...

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

Science.gov (United States)

McGregor, Heather R; Gribble, Paul L

2017-08-01

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

Spatiotemporal prediction of continuous daily PM2.5 concentrations across China using a spatially explicit machine learning algorithm

Science.gov (United States)

Zhan, Yu; Luo, Yuzhou; Deng, Xunfei; Chen, Huajin; Grieneisen, Michael L.; Shen, Xueyou; Zhu, Lizhong; Zhang, Minghua

2017-04-01

A high degree of uncertainty associated with the emission inventory for China tends to degrade the performance of chemical transport models in predicting PM2.5 concentrations especially on a daily basis. In this study a novel machine learning algorithm, Geographically-Weighted Gradient Boosting Machine (GW-GBM), was developed by improving GBM through building spatial smoothing kernels to weigh the loss function. This modification addressed the spatial nonstationarity of the relationships between PM2.5 concentrations and predictor variables such as aerosol optical depth (AOD) and meteorological conditions. GW-GBM also overcame the estimation bias of PM2.5 concentrations due to missing AOD retrievals, and thus potentially improved subsequent exposure analyses. GW-GBM showed good performance in predicting daily PM2.5 concentrations (R2 = 0.76, RMSE = 23.0 μg/m3) even with partially missing AOD data, which was better than the original GBM model (R2 = 0.71, RMSE = 25.3 μg/m3). On the basis of the continuous spatiotemporal prediction of PM2.5 concentrations, it was predicted that 95% of the population lived in areas where the estimated annual mean PM2.5 concentration was higher than 35 μg/m3, and 45% of the population was exposed to PM2.5 >75 μg/m3 for over 100 days in 2014. GW-GBM accurately predicted continuous daily PM2.5 concentrations in China for assessing acute human health effects.

Adolescent development, hypothalamic-pituitary-adrenal function, and programming of adult learning and memory.

Science.gov (United States)

McCormick, Cheryl M; Mathews, Iva Z

2010-06-30

Chronic exposure to stress is known to affect learning and memory in adults through the release of glucocorticoid hormones by the hypothalamic-pituitary-adrenal (HPA) axis. In adults, glucocorticoids alter synaptic structure and function in brain regions that express high levels of glucocorticoid receptors and that mediate goal-directed behaviour and learning and memory. In contrast to relatively transient effects of stress on cognitive function in adulthood, exposure to high levels of glucocorticoids in early life can produce enduring changes through substantial remodeling of the developing nervous system. Adolescence is another time of significant brain development and maturation of the HPA axis, thereby providing another opportunity for glucocorticoids to exert programming effects on neurocircuitry involved in learning and memory. These topics are reviewed, as is the emerging research evidence in rodent models highlighting that adolescence may be a period of increased vulnerability compared to adulthood in which exposure to high levels of glucocorticoids results in enduring changes in adult cognitive function. Copyright 2009 Elsevier Inc. All rights reserved.

Assessment of Continuing Interprofessional Education: Lessons Learned

Science.gov (United States)

Simmons, Brian; Wagner, Susan

2009-01-01

Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of…

Improving Health Care Providers' Capacity for Self-Regulated Learning in Online Continuing Pharmacy Education: The Role of Internet Self-Efficacy.

Science.gov (United States)

Chiu, Yen-Lin; Liang, Jyh-Chong; Mao, Pili Chih-Min; Tsai, Chin-Chung

2016-01-01

Although Internet-based learning is widely used to improve health professionals' knowledge and skills, the self-regulated learning (SRL) activities of online continuing education in pharmacy are seldom discussed. The main purpose of this study was to explore the relationships between pharmacists' Internet self-efficacy (ISE) and their SRL in online continuing education. A total of 164 in-service pharmacists in Taiwan were surveyed with the Internet Self-Efficacy Survey, including basic ISE (B-ISE), advanced ISE (A-ISE) and professional ISE (P-ISE), as well as the Self-Regulated Learning Questionnaire consisting of preparatory SRL (P-SRL) and enactment SRL (E-SRL). Results of a 1-by-3 (educational levels: junior college versus bachelor versus master) analysis of variance and a 1-by-4 (institutions: community-based versus hospital versus clinic versus company) analysis of variance revealed that there were differences in ISE and SRL among different education levels and working institutions. The hierarchical regression analyses indicated that B-ISE and P-ISE were significant predictors of P-SRL, whereas P-ISE was a critical predictor of E-SRL. Moreover, the interaction of P-ISE × age was linked to E-SRL, implying that P-ISE has a stronger influence on E-SRL for older pharmacists than for younger pharmacists. However, the interactions between age and ISE (A-ISE, B-ISE, and P-ISE) were not related to P-SRL. This study highlighted the importance of ISE and age for increasing pharmacists' SRL in online continuing education.

A New Semantic List Learning Task to Probe Functioning of the Papez Circuit

Science.gov (United States)

Schallmo, Michael-Paul; Kassel, Michelle T.; Weisenbach, Sara L.; Walker, Sara J.; Guidotti-Breting, Leslie M.; Rao, Julia A.; Hazlett, Kathleen E.; Considine, Ciaran M.; Sethi, Gurpriya; Vats, Naalti; Pecina, Marta; Welsh, Robert C.; Starkman, Monica N.; Giordani, Bruno; Langenecker, Scott A.

2016-01-01

Introduction List learning tasks are powerful clinical tools for studying memory, yet have been relatively underutilized within the functional imaging literature. This limits understanding of regions such as the Papez circuit which support memory performance in healthy, non-demented adults. Method The current study characterized list learning performance in 40 adults who completed a Semantic List Learning Task (SLLT) with a Brown-Peterson manipulation during functional MRI (fMRI). Cued recall with semantic cues, and recognition memory were assessed after imaging. Internal reliability and convergent and discriminant validity were evaluated. Results Subjects averaged 38% accuracy in recall (62% for recognition), with primacy but no recency effects observed. Validity and reliability were demonstrated by showing that the SLLT was correlated with the California Verbal Learning test (CVLT), but not with executive functioning tests, and high intraclass correlation coefficient across lists for recall (.91). fMRI measurements during Encoding (vs. Silent Rehearsal) revealed significant activation in bilateral hippocampus, parahippocampus, and bilateral anterior and posterior cingulate cortex. Post-hoc analyses showed increased activation in anterior and middle hippocampus, subgenual cingulate, and mammillary bodies specific to Encoding. In addition, increasing age was positively associated with increased activation in a diffuse network, particularly frontal cortex and specific Papez regions for correctly recalled words. Gender differences were specific to left inferior and superior frontal cortex. Conclusions This is a clinically relevant list learning task that can be used in studies of groups for which the Papez circuit is damaged or disrupted, in mixed or crossover studies at imaging and clinical sites. PMID:26313512

The use of continuous functions for a top-down temporal disaggregation of emission inventories

International Nuclear Information System (INIS)

Kalchmayr, M.; Orthofer, R.

1997-11-01

This report is a documentation of a presentation at the International Speciality Conference 'The Emission Inventory: Planning for the Future', October 28-30, 1997 in Research Triangle Park, North Carolina, USA. The Conference was organized by the Air and Waste Management Association (AWMA) and the U.S. Environmental Protection Agency. Emission data with high temporal resolution are necessary to analyze the relationship between emissions and their impacts. In many countries, however, emission inventories refer only to the annual countrywide emission sums, because underlying data (traffic, energy, industry statistics) are available for statistically relevant territorial units and for longer time periods only. This paper describes a method for the temporal disaggregation of yearly emission sums through application of continuous functions which simulate emission generating activities. The temporal patterns of the activities are derived through overlay of annual, weekly and diurnal variation functions which are based on statistical data of the relevant activities. If applied to annual emission data, these combined functions describe the dynamic patterns of emissions over year. The main advantage of the continuous functions method is that temporal emission patterns can be smoothed throughout one year, thus eliminating some of the major drawbacks from the traditional standardized fixed quota system. For handling in models, the continuous functions and their parameters can be directly included and the emission quota calculated directly for a certain hour of the year. The usefulness of the method is demonstrated with NMVOC emission data for Austria. Temporally disaggregated emission data can be used as input for ozone models as well as for visualization and animation of the emission dynamics. The analysis of the temporal dynamics of emission source strengths, e.g. during critical hours for ozone generation in summer, allows the implementation of efficient emission reduction

Use of Social Media to Promote Continuous Learning: A Phased Strategy for Graduate Medical Education Fellowship Implementation

OpenAIRE

Jaswant Singh Basraon; Deborah Simpson; Anjan Gupta

2015-01-01

Purpose: Clinical developments continue to grow at an accelerated rate, challenging the existing paradigm of information access, dissemination and learning by trainees. The aim of this study was to deliver relevant, concise and newly emerging information on cardiovascular disease using Twitter, and assess its impact. Methods: A Twitter account for our institution’s cardiovascular disease fellowship program was established. All fellows and faculty were encouraged to follow tweets for clini...

Perspectives: The Continuous Improvement Trap

Science.gov (United States)

Arnold, David L.

2011-01-01

Accrediting agencies, legislators, pundits, and even higher educational professionals have become enamored with applying the language of continuous improvement to learning outcomes. The Southern Association of Colleges and Schools Commission on Colleges specifically uses the term "continuing improvement" in Core Standard 2.5, one of its…

Continuous residual reinforcement learning for traffic signal control optimization

NARCIS (Netherlands)

Aslani, Mohammad; Seipel, Stefan; Wiering, Marco

2018-01-01

Traffic signal control can be naturally regarded as a reinforcement learning problem. Unfortunately, it is one of the most difficult classes of reinforcement learning problems owing to its large state space. A straightforward approach to address this challenge is to control traffic signals based on

Usability, Quality, Value and E-Learning Continuance Decisions

Science.gov (United States)

Chiu, Chao-Min; Hsu, Meng-Hsiang; Sun, Szu-Yuan; Lin, Tung-Ching; Sun, Pei-Chen

2005-01-01

Previous research suggests that an eventual information technology (IT) success depend on both its initial adoption (acceptance) and subsequent continued usage (continuance). Expectancy disconfirmation theory (EDT) has been successfully used to predict users' intention to continue using information technologies. This study proposed a decomposed…

Application of wavelet scaling function expansion continuous-energy resonance calculation method to MOX fuel problem

International Nuclear Information System (INIS)

Yang, W.; Wu, H.; Cao, L.

