Achieving Business and IT Alignment from Organisational Learning Perspectives

OpenAIRE

Hamad Hussain Balhareth; Kecheng Liu; Sharm Manwani

2012-01-01

Business and IT alignment has continued as a top concern for business and IT executives for almost three decades. Many researchers have conducted empirical studies on the relationship between business-IT alignment and performance. Yet, these approaches, lacking a social perspective, have had little impact on sustaining performance and competitive advantage. In addition to the limited alignment literature that explores organisational learning that is represented in shared understanding, commun...

Academic goals and learning quality in higher education students.

Science.gov (United States)

Valle, Antonio; Núñez, José C; Cabanach, Ramón G; González-Pienda, Julio A; Rodríguez, Susana; Rosário, Pedro; Muñoz-Cadavid, María A; Cerezo, Rebeca

2009-05-01

In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

Aligning Assessments for COSMA Accreditation

Science.gov (United States)

Laird, Curt; Johnson, Dennis A.; Alderman, Heather

2015-01-01

Many higher education sport management programs are currently in the process of seeking accreditation from the Commission on Sport Management Accreditation (COSMA). This article provides a best-practice method for aligning student learning outcomes with a sport management program's mission and goals. Formative and summative assessment procedures…

Aligning Pedagogy with Physical Learning Spaces

Science.gov (United States)

van Merriënboer, Jeroen J. G.; McKenney, Susan; Cullinan, Dominic; Heuer, Jos

2017-01-01

The quality of education suffers when pedagogies are not aligned with physical learning spaces. For example, the architecture of the triple-decker Victorian schools across England fits the information transmission model that was dominant in the industrial age, but makes it more difficult to implement student-centred pedagogies that better fit a…

Clinical skills-related learning goals of senior medical students after performance feedback.

Science.gov (United States)

Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E

2011-09-01

Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific

Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods

Science.gov (United States)

Hodson, Derek

2014-01-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…

Inclusion, Learning Goals in Didactics and Education - Effects and Findings

DEFF Research Database (Denmark)

Bruun, Mette; Braüner, Ninna

Abstract NERA 2017 Inclusion, Learning Goals in Didactics and Education – Effects and Findings Ninna V. Braüner, M.Ed general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, M.Ed.in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. Educators, directors of education etc. find inspiration in works by John Hattie and James Nottingham and visit schools in Ontario. Many Danish...... learning goals have of inclusion? How can practice be developed within these frames? We have both observed how students in complicated learning situations participate in education without learning goals and how the same students participate when the teacher has planned the education with learning goals. We...

Alignment of Custom Standards by Machine Learning Algorithms

Directory of Open Access Journals (Sweden)

Adela Sirbu

2010-09-01

Full Text Available Building an efficient model for automatic alignment of terminologies would bring a significant improvement to the information retrieval process. We have developed and compared two machine learning based algorithms whose aim is to align 2 custom standards built on a 3 level taxonomy, using kNN and SVM classifiers that work on a vector representation consisting of several similarity measures. The weights utilized by the kNN were optimized with an evolutionary algorithm, while the SVM classifier's hyper-parameters were optimized with a grid search algorithm. The database used for train was semi automatically obtained by using the Coma++ tool. The performance of our aligners is shown by the results obtained on the test set.

Aligning interprofessional education collaborative sub-competencies to a progression of learning.

Science.gov (United States)

Patel Gunaldo, Tina; Brisolara, Kari Fitzmorris; Davis, Alison H; Moore, Robert

2017-05-01

In the United States, the Interprofessional Education Collaborative (IPEC) developed four core competencies for interprofessional collaborative practice. Even though the IPEC competencies and respective sub-competencies were not created in a hierarchal manner, one might reflect upon a logical progression of learning as well as learners accruing skills allowing them to master one level of learning and building on the aggregate of skills before advancing to the next level. The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) determined the need to align the sub-competencies with the level of behavioural expectations in order to simplify the process of developing an interprofessional education experience targeted to specific learning levels. In order to determine the most effective alignment, CIPECP discussions revolved around current programmatic expectations across the institution. Faculty recognised the need to align sub-competencies with student learning objectives. Simultaneously, a progression of learning existing within each of the four IPEC domains was noted. Ultimately, the faculty and staff team agreed upon categorising the sub-competencies in a hierarchical manner for the four domains into either a "basic, intermediate, or advanced" level of competency.

Alignment-free genome tree inference by learning group-specific distance metrics.

Science.gov (United States)

Patil, Kaustubh R; McHardy, Alice C

2013-01-01

Understanding the evolutionary relationships between organisms is vital for their in-depth study. Gene-based methods are often used to infer such relationships, which are not without drawbacks. One can now attempt to use genome-scale information, because of the ever increasing number of genomes available. This opportunity also presents a challenge in terms of computational efficiency. Two fundamentally different methods are often employed for sequence comparisons, namely alignment-based and alignment-free methods. Alignment-free methods rely on the genome signature concept and provide a computationally efficient way that is also applicable to nonhomologous sequences. The genome signature contains evolutionary signal as it is more similar for closely related organisms than for distantly related ones. We used genome-scale sequence information to infer taxonomic distances between organisms without additional information such as gene annotations. We propose a method to improve genome tree inference by learning specific distance metrics over the genome signature for groups of organisms with similar phylogenetic, genomic, or ecological properties. Specifically, our method learns a Mahalanobis metric for a set of genomes and a reference taxonomy to guide the learning process. By applying this method to more than a thousand prokaryotic genomes, we showed that, indeed, better distance metrics could be learned for most of the 18 groups of organisms tested here. Once a group-specific metric is available, it can be used to estimate the taxonomic distances for other sequenced organisms from the group. This study also presents a large scale comparison between 10 methods--9 alignment-free and 1 alignment-based.

A Bayesian Developmental Approach to Robotic Goal-Based Imitation Learning.

Directory of Open Access Journals (Sweden)

Michael Jae-Yoon Chung

Full Text Available A fundamental challenge in robotics today is building robots that can learn new skills by observing humans and imitating human actions. We propose a new Bayesian approach to robotic learning by imitation inspired by the developmental hypothesis that children use self-experience to bootstrap the process of intention recognition and goal-based imitation. Our approach allows an autonomous agent to: (i learn probabilistic models of actions through self-discovery and experience, (ii utilize these learned models for inferring the goals of human actions, and (iii perform goal-based imitation for robotic learning and human-robot collaboration. Such an approach allows a robot to leverage its increasing repertoire of learned behaviors to interpret increasingly complex human actions and use the inferred goals for imitation, even when the robot has very different actuators from humans. We demonstrate our approach using two different scenarios: (i a simulated robot that learns human-like gaze following behavior, and (ii a robot that learns to imitate human actions in a tabletop organization task. In both cases, the agent learns a probabilistic model of its own actions, and uses this model for goal inference and goal-based imitation. We also show that the robotic agent can use its probabilistic model to seek human assistance when it recognizes that its inferred actions are too uncertain, risky, or impossible to perform, thereby opening the door to human-robot collaboration.

Goal-Setting Learning Principles: A Lesson From Practitioner

OpenAIRE

Zainudin bin Abu Bakar; Lee Mei Yun; NG Siew Keow; Tan Hui Li

2014-01-01

One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the te...

Learned Helplessness and Learning Goals: Role played in School Refusal. A Study on Italian Students.

Directory of Open Access Journals (Sweden)

Luana Sorrenti

2016-08-01

Full Text Available Literature on school refusal has shown a link between school refusal and poor school performance. However, there has been little investigation into the individual underlying factors, and specifically factors directly related to the learning process, such as the learning goals of students and their expectations of success and/or failure. The main purpose of the present study is to investigate the influence of Learned Helplessness (LH and learning goals on school refusal. We hypothesized that LH and learning goals exert a unique role in predicting school refusal above and beyond the roles of academic achievement, age, and gender. The sample consisted of 201 Italian students with an average age of 11.93, with both low (57.2 % of students and high (42.8 % academic achievement. School refusal, LH, and learning goals were measured by means of questionnaires. The results confirm the hypothesis of this study; in fact, we found that learning goals and, above all, LH play a more predictive role of school refusal than academic achievement. These results extend previous studies on school refusal and, for the first time, they provide additional knowledge about this problem, analyzing the relationship between school refusal, learning goals, and LH, still neglected in the literature. Implications on the psychological well-being of students are discussed.

Can motto-goals outperform learning and performance goals? Influence of goal setting on performance and affect in a complex problem solving task

Directory of Open Access Journals (Sweden)

Miriam S. Rohe

2016-09-01

Full Text Available In this paper, we bring together research on complex problem solving with that on motivational psychology about goal setting. Complex problems require motivational effort because of their inherent difficulties. Goal Setting Theory has shown with simple tasks that high, specific performance goals lead to better performance outcome than do-your-best goals. However, in complex tasks, learning goals have proven more effective than performance goals. Based on the Zurich Resource Model (Storch & Krause, 2014, so-called motto-goals (e.g., "I breathe happiness" should activate a person’s resources through positive affect. It was found that motto-goals are effective with unpleasant duties. Therefore, we tested the hypothesis that motto-goals outperform learning and performance goals in the case of complex problems. A total of N = 123 subjects participated in the experiment. In dependence of their goal condition, subjects developed a personal motto, learning, or performance goal. This goal was adapted for the computer-simulated complex scenario Tailorshop, where subjects worked as managers in a small fictional company. Other than expected, there was no main effect of goal condition for the management performance. As hypothesized, motto goals led to higher positive and lower negative affect than the other two goal types. Even though positive affect decreased and negative affect increased in all three groups during Tailorshop completion, participants with motto goals reported the lowest rates of negative affect over time. Exploratory analyses investigated the role of affect in complex problem solving via mediational analyses and the influence of goal type on perceived goal attainment.

Alignment of Learning Goals, Assessments and Curricula in an Earth Sciences Program to Prepare the Geoscience Workforce for the 21st Century

Science.gov (United States)

Mogk, D. W.; Schmitt, J.

2013-12-01

The Dept. of Earth Sciences, Montana State University, recently completed a comprehensive revision of its undergraduate curriculum to meet challenges and opportunities in training the next generation geoscience workforce. The department has 280 undergraduate majors in degree options that include: geology, geography (physical and human), snow science, paleontology and GIS/planning. We used a 'backward design' approach by first considering the profile of a student leaving our program: what should they know and be able to do, in anticipation of professional development for traditional (exploration, environmental, regulatory agencies) and non-traditional (planning, policy, law, business, teaching) jobs or for further training in graduate school. We adopted an Earth system approach to be better aligned with contemporary approaches to Earth science and to demonstrate the connections between sub-disciplines across the curriculum. Learning sequences were designed according to Bloom's Taxonomy to develop higher level thinking skills (starting from observations and progressing to descriptions, interpretations, applications, integration of multiple lines of evidence, synthetic and analytical thinking and evaluation). Central themes are reinforced in multiple classes: history and evolution of the Earth system, composition and architecture of Earth, surface of Earth and the 'critical zone' and human dimensions. The cornerstones of the curriculum are strong background in cognate sciences, geologic 'habits of mind', an emphasis on geologic processes and field instruction. Ancillary learning goals include development of quantitative, communication, and interpersonal skills; use of Earth data and modeling; systems thinking; research and research-like experiences; and applications to societal issues. The first year course of study includes a slate of courses to explore the Earth system, primarily to engage and recruit students to the major. Second year studies are foundational for

Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

Science.gov (United States)

Indiana Department of Education, 2015

2015-01-01

The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Aligned assessment in support of high-level learning: A critical ...

African Journals Online (AJOL)

The article describes a specific formative assessment task in an ODL learning context and touches on issues of self-regulated learning and appropriation of student writing. Biggs' theory of constructive alignment, which underpins the assignment, requires an evaluation of the degree to which students construct meaning from ...

Medical Education and Health Care Delivery: A Call to Better Align Goals and Purposes.

Science.gov (United States)

Sklar, David P; Hemmer, Paul A; Durning, Steven J

2018-03-01

The transformation of the U.S. health care system is under way, driven by the needs of an aging population, rising health care spending, and the availability of health information. However, the speed and effectiveness of the transformation of health care delivery will depend, in large part, upon engagement of the health professions community and changes in clinicians' practice behaviors. Current efforts to influence practice behaviors emphasize changes in the health payment system with incentives to move from fee-for-service to alternative payment models.The authors describe the potential of medical education to augment payment incentives to make changes in clinical practice and the importance of aligning the purpose and goals of medical education with those of the health care delivery system. The authors discuss how curricular and assessment changes and faculty development can align medical education with the transformative trends in the health care delivery system. They also explain how the theory of situated cognition offers a shared conceptual framework that could help address the misalignment of education and clinical care. They provide examples of how quality improvement, health care innovation, population care management, and payment alignment could create bridges for joining health care delivery and medical education to meet the health care reform goals of a high-performing health care delivery system while controlling health care spending. Finally, the authors illustrate how current payment incentives such as bundled payments, value-based purchasing, and population-based payments can work synergistically with medical education to provide high-value care.

The correlation between achievement goals, learning strategies, and motivation in medical students.

Science.gov (United States)

Kim, Sun; Hur, Yera; Park, Joo Hyun

2014-03-01

The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

Strategies for Aligning Physicians to System Redesign Goals at Eight Safety-Net Systems.

Science.gov (United States)

Zallman, Leah; Bearse, Adriana; Neal, Natasha; VanDeusen Lukas, Carol; Hacker, Karen

2014-12-01

Facing recent economic and regulatory pressures, safety-net systems (SNSs) are redesigning their organizations to improve care delivery, remain financially viable, and maintain competitive positions. Aligning physicians with redesign goals is a priority, particularly as many SNSs shift toward patient-centered, population health-focused models. No previous work has examined efforts to align physicians to safety net redesign efforts. This qualitative study, conducted at eight SNSs, examined challenges faced in a changing health care environment, as well as strategies and resources to address them. Strategies clustered in two categories: physician role definition and organizational infrastructure. Physician role definition strategies were (1) changing payment and employment arrangements, (2) changing clinical roles, (3) increasing physician involvement in quality improvement, and (4) strengthening physician leadership in clinical and quality roles. Organizational infrastructure strategies were (1) ensuring medical center leadership support and integration, (2) utilizing data to drive physician behavior, and (3) addressing competing allegiances with academia. All sites reported multifaceted approaches but differed in specific strategies employed, facilitators noted, and challenges encountered. The findings highlight the need to implement multiple strategies to align physicians in redesign efforts. They suggest that all health systems, whether SNSs or not, can capitalize on qualities of physicians and existing infrastructural and leadership elements to achieve physician alignment. However, they must contend with and address challenges of competing allegiance (for example, academic, physician organization, hospital), as well as resistance to changing clinical roles and payment structures.

Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

Science.gov (United States)

Zhou, Ji; Urhahne, Detlef

2017-01-01

Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be…

A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

Science.gov (United States)

Diseth, Age; Kobbeltvedt, Therese

2010-12-01

Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

Aligning seminars with Bologna requirements

DEFF Research Database (Denmark)

Lueg, Rainer; Lueg, Klarissa; Lauridsen, Ole

2016-01-01

Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep...... learning results, the authors suggest reciprocal peer tutoring (RPT); as a conceptual framework the authors suggest the SOLO (Structure of Observed Learning Outcomes) taxonomy and constructive alignment as suggested by Biggs and Tang. Our study presents results from the introduction of RPT in a large...... and students, suggest that RPT fosters deeper learning than does teacher-led instruction. Based on these findings, the authors also offer guidelines regarding how to implement RPT and how to overcome barriers....

Digital Games and the US National Research Council's Science Proficiency Goals

Science.gov (United States)

Martinez-Garza, Mario; Clark, Douglas B.; Nelson, Brian C.

2013-01-01

This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science…

Aligning for accountable care: Strategic practices for change in accountable care organizations.

Science.gov (United States)

Hilligoss, Brian; Song, Paula H; McAlearney, Ann Scheck

Alignment within accountable care organizations (ACOs) is crucial if these new entities are to achieve their lofty goals. However, the concept of alignment remains underexamined, and we know little about the work entailed in creating alignment. The aim of this study was to develop the concept of aligning by identifying and describing the strategic practices administrators use to align the structures, processes, and behaviors of their organizations and individual providers in pursuit of accountable care. We conducted 2-year qualitative case studies of four ACOs that have assumed full risk for the costs and quality of care for defined populations. Five strategic aligning practices were used by all four ACOs. Informing both aligns providers' understandings with the goals and value proposition of the ACO and aligns the providers' attention with the drivers of performance. Involving both aligns ACO leaders' understandings with the realities facing providers and aligns the policies of the ACO with the needs of providers. Enhancing both aligns the operations of individual provider practices with the operations of the ACO and aligns the trust of providers with the ACO. Motivating aligns what providers value with the goals of the ACO. Finally, evolving is a metapractice of learning and adapting that guides the execution of the other four practices. Our findings suggest that there are second-order cognitive (e.g., understandings and attention) and cultural (e.g., trust and values) levels of alignment, as well as a first-order operational level (organizational structures, processes, and incentives). A well-aligned organization may require ongoing repositioning at each of these levels, as well as attention to both cooperative and coordinative dimensions of alignment. Implications for research and practice are discussed.

The Rigors of Aligning Performance

Science.gov (United States)

2015-06-01

importance of the organization’s goals. To better align the commands goals with departmental goals, setting and continuously communicating goals and goal...which is vital to highlight the importance of the organization’s goals. To better align the commands goals with departmental goals, setting and...result of the 2004 organizational restructure, and as defined in the CONOPS, NAVFAC now operates as a matrix organization with integrated “vertical

Blocking of Goal-Location Learning Based on Shape

Science.gov (United States)

Alexander, Tim; Wilson, Stuart P.; Wilson, Paul N.

2009-01-01

Using desktop, computer-simulated virtual environments (VEs), the authors conducted 5 experiments to investigate blocking of learning about a goal location based on Shape B as a consequence of preliminary training to locate that goal using Shape A. The shapes were large 2-dimensional horizontal figures on the ground. Blocking of spatial learning…

Modulation of spatial attention by goals, statistical learning, and monetary reward.

Science.gov (United States)

Jiang, Yuhong V; Sha, Li Z; Remington, Roger W

2015-10-01

This study documented the relative strength of task goals, visual statistical learning, and monetary reward in guiding spatial attention. Using a difficult T-among-L search task, we cued spatial attention to one visual quadrant by (i) instructing people to prioritize it (goal-driven attention), (ii) placing the target frequently there (location probability learning), or (iii) associating that quadrant with greater monetary gain (reward-based attention). Results showed that successful goal-driven attention exerted the strongest influence on search RT. Incidental location probability learning yielded a smaller though still robust effect. Incidental reward learning produced negligible guidance for spatial attention. The 95 % confidence intervals of the three effects were largely nonoverlapping. To understand these results, we simulated the role of location repetition priming in probability cuing and reward learning. Repetition priming underestimated the strength of location probability cuing, suggesting that probability cuing involved long-term statistical learning of how to shift attention. Repetition priming provided a reasonable account for the negligible effect of reward on spatial attention. We propose a multiple-systems view of spatial attention that includes task goals, search habit, and priming as primary drivers of top-down attention.

Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation

Science.gov (United States)

Mulyono; Noor, N. L.

2017-04-01

Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.

Does extrinsic goal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory

OpenAIRE

Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja

2008-01-01

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic psychological needs. According to the match perspective, experimental extrinsic, compared to intrinsic, goal framing should enhance learning and performance f...

Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

Science.gov (United States)

Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A.

2015-01-01

Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable…

Self-learning computers for surgical planning and prediction of postoperative alignment.

Science.gov (United States)

Lafage, Renaud; Pesenti, Sébastien; Lafage, Virginie; Schwab, Frank J

2018-02-01

In past decades, the role of sagittal alignment has been widely demonstrated in the setting of spinal conditions. As several parameters can be affected, identifying the driver of the deformity is the cornerstone of a successful treatment approach. Despite the importance of restoring sagittal alignment for optimizing outcome, this task remains challenging. Self-learning computers and optimized algorithms are of great interest in spine surgery as in that they facilitate better planning and prediction of postoperative alignment. Nowadays, computer-assisted tools are part of surgeons' daily practice; however, the use of such tools remains to be time-consuming. NARRATIVE REVIEW AND RESULTS: Computer-assisted methods for the prediction of postoperative alignment consist of a three step analysis: identification of anatomical landmark, definition of alignment objectives, and simulation of surgery. Recently, complex rules for the prediction of alignment have been proposed. Even though this kind of work leads to more personalized objectives, the number of parameters involved renders it difficult for clinical use, stressing the importance of developing computer-assisted tools. The evolution of our current technology, including machine learning and other types of advanced algorithms, will provide powerful tools that could be useful in improving surgical outcomes and alignment prediction. These tools can combine different types of advanced technologies, such as image recognition and shape modeling, and using this technique, computer-assisted methods are able to predict spinal shape. The development of powerful computer-assisted methods involves the integration of several sources of information such as radiographic parameters (X-rays, MRI, CT scan, etc.), demographic information, and unusual non-osseous parameters (muscle quality, proprioception, gait analysis data). In using a larger set of data, these methods will aim to mimic what is actually done by spine surgeons, leading

Students’ goal orientations and learning strategies in a powerful learning environment : a case study

NARCIS (Netherlands)

Koopman, M.; Bakx, A.W.E.A.; Beijaard, D.

2014-01-01

In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is

The Effects of Goal-Oriented Instructions in Digital Game-Based Learning

Science.gov (United States)

Erhel, Séverine; Jamet, Eric

2016-01-01

Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: "mastery-goal" instructions, which prompt learners to develop…

The relationship of work avoidance and learning goals to perceived competence, externality and meaning.

Science.gov (United States)

Seifert, T L; O'Keefe, B A

2001-03-01

Motivational researchers have suggested that work avoidance may be an academic goal in which students seek to minimise the amount of work they do in school. Additionally, research has also suggested that emotions may be catalysts for goals. This study examined the relationship between emotions and learning or work avoidance goals. Do emotions explain goals? The participants were 512 senior high school students in Eastern Canada. Students completed a survey assessing motivation related constructs. A structural equation model was postulated in which students' affect predicted learning goals and work avoidant goals. A cluster analysis of affect scores was performed followed by between-group and within-group contrasts of goal scores. The structural equation model suggested that a sense of competence and control were predictive of a learning goal while lack of meaning was related to work avoidance. The cluster analysis showed that confidence and control were associated with a learning goal but that a sense of inadequacy, lack of control or lack of meaning could give rise to work avoidance. Emotions seem to be directly linked to goals. Teachers who foster feelings of self-assuredness will be helping students develop learning goals. Students who feel less competent, bored or have little control will adopt work avoidant goals.

Alignment Condition-Based Robust Adaptive Iterative Learning Control of Uncertain Robot System

Directory of Open Access Journals (Sweden)

Guofeng Tong

2014-04-01

Full Text Available This paper proposes an adaptive iterative learning control strategy integrated with saturation-based robust control for uncertain robot system in presence of modelling uncertainties, unknown parameter, and external disturbance under alignment condition. An important merit is that it achieves adaptive switching of gain matrix both in conventional PD-type feedforward control and robust adaptive control in the iteration domain simultaneously. The analysis of convergence of proposed control law is based on Lyapunov's direct method under alignment initial condition. Simulation results demonstrate the faster learning rate and better robust performance with proposed algorithm by comparing with other existing robust controllers. The actual experiment on three-DOF robot manipulator shows its better practical effectiveness.

Learning about and from others' prudence, impatience or laziness: The computational bases of attitude alignment.

Directory of Open Access Journals (Sweden)

Marie Devaine

2017-03-01

Full Text Available Peoples' subjective attitude towards costs such as, e.g., risk, delay or effort are key determinants of inter-individual differences in goal-directed behaviour. Thus, the ability to learn about others' prudent, impatient or lazy attitudes is likely to be critical for social interactions. Conversely, how adaptive such attitudes are in a given environment is highly uncertain. Thus, the brain may be tuned to garner information about how such costs ought to be arbitrated. In particular, observing others' attitude may change one's uncertain belief about how to best behave in related difficult decision contexts. In turn, learning from others' attitudes is determined by one's ability to learn about others' attitudes. We first derive, from basic optimality principles, the computational properties of such a learning mechanism. In particular, we predict two apparent cognitive biases that would arise when individuals are learning about others' attitudes: (i people should overestimate the degree to which they resemble others (false-consensus bias, and (ii they should align their own attitudes with others' (social influence bias. We show how these two biases non-trivially interact with each other. We then validate these predictions experimentally by profiling people's attitudes both before and after guessing a series of cost-benefit arbitrages performed by calibrated artificial agents (which are impersonating human individuals.

Learning Goals in Didactics and Education, Inclusion and Social Mobility

DEFF Research Database (Denmark)

Bruun, Mette; Braüner, Ninna

2017-01-01

Abstract NERA 2016 Learning Goals in Didactics and Education, Inclusion, Social Mobility Ninna V. Braüner, master in general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, master in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. In Denmark the Inclusion Act was passed in 2012 and a new school act in 2014. Several pupils with special needs are included in the school...... pupils. Even the social mobility will increase. In our project we want to discuss the hypothesis mentioned above. Which advantages and disadvantages have effective learning goals of inclusion? How can practice be developed within these frames? Teachers, educators, directors of education etc. find...

IT education strategy oriented to the alignment between business and information systems

Directory of Open Access Journals (Sweden)

Marko Čičin-Šain

2013-12-01

Full Text Available In this paper we analyze the significance of IT education strategy oriented to the alignment between in - formation systems and business systems. We establish goals and develop concepts, and present a metho - dological frame of strategic IT education. We report the results of our research and investigate the way and intensity of the impact of strategic IT education on the factors influencing the alignment and linking between information systems and business strategies. From the point of view of our research, we have focused on factors that have an influence on the alignment between information systems and business strategies, and factors affecting organisational effectiveness. Factors influencing strategic IT education have also been systematized within the categories of busine - ss/information system alignment, and organisational effectiveness. Since strategic IT education has been recognized and organized in different concepts, we have included three concepts in our questionnaires: strategic IT education for managers, organisational learning and e-learning

Effects of Persuasion and Discussion Goals on Writing, Cognitive Load, and Learning in Science

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Klein, Perry D.; Ehrhardt, Jacqueline S.

2015-01-01

Argumentation can contribute significantly to content area learning. Recent research has raised questions about the effects of discussion (deliberation) goals versus persuasion (disputation) goals on reasoning and learning. This is the first study to compare the effects of these writing goals on individual writing to learn. Grade 7 and 8 students…

Mirroring "meaningful" actions: sensorimotor learning modulates imitation of goal-directed actions.

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Catmur, Caroline; Heyes, Cecilia

2017-06-19

Imitation is important in the development of social and technological skills throughout the lifespan. Experiments investigating the acquisition and modulation of imitation (and of its proposed neural substrate, the mirror neuron system) have produced evidence that the capacity for imitation depends on associative learning in which connections are formed between sensory and motor representations of actions. However, evidence that the development of imitation depends on associative learning has been found only for non-goal-directed actions. One reason for the lack of research on goal-directed actions is that imitation of such actions is commonly confounded with the tendency to respond in a spatially compatible manner. However, since the most prominent account of mirror neuron function, and hence of imitation, suggests that these cells encode goal-directed actions, it is important to establish whether sensorimotor learning can also modulate imitation of goal-directed actions. Experiment 1 demonstrated that imitation of goal-directed grasping can be measured while controlling for spatial compatibility, and Experiment 2 showed that this imitation effect can be modulated by sensorimotor training. Together these data support the hypothesis that the capacity for behavioural imitation, and the properties of the mirror neuron system, are constructed in the course of development through associative learning.

IMU-to-Segment Assignment and Orientation Alignment for the Lower Body Using Deep Learning.