2012-01-01

More and more MOX fuels are used in all over the world in the past several decades. Compared with UO 2 fuel, it contains some new features. For example, the neutron spectrum is harder and more resonance interference effects within the resonance energy range are introduced because of more resonant nuclides contained in the MOX fuel. In this paper, the wavelets scaling function expansion method is applied to study the resonance behavior of plutonium isotopes within MOX fuel. Wavelets scaling function expansion continuous-energy self-shielding method is developed recently. It has been validated and verified by comparison to Monte Carlo calculations. In this method, the continuous-energy cross-sections are utilized within resonance energy, which means that it's capable to solve problems with serious resonance interference effects without iteration calculations. Therefore, this method adapts to treat the MOX fuel resonance calculation problem natively. Furthermore, plutonium isotopes have fierce oscillations of total cross-section within thermal energy range, especially for 240 Pu and 242 Pu. To take thermal resonance effect of plutonium isotopes into consideration the wavelet scaling function expansion continuous-energy resonance calculation code WAVERESON is enhanced by applying the free gas scattering kernel to obtain the continuous-energy scattering source within thermal energy range (2.1 eV to 4.0 eV) contrasting against the resonance energy range in which the elastic scattering kernel is utilized. Finally, all of the calculation results of WAVERESON are compared with MCNP calculation. (authors)

E-Learning 2.0: Learning Redefined

OpenAIRE

Kumar, Rupesh

2009-01-01

The conventional e-learning approach emphasizes a learning system more than a learning environment. While traditional e-learning systems continue to be significant, there is a new set of services emerging, embracing the philosophy of Web 2.0. Known as e-learning 2.0, it aims to create a personalized learning environment. E-learning 2.0 combines the use of discrete but complementary tools and web services to support the creation of ad-hoc learning communities. This paper discusses the influenc...

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

Directory of Open Access Journals (Sweden)

Indira KONERU

2017-10-01

Full Text Available Current and emerging technologies enable Open Distance Learning (ODL institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted / Aided Assessment (CAA systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment connotes using electronic technology and tools to design and administer assessments, collect and store students’ assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS, such as Moodle (Modular Object-Oriented Dynamic Learning Environment paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008. This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.

'Proactive' use of cue-context congruence for building reinforcement learning's reward function.

Science.gov (United States)

Zsuga, Judit; Biro, Klara; Tajti, Gabor; Szilasi, Magdolna Emma; Papp, Csaba; Juhasz, Bela; Gesztelyi, Rudolf

2016-10-28

Reinforcement learning is a fundamental form of learning that may be formalized using the Bellman equation. Accordingly an agent determines the state value as the sum of immediate reward and of the discounted value of future states. Thus the value of state is determined by agent related attributes (action set, policy, discount factor) and the agent's knowledge of the environment embodied by the reward function and hidden environmental factors given by the transition probability. The central objective of reinforcement learning is to solve these two functions outside the agent's control either using, or not using a model. In the present paper, using the proactive model of reinforcement learning we offer insight on how the brain creates simplified representations of the environment, and how these representations are organized to support the identification of relevant stimuli and action. Furthermore, we identify neurobiological correlates of our model by suggesting that the reward and policy functions, attributes of the Bellman equitation, are built by the orbitofrontal cortex (OFC) and the anterior cingulate cortex (ACC), respectively. Based on this we propose that the OFC assesses cue-context congruence to activate the most context frame. Furthermore given the bidirectional neuroanatomical link between the OFC and model-free structures, we suggest that model-based input is incorporated into the reward prediction error (RPE) signal, and conversely RPE signal may be used to update the reward-related information of context frames and the policy underlying action selection in the OFC and ACC, respectively. Furthermore clinical implications for cognitive behavioral interventions are discussed.

Optimizing top precision performance measure of content-based image retrieval by learning similarity function

KAUST Repository

Liang, Ru-Ze

2017-04-24

In this paper we study the problem of content-based image retrieval. In this problem, the most popular performance measure is the top precision measure, and the most important component of a retrieval system is the similarity function used to compare a query image against a database image. However, up to now, there is no existing similarity learning method proposed to optimize the top precision measure. To fill this gap, in this paper, we propose a novel similarity learning method to maximize the top precision measure. We model this problem as a minimization problem with an objective function as the combination of the losses of the relevant images ranked behind the top-ranked irrelevant image, and the squared Frobenius norm of the similarity function parameter. This minimization problem is solved as a quadratic programming problem. The experiments over two benchmark data sets show the advantages of the proposed method over other similarity learning methods when the top precision is used as the performance measure.

Optimizing top precision performance measure of content-based image retrieval by learning similarity function

KAUST Repository

Liang, Ru-Ze; Shi, Lihui; Wang, Haoxiang; Meng, Jiandong; Wang, Jim Jing-Yan; Sun, Qingquan; Gu, Yi

2017-01-01

In this paper we study the problem of content-based image retrieval. In this problem, the most popular performance measure is the top precision measure, and the most important component of a retrieval system is the similarity function used to compare a query image against a database image. However, up to now, there is no existing similarity learning method proposed to optimize the top precision measure. To fill this gap, in this paper, we propose a novel similarity learning method to maximize the top precision measure. We model this problem as a minimization problem with an objective function as the combination of the losses of the relevant images ranked behind the top-ranked irrelevant image, and the squared Frobenius norm of the similarity function parameter. This minimization problem is solved as a quadratic programming problem. The experiments over two benchmark data sets show the advantages of the proposed method over other similarity learning methods when the top precision is used as the performance measure.

Functional contributions and interactions between the human hippocampus and subregions of the striatum during arbitrary associative learning and memory

Science.gov (United States)

Mattfeld, Aaron T.; Stark, Craig E. L.

2015-01-01

The hippocampus and striatum are thought to have different functional roles in learning and memory. It is unknown under what experimental conditions their contributions are dissimilar or converge, and the extent to which they interact over the course of learning. In order to evaluate both the functional contributions of as well as the interactions between the human hippocampus and striatum, the present study used high-resolution functional magnetic resonance imaging (fMRI) and variations of a conditional visuomotor associative learning task that either taxed arbitrary associative learning (Experiment 1) or stimulus-response learning (Experiment 2). In the first experiment we observed changes in activity in the hippocampus and anterior caudate that reflect differences between the two regions consistent with distinct computational principles. In the second experiment we observed activity in the putamen that reflected content specific representations during the learning of arbitrary conditional visuomotor associations. In both experiments the hippocampus and ventral striatum demonstrated dynamic functional coupling during the learning of new arbitrary associations, but not during retrieval of well-learned arbitrary associations using control variants of the tasks that did not preferentially tax one system versus the other. These findings suggest that both the hippocampus and subregions of the dorsal striatum contribute uniquely to the learning of arbitrary associations while the hippocampus and ventral striatum interact over the course of learning. PMID:25560298

Is it Purposeful for Students of Lithuanian Higher Schools to Continue Learning the English Language? Motivation Factors

Directory of Open Access Journals (Sweden)

Ramunė Ilgūnaitienė

2015-06-01

Full Text Available After Lithuania had regained its independence the policy of foreign languages teaching/learning at secondary schools changed cardinally. The majority or former school leavers do not perceive it to be purposeful and meaningful to prolong the English language learning on the university or college level. According to them, having covered the secondary school programme they possess a full baggage of the English language knowledge allowing them to communicate fluently in the above mentioned language while travelling, studying and working in foreign countries. Does this belief correspond to the reality of today? The article is based on four factors which are supposed to motivate freshmen and senior students to go on learning the English language as the main tool to enhance their position in contemporary world irreversibly affected by massive globalization and Eurointegration processes. VDU UKI in spring semester of 2014 carried out a research. The questionnaire was compiled the goal of which was to determine whether the English language level of the students matches all the international requirements for the language awareness and present the motives for students to continue the English language studies on a higher level. 172 first year students of various programmes participated in the research. The principle points of the questionnaire sought to provide answers to the following questions: whether the level of the English language acquirement is sufficient after having covered the secondary school programme, if VDU UKI English language teaching/learning policy enables students to acquire the language on a higher level, whether a language is a living, thus a constantly changing organism which requires progressive studies and refreshment of knowledge, if the level of language acquisition remains on the same level if it is not exploited on daily basis. Having systematized the questionnaire results the authoresses of the article draw the conclusion for

How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

Science.gov (United States)

Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

2011-11-01

This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

Piece-wise quadratic approximations of arbitrary error functions for fast and robust machine learning.

Science.gov (United States)

Gorban, A N; Mirkes, E M; Zinovyev, A

2016-12-01

Most of machine learning approaches have stemmed from the application of minimizing the mean squared distance principle, based on the computationally efficient quadratic optimization methods. However, when faced with high-dimensional and noisy data, the quadratic error functionals demonstrated many weaknesses including high sensitivity to contaminating factors and dimensionality curse. Therefore, a lot of recent applications in machine learning exploited properties of non-quadratic error functionals based on L 1 norm or even sub-linear potentials corresponding to quasinorms L p (0application of min-plus algebra. The approach can be applied in most of existing machine learning methods, including methods of data approximation and regularized and sparse regression, leading to the improvement in the computational cost/accuracy trade-off. We demonstrate that on synthetic and real-life datasets PQSQ-based machine learning methods achieve orders of magnitude faster computational performance than the corresponding state-of-the-art methods, having similar or better approximation accuracy. Copyright © 2016 Elsevier Ltd. All rights reserved.

Technology Transience and Learner Data: Shifting Notions of Privacy in Online Learning

Science.gov (United States)

Dennen, Vanessa P.

2015-01-01

The technologies that support online learning are continuously evolving, providing instructors and students with a continuous stream of new tools, features, and functionalities for existing tools. During an online course, instructors and students generate and share a tremendous amount of data using these tools. These data are often created in…

A branch and bound algorithm for the global optimization of Hessian Lipschitz continuous functions

KAUST Repository

Fowkes, Jaroslav M.; Gould, Nicholas I. M.; Farmer, Chris L.

2012-01-01

We present a branch and bound algorithm for the global optimization of a twice differentiable nonconvex objective function with a Lipschitz continuous Hessian over a compact, convex set. The algorithm is based on applying cubic regularisation

Continuation of probability density functions using a generalized Lyapunov approach

Energy Technology Data Exchange (ETDEWEB)

Baars, S., E-mail: s.baars@rug.nl [Johann Bernoulli Institute for Mathematics and Computer Science, University of Groningen, P.O. Box 407, 9700 AK Groningen (Netherlands); Viebahn, J.P., E-mail: viebahn@cwi.nl [Centrum Wiskunde & Informatica (CWI), P.O. Box 94079, 1090 GB, Amsterdam (Netherlands); Mulder, T.E., E-mail: t.e.mulder@uu.nl [Institute for Marine and Atmospheric research Utrecht, Department of Physics and Astronomy, Utrecht University, Princetonplein 5, 3584 CC Utrecht (Netherlands); Kuehn, C., E-mail: ckuehn@ma.tum.de [Technical University of Munich, Faculty of Mathematics, Boltzmannstr. 3, 85748 Garching bei München (Germany); Wubs, F.W., E-mail: f.w.wubs@rug.nl [Johann Bernoulli Institute for Mathematics and Computer Science, University of Groningen, P.O. Box 407, 9700 AK Groningen (Netherlands); Dijkstra, H.A., E-mail: h.a.dijkstra@uu.nl [Institute for Marine and Atmospheric research Utrecht, Department of Physics and Astronomy, Utrecht University, Princetonplein 5, 3584 CC Utrecht (Netherlands); School of Chemical and Biomolecular Engineering, Cornell University, Ithaca, NY (United States)

2017-05-01

Techniques from numerical bifurcation theory are very useful to study transitions between steady fluid flow patterns and the instabilities involved. Here, we provide computational methodology to use parameter continuation in determining probability density functions of systems of stochastic partial differential equations near fixed points, under a small noise approximation. Key innovation is the efficient solution of a generalized Lyapunov equation using an iterative method involving low-rank approximations. We apply and illustrate the capabilities of the method using a problem in physical oceanography, i.e. the occurrence of multiple steady states of the Atlantic Ocean circulation.

Adult Learning, Economy and Society

DEFF Research Database (Denmark)

Olesen, Henning Salling

2010-01-01

The article relates the different types of adult education, continuing education and training to an overall societal context of socio-economic modernization by focussing on the multiple functions of adult learning. Each of well known empirical categories is seen in its historical relation to mode...... embracing form which set a new framework for human participation in the new global society....

THE IMPACT OF VISIONARY LEADERSHIP, LEARNING ORGANIZATION AND INNOVATIVE BEHAVIOR TO PERFORMANCE OF CUSTOMS AND EXCISE FUNCTIONAL

Directory of Open Access Journals (Sweden)

Muhammad Anshar

2017-12-01

Full Text Available This research aims to determine the impact of visionary leadership, learning organization, and innovative behavior on the performance of Functional Officers of Customs and Excise Inspectors at Tanjung Priok Customs and Excise Main Service Office. The research was conducted at Tanjung Priok Customs and Excise Service Office using the number of samples of 78 Functional Officers of Customs and Excise Inspectors. The sample was selected using simple random sampling technique. Data collection was done by using questionnaire and data analysis using path analysis. The results showed that 1 visionary leadership, learning organization and innovative behavior have a direct and positive impact on performance, 2 visionary leadership, and learning organization have a direct and positive impact on innovative behavior and 3 visionary leadership have a direct and positive impact on learning organization. The conclusion of this research is to improve the performance of Functional Officer of Customs and Excise Inspectors at TanjungPriok Customs and Excise Main Service Office, it is necessary to increase the aspect of visionary leadership from Head of Main Service Office, learning organization at Main Service Office and innovative behavior at Functional Officers of Customs and Excise Inspectors.

Reasoning, learning, and creativity: frontal lobe function and human decision-making.

Directory of Open Access Journals (Sweden)

Anne Collins

Full Text Available The frontal lobes subserve decision-making and executive control--that is, the selection and coordination of goal-directed behaviors. Current models of frontal executive function, however, do not explain human decision-making in everyday environments featuring uncertain, changing, and especially open-ended situations. Here, we propose a computational model of human executive function that clarifies this issue. Using behavioral experiments, we show that unlike others, the proposed model predicts human decisions and their variations across individuals in naturalistic situations. The model reveals that for driving action, the human frontal function monitors up to three/four concurrent behavioral strategies and infers online their ability to predict action outcomes: whenever one appears more reliable than unreliable, this strategy is chosen to guide the selection and learning of actions that maximize rewards. Otherwise, a new behavioral strategy is tentatively formed, partly from those stored in long-term memory, then probed, and if competitive confirmed to subsequently drive action. Thus, the human executive function has a monitoring capacity limited to three or four behavioral strategies. This limitation is compensated by the binary structure of executive control that in ambiguous and unknown situations promotes the exploration and creation of new behavioral strategies. The results support a model of human frontal function that integrates reasoning, learning, and creative abilities in the service of decision-making and adaptive behavior.

Reasoning, learning, and creativity: frontal lobe function and human decision-making.

Science.gov (United States)

Collins, Anne; Koechlin, Etienne

2012-01-01

The frontal lobes subserve decision-making and executive control--that is, the selection and coordination of goal-directed behaviors. Current models of frontal executive function, however, do not explain human decision-making in everyday environments featuring uncertain, changing, and especially open-ended situations. Here, we propose a computational model of human executive function that clarifies this issue. Using behavioral experiments, we show that unlike others, the proposed model predicts human decisions and their variations across individuals in naturalistic situations. The model reveals that for driving action, the human frontal function monitors up to three/four concurrent behavioral strategies and infers online their ability to predict action outcomes: whenever one appears more reliable than unreliable, this strategy is chosen to guide the selection and learning of actions that maximize rewards. Otherwise, a new behavioral strategy is tentatively formed, partly from those stored in long-term memory, then probed, and if competitive confirmed to subsequently drive action. Thus, the human executive function has a monitoring capacity limited to three or four behavioral strategies. This limitation is compensated by the binary structure of executive control that in ambiguous and unknown situations promotes the exploration and creation of new behavioral strategies. The results support a model of human frontal function that integrates reasoning, learning, and creative abilities in the service of decision-making and adaptive behavior.

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

Science.gov (United States)

Griffith, Louise Ann

2009-01-01

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

[Learning Portfolio: A New Strategy in Health Education].

Science.gov (United States)

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

2015-12-01

Health education is the teaching by healthcare professionals of healthcare-related knowledge and skills to students in order that these students learn to help patients self-manage their disease and maintain health. This article introduces a new strategy in health education known as the learning portfolio and presents the theoretical basis and function of the learning portfolio and the current application of this approach in academic and health education. The learning portfolio is a learner-centric approach that collects evidence related to an individual's learning process systematically. This approach helps educators understand learner needs and conditions, while allowing the learner to observe his / her learning process in a manner that promotes self-reflection, continual inspection, and behavioral modification throughout the learning process. The results enhance the motivation of learners and strengthen their care confidence in accomplishing learning tasks.

Linear and Non-Linear Dose-Response Functions Reveal a Hormetic Relationship Between Stress and Learning

OpenAIRE

Zoladz, Phillip R.; Diamond, David M.

2008-01-01

Over a century of behavioral research has shown that stress can enhance or impair learning and memory. In the present review, we have explored the complex effects of stress on cognition and propose that they are characterized by linear and non-linear dose-response functions, which together reveal a hormetic relationship between stress and learning. We suggest that stress initially enhances hippocampal function, resulting from amygdala-induced excitation of hippocampal synaptic plasticity, as ...

A QUEST for sustainable continuing professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2017-01-01

Continuing Professional Development (CPD) can be crucial in improving teaching, and student learning. Extant research suggests consensus pertaining to the core features of effective CPD including content focus, active learning, coherence, duration and collaborative activities. This chapter reports...... organized by the local PLC, and individual enactments in the teachers’ own classrooms. This “rhythm” has now been institutionalized, and even though the project has come to an end, there is still networking across schools and PLC activities continue in all five municipalities. In order to assess...... on a large-scale, long-term Danish CPD project for which all the activities were created with these consensus criteria in mind. The overall purpose has been to develop a sustainable model for CPD that acknowledges teachers’ situated learning in professional learning communities (PLCs), supports bottom...

Absolutely continuous functions of two variables in the sense of Carathéodory

Czech Academy of Sciences Publication Activity Database

Šremr, Jiří

2010-01-01

Roč. 2010, č. 154 (2010), s. 1-11 ISSN 1072-6691 R&D Projects: GA ČR(CZ) GA201/06/0254 Institutional research plan: CEZ:AV0Z10190503 Keywords : absolutely continuous function * Carathéodory sense * integral representation * derivative of double integral Subject RIV: BA - General Mathematics

Machine Learning Estimation of Atom Condensed Fukui Functions.