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Zimmermann, Tobias; Taetz, Bertram; Bleser, Gabriele

2018-01-19

Human body motion analysis based on wearable inertial measurement units (IMUs) receives a lot of attention from both the research community and the and industrial community. This is due to the significant role in, for instance, mobile health systems, sports and human computer interaction. In sensor based activity recognition, one of the major issues for obtaining reliable results is the sensor placement/assignment on the body. For inertial motion capture (joint kinematics estimation) and analysis, the IMU-to-segment (I2S) assignment and alignment are central issues to obtain biomechanical joint angles. Existing approaches for I2S assignment usually rely on hand crafted features and shallow classification approaches (e.g., support vector machines), with no agreement regarding the most suitable features for the assignment task. Moreover, estimating the complete orientation alignment of an IMU relative to the segment it is attached to using a machine learning approach has not been shown in literature so far. This is likely due to the high amount of training data that have to be recorded to suitably represent possible IMU alignment variations. In this work, we propose online approaches for solving the assignment and alignment tasks for an arbitrary amount of IMUs with respect to a biomechanical lower body model using a deep learning architecture and windows of 128 gyroscope and accelerometer data samples. For this, we combine convolutional neural networks (CNNs) for local filter learning with long-short-term memory (LSTM) recurrent networks as well as generalized recurrent units (GRUs) for learning time dynamic features. The assignment task is casted as a classification problem, while the alignment task is casted as a regression problem. In this framework, we demonstrate the feasibility of augmenting a limited amount of real IMU training data with simulated alignment variations and IMU data for improving the recognition/estimation accuracies. With the proposed

IMU-to-Segment Assignment and Orientation Alignment for the Lower Body Using Deep Learning

Directory of Open Access Journals (Sweden)

Tobias Zimmermann

2018-01-01

Full Text Available Human body motion analysis based on wearable inertial measurement units (IMUs receives a lot of attention from both the research community and the and industrial community. This is due to the significant role in, for instance, mobile health systems, sports and human computer interaction. In sensor based activity recognition, one of the major issues for obtaining reliable results is the sensor placement/assignment on the body. For inertial motion capture (joint kinematics estimation and analysis, the IMU-to-segment (I2S assignment and alignment are central issues to obtain biomechanical joint angles. Existing approaches for I2S assignment usually rely on hand crafted features and shallow classification approaches (e.g., support vector machines, with no agreement regarding the most suitable features for the assignment task. Moreover, estimating the complete orientation alignment of an IMU relative to the segment it is attached to using a machine learning approach has not been shown in literature so far. This is likely due to the high amount of training data that have to be recorded to suitably represent possible IMU alignment variations. In this work, we propose online approaches for solving the assignment and alignment tasks for an arbitrary amount of IMUs with respect to a biomechanical lower body model using a deep learning architecture and windows of 128 gyroscope and accelerometer data samples. For this, we combine convolutional neural networks (CNNs for local filter learning with long-short-term memory (LSTM recurrent networks as well as generalized recurrent units (GRUs for learning time dynamic features. The assignment task is casted as a classification problem, while the alignment task is casted as a regression problem. In this framework, we demonstrate the feasibility of augmenting a limited amount of real IMU training data with simulated alignment variations and IMU data for improving the recognition/estimation accuracies. With the

Personality Types, Learning Styles, and Educational Goals.

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Miller, Alan

1991-01-01

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

Achieving Service-Learning Goals in a Financial Accounting Class Project

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Yu, Darwin D.

2011-01-01

Background: A financial accounting class in a Philippine university has a service-learning group project that involves setting up a simple accounting system for microenterprises. Aims: This paper examines the extent to which service-learning goals such as course learning, teamwork, civic responsibility, and impact on the client organization are…

Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals' Learning and Performance? An Experimental Test of the Match Perspective versus Self-Determination Theory

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Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja

2008-01-01

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic…

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

NARCIS (Netherlands)

Andriessen, I.; Lens, W.; Phalet, K.

2004-01-01

This review examines the impact of future goals on motivation and learning in multicultural classrooms. Across cultures, schooling is a future-oriented investment. Studies of minority students’ school achievement have advanced future goals as a crucial protective factor in the face of frequent

The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

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Jansen, Amanda; Bartell, Tonya; Berk, Dawn

2009-01-01

In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

Alignment achieved? The learning landscape and curricula in health profession education.

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Nordquist, Jonas

2016-01-01

The overall aim of this review is to map the area around the topic of the relationship between physical space and learning and to then draw further potential implications from this for the specific area of health profession education. The nature of the review is a scoping review following a 5-step-model by Arksey & O'Malley. The charting of the data has been conducted with the help of the networked learning landscape framework from Nordquist and Laing. The majority of the research studies on classroom-scale level have focused on how technology may enable active learning. There are no identified research studies on the building-scale level. Hence, the alignment of curricula and physical learning spaces has scarcely been addressed in research from other sectors. In order to 'create a field', conclusions from both case studies and research in related areas must be identified and taken into account to provide insights into health profession education. Four areas have been identified as having potential for future development in health profession education: (i) active involvement of faculty members in the early stages of physical space development; (ii) further development of the assessment strategies for evaluating how physical space impacts learning; (iii) exploration of how informal spaces are being developed in other sectors; and (iv) initiating research projects in HPE to study how informal spaces impact on students' learning. Potentially, the results of this scoping review will result in better future research questions and better-designed studies in this new and upcoming academic field of aligning physical learning spaces and curricula in health profession education. © 2015 John Wiley & Sons Ltd.

Blended Learning: A Dangerous Idea?

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Moskal, Patsy; Dziuban, Charles; Hartman, Joel

2013-01-01

The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

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Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

The impact of Game-based learning on the achievement of learning goals and motivation for learning mathematics - literature review

Directory of Open Access Journals (Sweden)

Blaženka Divjak

2011-06-01

Full Text Available Normal 0 21 false false false SH X-NONE X-NONE Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning.

Assessing the Discipline: Aligning Curricular Structures and Student Learning with Disciplinary Goals in Political Science

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Desmond, Katie

2010-01-01

Four identifiable disciplinary goals can be discerned from the development of political science as a discipline. These goals indicate that political science students will (1) attain knowledge about political systems (national and international); (2) gain an understanding of how politics works; (3) develop critical thinking skills; and, (4) learn…

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G.Gomez

Since September, the muon alignment system shifted from a mode of hardware installation and commissioning to operation and data taking. All three optical subsystems (Barrel, Endcap and Link alignment) have recorded data before, during and after CRAFT, at different magnetic fields and during ramps of the magnet. This first data taking experience has several interesting goals: •    study detector deformations and movements under the influence of the huge magnetic forces; •    study the stability of detector structures and of the alignment system over long periods, •    study geometry reproducibility at equal fields (specially at 0T and 3.8T); •    reconstruct B=0T geometry and compare to nominal/survey geometries; •    reconstruct B=3.8T geometry and provide DT and CSC alignment records for CMSSW. However, the main goal is to recons...

Engaging in Argument from Evidence and the Ocean Sciences Sequence for Grades 3-5: A case study in complementing professional learning experiences with instructional materials aligned to instructional goals

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Schoedinger, S. E.; Weiss, E. L.

2016-12-01

K-5 science teachers, who often lack a science background, have been tasked with a huge challenge in implementing NGSS—to completely change their instructional approach from one that views science as a body of knowledge to be imparted to one that is epistemic in nature. We have found that providing high-quality professional learning (PL) experiences is often not enough and that teachers must have instructional materials that align with their instructional goals. We describe a case study in which the Lawrence Hall of Science (the Hall) used the Hall-developed Ocean Sciences Sequence for Grades 3-5 (OSS 3-5) to support a rigorous PL program for grade 3-5 teachers focused on the NGSS science and engineering practice, engaging in argument from evidence. Developed prior to the release of NGSS, the Ocean Literacy Framework and the NGSS precursor, A Framework for K-12 Science Education, informed the content and instructional approaches of OSS 3-5. OSS 3-5 provides a substantial focus on making evidence-based explanations (and other science practices), while building students' ocean sciences content knowledge. From 2013-2015, the Hall engaged cohorts of teachers in a rigorous PL experience focused on engaging in argument from evidence. During the summer, teachers attended a week-long institute, in which exemplar activities from OSS 3-5 were used to model instructional practices to support arguing from evidence and related practices, e.g., developing and using models and constructing explanations. Immediately afterward, teachers enacted what they'd learned during a two-week summer school practicum. Here, they team-taught the OSS 3-5 curriculum, participated in video reflection groups, and received coaching and just-in-time input from instructors. In the subsequent academic year, many teachers began by teaching OSS 3-5 so that they could practice engaging students in argumentation in curriculum they'd already used for that purpose. Throughout the year, teachers

Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: a validation study

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Lin, Tzung-Jin; Tsai, Chin-Chung

2017-11-01

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing.

Deep Learning in Distance Education: Are We Achieving the Goal?

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Shearer, Rick L.; Gregg, Andrea; Joo, K. P.

2015-01-01

As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning…

Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning.

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Liem, Gregory Arief D

2016-03-01

Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol., 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. © 2015 The British Psychological Society.

[The Medical Examination - Between Desire and Reality - Analysis of Consensus Between the Second Part of the Medical Licensing Exam (IMPP) and the National Catalogue of Expertise-based Learning Goals in Surgery (NKLC)].

Science.gov (United States)

Sterz, Jasmina; Rüsseler, Miriam; Britz, Vanessa; Stefanescu, Christina; Hoefer, Sebastian H; Adili, Farzin; Schreckenbach, Teresa; Schleicher, Iris; Weber, Roxane; Hofmann, Hans-Stefan; Voß, Friedericke; König, Sarah; Heinemann, Markus K; Kadmon, Martina

2017-12-01

examined surgical topic was "disorders of the rheumatic spectrum". Conclusion The number of surgical examination questions in the German second medical licensing examination seems to be sufficient. However, the questions seem to be unevenly distributed between different surgical areas of undergraduate education. In order to achieve a more homogenous representation of relevant surgical topics, improved alignment is needed between the state examination with existing catalogues of learning goals by the IMPP. Georg Thieme Verlag KG Stuttgart · New York.

Participatory Technologies as Workplace Learning Tools: Employees' Perceptions and Use

Science.gov (United States)

Francone, Mary Marada

2010-01-01

Corporate Learning and Development must align learning goals with the needs of the business it serves. In times of rapid change and limitless information, it becomes unreasonable to expect a Learning and Development group to design for and deliver all the learning its workforce needs. In response, corporate learning leaders are exploring if and…

An Examination of Achievement Goals in Learning: A Quasi-Quantitative Approach

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Phan, Huy P.

2012-01-01

Introduction: The achievement goals framework has been researched and used to explain and account for individuals' learning and academic achievements. Over the past three decades, progress has been made in the conceptualizations and research development of different possible theoretical models of achievement goals. Notably, in this study, we…

Using Achievement Goals and Interest to Predict Learning in Physical Education

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Shen, Bo; Chen, Ang; Guan, Jianmin

2007-01-01

On the basis of an integrated theoretical approach to achievement motivation, the authors designed this study to investigate the potential influence of mastery goal, performance-approach and avoidance-approach goals, individual interest, and situational interest on students' learning in a physical education softball unit. The authors collected and…

Mathematics Learning Assisted Geogebra using Technologically Aligned Classroom (TAC) to Improve Communication Skills of Vocasional High School Student

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Yuliardi, R.; Nurjanah

2017-09-01

The purpose of this study to analyze mathematical communication skill’s student to resolve geometry transformation problems through computer Assisted Geogebra using Technologically Aligned Classroom (TAC). The population in this study were students from one of Vocasional High School Student in West Java. Selection of sample by purposed random sampling, the experimental class is taught Technologically Aligned Classroom (TAC) with GeoGebra, while the control class is taught by conventional learning. This study was quasi-experimental with pretest and posttest control group design. Based on the results; (1) The enhancement of student mathematical communication skills through TAC was higher than the conventional learning; (2) based on gender, there were no differences of mathematical communication skilss student who exposed with TAC and conventional learning; (3) based on KAM test, there was significant enhancement of students’ communication skills among ability of high, middle, and low KAM. The differences occur between high KAM and middle KAM, and also between high KAM and low KAM. Based on this result, mathematics learning Assisted Geogebra using Technologically Aligned Classroom (TAC) can be applied in the process of Mathematics Learning in Vocasional High School.

The Sweet Spot in Professional Learning: When Student Learning Goals and Educator Performance Standards Align, Everything Is Possible

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Killion, Joellen; Kennedy, Jacqueline

2012-01-01

A sweet spot is a place where a combination of factors comes together to produce the best results with greatest efficiency. As school systems around the world are increasing expectations for what students learn and what educators do to support their learning, they must aim for the sweet spot to achieve maximum results for their efforts. When…

A Framework for Evaluating and Enhancing Alignment in Self-Regulated Learning Research

Science.gov (United States)

Dent, Amy L.; Hoyle, Rick H.

2015-01-01

We discuss the articles of this special issue with reference to an important yet previously only implicit dimension of study quality: alignment across the theoretical and methodological decisions that collectively define an approach to self-regulated learning. Integrating and extending work by leaders in the field, we propose a framework for…

Chinese Students' Goal Orientation in English Learning: A Study Based on Autonomous Inquiry Model

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Zhang, Jianfeng

2014-01-01

Goal orientation is a kind of theory of learning motivation, which helps learners to develop their capability by emphasis on new techniques acquiring and environment adapting. In this study, based on the autonomous inquiry model, the construction of Chinese students' goal orientations in English learning are summarized according to the data…

A Millennium Learning Goal for Education Post-2015: A Question of Outcomes or Processes

Science.gov (United States)

Barrett, Angeline M.

2011-01-01

As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based…

The development of learning material using learning goal orientation approach in digital electronics

Science.gov (United States)

Puspitaningayu, P.; Anifah, L.; Kholis, N.

2018-01-01

Mastery of digital electronics principles is essential for future engineers in the digital era. This article describes the use of simulations in an undergraduate electrical engineering course to promote the adoption of a learning-goal orientation. This study used experimental method. This was done by providing students with a simulation environment which students freely use to experiment with various circuit models. Students were then invited to reflect on how the simulation results compare with results from lab experiments. The module got 82% of positive rating from 28 students and all of them passed in the examination with 81.8 as the average score. Those majority students were motivated by the combination of two learning goals written in the module. Moreover, they also gain the ability to design more complex systems because of their combined experience. Additionally, the module also has been validated and got 83% of reliability. The final product of this research hereafter can be recommended to be used as teaching material.

Relationship between motivational goal orientations, perceptions of general education classroom learning environment, and deep approaches to learning

OpenAIRE

Chanut Poondej; Thanita Lerdpornkulrat

2016-01-01

Researchers have reported empirical evidence that the deep approaches to learning account for significant successful learning. The present study aimed to investigate the relationship between students' motivational goal orientation, their perceptions of the general education classroom learning environment, and deep approaches to learning strategies. Participants (N = 494) were first- and second-year college students enrolled in any of the general education courses in higher education in Thaila...

Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework

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Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

2013-01-01

Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…

Aligning the goals of community-engaged research: why and how academic health centers can successfully engage with communities to improve health.