Science.gov (United States)

Zhang, Qingyou; Zheng, Fangfang; Zhao, Tanfeng; Qu, Xiaohui; Aires-de-Sousa, João

2016-02-01

To enable the fast estimation of atom condensed Fukui functions, machine learning algorithms were trained with databases of DFT pre-calculated values for ca. 23,000 atoms in organic molecules. The problem was approached as the ranking of atom types with the Bradley-Terry (BT) model, and as the regression of the Fukui function. Random Forests (RF) were trained to predict the condensed Fukui function, to rank atoms in a molecule, and to classify atoms as high/low Fukui function. Atomic descriptors were based on counts of atom types in spheres around the kernel atom. The BT coefficients assigned to atom types enabled the identification (93-94 % accuracy) of the atom with the highest Fukui function in pairs of atoms in the same molecule with differences ≥0.1. In whole molecules, the atom with the top Fukui function could be recognized in ca. 50 % of the cases and, on the average, about 3 of the top 4 atoms could be recognized in a shortlist of 4. Regression RF yielded predictions for test sets with R(2) =0.68-0.69, improving the ability of BT coefficients to rank atoms in a molecule. Atom classification (as high/low Fukui function) was obtained with RF with sensitivity of 55-61 % and specificity of 94-95 %. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

POSSIBILITIES AND LIMITS OF THE CYCLE OF CONTINUOUS IMPROVEMENT -PDCA AS AN ELEMENT OF LEARNING

Directory of Open Access Journals (Sweden)

Celso Machado Junior

2013-08-01

Full Text Available The aim of this study is to investigate the possibilities and limits of the use of continuous improvement cycle, PDCA, as a tool that contributes to the development of individual learning in the organization. It is a qualitative, descriptive end uses the case study as a method. It was observed that the practice proposed by PDCA, can be used in the process of knowledge creation in line with the authors in the field, constituting a form of knowledge management within the organization, enabling the creation of tacit knowledge and its explicit transformation were not observed limits for their use.

Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

Science.gov (United States)

Blums, Angela

The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

CI in the work place: does involving the HRM function make any difference?

DEFF Research Database (Denmark)

Hyland, Paul; Becker, Karen; Sload, Terry

2008-01-01

benefit the organisation's performance. The HRM function is often given the task of championing cultural change and managing aspects of training and learning, and it would appear that involvement of HRM professionals would enhance CI efforts and assist in the timely solution of issues within the CI......People are central to successful Continuous Improvement (CI), and in larger organisations a Human Resource Management (HRM) function is responsible for people related issues. Central to CI is learning and a culture that supports CI. Learning needs to be both individual and organisational, and must...

Functional Assessment in Transition and Rehabilitation for Adolescents and Adults with Learning Disorders.

Science.gov (United States)

Bullis, Michael, Ed.; Davis, Cheryl D., Ed.

This manual is based on a 3-year, federally funded program, Project FASTER (Functional Assessment Services for Transition, Education, and Rehabilitation), that developed functional assessment procedures and provided assessment services to adolescents and adults with learning or behavioral disorders who were involved in school-based transition…

Linear and non-linear dose-response functions reveal a hormetic relationship between stress and learning.

Science.gov (United States)

Zoladz, Phillip R; Diamond, David M

2008-10-16

Over a century of behavioral research has shown that stress can enhance or impair learning and memory. In the present review, we have explored the complex effects of stress on cognition and propose that they are characterized by linear and non-linear dose-response functions, which together reveal a hormetic relationship between stress and learning. We suggest that stress initially enhances hippocampal function, resulting from amygdala-induced excitation of hippocampal synaptic plasticity, as well as the excitatory effects of several neuromodulators, including corticosteroids, norepinephrine, corticotropin-releasing hormone, acetylcholine and dopamine. We propose that this rapid activation of the amygdala-hippocampus brain memory system results in a linear dose-response relation between emotional strength and memory formation. More prolonged stress, however, leads to an inhibition of hippocampal function, which can be attributed to compensatory cellular responses that protect hippocampal neurons from excitotoxicity. This inhibition of hippocampal functioning in response to prolonged stress is potentially relevant to the well-described curvilinear dose-response relationship between arousal and memory. Our emphasis on the temporal features of stress-brain interactions addresses how stress can activate, as well as impair, hippocampal functioning to produce a hormetic relationship between stress and learning.

Faster native vowel discrimination learning in musicians is mediated by an optimization of mnemonic functions.

Science.gov (United States)

Elmer, Stefan; Greber, Marielle; Pushparaj, Arethy; Kühnis, Jürg; Jäncke, Lutz

2017-09-01

The ability to discriminate phonemes varying in spectral and temporal attributes constitutes one of the most basic intrinsic elements underlying language learning mechanisms. Since previous work has consistently shown that professional musicians are characterized by perceptual and cognitive advantages in a variety of language-related tasks, and since vowels can be considered musical sounds within the domain of speech, here we investigated the behavioral and electrophysiological correlates of native vowel discrimination learning in a sample of professional musicians and non-musicians. We evaluated the contribution of both the neurophysiological underpinnings of perceptual (i.e., N1/P2 complex) and mnemonic functions (i.e., N400 and P600 responses) while the participants were instructed to judge whether pairs of native consonant-vowel (CV) syllables manipulated in the first formant transition of the vowel (i.e., from /tu/ to /to/) were identical or not. Results clearly demonstrated faster learning in musicians, compared to non-musicians, as reflected by shorter reaction times and higher accuracy. Most notably, in terms of morphology, time course, and voltage strength, this steeper learning curve was accompanied by distinctive N400 and P600 manifestations between the two groups. In contrast, we did not reveal any group differences during the early stages of auditory processing (i.e., N1/P2 complex), suggesting that faster learning was mediated by an optimization of mnemonic but not perceptual functions. Based on a clear taxonomy of the mnemonic functions involved in the task, results are interpreted as pointing to a relationship between faster learning mechanisms in musicians and an optimization of echoic (i.e., N400 component) and working memory (i.e., P600 component) functions. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Prescription for Reframing Continuing Pharmacy Education in Massachusetts

Science.gov (United States)

Young, Anita M.

2012-01-01

Extensive research indicates that adults learn best when they are motivated, self-directed and choose what and how they learn. This project focuses on continuing pharmacy education and seeks to answer the question: "How can pharmacists be motivated to participate in continuing pharmacy education programs because they want to, not because they…

A Learning Object Approach To Evidence based learning

OpenAIRE

Zabin Visram; Bruce Elson; Patricia Reynolds

2005-01-01

This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has mea...

Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

Science.gov (United States)

Ucan, Serkan; Webb, Mary

2015-10-01

Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to identify when and how co- and shared regulation of metacognitive, emotional and motivational processes emerge and function during collaborative inquiry learning in science. Two groups of three students (aged 12) from a private primary school in Turkey were videotaped during collaborative inquiry activities in a naturalistic classroom setting over a seven-week period, and the transcripts were analysed in order to identify their use of regulation processes. Moreover, this was combined with the analysis of stimulated-recall interviews with the student groups. Results indicated that co- and shared regulation processes were often initiated by particular events and played a crucial role in the success of students' collaborative inquiry learning. Co-regulation of metacognitive processes had the function of stimulating students to reflect upon and clarify their thinking, as well as facilitating the construction of new scientific understanding. Shared regulation of metacognitive processes helped students to build a shared understanding of the task, clarify and justify their shared perspective, and sustain the ongoing knowledge co-construction. Moreover, the use of shared emotional and motivational regulation was identified as important for sustaining reciprocal interactions and creating a positive socio-emotional atmosphere within the groups. In addition, the findings revealed links between the positive quality of group interactions and the emergence of co- and shared regulation of metacognitive processes. This study highlights the importance of fostering students' acquisition and use of regulation processes during collaborative

Assessing a learning process with functional ANOVA estimators of EEG power spectral densities.

Science.gov (United States)

Gutiérrez, David; Ramírez-Moreno, Mauricio A

2016-04-01

We propose to assess the process of learning a task using electroencephalographic (EEG) measurements. In particular, we quantify changes in brain activity associated to the progression of the learning experience through the functional analysis-of-variances (FANOVA) estimators of the EEG power spectral density (PSD). Such functional estimators provide a sense of the effect of training in the EEG dynamics. For that purpose, we implemented an experiment to monitor the process of learning to type using the Colemak keyboard layout during a twelve-lessons training. Hence, our aim is to identify statistically significant changes in PSD of various EEG rhythms at different stages and difficulty levels of the learning process. Those changes are taken into account only when a probabilistic measure of the cognitive state ensures the high engagement of the volunteer to the training. Based on this, a series of statistical tests are performed in order to determine the personalized frequencies and sensors at which changes in PSD occur, then the FANOVA estimates are computed and analyzed. Our experimental results showed a significant decrease in the power of [Formula: see text] and [Formula: see text] rhythms for ten volunteers during the learning process, and such decrease happens regardless of the difficulty of the lesson. These results are in agreement with previous reports of changes in PSD being associated to feature binding and memory encoding.

Effects of walnuts (Juglans regia) on learning and memory functions.

Science.gov (United States)

Haider, Saida; Batool, Zehra; Tabassum, Saiqa; Perveen, Tahira; Saleem, Sadia; Naqvi, Fizza; Javed, Huma; Haleem, Darakhshan J

2011-11-01

Walnut has been regarded as a health food that is delicious and nutritious. Both preventive and therapeutic effects of walnut are well documented. Walnuts are rich in omega-3 fatty acids that are reported to have beneficial effects on brain function. The present work was designed to evaluate the effects of walnuts on learning and memory in male rats. The effect of oral intake of walnut was also monitored on food intake. Walnut was given orally to rats for a period of 28 days. Memory function in rats was assessed by elevated plus maze (EPM) and radial arm maze (RAM). A significant improvement in learning and memory of walnut treated rats compared to controls was observed. Walnut treated rats also exhibited a significant decrease in food intake while the change in growth rate (in terms of percentage) remained comparable between the two groups. Analysis of brain monoamines exhibited enhanced serotonergic levels in rat brain following oral intake of walnuts. The findings suggest that walnut may exert its hypophagic and nootropic actions via an enhancement of brain 5-HT metabolism.

Optimizing Neuropsychological Assessments for Cognitive, Behavioral, and Functional Impairment Classification: A Machine Learning Study

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Petronilla Battista

2017-01-01

Full Text Available Subjects with Alzheimer’s disease (AD show loss of cognitive functions and change in behavioral and functional state affecting the quality of their daily life and that of their families and caregivers. A neuropsychological assessment plays a crucial role in detecting such changes from normal conditions. However, despite the existence of clinical measures that are used to classify and diagnose AD, a large amount of subjectivity continues to exist. Our aim was to assess the potential of machine learning in quantifying this process and optimizing or even reducing the amount of neuropsychological tests used to classify AD patients, also at an early stage of impairment. We investigated the role of twelve state-of-the-art neuropsychological tests in the automatic classification of subjects with none, mild, or severe impairment as measured by the clinical dementia rating (CDR. Data were obtained from the ADNI database. In the groups of measures used as features, we included measures of both cognitive domains and subdomains. Our findings show that some tests are more frequently best predictors for the automatic classification, namely, LM, ADAS-Cog, AVLT, and FAQ, with a major role of the ADAS-Cog measures of delayed and immediate memory and the FAQ measure of financial competency.

Development of fuzzy algorithm with learning function for nuclear steam generator level control

International Nuclear Information System (INIS)

Park, Gee Yong; Seong, Poong Hyun

1993-01-01

A fuzzy algorithm with learning function is applied to the steam generator level control of nuclear power plant. This algorithm can make its rule base and membership functions suited for steam generator level control by use of the data obtained from the control actions of a skilled operator or of other controllers (i.e., PID controller). The rule base of fuzzy controller with learning function is divided into two parts. One part of the rule base is provided to level control of steam generator at low power level (0 % - 30 % of full power) and the other to level control at high power level (30 % - 100 % of full power). Response time of steam generator level control at low power range with this rule base is shown to be shorter than that of fuzzy controller with direct inference. (Author)

Functionally segregated neural substrates for arbitrary audiovisual paired-association learning.

Science.gov (United States)

Tanabe, Hiroki C; Honda, Manabu; Sadato, Norihiro

2005-07-06

To clarify the neural substrates and their dynamics during crossmodal association learning, we conducted functional magnetic resonance imaging (MRI) during audiovisual paired-association learning of delayed matching-to-sample tasks. Thirty subjects were involved in the study; 15 performed an audiovisual paired-association learning task, and the remainder completed a control visuo-visual task. Each trial consisted of the successive presentation of a pair of stimuli. Subjects were asked to identify predefined audiovisual or visuo-visual pairs by trial and error. Feedback for each trial was given regardless of whether the response was correct or incorrect. During the delay period, several areas showed an increase in the MRI signal as learning proceeded: crossmodal activity increased in unimodal areas corresponding to visual or auditory areas, and polymodal responses increased in the occipitotemporal junction and parahippocampal gyrus. This pattern was not observed in the visuo-visual intramodal paired-association learning task, suggesting that crossmodal associations might be formed by binding unimodal sensory areas via polymodal regions. In both the audiovisual and visuo-visual tasks, the MRI signal in the superior temporal sulcus (STS) in response to the second stimulus and feedback peaked during the early phase of learning and then decreased, indicating that the STS might be key to the creation of paired associations, regardless of stimulus type. In contrast to the activity changes in the regions discussed above, there was constant activity in the frontoparietal circuit during the delay period in both tasks, implying that the neural substrates for the formation and storage of paired associates are distinct from working memory circuits.

Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective

Science.gov (United States)

Fitness, Julie

2018-01-01

The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement. PMID:29461487

Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective.

Science.gov (United States)

Rowe, Anna D; Fitness, Julie

2018-02-20

The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective

Directory of Open Access Journals (Sweden)

Anna D. Rowe

2018-02-01

Full Text Available The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

Modelling Digital Knowledge Transfer: Nurse Supervisors Transforming Learning at Point of Care to Advance Nursing Practice

Directory of Open Access Journals (Sweden)

Carey Mather

2017-05-01

Full Text Available Limited adoption of mobile technology for informal learning and continuing professional development within Australian healthcare environments has been explained primarily as an issue of insufficient digital and ehealth literacy of healthcare professionals. This study explores nurse supervisors’ use of mobile technology for informal learning and continuing professional development both for their own professional practice, and in their role in modelling digital knowledge transfer, by facilitating the learning and teaching of nursing students in the workplace. A convenience sample of 27 nurse supervisors involved with guiding and supporting undergraduate nurses participated in one of six focus groups held in two states of Australia. Expanding knowledge emerged as the key theme of importance to this group of clinicians. Although nurse supervisors regularly browsed Internet sources for learning and teaching purposes, a mixed understanding of the mobile learning activities that could be included as informal learning or part of formal continuing professional development was detected. Participants need educational preparation and access to mobile learning opportunities to improve and maintain their digital and ehealth literacy to appropriately model digital professionalism with students. Implementation of mobile learning at point of care to enable digital knowledge transfer, augment informal learning for students and patients, and support continuing professional development opportunities is necessary. Embedding digital and ehealth literacy within nursing curricula will promote mobile learning as a legitimate nursing function and advance nursing practice.

Function of insulin in snail brain in associative learning.

Science.gov (United States)

Kojima, S; Sunada, H; Mita, K; Sakakibara, M; Lukowiak, K; Ito, E

2015-10-01

Insulin is well known as a hormone regulating glucose homeostasis across phyla. Although there are insulin-independent mechanisms for glucose uptake in the mammalian brain, which had contributed to a perception of the brain as an insulin-insensitive organ for decades, the finding of insulin and its receptors in the brain revolutionized the concept of insulin signaling in the brain. However, insulin's role in brain functions, such as cognition, attention, and memory, remains unknown. Studies using invertebrates with their open blood-vascular system have the promise of promoting a better understanding of the role played by insulin in mediating/modulating cognitive functions. In this review, the relationship between insulin and its impact on long-term memory (LTM) is discussed particularly in snails. The pond snail Lymnaea stagnalis has the ability to undergo conditioned taste aversion (CTA), that is, it associatively learns and forms LTM not to respond with a feeding response to a food that normally elicits a robust feeding response. We show that molluscan insulin-related peptides are up-regulated in snails exhibiting CTA-LTM and play a key role in the causal neural basis of CTA-LTM. We also survey the relevant literature of the roles played by insulin in learning and memory in other phyla.

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

Science.gov (United States)

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Architectural and Functional Design and Evaluation of E-Learning VUIS Based on the Proposed IEEE LTSA Reference Model.

Science.gov (United States)

O'Droma, Mairtin S.; Ganchev, Ivan; McDonnell, Fergal

2003-01-01

Presents a comparative analysis from the Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standards Committee's (LTSC) of the architectural and functional design of e-learning delivery platforms and applications, e-learning course authoring tools, and learning management systems (LMSs), with a view of assessing how…

Functional imaging of the semantic system: retrieval of sensory-experienced and verbally learned knowledge.

Science.gov (United States)

Noppeney, Uta; Price, Cathy J

2003-01-01

This paper considers how functional neuro-imaging can be used to investigate the organization of the semantic system and the limitations associated with this technique. The majority of the functional imaging studies of the semantic system have looked for divisions by varying stimulus category. These studies have led to divergent results and no clear anatomical hypotheses have emerged to account for the dissociations seen in behavioral studies. Only a few functional imaging studies have used task as a variable to differentiate the neural correlates of semantic features more directly. We extend these findings by presenting a new study that contrasts tasks that differentially weight sensory (color and taste) and verbally learned (origin) semantic features. Irrespective of the type of semantic feature retrieved, a common semantic system was activated as demonstrated in many previous studies. In addition, the retrieval of verbally learned, but not sensory-experienced, features enhanced activation in medial and lateral posterior parietal areas. We attribute these "verbally learned" effects to differences in retrieval strategy and conclude that evidence for segregation of semantic features at an anatomical level remains weak. We believe that functional imaging has the potential to increase our understanding of the neuronal infrastructure that sustains semantic processing but progress may require multiple experiments until a consistent explanatory framework emerges.

Learning Styles in Continuing Medical Education.

Science.gov (United States)

Bennet, Nancy L.; Fox, Robert D.

1984-01-01

Synthesizes literature on cognitive style and considers issues about its role in continuing medical education research, including whether it should be used as a dependent or independent variable and how it may be used in causal models. (SK)

Continuous blood pressure recordings simultaneously with functional brain imaging: studies of the glymphatic system

Science.gov (United States)

Zienkiewicz, Aleksandra; Huotari, Niko; Raitamaa, Lauri; Raatikainen, Ville; Ferdinando, Hany; Vihriälä, Erkki; Korhonen, Vesa; Myllylä, Teemu; Kiviniemi, Vesa

2017-03-01

The lymph system is responsible for cleaning the tissues of metabolic waste products, soluble proteins and other harmful fluids etc. Lymph flow in the body is driven by body movements and muscle contractions. Moreover, it is indirectly dependent on the cardiovascular system, where the heart beat and blood pressure maintain force of pressure in lymphatic channels. Over the last few years, studies revealed that the brain contains the so-called glymphatic system, which is the counterpart of the systemic lymphatic system in the brain. Similarly, the flow in the glymphatic system is assumed to be mostly driven by physiological pulsations such as cardiovascular pulses. Thus, continuous measurement of blood pressure and heart function simultaneously with functional brain imaging is of great interest, particularly in studies of the glymphatic system. We present our MRI compatible optics based sensing system for continuous blood pressure measurement and show our current results on the effects of blood pressure variations on cerebral brain dynamics, with a focus on the glymphatic system. Blood pressure was measured simultaneously with near-infrared spectroscopy (NIRS) combined with an ultrafast functional brain imaging (fMRI) sequence magnetic resonance encephalography (MREG, 3D brain 10 Hz sampling rate).

Continuous subcutaneous insulin infusion preserves axonal function in type 1 diabetes mellitus.