Science.gov (United States)

Michener, Lloyd; Cook, Jennifer; Ahmed, Syed M; Yonas, Michael A; Coyne-Beasley, Tamera; Aguilar-Gaxiola, Sergio

2012-03-01

Community engagement (CE) and community-engaged research (CEnR) are increasingly viewed as the keystone to translational medicine and improving the health of the nation. In this article, the authors seek to assist academic health centers (AHCs) in learning how to better engage with their communities and build a CEnR agenda by suggesting five steps: defining community and identifying partners, learning the etiquette of CE, building a sustainable network of CEnR researchers, recognizing that CEnR will require the development of new methodologies, and improving translation and dissemination plans. Health disparities that lead to uneven access to and quality of care as well as high costs will persist without a CEnR agenda that finds answers to both medical and public health questions. One of the biggest barriers toward a national CEnR agenda, however, are the historical structures and processes of an AHC-including the complexities of how institutional review boards operate, accounting practices and indirect funding policies, and tenure and promotion paths. Changing institutional culture starts with the leadership and commitment of top decision makers in an institution. By aligning the motivations and goals of their researchers, clinicians, and community members into a vision of a healthier population, AHC leadership will not just improve their own institutions but also improve the health of the nation-starting with improving the health of their local communities, one community at a time.

Managing the Right Projects: Best Practices to Align Project and Corporate Strategies

Science.gov (United States)

Watkins, Bobby

2012-01-01

If there's a human endeavor that exemplifies teamwork, it is space exploration. And that teamwork absolutely cannot happen effectively if the boots on the ground the people doing the work - don't understand how their work aligns with the larger goal. This presentation will discuss some best management practices from NASA's Marshall Space Flight Center that have succeeded in helping employees become informed, engaged and committed to the space agency's important missions. Specific topics include: Alignment Criteria: Linking Projects To Corporate Strategy. Resource Management: Best Practices For Resource Management. Strategic Analysis: Supporting Decision Making In A Changing Environment. Communication Strategies: Best Practices To Communicate Change. Benefits Achieved And Lessons Learned.

Goals for Teacher Learning about Energy Degradation and Usefulness

Science.gov (United States)

Daane, Abigail R.; Vokos, Stamatis; Scherr, Rachel E.

2014-01-01

The Next Generation Science Standards (NGSS) require teachers to understand aspects of energy degradation and the second law of thermodynamics, including energy's availability and usefulness, changes in energy concentration, and the tendency of energy to spread uniformly. In an effort to develop learning goals that support teachers in building…

How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

Science.gov (United States)

Ashauer, Shirley A; Macan, Therese

2013-01-01

Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

Audiovisual alignment of co-speech gestures to speech supports word learning in 2-year-olds.

Science.gov (United States)

Jesse, Alexandra; Johnson, Elizabeth K

2016-05-01

Analyses of caregiver-child communication suggest that an adult tends to highlight objects in a child's visual scene by moving them in a manner that is temporally aligned with the adult's speech productions. Here, we used the looking-while-listening paradigm to examine whether 25-month-olds use audiovisual temporal alignment to disambiguate and learn novel word-referent mappings in a difficult word-learning task. Videos of two equally interesting and animated novel objects were simultaneously presented to children, but the movement of only one of the objects was aligned with an accompanying object-labeling audio track. No social cues (e.g., pointing, eye gaze, touch) were available to the children because the speaker was edited out of the videos. Immediately afterward, toddlers were presented with still images of the two objects and asked to look at one or the other. Toddlers looked reliably longer to the labeled object, demonstrating their acquisition of the novel word-referent mapping. A control condition showed that children's performance was not solely due to the single unambiguous labeling that had occurred at experiment onset. We conclude that the temporal link between a speaker's utterances and the motion they imposed on the referent object helps toddlers to deduce a speaker's intended reference in a difficult word-learning scenario. In combination with our previous work, these findings suggest that intersensory redundancy is a source of information used by language users of all ages. That is, intersensory redundancy is not just a word-learning tool used by young infants. Copyright © 2015 Elsevier Inc. All rights reserved.

EVALUATION OF UTILIZING SERVICE ORIENTED ARCHITECTURE AS A SUITABLE SOLUTION TO ALIGN UNIVERSITY MANAGEMENT INFORMATION SYSTEMS AND LEARNING MANAGEMENT SYSTEMS

Directory of Open Access Journals (Sweden)

A. M. RIAD

2009-10-01

Full Text Available To help universities achieve their goals, it is important to align managerial functionalities side by side with educational aspects. Universities consume University Management Information Systems (UMIS to handle managerial aspects as they do with Learning Management Systems (LMS to achieve learning objectives. UMIS advances LMS by decades and has reached stable and mature consistency level. LMS is the newly acquired solution in Universities; compared to UMIS, and so adopting LMSs in universities can be achieved via three different deployment approaches. First approach believes in LMS ability to replace UMIS and performing its functionalities. Second approach presents the idea of extending UMIS to include LMS functionalities. Third approach arises from the shortages of the two proposed approaches and present integration between both as the appropriate deployment approach. Service Oriented Architecture (SOA is a design pattern that can be used as a suitable architectural solution to align UMIS and LMS. SOA can be utilized in universities to overcome some of information systems’ challenges like the integration between UMIS and LMS. This paper presents the current situation at Mansoura University; Egypt, presents integration as the most suitable solution, and evaluates three different implementation techniques: Dynamic Query, Stored Procedure, and Web services. Evaluation concludes that though SOA enhanced many different aspects of both UMIS and LMS; and consequently university overall. It is not recommended to adopt SOA via Web services as the building unit of the system, but as the interdisciplinary interface between systems.

Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control.

Science.gov (United States)

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms.

The Concept of L2 User and the goals of Second Language Learning

Directory of Open Access Journals (Sweden)

Willy Juanggo

2017-07-01

Full Text Available It is generally considered that knowing one language is not enough in this era. People need to learn a second language in addition to their mother tongue to meet the demand of today’s life as many of them are becoming a part of multilingual society as well as to face the globalisation. This paper aims to demonstrate the reasons of people learning a second by looking at the several goals they want to achieve in current situation and link it to the second language learning in education context. Subsequently, it also provides some criticism against the majority of English language teachings that set native speaker’s competence as the ultimate goal and highlights the concept of L2 user as a new paradigm and its implication to second language learning.

Supporting Instruction By Defining Conceptual Relevance Of Materials: Alignment Of Resources To An Earth Systems Framework

Science.gov (United States)

Menicucci, A. J.; Bean, J. R.

2017-12-01

Environmental, geological, and climatological sciences are important facets of physical science education. However, it is often difficult for educators to acquire the necessary resources to facilitate content explanations, and demonstration of the conceptual links between individual lessons. The Understanding Global Change (UGC) Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley is aligning new and existing Earth systems educational resources that are high-quality, interactive and inquiry based. Learning resources are organized by the UGC framework topics (Causes of Change, How the Earth System Works, and Measurable Changes), and focus on exploring topic relationships. Resources are currently aligned with both the UGC framework and the Next Generation Science Standards (NGSS), facilitating broad utility among K-16 educators. The overarching goal of the UGC Project is to provide the necessary resources that guide the construction of coherent, interdisciplinary instructional units. These units can be reinforced through system models, providing visual learning scaffolds for assessments of student content knowledge. Utilizing the central framework of UGC alleviates the long-standing problem of creating coherent instructional units from multiple learning resources, each organized and categorized independently across multiple platforms that may not provide explicit connections among Earth science subjects UGC topic cross listing of learning modules establishes conceptual links. Each resource is linked across several Earth system components, facilitating exploration of relationships and feedbacks between processes. Cross listed topics are therefore useful for development of broad picture learning goals via targeted instructional units. We also anticipate cultivating summaries of the explicit conceptual links explored in each resource from both current teachers and content specialists. Insructional units currated and aligned under the UGC

Aligning career development with organizational goals: working towards the development of a strong and sustainable workforce.

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Saxe-Braithwaite, Marcy; Carlton, Sandra; Bass, Brenda

2009-01-01

The rapidly changing world of healthcare is faced with many challenges, not the least of which is a diminishing workforce. Healthcare organizations must develop multiple strategies, not only to attract and retain employees, but also to ensure that workers are prepared for continuous change in the workplace, are working at their full scope of practice and are committed to, and accountable for, the provision of high-quality care. There is evidence that by creating a healthier workplace, improved patient care will follow. Aligning Healthy Workplace Initiatives with an organization's strategic goals, corporate culture and vision reinforces their importance within the organization. In this paper, we describe an innovative pilot to assess a career development program, one of multiple Healthy Workplace Initiatives taking place at Providence Care in Kingston, Ontario in support of our three strategic goals. The results of the pilot were very encouraging; subsequent success in obtaining funding from HealthForceOntario has allowed the implementation of a sustainable program of career development within the organization. More work is required to evaluate its long-term effectiveness.

Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools.

Science.gov (United States)

Andriessen, Iris; Phalet, Karen; Lens, Willy

2006-12-01

Cross-cultural research on minority school achievement yields mixed findings on the motivational impact of future goal setting for students from disadvantaged minority groups. Relevant and recent motivational research, integrating Future Time Perspective Theory with Self-Determination Theory, has not yet been validated among minority students. To replicate across cultures the known motivational benefits of perceived instrumentality and internal regulation by distant future goals; to clarify when and how the future motivates minority students' educational performance. Participants in this study were 279 minority students (100 of Turkish and 179 of Moroccan origin) and 229 native Dutch students in Dutch secondary schools. Participants rated the importance of future goals, their perceptions of instrumentality, their task motivation and learning strategies. Dependent measures and their functional relations with future goal setting were simultaneously validated across minority and non-minority students, using structural equation modelling in multiple groups. As expected, Positive Perceived Instrumentality for the future increases task motivation and (indirectly) adaptive learning of both minority and non-minority students. But especially internally regulating future goals are strongly related to more task motivation and indirectly to more adaptive learning strategies. Our findings throw new light on the role of future goal setting in minority school careers: distant future goals enhance minority and non-minority students' motivation and learning, if students perceive positive instrumentality and if their schoolwork is internally regulated by future goals.

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

Science.gov (United States)

Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

Goal selection versus process control while learning to use a brain-computer interface

Science.gov (United States)

Royer, Audrey S.; Rose, Minn L.; He, Bin

2011-06-01

A brain-computer interface (BCI) can be used to accomplish a task without requiring motor output. Two major control strategies used by BCIs during task completion are process control and goal selection. In process control, the user exerts continuous control and independently executes the given task. In goal selection, the user communicates their goal to the BCI and then receives assistance executing the task. A previous study has shown that goal selection is more accurate and faster in use. An unanswered question is, which control strategy is easier to learn? This study directly compares goal selection and process control while learning to use a sensorimotor rhythm-based BCI. Twenty young healthy human subjects were randomly assigned either to a goal selection or a process control-based paradigm for eight sessions. At the end of the study, the best user from each paradigm completed two additional sessions using all paradigms randomly mixed. The results of this study were that goal selection required a shorter training period for increased speed, accuracy, and information transfer over process control. These results held for the best subjects as well as in the general subject population. The demonstrated characteristics of goal selection make it a promising option to increase the utility of BCIs intended for both disabled and able-bodied users.

Curricular Alignment: A Re-examination.

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Anderson, Lorin W.

2002-01-01

Examines key differences among content coverage, opportunity to learn, and curriculum alignment, suggesting that the revised Taxonomy provides a framework for analyzing curriculum alignment and illustrating how the Taxonomy Table can be used to estimate curriculum alignment. The paper notes that the revised Taxonomy enables educators to probe…

Volunteer Service and Service Learning: Opportunities, Partnerships, and United Nations Millennium Development Goals.

Science.gov (United States)

Dalmida, Safiya George; Amerson, Roxanne; Foster, Jennifer; McWhinney-Dehaney, Leila; Magowe, Mabel; Nicholas, Patrice K; Pehrson, Karen; Leffers, Jeanne

2016-09-01

This article explores approaches to service involvement and provides direction to nurse leaders and others who wish to begin or further develop global (local and international) service or service learning projects. We review types of service involvement, analyze service-related data from a recent survey of nearly 500 chapters of the Honor Society of Nursing, Sigma Theta Tau International (STTI), make recommendations to guide collaborative partnerships and to model engagement in global and local service and service learning. This article offers a literature review and describes results of a survey conducted by the STTI International Service Learning Task Force. Results describe the types of service currently conducted by STTI nursing members and chapters, including disaster response, service learning, and service-related responses relative to the Millennium Development Goals (MDGs). The needs of chapter members for information about international service are explored and recommendations for promoting global service and sustainability goals for STTI chapters are examined. Before engaging in service, volunteers should consider the types of service engagement, as well as the design of projects to include collaboration, bidirectionality, sustainability, equitable partnerships, and inclusion of the United Nations Sustainable Development Goals. STTI supports the learning, knowledge, and professional development of nurses worldwide. International service and collaboration are key to the advancement of the nursing profession. Culturally relevant approaches to international service and service learning are essential to our global organization, as it aims to impact the health status of people globally. © 2016 Sigma Theta Tau International.

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

Science.gov (United States)

Sie, Rory L. L.; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter B.

2013-01-01

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes when using a personal learning network is…

Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts.

Science.gov (United States)

Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Sheldon, Kennon M; Deci, Edward L

2004-08-01

Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

NARCIS (Netherlands)

Sie, Rory; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter

2018-01-01

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

Science.gov (United States)

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Interaction of Instrumental and Goal-Directed Learning Modulates Prediction Error Representations in the Ventral Striatum.

Science.gov (United States)

Guo, Rong; Böhmer, Wendelin; Hebart, Martin; Chien, Samson; Sommer, Tobias; Obermayer, Klaus; Gläscher, Jan

2016-12-14

Goal-directed and instrumental learning are both important controllers of human behavior. Learning about which stimulus event occurs in the environment and the reward associated with them allows humans to seek out the most valuable stimulus and move through the environment in a goal-directed manner. Stimulus-response associations are characteristic of instrumental learning, whereas response-outcome associations are the hallmark of goal-directed learning. Here we provide behavioral, computational, and neuroimaging results from a novel task in which stimulus-response and response-outcome associations are learned simultaneously but dominate behavior at different stages of the experiment. We found that prediction error representations in the ventral striatum depend on which type of learning dominates. Furthermore, the amygdala tracks the time-dependent weighting of stimulus-response versus response-outcome learning. Our findings suggest that the goal-directed and instrumental controllers dynamically engage the ventral striatum in representing prediction errors whenever one of them is dominating choice behavior. Converging evidence in human neuroimaging studies has shown that the reward prediction errors are correlated with activity in the ventral striatum. Our results demonstrate that this region is simultaneously correlated with a stimulus prediction error. Furthermore, the learning system that is currently dominating behavioral choice dynamically engages the ventral striatum for computing its prediction errors. This demonstrates that the prediction error representations are highly dynamic and influenced by various experimental context. This finding points to a general role of the ventral striatum in detecting expectancy violations and encoding error signals regardless of the specific nature of the reinforcer itself. Copyright © 2016 the authors 0270-6474/16/3612650-11$15.00/0.