Science.gov (United States)

Kwai, Natalie; Arnold, Ria; Poynten, Ann M; Lin, Cindy S-Y; Kiernan, Matthew C; Krishnan, Arun V

2015-02-01

Diabetic peripheral neuropathy is a common and debilitating complication of diabetes mellitus. Although strict glycaemic control may reduce the risk of developing diabetic peripheral neuropathy, the neurological benefits of different insulin regimens remain relatively unknown. In the present study, 55 consecutive patients with type 1 diabetes mellitus underwent clinical neurological assessment. Subsequently, 41 non-neuropathic patients, 24 of whom were receiving multiple daily insulin injections (MDII) and 17 receiving continuous subcutaneous insulin infusion (CSII), underwent nerve excitability testing, a technique that assesses axonal ion channel function and membrane potential in human nerves. Treatment groups were matched for glycaemic control, body mass index, disease duration and gender. Neurophysiological parameters were compared between treatment groups and those taken from age and sex-matched normal controls. Prominent differences in axonal function were noted between MDII-treated and CSII-treated patients. Specifically, MDII patients manifested prominent abnormalities when compared with normal controls in threshold electrotonus (TE) parameters including depolarizing TE(10-20ms), undershoot and hyperpolarizing TE (90-100 ms) (P type 1 diabetes is maintained within normal limits in patients treated with continuous subcutaneous insulin infusion and not with multiple daily insulin injections. This raises the possibility that CSII therapy may have neuroprotective potential in patients with type 1 diabetes. Copyright © 2014 John Wiley & Sons, Ltd.

The Quantitative Evaluation of Functional Neuroimaging Experiments: Mutual Information Learning Curves

DEFF Research Database (Denmark)

Kjems, Ulrik; Hansen, Lars Kai; Anderson, Jon

2002-01-01

Learning curves are presented as an unbiased means for evaluating the performance of models for neuroimaging data analysis. The learning curve measures the predictive performance in terms of the generalization or prediction error as a function of the number of independent examples (e.g., subjects......) used to determine the parameters in the model. Cross-validation resampling is used to obtain unbiased estimates of a generic multivariate Gaussian classifier, for training set sizes from 2 to 16 subjects. We apply the framework to four different activation experiments, in this case \\$\\backslash......\\$[/sup 15/ O]water data sets, although the framework is equally valid for multisubject fMRI studies. We demonstrate how the prediction error can be expressed as the mutual information between the scan and the scan label, measured in units of bits. The mutual information learning curve can be used...

Heterogeneity in perceptual category learning by high functioning children with autism spectrum disorder.

Science.gov (United States)

Mercado, Eduardo; Church, Barbara A; Coutinho, Mariana V C; Dovgopoly, Alexander; Lopata, Christopher J; Toomey, Jennifer A; Thomeer, Marcus L

2015-01-01

Previous research suggests that high functioning (HF) children with autism spectrum disorder (ASD) sometimes have problems learning categories, but often appear to perform normally in categorization tasks. The deficits that individuals with ASD show when learning categories have been attributed to executive dysfunction, general deficits in implicit learning, atypical cognitive strategies, or abnormal perceptual biases and abilities. Several of these psychological explanations for category learning deficits have been associated with neural abnormalities such as cortical underconnectivity. The present study evaluated how well existing neurally based theories account for atypical perceptual category learning shown by HF children with ASD across multiple category learning tasks involving novel, abstract shapes. Consistent with earlier results, children's performances revealed two distinct patterns of learning and generalization associated with ASD: one was indistinguishable from performance in typically developing children; the other revealed dramatic impairments. These two patterns were evident regardless of training regimen or stimulus set. Surprisingly, some children with ASD showed both patterns. Simulations of perceptual category learning could account for the two observed patterns in terms of differences in neural plasticity. However, no current psychological or neural theory adequately explains why a child with ASD might show such large fluctuations in category learning ability across training conditions or stimulus sets.

Continuous Learning of a Multilayered Network Topology in a Video Camera Network

Directory of Open Access Journals (Sweden)

Zou Xiaotao

2009-01-01

Full Text Available Abstract A multilayered camera network architecture with nodes as entry/exit points, cameras, and clusters of cameras at different layers is proposed. Unlike existing methods that used discrete events or appearance information to infer the network topology at a single level, this paper integrates face recognition that provides robustness to appearance changes and better models the time-varying traffic patterns in the network. The statistical dependence between the nodes, indicating the connectivity and traffic patterns of the camera network, is represented by a weighted directed graph and transition times that may have multimodal distributions. The traffic patterns and the network topology may be changing in the dynamic environment. We propose a Monte Carlo Expectation-Maximization algorithm-based continuous learning mechanism to capture the latent dynamically changing characteristics of the network topology. In the experiments, a nine-camera network with twenty-five nodes (at the lowest level is analyzed both in simulation and in real-life experiments and compared with previous approaches.

Continuous Learning of a Multilayered Network Topology in a Video Camera Network

Directory of Open Access Journals (Sweden)

Xiaotao Zou

2009-01-01

Full Text Available A multilayered camera network architecture with nodes as entry/exit points, cameras, and clusters of cameras at different layers is proposed. Unlike existing methods that used discrete events or appearance information to infer the network topology at a single level, this paper integrates face recognition that provides robustness to appearance changes and better models the time-varying traffic patterns in the network. The statistical dependence between the nodes, indicating the connectivity and traffic patterns of the camera network, is represented by a weighted directed graph and transition times that may have multimodal distributions. The traffic patterns and the network topology may be changing in the dynamic environment. We propose a Monte Carlo Expectation-Maximization algorithm-based continuous learning mechanism to capture the latent dynamically changing characteristics of the network topology. In the experiments, a nine-camera network with twenty-five nodes (at the lowest level is analyzed both in simulation and in real-life experiments and compared with previous approaches.

Generalized analytic continuation

CERN Document Server

Ross, William T

2002-01-01

The theory of generalized analytic continuation studies continuations of meromorphic functions in situations where traditional theory says there is a natural boundary. This broader theory touches on a remarkable array of topics in classical analysis, as described in the book. This book addresses the following questions: (1) When can we say, in some reasonable way, that component functions of a meromorphic function on a disconnected domain, are "continuations" of each other? (2) What role do such "continuations" play in certain aspects of approximation theory and operator theory? The authors use the strong analogy with the summability of divergent series to motivate the subject. In this vein, for instance, theorems can be described as being "Abelian" or "Tauberian". The introductory overview carefully explains the history and context of the theory. The authors begin with a review of the works of Poincaré, Borel, Wolff, Walsh, and Gončar, on continuation properties of "Borel series" and other meromorphic func...

Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

Science.gov (United States)

Piercy, Niall

2013-01-01

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…

STRATEGY FOR EVALUATION AND SELECTION OF SYSTEMS FOR ELECTRONIC LEARNING

Directory of Open Access Journals (Sweden)

Dubravka Mandušić

2012-12-01

Full Text Available Today`s technology supported and accelerated learning time requires constant and continuous acquisition of new knowledge. On the other hand, it does not leave enough time for additional education. Increasing number of E-learning systems, withdraws a need for precise evaluation of functionality that those systems provide; so they could be reciprocally compared. While implementing new systems for electronic learning, it is very important to pre-evaluate existing systems in order to select the one that meets all defined parameters, with low costs/investment. Proper evaluation can save time and money.

Dinosaur Discourses: Taking Stock of Gendered Learning Myths

Science.gov (United States)

Paule, Michele

2015-01-01

The persistence of gendered learning myths in educational contexts and the wider imaginary continues to trouble feminist educational researchers and practitioners. The tracing of such myths and the categories they create through authoritative and elite discourses of the past suggests how they have functioned across different fields to preserve a…

The descriptive set-theoretic complexity of the set of points of continuity of a multi-valued function (Extended Abstract

Directory of Open Access Journals (Sweden)

Vassilios Gregoriades

2010-06-01

Full Text Available In this article we treat a notion of continuity for a multi-valued function F and we compute the descriptive set-theoretic complexity of the set of all x for which F is continuous at x. We give conditions under which the latter set is either a G_delta set or the countable union of G_delta sets. Also we provide a counterexample which shows that the latter result is optimum under the same conditions. Moreover we prove that those conditions are necessary in order to obtain that the set of points of continuity of F is Borel i.e., we show that if we drop some of the previous conditions then there is a multi-valued function F whose graph is a Borel set and the set of points of continuity of F is not a Borel set. Finally we give some analogue results regarding a stronger notion of continuity for a multi-valued function. This article is motivated by a question of M. Ziegler in "Real Computation with Least Discrete Advice: A Complexity Theory of Nonuniform Computability with Applications to Linear Algebra", (submitted.

Correlated-Spaces Regression for Learning Continuous Emotion Dimensions

NARCIS (Netherlands)

Nicolaou, M.; Zafeiriou, S.; Pantic, Maja

2013-01-01

Adopting continuous dimensional annotations for affective analysis has been gaining rising attention by researchers over the past years. Due to the idiosyncratic nature of this problem, many subproblems have been identified, spanning from the fusion of multiple continuous annotations to exploiting

Mean-field learning for satisfactory solutions

KAUST Repository

Tembine, Hamidou

2013-12-01

One of the fundamental challenges in distributed interactive systems is to design efficient, accurate, and fair solutions. In such systems, a satisfactory solution is an innovative approach that aims to provide all players with a satisfactory payoff anytime and anywhere. In this paper we study fully distributed learning schemes for satisfactory solutions in games with continuous action space. Considering games where the payoff function depends only on own-action and an aggregate term, we show that the complexity of learning systems can be significantly reduced, leading to the so-called mean-field learning. We provide sufficient conditions for convergence to a satisfactory solution and we give explicit convergence time bounds. Then, several acceleration techniques are used in order to improve the convergence rate. We illustrate numerically the proposed mean-field learning schemes for quality-of-service management in communication networks. © 2013 IEEE.

Extensions of vector-valued Baire one functions with preservation of points of continuity

Czech Academy of Sciences Publication Activity Database

Koc, M.; Kolář, Jan

2016-01-01

Roč. 442, č. 1 (2016), s. 138-148 ISSN 0022-247X R&D Projects: GA ČR(CZ) GA14-07880S Institutional support: RVO:67985840 Keywords : vector-valued Baire one functions * extensions * non-tangential limit * continuity points Subject RIV: BA - General Mathematics Impact factor: 1.064, year: 2016 http://www.sciencedirect.com/science/article/pii/S0022247X1630097X

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

Directory of Open Access Journals (Sweden)

Benjamin Klein

2018-02-01

Full Text Available Children with developmental disorders affecting learning and behaviour (DDALB (e.g., attention, social communication, language, and learning disabilities, etc. require individualized support across multiple environments to promote participation, quality of life, and developmental outcomes. Support to enhance participation is based largely on individual profiles of functioning (e.g., communication, cognitive, social skills, executive functioning, etc., which are highly heterogeneous within medical diagnoses. Currently educators, clinicians, and parents encounter widespread difficulties in meeting children’s needs as there is lack of universal classification of functioning and disability for use in school environments. Objective: a practical tool for functional classification broadly applicable for children with DDALB could facilitate the collaboration, identification of points of entry of support, individual program planning, and reassessment in a transparent, equitable process based on functional need and context. We propose such a tool, the Functional Abilities Classification Tool (FACT based on the concepts of the ICF (International Classification of Functioning, Disability and Health. FACT is intended to provide ability and participation classification that is complementary to medical diagnosis. For children presenting with difficulties, the proposed tool initially classifies participation over several environments. Then, functional abilities are classified and personal factors and environment are described. Points of entry for support are identified given an analysis of functional ability profile, personal factors, environmental features, and pattern of participation. Conclusion: case examples, use of the tool and implications for children, agencies, and the system are described.

The Role of Executive Functions for Dyadic Literacy Learning in Kindergarten

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van de Sande, Eva; Segers, Eliane; Verhoeven, Ludo

2018-01-01

The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other's learning and…

Learning Disabilities and Intellectual Functioning in School-Aged Children With Prenatal Cocaine Exposure

OpenAIRE

Morrow, Connie E.; Culbertson, Jan L.; Accornero, Veronica H.; Xue, Lihua; Anthony, James C.; Bandstra, Emmalee S.

2006-01-01

Risk for developing a learning disability (LD) or impaired intellectual functioning by age 7 was assessed in full-term children with prenatal cocaine exposure drawn from a cohort of 476 children born full term and enrolled prospectively at birth. Intellectual functioning was assessed using the Wechsler Intelligence Scale for Children–Third Edition (Wechsler,1991) shortform, and academic functioning was assessed using the Wechsler Individual Achievement Test (WIAT; Wechsler,1993) Screener by e...

A TLBO based gradient descent learning-functional link higher order ANN: An efficient model for learning from non-linear data

Directory of Open Access Journals (Sweden)

Bighnaraj Naik

2018-01-01

Full Text Available All the higher order ANNs (HONNs including functional link ANN (FLANN are sensitive to random initialization of weight and rely on the learning algorithms adopted. Although a selection of efficient learning algorithms for HONNs helps to improve the performance, on the other hand, initialization of weights with optimized weights rather than random weights also play important roles on its efficiency. In this paper, the problem solving approach of the teaching learning based optimization (TLBO along with learning ability of the gradient descent learning (GDL is used to obtain the optimal set of weight of FLANN learning model. TLBO does not require any specific parameters rather it requires only some of the common independent parameters like number of populations, number of iterations and stopping criteria, thereby eliminating the intricacy in selection of algorithmic parameters for adjusting the set of weights of FLANN model. The proposed TLBO-FLANN is implemented in MATLAB and compared with GA-FLANN, PSO-FLANN and HS-FLANN. The TLBO-FLANN is tested on various 5-fold cross validated benchmark data sets from UCI machine learning repository and analyzed under the null-hypothesis by using Friedman test, Holm’s procedure and post hoc ANOVA statistical analysis (Tukey test & Dunnett test.

Effective post-literacy learning: A question of a national human resource strategy

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Ahmed, Manzoor

1989-12-01

Initial literacy courses must be followed by opportunities for consolidating the mechanics of literacy skills and practical application of three skills in life. Experience has shown that these `post-literacy' objectives can be achieved, not by a second stage of the literacy course, but by a range of opportunities for learning and application of learning through a network of continuing education opportunities geared to the diverse needs and circumstances of different categories of neo-literates. A taxonomy of learner categories and learning needs is seen as a basis for planning and supporting the network of post-literacy learning. Examples from China, India and Thailand demonstrate the importance of recognizing the continuity of literacy and post-literacy efforts, the need for commitment of resources for this continuum of learning, the role of an organizational structure to deal with this continuum in a coordinated way, and the value of a comprehensive range of learning opportunities for neo-literates. A necessary condition for success in building a network of continuing learning opportunities and contributing to the creation of a `learning society' is to make human resource development the core of national development. It is argued that the scope and dimensions of post-literacy continuing education are integrally linked with the goal of mass basic education and ultimately with the vision of a `learning society'. Such a vision can be a reality only with a serious human resource development focus in national development that will permit the necessary mobilization of resources, the coordination of sectors of government and society and the generation of popular enthusiasm. A radical or an incremental approach can be taken to move towards the primacy of a human resource strategy in national development. In either case, a functioning coordination and support mechanism has to be developed for the key elements of mass basic education including post-literacy learning.

Hot and Cool Executive Function: Foundations for Learning and Healthy Development

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Meuwissen, Alyssa S.; Zelazo, Philip David

2014-01-01

Executive function (EF) refers to the set of core self-regulatory skills required for deliberate, goal-directed problem solving. These skills, which are exercised when children pause and reflect before reacting, provide a foundation for learning in a classroom context. They make it possible to pay attention, think flexibly, keep information in…

Continuity, commitment and context: adult siblings of people with autism plus learning disability.

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Tozer, Rosemary; Atkin, Karl; Wenham, Aniela

2013-09-01

Sibling relationships are usually lifelong and reciprocal. They can assume particular significance when a brother or sister has a learning disability. Until recently, adult siblings of people with disabilities such as severe autism have been ignored by policy, practice and research. This qualitative study contributes to an emerging literature by exploring how adult siblings, who have a brother or sister with autism (plus learning disability) and living in England, give meaning to their family (and caring) relationships and engage with service delivery. We spoke to 21 adult siblings using semi-structured interviews and met with 12 of their siblings with autism. Our analysis, using a broad narrative approach, demonstrates the continuity of the sibling relationship and an enduring personalised commitment. The nature of this relationship, however, is sensitive to context. How non-disabled adult siblings relate to their childhood experience is fundamental when making sense of this, as is their need to fulfil other social and family obligations, alongside their 'sense of duty' to support their disabled brother or sister. Sibling experience was further mediated by negotiating their 'perceived invisibility' in social care policy and practice. Our work concludes that by understanding the way relationships between siblings have developed over time, adult siblings' contribution to the lives of their brother or sister with autism can be better supported for the benefit of both parties. Such an approach would support current policy developments. © 2013 John Wiley & Sons Ltd.

Continuing professional development and ICT: target practice.

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Eaton, K A; Reynolds, P A

2008-07-26

Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

Regression analysis of the structure function for reliability evaluation of continuous-state system

International Nuclear Information System (INIS)

Gamiz, M.L.; Martinez Miranda, M.D.

2010-01-01

Technical systems are designed to perform an intended task with an admissible range of efficiency. According to this idea, it is permissible that the system runs among different levels of performance, in addition to complete failure and the perfect functioning one. As a consequence, reliability theory has evolved from binary-state systems to the most general case of continuous-state system, in which the state of the system changes over time through some interval on the real number line. In this context, obtaining an expression for the structure function becomes difficult, compared to the discrete case, with difficulty increasing as the number of components of the system increases. In this work, we propose a method to build a structure function for a continuum system by using multivariate nonparametric regression techniques, in which certain analytical restrictions on the variable of interest must be taken into account. Once the structure function is obtained, some reliability indices of the system are estimated. We illustrate our method via several numerical examples.

Regression analysis of the structure function for reliability evaluation of continuous-state system

Energy Technology Data Exchange (ETDEWEB)

Gamiz, M.L., E-mail: mgamiz@ugr.e [Departamento de Estadistica e I.O., Facultad de Ciencias, Universidad de Granada, Granada 18071 (Spain); Martinez Miranda, M.D. [Departamento de Estadistica e I.O., Facultad de Ciencias, Universidad de Granada, Granada 18071 (Spain)

2010-02-15

Technical systems are designed to perform an intended task with an admissible range of efficiency. According to this idea, it is permissible that the system runs among different levels of performance, in addition to complete failure and the perfect functioning one. As a consequence, reliability theory has evolved from binary-state systems to the most general case of continuous-state system, in which the state of the system changes over time through some interval on the real number line. In this context, obtaining an expression for the structure function becomes difficult, compared to the discrete case, with difficulty increasing as the number of components of the system increases. In this work, we propose a method to build a structure function for a continuum system by using multivariate nonparametric regression techniques, in which certain analytical restrictions on the variable of interest must be taken into account. Once the structure function is obtained, some reliability indices of the system are estimated. We illustrate our method via several numerical examples.

Task-related functional connectivity of the caudate mediates the association between trait mindfulness and implicit learning in older adults.

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Stillman, Chelsea M; You, Xiaozhen; Seaman, Kendra L; Vaidya, Chandan J; Howard, James H; Howard, Darlene V

2016-08-01

Accumulating evidence shows a positive relationship between mindfulness and explicit cognitive functioning, i.e., that which occurs with conscious intent and awareness. However, recent evidence suggests that there may be a negative relationship between mindfulness and implicit types of learning, or those that occur without conscious awareness or intent. Here we examined the neural mechanisms underlying the recently reported negative relationship between dispositional mindfulness and implicit probabilistic sequence learning in both younger and older adults. We tested the hypothesis that the relationship is mediated by communication, or functional connectivity, of brain regions once traditionally considered to be central to dissociable learning systems: the caudate, medial temporal lobe (MTL), and prefrontal cortex (PFC). We first replicated the negative relationship between mindfulness and implicit learning in a sample of healthy older adults (60-90 years old) who completed three event-related runs of an implicit sequence learning task. Then, using a seed-based connectivity approach, we identified task-related connectivity associated with individual differences in both learning and mindfulness. The main finding was that caudate-MTL connectivity (bilaterally) was positively correlated with learning and negatively correlated with mindfulness. Further, the strength of task-related connectivity between these regions mediated the negative relationship between mindfulness and learning. This pattern of results was limited to the older adults. Thus, at least in healthy older adults, the functional communication between two interactive learning-relevant systems can account for the relationship between mindfulness and implicit probabilistic sequence learning.