Navigation towards a goal position: from reactive to generalised learned control

Energy Technology Data Exchange (ETDEWEB)

Freire da Silva, Valdinei [Laboratorio de Tecnicas Inteligentes - LTI, Escola Politecnica da Universidade de Sao Paulo, Av. Prof. Luciano Gualberto, trav.3, n.158, Cidade Universitaria Sao Paulo (Brazil); Selvatici, Antonio Henrique [Universidade Nove de Julho, Rua Vergueiro, 235, Sao Paulo (Brazil); Reali Costa, Anna Helena, E-mail: valdinei.freire@gmail.com, E-mail: antoniohps@uninove.br, E-mail: anna.reali@poli.usp.br [Laboratorio de Tecnicas Inteligentes - LTI, Escola Politecnica da Universidade de Sao Paulo, Av. Prof. Luciano Gualberto, trav.3, n.158, Cidade Universitaria Sao Paulo (Brazil)

2011-03-01

The task of navigating to a target position in space is a fairly common task for a mobile robot. It is desirable that this task is performed even in previously unknown environments. One reactive architecture explored before addresses this challenge by denning a hand-coded coordination of primitive behaviours, encoded by the Potential Fields method. Our first approach to improve the performance of this architecture adds a learning step to autonomously find the best way to coordinate primitive behaviours with respect to an arbitrary performance criterion. Because of the limitations presented by the Potential Fields method, especially in relation to non-convex obstacles, we are investigating the use of Relational Reinforcement Learning as a method to not only learn to act in the current environment, but also to generalise prior knowledge to the current environment in order to achieve the goal more quickly in a non-convex structured environment. We show the results of our previous efforts in reaching goal positions along with our current research on generalised approaches.

Navigation towards a goal position: from reactive to generalised learned control

International Nuclear Information System (INIS)

Freire da Silva, Valdinei; Selvatici, Antonio Henrique; Reali Costa, Anna Helena

2011-01-01

The task of navigating to a target position in space is a fairly common task for a mobile robot. It is desirable that this task is performed even in previously unknown environments. One reactive architecture explored before addresses this challenge by denning a hand-coded coordination of primitive behaviours, encoded by the Potential Fields method. Our first approach to improve the performance of this architecture adds a learning step to autonomously find the best way to coordinate primitive behaviours with respect to an arbitrary performance criterion. Because of the limitations presented by the Potential Fields method, especially in relation to non-convex obstacles, we are investigating the use of Relational Reinforcement Learning as a method to not only learn to act in the current environment, but also to generalise prior knowledge to the current environment in order to achieve the goal more quickly in a non-convex structured environment. We show the results of our previous efforts in reaching goal positions along with our current research on generalised approaches.

Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

Science.gov (United States)

Naughton, Wendy

In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

The issues of goal setting, interest, and reward in self-regulated learning

OpenAIRE

Okazaki, Makiko; 岡崎, 万紀子

2011-01-01

Self-regulated learning (SRL) is the theory developed in the field of educational psychology. SRL is based on the idea that behaviours are regulated by the self-concept. This self-concept is the basis of the social cognitive theory which does not depend on students' innate motivation (intrinsic motivation) at the initial stage of learning. This study examines three motivation-related factors in the concept of SRL: goals, interest, and rewards followed by the suggestion of a students' learning...

Goal Setting in Principal Evaluation: Goal Quality and Predictors of Achievement

Science.gov (United States)

Sinnema, Claire E. L.; Robinson, Viviane M. J.

2012-01-01

This article draws on goal-setting theory to investigate the goals set by experienced principals during their performance evaluations. While most goals were about teaching and learning, they tended to be vaguely expressed and only partially achieved. Five predictors (commitment, challenge, learning, effort, and support) explained a significant…

Neurology clerkship goals and their effect on learning and satisfaction.

Science.gov (United States)

Strowd, Roy E; Salas, Rachel Marie E; Cruz, Tiana E; Gamaldo, Charlene E

2016-02-16

To define medical student goals in the neurology clerkship and explore the association between goal setting and student performance, clerkship satisfaction, self-directed learning (SDL), and interest in neurology. A 4-year prospective study of consecutive second- to fourth-year medical students rotating through a required 4-week neurology clerkship was conducted. A goal-generating cohort (first 2 years) was enrolled to describe the breadth of student-derived goals. A goal-evaluating cohort (second 2 years) was used to evaluate the frequency of goal achievement and assess associations with performance (e.g., National Board of Medical Examiners [NBME], examination), satisfaction, and SDL behaviors (both based on 5-point Likert scale). Of 440 evaluable students, 201 were goal-generating and 239 goal-evaluating. The top 3 goals were (1) improvement in neurologic examination, (2) understanding neurologic disease, and (3) deriving a differential diagnosis. More than 90% (n = 216/239) of students reported achieving goals. Achievers reported significantly higher clerkship satisfaction (4.2 ± 0.8 vs. 2.8 ± 1.0, p neurology (71% vs. 35%, p = 0.001), and higher observed tendency toward SDL (4.5 ± 0.5 vs. 4.1 ± 0.8, p neurology clerkship. Goal achievers had better adjusted standardized test scores, higher satisfaction, and greater tendency toward SDL. This student-generated, goal-setting program may be particularly appealing to clinicians, educators, and researchers seeking resource-lean mechanisms to improve student experience and performance in the clinical clerkships. © 2015 American Academy of Neurology.

Second language learning and acculturation: The role of motivation and goal content congruence

Directory of Open Access Journals (Sweden)

Sara Rubenfeld

2007-12-01

Full Text Available Abstract This study explored how having differing goals and motives for learning a second language influences adaptation in the foreign culture. Specifically, we compared English as a second language (ESL students in two programs, which differed in their long-term goal orientations. Some students were taking ESL courses in order to attend university in their second language, whereas other ESL students took courses that were not followed by an immediate reward. Students in both programs completed measures of acculturation as well as measures of intrinsic and extrinsic motivation for learning English. We found that adaptation to the foreign culture, in the form of acculturation, is best facilitated by congruence between students’ motives and goals. The findings are discussed in terms of their methodological and pedagogical implications

To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

Science.gov (United States)

Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

2013-01-01

Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

Career Goal-Based E-Learning Recommendation Using Enhanced Collaborative Filtering and PrefixSpan

Science.gov (United States)

Ma, Xueying; Ye, Lu

2018-01-01

This article describes how e-learning recommender systems nowadays have applied different kinds of techniques to recommend personalized learning content for users based on their preference, goals, interests and background information. However, the cold-start problem which exists in traditional recommendation algorithms are still left over in…

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

Science.gov (United States)

FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

The influence of demographics and work related goals on adaptive development for work related learning amongst private hospital employees.

Science.gov (United States)

Tones, Megan; Pillay, Hitendra; Fraser, Jennifer

2010-01-01

Contemporary lifespan development models of adaptive development have been applied to the workforce to examine characteristics of the ageing employee. Few studies have examined adaptive development in terms of worker perceptions of workplace, or their learning and development issues. This study used the recently developed Revised Learning and Development Survey to investigate employee selection and engagement of learning and development goals, opportunities for learning and development at work, and constraints to learning and development at work. Demographic and career goal variables were tested amongst a sample of private hospital employees, almost all of whom were nurses. Workers under 45 years of age perceived greater opportunities for training and development than more mature aged workers. Age and physical demands interacted such that physical demands of work were associated with lower engagement in learning and development goals in mature aged workers. The opposite was observed amongst younger workers. Engagement in learning and development goals at work predicted goals associated with an intention to decrease work hours or change jobs to a different industry when opportunities to learn via work tasks were limited. At the same time limited opportunities for training and development and perceptions of constraints to development at work predicted the intention to change jobs. Results indicate consideration must be paid to employee perceptions in the workplace in relation to goals. They may be important factors in designing strategies to retain workers.

The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals.

Science.gov (United States)

Gunderson, Elizabeth A; Donnellan, M Brent; Robins, Richard W; Trzesniewski, Kali H

2018-04-24

Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct. Copyright © 2018 Elsevier Inc. All rights reserved.

Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions

Directory of Open Access Journals (Sweden)

Katherine J. Janzen

2011-11-01

Full Text Available This paper builds upon a foundational paper (under review which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange theory or borrowed theory from the field of quantum holism pioneered by quantum physicist David Bohm (1971, 1973 to understand learning in a new way. Bohm proposes that everything exists as wholes, rather than as parts, and that everything is connected. Similarly, the quantum perspective of learning proposes that individuals learn in holistic ways as they interact with temporal and in infinitely extending virtual worlds. Further, according to the quantum perspective of learning, learners have infinite potential. In this paper, the quantum perspective of learning is examined utilizing a combination of Schunk’s (1991 and Ertmer and Newby’s (1993 definitive questions for aligning learning theory with instructional design. These seven definitive questions focus on how learning happens, influential factors in learning, the role of memory, transfer of knowledge, modalities of learning that can best explain the quantum perspective of learning, applicable assumptions, and a discussion of how instruction can be organized to optimize learning. Examples of strategies that facilitate the quantum perspective of learning are provided.

Systems of Goals, Attitudes, and Self-Related Beliefs in Second-Language-Learning Motivation

Science.gov (United States)

Kormos, Judit; Kiddle, Thom; Csizer, Kata

2011-01-01

In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement…

Nova laser alignment control system

International Nuclear Information System (INIS)

Van Arsdall, P.J.; Holloway, F.W.; McGuigan, D.L.; Shelton, R.T.

1984-01-01

Alignment of the Nova laser requires control of hundreds of optical components in the ten beam paths. Extensive application of computer technology makes daily alignment practical. The control system is designed in a manner which provides both centralized and local manual operator controls integrated with automatic closed loop alignment. Menudriven operator consoles using high resolution color graphics displays overlaid with transport touch panels allow laser personnel to interact efficiently with the computer system. Automatic alignment is accomplished by using image analysis techniques to determine beam references points from video images acquired along the laser chain. A major goal of the design is to contribute substantially to rapid experimental turnaround and consistent alignment results. This paper describes the computer-based control structure and the software methods developed for aligning this large laser system

Face Alignment via Regressing Local Binary Features.

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Ren, Shaoqing; Cao, Xudong; Wei, Yichen; Sun, Jian

2016-03-01

This paper presents a highly efficient and accurate regression approach for face alignment. Our approach has two novel components: 1) a set of local binary features and 2) a locality principle for learning those features. The locality principle guides us to learn a set of highly discriminative local binary features for each facial landmark independently. The obtained local binary features are used to jointly learn a linear regression for the final output. This approach achieves the state-of-the-art results when tested on the most challenging benchmarks to date. Furthermore, because extracting and regressing local binary features are computationally very cheap, our system is much faster than previous methods. It achieves over 3000 frames per second (FPS) on a desktop or 300 FPS on a mobile phone for locating a few dozens of landmarks. We also study a key issue that is important but has received little attention in the previous research, which is the face detector used to initialize alignment. We investigate several face detectors and perform quantitative evaluation on how they affect alignment accuracy. We find that an alignment friendly detector can further greatly boost the accuracy of our alignment method, reducing the error up to 16% relatively. To facilitate practical usage of face detection/alignment methods, we also propose a convenient metric to measure how good a detector is for alignment initialization.

Distraction during learning with hypermedia: Difficult tasks help to keep task goals on track

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Katharina eScheiter

2014-03-01

Full Text Available In educational hypermedia environments, students are often confronted with potential sources of distraction arising from additional information that, albeit interesting, is unrelated to their current task goal. The paper investigates the conditions under which distraction occurs and hampers performance. Based on theories of volitional action control it was hypothesized that interesting information, especially if related to a pending goal, would interfere with task performance only when working on easy, but not on difficult tasks. In Experiment 1, 66 students learned about probability theory using worked examples and solved corresponding test problems, whose task difficulty was manipulated. As a second factor, the presence of interesting information unrelated to the primary task was varied. Results showed that students solved more easy than difficult probability problems correctly. However, the presence of interesting, but task-irrelevant information did not interfere with performance. In Experiment 2, 68 students again engaged in example-based learning and problem solving in the presence of task-irrelevant information. Problem-solving difficulty was varied as a first factor. Additionally, the presence of a pending goal related to the task-irrelevant information was manipulated. As expected, problem-solving performance declined when a pending goal was present during working on easy problems, whereas no interference was observed for difficult problems. Moreover, the presence of a pending goal reduced the time on task-relevant information and increased the time on task-irrelevant information while working on easy tasks. However, as revealed by mediation analyses these changes in overt information processing behavior did not explain the decline in problem-solving performance. As an alternative explanation it is suggested that goal conflicts resulting from pending goals claim cognitive resources, which are then no longer available for learning and

Spike Pattern Recognition for Automatic Collimation Alignment

CERN Document Server

Azzopardi, Gabriella; Salvachua Ferrando, Belen Maria; Mereghetti, Alessio; Redaelli, Stefano; CERN. Geneva. ATS Department

2017-01-01

The LHC makes use of a collimation system to protect its sensitive equipment by intercepting potentially dangerous beam halo particles. The appropriate collimator settings to protect the machine against beam losses relies on a very precise alignment of all the collimators with respect to the beam. The beam center at each collimator is then found by touching the beam halo using an alignment procedure. Until now, in order to determine whether a collimator is aligned with the beam or not, a user is required to follow the collimator’s BLM loss data and detect spikes. A machine learning (ML) model was trained in order to automatically recognize spikes when a collimator is aligned. The model was loosely integrated with the alignment implementation to determine the classification performance and reliability, without effecting the alignment process itself. The model was tested on a number of collimators during this MD and the machine learning was able to output the classifications in real-time.

Resolving a Conflict between APA Learning Goals and APA Ethical Principles

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Corty, Eric W.

2008-01-01

Although American Psychological Association (APA) Ethical Standards make it clear that instructors cannot require students to disclose personal information in class-related activities, an APA learning goal for undergraduate psychology students is that they reflect on their experiences to develop insight into their behavior and mental processes.…

A new data-mining method to search for behavioral properties that induce alignment and their involvement in social learning in medaka fish (Oryzias latipes.

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Takashi Ochiai

Full Text Available BACKGROUND: Coordinated movement in social animal groups via social learning facilitates foraging activity. Few studies have examined the behavioral cause-and-effect between group members that mediates this social learning. METHODOLOGY/PRINCIPAL FINDINGS: We first established a behavioral paradigm for visual food learning using medaka fish and demonstrated that a single fish can learn to associate a visual cue with a food reward. Grouped medaka fish (6 fish learn to respond to the visual cue more rapidly than a single fish, indicating that medaka fish undergo social learning. We then established a data-mining method based on Kullback-Leibler divergence (KLD to search for candidate behaviors that induce alignment and found that high-speed movement of a focal fish tended to induce alignment of the other members locally and transiently under free-swimming conditions without presentation of a visual cue. The high-speed movement of the informed and trained fish during visual cue presentation appeared to facilitate the alignment of naïve fish in response to some visual cues, thereby mediating social learning. Compared with naïve fish, the informed fish had a higher tendency to induce alignment of other naïve fish under free-swimming conditions without visual cue presentation, suggesting the involvement of individual recognition in social learning. CONCLUSIONS/SIGNIFICANCE: Behavioral cause-and-effect studies of the high-speed movement between fish group members will contribute to our understanding of the dynamics of social behaviors. The data-mining method used in the present study is a powerful method to search for candidates factors associated with inter-individual interactions using a dataset for time-series coordinate data of individuals.

Thalamocortical dynamics of the McCollough effect: boundary-surface alignment through perceptual learning.

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Grossberg, Stephen; Hwang, Seungwoo; Mingolla, Ennio

2002-05-01

This article further develops the FACADE neural model of 3-D vision and figure-ground perception to quantitatively explain properties of the McCollough effect (ME). The model proposes that many ME data result from visual system mechanisms whose primary function is to adaptively align, through learning, boundary and surface representations that are positionally shifted due to the process of binocular fusion. For example, binocular boundary representations are shifted by binocular fusion relative to monocular surface representations, yet the boundaries must become positionally aligned with the surfaces to control binocular surface capture and filling-in. The model also includes perceptual reset mechanisms that use habituative transmitters in opponent processing circuits. Thus the model shows how ME data may arise from a combination of mechanisms that have a clear functional role in biological vision. Simulation results with a single set of parameters quantitatively fit data from 13 experiments that probe the nature of achromatic/chromatic and monocular/binocular interactions during induction of the ME. The model proposes how perceptual learning, opponent processing, and habituation at both monocular and binocular surface representations are involved, including early thalamocortical sites. In particular, it explains the anomalous ME utilizing these multiple processing sites. Alternative models of the ME are also summarized and compared with the present model.

Four Weeks of Goal-Directed Learning in Primary Physical Education Classes

NARCIS (Netherlands)

Platvoet, Sebastiaan W. J.; Elferink-Gemser, Marije T.; Kannekens, Rianne; de Niet, Mark; Visscher, Chris

Relatively little is known about how practice relates to children's improvement in gross motor skill performance. The aim of this study is to determine to what extent 6- and 7-year-old children improve their gross motor skill performance in a four-week period, in which goal-directed learning is

A dynamic learning concept in early years’ education

DEFF Research Database (Denmark)

Broström, Stig

2017-01-01

-historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant...... and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination....

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

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Mason, Andrew J.; Bertram, Charles A.

2018-06-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

Reflections on Andes' Goal-Free User Interface

Science.gov (United States)

VanLehn, Kurt

2016-01-01

Although the Andes project produced many results over its 18 years of activity, this commentary focuses on its contributions to understanding how a goal-free user interface impacts the overall design and performance of a step-based tutoring system. Whereas a goal-aligned user interface displays relevant goals as blank boxes or empty locations that…

Teachers' Influence on Goal Orientation: Exploring the Relationship between Eighth Graders' Goal Orientation, Their Emotional Development, Their Perceptions of Learning, and Their Teachers' Instructional Strategies.

Science.gov (United States)

Nichols, William Dee; Jones, Jeanneine P.; Hancock, Dawson R.

2003-01-01

Explores how students' perceived learning relates to emotions, motivation, and goal orientation. Finds that students significantly reported more negative emotions than positive emotions, thus indicating that the emotions of the learner were more negative, the motivation was more extrinsic and the goal orientation of the learners could be…

Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

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Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

2017-01-01

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

The Predictiveness of Achievement Goals

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Huy P. Phan

2013-11-01

Full Text Available Using the Revised Achievement Goal Questionnaire (AGQ-R (Elliot & Murayama, 2008, we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010, we conceptualized a model that included both antecedent (i.e., enactive learning experience and consequence (i.e., intrinsic motivation and academic achievement of achievement goals. Two hundred seventy-seven university students (151 women, 126 men participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.

The Concept of L2 User and the goals of Second Language Learning

OpenAIRE

Juanggo, Willy

2017-01-01

It is generally considered that knowing one language is not enough in this era. People need to learn a second language in addition to their mother tongue to meet the demand of today’s life as many of them are becoming a part of multilingual society as well as to face the globalisation. This paper aims to demonstrate the reasons of people learning a second by looking at the several goals they want to achieve in current situation and link it to the second language learning in education context....

Traditional versus Contemporary Goals and Methods in Accounting Education: Bridging the Gap with Cooperative Learning.

Science.gov (United States)

Lindquist, Tim M.

1995-01-01

In groups, 49 accounting students completed a 5-week analysis of audit reporting issues using cooperative learning. Positive student reactions and achievement suggested that contemporary active learning approaches are compatible with the traditional accounting goal of preparing for the Certified Public Accountants examination. (SK)

Development of a group work assessment pedagogy using constructive alignment theory.

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Croy, Suzanne R

2018-02-01

The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module 'Mental Health Nursing 1', with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

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Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

Aligning Seminars with Bologna Requirements: Reciprocal Peer Tutoring, the Solo Taxonomy and Deep Learning

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Lueg, Rainer; Lueg, Klarissa; Lauridsen, Ole

2016-01-01

Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learning results, the authors suggest reciprocal peer…

Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention

Science.gov (United States)

Froiland, John Mark

2011-01-01

In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived…

Advanced Parkinson’s disease effect on goal-directed and habitual processes involved in visuomotor associative learning

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Fadila eHadj-Bouziane

2013-01-01

Full Text Available The present behavioral study readdresses the question of habit learning in Parkinson's disease. Patients were early onset, non-demented, dopa-responsive, candidates for surgical treatment, similar to those we found earlier as suffering greater dopamine depletion in the putamen than in the caudate nucleus. The task was the same conditional associative learning task as that used previously in monkeys and healthy humans to unveil the striatum involvement in habit learning. Sixteen patients and 20 age- and education-matched healthy control subjects learned sets of 3 visuo-motor associations between complex patterns and joystick displacements during two testing sessions separated by a few hours. We distinguished errors preceding versus following the first correct response to compare patients' performance during the earliest phase of learning dominated by goal-directed actions with that observed later on, when responses start to become habitual. The disease significantly retarded both learning phases, especially in patients under sixty years of age. However, only the late phase deficit was disease severity-dependent and persisted on the second testing session. These findings provide the first corroboration in Parkinson patients of two ideas well-established in the animal literature. The first is the idea that associating visual stimuli to motor acts is a form of habit learning that engages the striatum. It is confirmed here by the global impairment in visuo-motor learning induced by Parkinson's disease. The second idea is that goal-directed behaviors are predominantly caudate-dependent whereas habitual responses are primarily putamen-dependent. At the advanced Parkinson's disease stages tested here, dopamine depletion is greater in the putamen than in the caudate nucleus. Accordingly, the late phase of learning corresponding to the emergence of habitual responses was more vulnerable to the disease than the early phase dominated by goal

Use artificial neural network to align biological ontologies.

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Huang, Jingshan; Dang, Jiangbo; Huhns, Michael N; Zheng, W Jim

2008-09-16

Being formal, declarative knowledge representation models, ontologies help to address the problem of imprecise terminologies in biological and biomedical research. However, ontologies constructed under the auspices of the Open Biomedical Ontologies (OBO) group have exhibited a great deal of variety, because different parties can design ontologies according to their own conceptual views of the world. It is therefore becoming critical to align ontologies from different parties. During automated/semi-automated alignment across biological ontologies, different semantic aspects, i.e., concept name, concept properties, and concept relationships, contribute in different degrees to alignment results. Therefore, a vector of weights must be assigned to these semantic aspects. It is not trivial to determine what those weights should be, and current methodologies depend a lot on human heuristics. In this paper, we take an artificial neural network approach to learn and adjust these weights, and thereby support a new ontology alignment algorithm, customized for biological ontologies, with the purpose of avoiding some disadvantages in both rule-based and learning-based aligning algorithms. This approach has been evaluated by aligning two real-world biological ontologies, whose features include huge file size, very few instances, concept names in numerical strings, and others. The promising experiment results verify our proposed hypothesis, i.e., three weights for semantic aspects learned from a subset of concepts are representative of all concepts in the same ontology. Therefore, our method represents a large leap forward towards automating biological ontology alignment.

Effects of psychosocial stress on the goal-directed and habit memory systems during learning and later execution.

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Fournier, Marion; d'Arripe-Longueville, Fabienne; Radel, Rémi

2017-03-01

Instrumental learning occurs through both goal-directed and habit memory systems, which are supported by anatomically distinct brain systems. Interestingly, stress may promote habits at the expense of goal-directed performance, since stress before training in an instrumental task was found to cause individuals to carry on with the learned association in spite of a devalued outcome. These findings nevertheless left pending questions, and it has been difficult to determine which system is primarily affected by stress (an improved habit system, an impaired goal-directed system, or both) and at what point the stress acts (at the moment of learning by making more resistant habits, or after devaluation by making individuals less sensitive to change in the outcome value). The present study (N=72 participants, 63 males and 9 females) aimed to answer these questions with (i) an instrumental task that dissociates the two memory systems and (ii) three conditions of psychosocial stress exposure (Trier Social Stress Test): stress induced before learning, before devaluation, and not induced for the control group. The study confirms that exposure to psychosocial stress leads to habitual performance. Moreover, it provides new insight into this effect by locating its origin as an impairment in the capacity of the goal-directed system rather than a reinforcement in habit learning. These results are discussed in light of recent neurobiological models of stress and memory. Copyright © 2016 Elsevier Ltd. All rights reserved.

Improving Business-IT Alignment through Business Architecture

Science.gov (United States)

Li, Chingmei

2010-01-01

The business and Information Technology (IT) alignment issue has become one of the Top-10 IT management issues since 1980. IT has continually strived to achieve alignment with business goals and objectives. These IT efforts include ERP implementation to benefit from the best practices; data center consolidation and server virtualization to keep…

The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors.

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Park, Soowon; Cho, Seunghee; Lee, Jun-Young

2017-01-01

In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual's persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one's major. Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Providing context for enhancing medical students' social concern goals is necessary in a medical training curriculum, not only for the students' professional development but also for improving society. GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory.

Goal Translation: How To Create a Results-Focused Organizational Culture.

Science.gov (United States)

Mourier, Pierre

2000-01-01

Presents a model for changing human and organizational behavior. Highlights include behavioral dynamics; expectations; alignment; organizational structure; organizational culture; individual skills and training; leadership; management systems; developing corporate-level goals; communicating goals to the organization; and developing employee goals.…

The perceptual effects of learning object categories that predict perceptual goals

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Van Gulick, Ana E.; Gauthier, Isabel

2014-01-01

In classic category learning studies, subjects typically learn to assign items to one of two categories, with no further distinction between how items on each side of the category boundary should be treated. In real life, however, we often learn categories that dictate further processing goals, for instance with objects in only one category requiring further individuation. Using methods from category learning and perceptual expertise, we studied the perceptual consequences of experience with objects in tasks that rely on attention to different dimensions in different parts of the space. In two experiments, subjects first learned to categorize complex objects from a single morphspace into two categories based on one morph dimension, and then learned to perform a different task, either naming or a local feature judgment, for each of the two categories. A same-different discrimination test before and after each training measured sensitivity to feature dimensions of the space. After initial categorization, sensitivity increased along the category-diagnostic dimension. After task association, sensitivity increased more for the category that was named, especially along the non-diagnostic dimension. The results demonstrate that local attentional weights, associated with individual exemplars as a function of task requirements, can have lasting effects on perceptual representations. PMID:24820671

SOVEREIGN: An autonomous neural system for incrementally learning planned action sequences to navigate towards a rewarded goal.

Science.gov (United States)

Gnadt, William; Grossberg, Stephen

2008-06-01

How do reactive and planned behaviors interact in real time? How are sequences of such behaviors released at appropriate times during autonomous navigation to realize valued goals? Controllers for both animals and mobile robots, or animats, need reactive mechanisms for exploration, and learned plans to reach goal objects once an environment becomes familiar. The SOVEREIGN (Self-Organizing, Vision, Expectation, Recognition, Emotion, Intelligent, Goal-oriented Navigation) animat model embodies these capabilities, and is tested in a 3D virtual reality environment. SOVEREIGN includes several interacting subsystems which model complementary properties of cortical What and Where processing streams and which clarify similarities between mechanisms for navigation and arm movement control. As the animat explores an environment, visual inputs are processed by networks that are sensitive to visual form and motion in the What and Where streams, respectively. Position-invariant and size-invariant recognition categories are learned by real-time incremental learning in the What stream. Estimates of target position relative to the animat are computed in the Where stream, and can activate approach movements toward the target. Motion cues from animat locomotion can elicit head-orienting movements to bring a new target into view. Approach and orienting movements are alternately performed during animat navigation. Cumulative estimates of each movement are derived from interacting proprioceptive and visual cues. Movement sequences are stored within a motor working memory. Sequences of visual categories are stored in a sensory working memory. These working memories trigger learning of sensory and motor sequence categories, or plans, which together control planned movements. Predictively effective chunk combinations are selectively enhanced via reinforcement learning when the animat is rewarded. Selected planning chunks effect a gradual transition from variable reactive exploratory

The rigors of aligning performance

OpenAIRE

Hart, Andrew; Lucas, James

2015-01-01

Approved for public release; distribution is unlimited This Joint Applied Project addresses what can be done within the Naval Facilities Engineering Command Northwest community to better align its goals among competing interests from various stakeholders, while balancing the operational and regulatory constraints that often conflict with stakeholder goals and objectives. As a cross-functional organization, competing interests among the various business lines, support lines, and other stake...

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

Science.gov (United States)

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.