Generalized Hamiltonians, functional integration and statistics of continuous fluids and plasmas

International Nuclear Information System (INIS)

Tasso, H.

1985-05-01

Generalized Hamiltonian formalism including generalized Poisson brackets and Lie-Poisson brackets is presented in Section II. Gyroviscous magnetohydrodynamics is treated as a relevant example in Euler and Clebsch variables. Section III is devoted to a short review of functional integration containing the definition and a discussion of ambiguities and methods of evaluation. The main part of the contribution is given in Section IV, where some of the content of the previous sections is applied to Gibbs statistics of continuous fluids and plasmas. In particular, exact fluctuation spectra are calculated for relevant equations in fluids and plasmas. (orig.)

Functional integration processes underlying the instruction-based learning of novel goal-directed behaviors.

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Ruge, Hannes; Wolfensteller, Uta

2013-03-01

How does the human brain translate symbolic instructions into overt behavior? Previous studies suggested that this process relies on a rapid control transition from the lateral prefrontal cortex (LPFC) to the anterior striatum (aSTR) and premotor cortex (PMC). The present fMRI study investigated whether the transfer from symbolic to pragmatic stimulus-response (S-R) rules relies on changes in the functional coupling among these and other areas and to which extent action goal representations might get integrated within this symbolic-pragmatic transfer. Goal integration processes were examined by manipulating the contingency between actions and differential outcomes (i.e. action goals). We observed a rapid strengthening of the functional coupling between the LPFC and the basal ganglia (aSTR and putamen) and orbitofrontal cortex (OFC) as well as between the LPFC and the anterior dorsal PMC (pre-PMd), the anterior inferior parietal lobule (aIPL), and the posterior superior parietal lobule (pSPL). Importantly, only some of these functional integration processes were sensitive to the outcome contingency manipulation, including LPFC couplings with aSTR, OFC, aIPL, and pre-PMd. This suggests that the symbolic-pragmatic rule transfer is governed by principles of both, instrumental learning (increasingly tighter coupling between LPFC and aSTR/OFC) and ideomotor learning (increasingly tighter coupling between LPFC and aIPL/pre-PMd). By contrast, increased functional coupling between LPFC and putamen was insensitive to outcome contingency possibly indicating an early stage of habit formation under instructed learning conditions. Copyright © 2012 Elsevier Inc. All rights reserved.

Selecting the Most Appropriate Primary Learning Medium for Students with Functional Vision.

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Mangold, S.; Mangold, P.

1989-01-01

Five considerations for determining the most appropriate learning medium for students with functional vision are: (1) working distance from the page; (2) portability of reading skills; (3) reading rates and accuracy; (4) visual fatigue; and (5) interpretation of assessment results. (Author/DB)

Performance of machine-learning scoring functions in structure-based virtual screening.

Science.gov (United States)

Wójcikowski, Maciej; Ballester, Pedro J; Siedlecki, Pawel

2017-04-25

Classical scoring functions have reached a plateau in their performance in virtual screening and binding affinity prediction. Recently, machine-learning scoring functions trained on protein-ligand complexes have shown great promise in small tailored studies. They have also raised controversy, specifically concerning model overfitting and applicability to novel targets. Here we provide a new ready-to-use scoring function (RF-Score-VS) trained on 15 426 active and 893 897 inactive molecules docked to a set of 102 targets. We use the full DUD-E data sets along with three docking tools, five classical and three machine-learning scoring functions for model building and performance assessment. Our results show RF-Score-VS can substantially improve virtual screening performance: RF-Score-VS top 1% provides 55.6% hit rate, whereas that of Vina only 16.2% (for smaller percent the difference is even more encouraging: RF-Score-VS top 0.1% achieves 88.6% hit rate for 27.5% using Vina). In addition, RF-Score-VS provides much better prediction of measured binding affinity than Vina (Pearson correlation of 0.56 and -0.18, respectively). Lastly, we test RF-Score-VS on an independent test set from the DEKOIS benchmark and observed comparable results. We provide full data sets to facilitate further research in this area (http://github.com/oddt/rfscorevs) as well as ready-to-use RF-Score-VS (http://github.com/oddt/rfscorevs_binary).

Estimated Quality of Multistage Process on the Basis of Probabilistic Approach with Continuous Response Functions

Directory of Open Access Journals (Sweden)

Yuri B. Tebekin

2011-11-01

Full Text Available The article is devoted to the problem of the quality management for multiphase processes on the basis of the probabilistic approach. Method with continuous response functions is offered from the application of the method of Lagrange multipliers.

Machine-Learning Algorithms to Automate Morphological and Functional Assessments in 2D Echocardiography.

Science.gov (United States)

Narula, Sukrit; Shameer, Khader; Salem Omar, Alaa Mabrouk; Dudley, Joel T; Sengupta, Partho P

2016-11-29

Machine-learning models may aid cardiac phenotypic recognition by using features of cardiac tissue deformation. This study investigated the diagnostic value of a machine-learning framework that incorporates speckle-tracking echocardiographic data for automated discrimination of hypertrophic cardiomyopathy (HCM) from physiological hypertrophy seen in athletes (ATH). Expert-annotated speckle-tracking echocardiographic datasets obtained from 77 ATH and 62 HCM patients were used for developing an automated system. An ensemble machine-learning model with 3 different machine-learning algorithms (support vector machines, random forests, and artificial neural networks) was developed and a majority voting method was used for conclusive predictions with further K-fold cross-validation. Feature selection using an information gain (IG) algorithm revealed that volume was the best predictor for differentiating between HCM ands. ATH (IG = 0.24) followed by mid-left ventricular segmental (IG = 0.134) and average longitudinal strain (IG = 0.131). The ensemble machine-learning model showed increased sensitivity and specificity compared with early-to-late diastolic transmitral velocity ratio (p 13 mm. In this subgroup analysis, the automated model continued to show equal sensitivity, but increased specificity relative to early-to-late diastolic transmitral velocity ratio, e', and strain. Our results suggested that machine-learning algorithms can assist in the discrimination of physiological versus pathological patterns of hypertrophic remodeling. This effort represents a step toward the development of a real-time, machine-learning-based system for automated interpretation of echocardiographic images, which may help novice readers with limited experience. Copyright © 2016 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships.

Science.gov (United States)

Chou, Calvin L; Johnston, C Bree; Singh, Bobby; Garber, Jonathan D; Kaplan, Elizabeth; Lee, Kewchang; Teherani, Arianne

2011-12-01

The value of continuity in medical education, particularly during clerkships, is increasingly recognized. Previous clerkship-based models have described changes that emphasize continuity in patient care, learner supervision, and curriculum. The creation of continuous student peer groups can foster interactions that enhance mutual support through uncomfortable professional transitions during the clerkship years. Here, the authors describe a third-year clerkship model based at the San Francisco Veterans Affairs (VA) Medical Center called VA Longitudinal Rotations (VALOR), designed explicitly to establish a supportive learning environment for small peer groups.Seven groups of medical students (42 total) completed VALOR across three academic years between 2007 and 2009. On clerkships during VALOR, one hour per week was designated for faculty-facilitated sessions amongst peer groups. Students' perceptions of peer group support and overall program satisfaction were determined with immediate post surveys and focus groups at the end of VALOR, and with follow-up surveys 5 to 27 months after completing VALOR. Students strongly valued several elements of VALOR peer groups, including support through clerkship challenges, meeting for facilitated reflection, and appreciating patient experiences across the continuum of care. Students' appreciation for their peer group experiences persisted well after the conclusion of VALOR. VALOR students performed the same as or better than traditional clerkship students on knowledge and skill-based outcomes. The authors demonstrate that their third-year clerkship program using peer groups has built supportive learning networks and facilitated reflection, allowing students to develop critical professional skills. Student communication around patient care was also feasible and highly valued.

Competency-based continuing professional development.

Science.gov (United States)

Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S

2010-01-01

Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored.

Effects of preventive surgery for unruptured intracranial aneurysms on attention, executive function, learning and memory: a prospective cohort study.

Science.gov (United States)

Chung, Joonho; Seok, Jeong-Ho; Kwon, Min A; Kim, Yong Bae; Joo, Jin-Yang; Hong, Chang-Ki

2016-01-01

We prospectively evaluated the effects of preventive surgery for unruptured intracranial aneurysms on attention, executive function, learning and memory. Between March 2012 and June 2013, 56 patients were recruited for this study. Fifty-one patients met the inclusion criteria and were enrolled. Inclusion criteria were as follows: (1) age ≤65 years and (2) planned microsurgery or endovascular surgery for unruptured intracranial aneurysm. Exclusion criteria were as follows: (1) preoperative intelligence quotient attention), WCT (executive function) and VLT (learning and memory) scores did not change significantly between the pre- and postoperative evaluations. The ACCPT, WCT, total VLT scores (verbal learning) and delayed VLT scores (memory) did not differ significantly between patients undergoing microsurgery and those undergoing endovascular surgery. However, ACCPT, WCT and delayed VLT scores decreased postoperatively in patients with leukoaraiosis on preoperative FLAIR images (OR 9.899, p = 0.041; OR 11.421, p = 0.006; OR 2.952, p = 0.024, respectively). Preventive surgery for unruptured intracranial aneurysms did not affect attention, executive function, learning or memory. However, patients with leukoaraiosis on FLAIR images might be prone to deficits in attention, executive function and memory postoperatively, whereas learning might not be affected.