To master or perform? Exploring relations between achievement goals and conceptual change learning.

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Ranellucci, John; Muis, Krista R; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M

2013-09-01

Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. © 2012 The British Psychological Society.

Analysis of mathematical literacy ability based on goal orientation in model eliciting activities learning with murder strategy

Science.gov (United States)

Wijayanti, R.; Waluya, S. B.; Masrukan

2018-03-01

The purpose of this research are (1) to analyze the learning quality of MEAs with MURDER strategy, (2) to analyze students’ mathematical literacy ability based on goal orientation in MEAs learning with MURDER strategy. This research is a mixed method research of concurrent embedded type where qualitative method as the primary method. The data were obtained using the methods of scale, observation, test and interviews. The results showed that (1) MEAs Learning with MURDER strategy on students' mathematical literacy ability is qualified, (2) Students who have mastery goal characteristics are able to master the seven components of mathematical literacy process although there are still two components that the solution is less than the maximum. Students who have performance goal characteristics have not mastered the components of mathematical literacy process with the maximum, they are only able to master the ability of using mathematics tool and the other components of mathematical literacy process is quite good.

Explicit goal-driven attention, unlike implicitly learned attention, spreads to secondary tasks.

Science.gov (United States)

Addleman, Douglas A; Tao, Jinyi; Remington, Roger W; Jiang, Yuhong V

2018-03-01

To what degree does spatial attention for one task spread to all stimuli in the attended region, regardless of task relevance? Most models imply that spatial attention acts through a unitary priority map in a task-general manner. We show that implicit learning, unlike endogenous spatial cuing, can bias spatial attention within one task without biasing attention to a spatially overlapping secondary task. Participants completed a visual search task superimposed on a background containing scenes, which they were told to encode for a later memory task. Experiments 1 and 2 used explicit instructions to bias spatial attention to one region for visual search; Experiment 3 used location probability cuing to implicitly bias spatial attention. In location probability cuing, a target appeared in one region more than others despite participants not being told of this. In all experiments, search performance was better in the cued region than in uncued regions. However, scene memory was better in the cued region only following endogenous guidance, not after implicit biasing of attention. These data support a dual-system view of top-down attention that dissociates goal-driven and implicitly learned attention. Goal-driven attention is task general, amplifying processing of a cued region across tasks, whereas implicit statistical learning is task-specific. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Neuromodulatory Adaptive Combination of Correlation-based Learning in Cerebellum and Reward-based Learning in Basal Ganglia for Goal-directed Behavior Control

DEFF Research Database (Denmark)

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational...... and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role...... in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We...

The AAG's ALIGNED Toolkit: A Place-based Approach to Fostering Diversity in the Geosciences

Science.gov (United States)

Rodrigue, C. M.

2012-12-01

Where do we look to attract a more diverse group of students to academic programs in geography and the geosciences? What do we do once we find them? This presentation introduces the ALIGNED Toolkit developed by the Association of American Geographers, with funding from the NSF's Opportunities to Enhance Diversity in the Geosciences (OEDG) Program. ALIGNED (Addressing Locally-tailored Information Infrastructure and Geoscience Needs for Enhancing Diversity) seeks to align the needs of university departments and underrepresented students by drawing upon the intellectual wealth of geography and spatial science to provide better informed, knowledge-based action to enhance diversity in higher education and the geoscience workforce. The project seeks to inform and transform the ways in which departments and programs envision and realize their own goals to enhance diversity, promote inclusion, and broaden participation. We also seek to provide the data, information, knowledge, and best practices needed in order to enhance the recruitment and retention of underrepresented students. The ALIGNED Toolkit is currently in a beta release, available to 13 pilot departments and 50 testing departments of geography/geosciences. It consolidates a variety of data from departments, the U.S. Census Bureau, and the U.S. Department of Education's National Center for Education Statistics to provide interactive, GIS-based visualizations across multiple scales. It also incorporates a place-based, geographic perspective to support departments in their efforts to enhance diversity. A member of ALIGNED's senior personnel, who is also a representative of one of the pilot departments, will provide an overview and preview of the tool while sharing her department's experiences in progressing toward its diversity goals. A brief discussion on how geoscience departments might benefit from the ALIGNED approach and resources will follow. Undergraduate advisors, graduate program directors, department

Study strategies and beliefs about learning as a function of academic achievement and achievement goals.

Science.gov (United States)

Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H

2018-05-01

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.

Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about Learning

Science.gov (United States)

Hannon, Brenda

2015-01-01

This study uncovers which learning (epistemic belief of learning), socioeconomic background (level of parental education, family income) or social-personality factors (performance-avoidance goals, test anxiety) mitigate the ethnic gap in SAT (Scholastic Assessment Test) scores. Measures assessing achievement motivation, test anxiety, socioeconomic…

A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context

Science.gov (United States)

Han, Jing; Lu, Qingsheng

2018-01-01

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between…

Healthcare restructuring and hierarchical alignment: why do staff and managers perceive change outcomes differently?

Science.gov (United States)

Walston, Stephen L; Chou, Ann F

2006-09-01

Healthcare organizations have undergone major change efforts in the past decade. Sustained change is related to continued alignment among organizational participants and may fail with incongruent perceptions of change. This study identifies factors contributing to the alignment in perceptions of organizational change outcomes between executives and all other employees. The sample included 10 hospitals with survey responses from 421 executives and other employees. Using hierarchical linear modeling (HLM), perceptual alignment was modeled at the first level as a function of goal commitment, goal clarity, goal acceptance, goal specificity, staff participation, available skill set, and knowledge and at the second level as organizational size. Descriptive statistics showed employee perception of outcomes differed among personnel levels. HLM results showed that goal specificity, appropriate staff training, reward incentives, effective communication, information sharing, and organization's ability to sustain changes induced perceptual alignment in change outcomes. Staff involvement in designing change efforts increased perceptual misalignment, whereas involvement during implementation and maintenance phases increased alignment. This research uses cross-sectional data from 10 hospitals. Data were gathered from surveys that may have recall bias as hospitals were surveyed at different times after the implementation of their restructuring. Our findings enhance the understanding of processes and mechanisms that enable healthcare organizations to align organizational participants' efforts during change. Results suggest that decision-makers should create incentives to encourage innovative practices, institute effective communication mechanisms, selectively disseminate information, and involve participants in implementing and maintaining changes to achieve intended outcomes. ORIGINALITY/VALUE OF ARTICLE: This article provides unique insight into the importance and causes of

Do Psychology Department Mission Statements Reflect the American Psychological Association Undergraduate Learning Goals?

Science.gov (United States)

Warchal, Judith R.; Ruiz, Ana I.; You, Di

2017-01-01

This study focuses on the inclusion of the American Psychological Association's learning goals in the mission statements of undergraduate psychology programs across the US. We reviewed the mission statements available on websites for 1336 psychology programs listed in the Carnegie classification. Results of a content analysis revealed that of the…

Workplace Learning within Teacher Education: The Role of Job Characteristics and Goal Orientation

Science.gov (United States)

Kyndt, Eva; Donche, Vincent; Gijbels, David; Van Petegem, Peter

2014-01-01

Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students' undertake in the workplace can be explained by students' goal orientation and their perceptions of the workplace. In addition, it will be investigated…

Preferences, Paths, Power, Goals and Norms

NARCIS (Netherlands)

Oren, N.; Van Riemsdijk, M.B.; Vasconcelos, W.

2013-01-01

This paper seeks to address the question of preference alignment in normative systems. We represent detached obligations and goals as preferences over outcomes, and describe when deterministic behaviour will occur within a MAS under specific system instantiations. We then investigate what

Undergraduate students' goals for chemistry laboratory coursework

Science.gov (United States)

DeKorver, Brittland K.

Chemistry laboratory coursework has the potential to offer many benefits to students, yet few of these learning goals are realized in practice. Therefore, this study seeks to characterize undergraduate students' learning goals for their chemistry laboratory coursework. Data were collected by recording video of students completing laboratory experiments and conducting interviews with the students about their experiences that were analyzed utilizing the frameworks of Human Constructivism and Self-Regulated Learning. A cross-sectional sampling of students allowed comparisons to be made among students with varying levels of chemistry experience and interest in chemistry. The student goals identified by this study were compared to previously described laboratory learning goals of the faculty who instruct these courses in an effort to identify potential avenues to improve laboratory learning.

Identifying the Goal, User model and Conditions of Recommender Systems for Formal and Informal Learning

NARCIS (Netherlands)

Drachsler, Hendrik; Hummel, Hans; Koper, Rob

2008-01-01

Drachsler, H., Hummel, H. G. K., & Koper, R. (2009). Identifying the Goal, User model and Conditions of Recommender Systems for Formal and Informal Learning. Journal of Digital Information, 10(2), 4-24.

Integration of Information Literacy into the Curriculum: Constructive Alignment from Theory into Practice

Directory of Open Access Journals (Sweden)

Claes Dahlqvist

2016-12-01

Full Text Available Librarian-teacher cooperation is essential for the integration of information literacy into course syllabi. Therefore, a common theoretical and methodological platform is needed. As librarians at Kristianstad University we have had the opportunity to develop such a platform when teaching information literacy in a basic course for teachers in higher education pedagogy. Information literacy is taught in context with academic writing, distance learning and teaching, and development of course syllabi. Constructive Alignment in Theory: We used constructive alignment in designing our part of the course. John Biggs’ ideas tell us that assessment tasks (ATs should be aligned to what is intended to be learned. Intended learning outcomes (ILOs specify teaching/learning activities (TLAs based on the content of learning. TLAs should be designed in ways that enable students to construct knowledge from their own experience. The ILOs for the course are to have arguments for the role of information literacy in higher education and ideas of implementing them in TLAs. The content of learning is for example the concept of information literacy, theoretical perspectives and constructive alignment for integration in course syllabi. TLAs are written pre-lecture reflections on the concept of information literacy, used as a starting point for the three-hour seminar. Learning reflections are written afterwards. The AT is to revise a syllabus (preferably using constructive alignment for a course the teacher is responsible for, where information literacy must be integrated with the other parts and topics of the course. Constructive Alignment in Practice: Using constructive alignment has taught us that this model serves well as the foundation of the theoretical and methodological platform for librarian-teacher cooperation when integrating information literacy in course syllabi. It contains all important aspects of the integration of information literacy in course

How Learning Goal Orientation Fosters Leadership Recognition in Self-managed Teams

DEFF Research Database (Denmark)

Lee, Yih-Teen; Paunova, Minna

2017-01-01

understudied. Drawing on social exchange theory, we propose and test an individual-level two-stage process model of generalised exchange linking LGO and leadership recognition in self-managed teams. Specifically, we posit that learning-oriented individuals will tend to feel safer in self-managed teams, which......Defined as a mental framework for how individuals interpret and respond to achievement situations, learning goal orientation (LGO) has received increasing attention in organisational research. However, its effect on leadership, especially in contexts absent of formal leadership, remains......, but that contextual role behavior alone does not mediate the effect of LGO on leadership recognition. LGO has an indirect effect on leadership recognition through the joint mediation of felt safety and contextual role behavior. Our results offer insight on the link between LGO and leadership, with practical...

Work Engagement: Antecedents, the Mediating Role of Learning Goal Orientation and Job Performance

Science.gov (United States)

Chughtai, Aamir Ali; Buckley, Finian

2011-01-01

Purpose: The present paper aims to explore the effects of state (trust in supervisor) and trait (trust propensity) trust on employees' work engagement. Furthermore, it seeks to investigate the mediating role of learning goal orientation in the relationship between work engagement and two forms of performance: in-role job performance and innovative…

Business-IT Alignment in Trade Facilitation: A Case Study

Science.gov (United States)

Adaba, Godfried; Rusu, Lazar; El-Mekawy, Mohamed

In the information age, no organization can thrive without harnessing the power of IT. The effective deployment of IT to achieve business goals and gain competitive advantage requires the alignment of business and IT strategies of organizations. Using the Strategic Alignment Maturity model, this paper evaluates strategic alignment maturity of Customs Excise Preventive service, a frontline public organization charged with trade facilitation in Ghana. Strategic alignment maturity is at level 3; which implies the existence of an established process to leverage IT for efficiency and effectiveness. Efforts are required to strengthen alignment and fully harness the potential of IT to facilitate trade in Ghana.

Distinguishing the desire to learn from the desire to perform: The social value of achievement goals.

Science.gov (United States)

Cohen, Joanna; Darnon, Céline; Mollaret, Patrick

2017-01-01

We sought to distinguish mastery goals (i.e., desire to learn) from performance goals (i.e., desire to achieve more positive evaluations than others) in the light of social judgment research. In a pilot study, we made a conceptual distinction between three types of traits (agency, competence, and effort) that are often undifferentiated. We then tested the relevance of this distinction for understanding how people pursuing either mastery or performance goals are judged. On self-perception, results revealed that effort was predicted by the adoption of mastery goals and agency by performance goals (Study 1). On judgments, results showed that (a) the target pursuing mastery goals was perceived as oriented toward effort, and (b) the target pursuing performance goals was oriented toward agency (Study 2). Finally, these links were shown again by participants who inferred a target's goals from his traits (Study 3). Results are discussed in terms of the social value of achievement goals at school.

The Link between Age, Career Goals, and Adaptive Development for Work-Related Learning among Local Government Employees

Science.gov (United States)

Tones, Megan; Pillay, Hitendra; Kelly, Kathy

2011-01-01

More recently, lifespan development psychology models of adaptive development have been applied to the workforce to investigate ageing worker and lifespan issues. The current study uses the Learning and Development Survey (LDS) to investigate employee selection and engagement of learning and development goals and opportunities and constraints for…

Physician-Hospital Alignment in Orthopedic Surgery.

Science.gov (United States)

Bushnell, Brandon D

2015-09-01

The concept of "alignment" between physicians and hospitals is a popular buzzword in the age of health care reform. Despite their often tumultuous histories, physicians and hospitals find themselves under increasing pressures to work together toward common goals. However, effective alignment is more than just simple cooperation between parties. The process of achieving alignment does not have simple, universal steps. Alignment will differ based on individual situational factors and the type of specialty involved. Ultimately, however, there are principles that underlie the concept of alignment and should be a part of any physician-hospital alignment efforts. In orthopedic surgery, alignment involves the clinical, administrative, financial, and even personal aspects of a surgeon's practice. It must be based on the principles of financial interest, clinical authority, administrative participation, transparency, focus on the patient, and mutual necessity. Alignment can take on various forms as well, with popular models consisting of shared governance and comanagement, gainsharing, bundled payments, accountable care organizations, and other methods. As regulatory and financial pressures continue to motivate physicians and hospitals to develop alignment relationships, new and innovative methods of alignment will also appear. Existing models will mature and evolve, with individual variability based on local factors. However, certain trends seem to be appearing as time progresses and alignment relationships deepen, including regional and national collaboration, population management, and changes in the legal system. This article explores the history, principles, and specific methods of physician-hospital alignment and its critical importance for the future of health care delivery. Copyright 2015, SLACK Incorporated.

Differential influences of achievement approach goals and intrinsic/extrinsic motivation on help-seeking in e-learning

Directory of Open Access Journals (Sweden)

Yan Yang

2013-06-01

Full Text Available Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun, 2011 on online students’ help-seeking through intrinsic/extrinsic motivation. Path analyses were used to test two models of help-seeking among college students from four online educational psychology classes (N = 93 based on the two models of achievement goals. Our results showed that the new 3 × 2 model was a better fit than the old 2 × 2 model, suggesting that the achievement approach goals of the new model differ from those of the old model conceptually as Elliot, Murayama, and Pekrun (2011 posited. Second, our results revealed both unexpected direct and indirect positive influence of performance- and other-approach goals on online students’ help-seeking behaviour through extrinsic motivation. Third, while mastery-approach goals indirectly predicted help-seeking through intrinsic motivation, self- and task-approach predicted help-seeking in a dramatically different manner. Self-approach goals displayed indirect influence on help-seeking through intrinsic motivation similar to mastery-approach, yet task-approach displayed a negative direct influence on help-seeking. These results suggested the potential positive impact of self-approach and the detrimental influence of task-approach goals on help-seeking in e-learning environment. Conceptual issues and pedagogical implications for online instructions are discussed.

Comparison and alignment of an academic medical center's strategic goals with ASHP initiatives.

Science.gov (United States)

Engels, Melanie J; Chaffee, Bruce W; Clark, John S

2015-12-01

An academic medical center's strategic goals were compared and aligned with the 2015 ASHP Health-System Pharmacy Initiative and the Pharmacy Practice Model Initiative (PPMI). The department's pharmacy practice model steering committee identified potential solutions to narrow prioritized gaps using a modified nominal group technique and a multivoting dot technique. Five priority solutions were identified and assigned to work groups to develop business plans, which included admission medication history and reconciliation for high-risk patients and those with complex medication regimens, pharmacist provision of discharge counseling to high-risk patients and those with complex medication regimens, improved measurement and reporting of the impact of PPMI programs on patient outcomes, implementation of a departmentwide formalized peer review and evaluation process, and the greeting of every patient at some time during his or her visit by a pharmacy team member. Stakeholders evaluated the business plans based on feasibility, financial return on investment, and anticipated safety enhancements. The solution that received the highest priority ranking and was subsequently implemented was "improved measurement and reporting of the impact of PPMI programs on patient outcomes." A defined process was followed for identifying gaps among current practices at an academic medical center and the 2015 ASHP Health-System Pharmacy Initiative and the PPMI. A key priority to better document the impact of pharmacists on patient care was identified for our department by using a nominal group technique brainstorming process and a multivoting dot technique and creating standardized business plans for five potential priority projects. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

CMS Alignement and Calibration workflows: lesson learned and future plans

CERN Document Server

AUTHOR|(CDS)2069172

2014-01-01

We review the online and offline workflows designed to align and calibrate the CMS detector. Starting from the gained experience during the first LHC run, we discuss the expected developments for Run II. In particular, we describe the envisioned different stages, from the alignment using cosmic rays data to the detector alignment and calibration using the first proton-proton collisions data ( O(100 pb-1) ) and a larger dataset ( O(1 fb-1) ) to reach the target precision. The automatisation of the workflow and the integration in the online and offline activity (dedicated triggers and datasets, data skims, workflows to compute the calibration and alignment constants) are discussed.

Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning

Science.gov (United States)

Vedder-Weiss, Dana; Fortus, David

2018-02-01

Employing achievement goal theory (Ames Journal of Educational psychology, 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. The Elementary School Journal, 102(1), 35-58, 2001) and using data from 95 teachers, we developed a self-report survey assessing science teachers' usage of practices that emphasize mastery goals. We then used this survey and hierarchical linear modeling (HLM) analyses to study the relations between 35 science teachers' mastery goals in each of the TARGETS dimensions, the decline in their grade-level 5-8 students' ( N = 1.356) classroom and continuing motivation for science learning, and their schools' mastery goal structure. The findings suggest that adolescents' declining motivation for science learning results in part from a decreasing emphasis on mastery goals by schools and science teachers. Practices that relate to the nature of tasks and to student autonomy emerged as most strongly associated with adolescents' motivation and its decline with age.

Students' goal preferences, ethnocultural background and the quality of cooperative learning in secondary vocational education

NARCIS (Netherlands)

Hijzen, Daphne Minette

2006-01-01

The thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and second year students, enrolled in secondary vocational schools. Special attention has been paid to

Achievement goals affect metacognitive judgments

Science.gov (United States)

Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Aligning corporate greenhouse-gas emissions targets with climate goals

NARCIS (Netherlands)

Krabbe, Oskar; Linthorst, Giel; Blok, Kornelis; Crijns-Graus, Wina; Vuuren, Van Detlef P.; Höhne, Niklas; Faria, Pedro; Aden, Nate; Pineda, Alberto Carrillo

2015-01-01

Corporate climate action is increasingly considered important in driving the transition towards a low-carbon economy. For this, it is critical to ensure translation of global goals to greenhouse-gas (GHG) emissions reduction targets at company level. At the moment, however, there is a lack of

Aligning corporate greenhouse-gas emissions targets with climate goals

NARCIS (Netherlands)

Krabbe, Oskar; Linthorst, Giel; Blok, Kornelis|info:eu-repo/dai/nl/07170275X; Crijns-Graus, Wina|info:eu-repo/dai/nl/308005015; Van Vuuren, Detlef P.|info:eu-repo/dai/nl/11522016X; Höhne, Niklas; Faria, Pedro; Aden, Nate; Pineda, Alberto Carrillo

2015-01-01

Corporate climate action is increasingly considered important in driving the transition towards a low-carbon economy. For this, it is critical to ensure translation of global goals to greenhouse-gas (GHG) emissions reduction targets at company level. At the moment, however, there is a lack of clear

THE ATLAS INNER DETECTOR TRACK BASED ALIGNMENT

CERN Document Server

Marti i Garcia, Salvador; The ATLAS collaboration

2018-01-01

The alignment of the ATLAS Inner Detector is performed with a track-based alignment algorithm. Its goal is to provide an accurate description of the detector geometry such that track parameters are accurately determined and free from biases. Its software implementation is modular and configurable, with a clear separation of the alignment algorithm from the detector system specifics and the database handling. The alignment must cope with the rapid movements of the detector as well as with the slow drift of the different mechanical units. Prompt alignment constants are derived for every run at the calibration stage. These sets of constants are then dynamically split from the beginning of the run in many chunks, allowing to describe the tracker geometry as it evolves with time. The alignment of the Inner Detector is validated and improved by studying resonance decays (Z and J/psi to mu+mu-), as well as using information from the calorimeter system with the E/p method with electrons. A detailed study of these res...

Key Success Domains for Business-IT Alignment in Cross-Governmental Partnerships

NARCIS (Netherlands)

Santana Tapia, R.G.; van Eck, Pascal; Daneva, Maia; Wieringa, Roelf J.; Islam, Muhammad Muinul; Ehsan, Mohammad

2012-01-01

Business-IT alignment is a crucial concept in the understanding of how profit-and-loss organizations use Information Technology (IT) to support their business requirements. This alignment concept becomes tangled when it is addressed in a socio-political context with non-financial goals and political

Assessment for learning in innovation and entrepreneurship education

DEFF Research Database (Denmark)

Rasmussen, Radmila M.

2017-01-01

Purpose This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes. Methodology/approach A case study methodology...... to conduct assessment that stimulates students learning in I&E-education. Originality/value Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement...... responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback. Findings The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience...

Alignment of the ATLAS Inner Detector Tracking System

CERN Document Server

Lacuesta, V; The ATLAS collaboration

2010-01-01

ATLAS is a multipurpose experiment that records the LHC collisions. To reconstruct trajectories of charged particles produced in these collisions, ATLAS tracking system is equipped with silicon planar sensors and drift‐tube based detectors. They constitute the ATLAS Inner Detector. In order to achieve its scientific goals, the alignment of the ATLAS tracking system requires the determine accurately its almost 36000 degrees of freedom. Thus the demanded precision for the alignment of the silicon sensors is below 10 micrometers. This implies to use a large sample of high momentum and isolated charge particle tracks. The high level trigger selects those tracks online. Then the raw data with the hits information of the triggered tracks is stored in a calibration stream. Tracks from cosmic trigger during empty LHC bunches are also used as input for the alignment. The implementation of the track based alignment within the ATLAS software framework unifies different alignment approaches and allows the alignment of ...

From Creatures of Habit to Goal-Directed Learners: Tracking the Developmental Emergence of Model-Based Reinforcement Learning.

Science.gov (United States)

Decker, Johannes H; Otto, A Ross; Daw, Nathaniel D; Hartley, Catherine A

2016-06-01

Theoretical models distinguish two decision-making strategies that have been formalized in reinforcement-learning theory. A model-based strategy leverages a cognitive model of potential actions and their consequences to make goal-directed choices, whereas a model-free strategy evaluates actions based solely on their reward history. Research in adults has begun to elucidate the psychological mechanisms and neural substrates underlying these learning processes and factors that influence their relative recruitment. However, the developmental trajectory of these evaluative strategies has not been well characterized. In this study, children, adolescents, and adults performed a sequential reinforcement-learning task that enabled estimation of model-based and model-free contributions to choice. Whereas a model-free strategy was apparent in choice behavior across all age groups, a model-based strategy was absent in children, became evident in adolescents, and strengthened in adults. These results suggest that recruitment of model-based valuation systems represents a critical cognitive component underlying the gradual maturation of goal-directed behavior. © The Author(s) 2016.

General Chemistry Students' Goals for Chemistry Laboratory Coursework

Science.gov (United States)

DeKorver, Brittland K.; Towns, Marcy H.

2015-01-01

Little research exists on college students' learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students' learning goals are linked to achievement and dependent on context, research on students' goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This…

Computational Properties of the Hippocampus Increase the Efficiency of Goal-Directed Foraging through Hierarchical Reinforcement Learning

Directory of Open Access Journals (Sweden)

Eric Chalmers

2016-12-01

Full Text Available The mammalian brain is thought to use a version of Model-based Reinforcement Learning (MBRL to guide goal-directed behavior, wherein animals consider goals and make plans to acquire desired outcomes. However, conventional MBRL algorithms do not fully explain animals’ ability to rapidly adapt to environmental changes, or learn multiple complex tasks. They also require extensive computation, suggesting that goal-directed behavior is cognitively expensive. We propose here that key features of processing in the hippocampus support a flexible MBRL mechanism for spatial navigation that is computationally efficient and can adapt quickly to change. We investigate this idea by implementing a computational MBRL framework that incorporates features inspired by computational properties of the hippocampus: a hierarchical representation of space, forward sweeps through future spatial trajectories, and context-driven remapping of place cells. We find that a hierarchical abstraction of space greatly reduces the computational load (mental effort required for adaptation to changing environmental conditions, and allows efficient scaling to large problems. It also allows abstract knowledge gained at high levels to guide adaptation to new obstacles. Moreover, a context-driven remapping mechanism allows learning and memory of multiple tasks. Simulating dorsal or ventral hippocampal lesions in our computational framework qualitatively reproduces behavioral deficits observed in rodents with analogous lesions. The framework may thus embody key features of how the brain organizes model-based RL to efficiently solve navigation and other difficult tasks.

A comparative study of two different clear aligner systems.

Science.gov (United States)

Ercoli, Federica; Tepedino, Michele; Parziale, Vincenzo; Luzi, Cesare

2014-05-02

This study aims to compare the 'Nuvola®' system with 'Fantasmino®' system, examine their material properties, and define the indications for use of the aligners. Two groups of patients were selected and were respectively treated with Nuvola® aligner and Fantasmino® system. The goal of treatment has been achieved with the two systems. The two types of aligners have shown differences during the treatment. Fantasmino® system has elastic properties of high performance, but its size does not encourage compliance throughout the day. Nuvola® system determines good tooth movement and its size facilitates the patient's collaboration. In both aligner systems, difficulties were found in the correction of torque information and rotations.

A descriptive study of step alignment and foot positioning relative to the tee by professional rugby union goal-kickers.

Science.gov (United States)

Cockcroft, John; Van Den Heever, Dawie

2016-01-01

This study describes foot positioning during the final two steps of the approach to the ball amongst professional rugby goal-kickers. A 3D optical motion capture system was used to test 15 goal-kickers performing 10 goal-kicks. The distance and direction of each step, as well as individual foot contact positions relative to the tee, were measured. The intra- and inter-subject variability was calculated as well as the correlation (Pearson) between the measurements and participant anthropometrics. Inter-subject variability for the final foot position was lowest (placed 0.03 ± 0.07 m behind and 0.33 ± 0.03 m lateral to the tee) and highest for the penultimate step distance (0.666 ± 0.149 m), performed at an angle of 36.1 ± 8.5° external to the final step. The final step length was 1.523 ± 0.124 m, executed at an external angle of 35.5 ± 7.4° to the target line. The intra-subject variability was very low; distances and angles for the 10 kicks varied per participant by 1.6-3.1 cm and 0.7-1.6°, respectively. The results show that even though the participants had variability in their run-up to the tee, final foot position next to the tee was very similar and consistent. Furthermore, the inter- and intra-subject variability could not be attributed to differences in anthropometry. These findings may be useful as normative reference data for coaching, although further work is required to understand the role of other factors such as approach speed and body alignment.

Academic goals in surgery.

Science.gov (United States)

Bleier, Joshua I S; Kann, Brian

2013-12-01

The development of an academic surgical career can be an overwhelming prospect, and one that is not intuitive. Establishing a structured plan and support structure is critical to success. Starting a successful academic surgical career begins with defining one's academic goals within several broad categories: personal goals, academic goals, research goals, educational goals, and financial goals. Learning the art of self-promotion is the means by which many of these goals are achieved. It is important to realize that achieving these goals requires a delicate personal balance between work and home life, and the key ways in which to achieve success require establishment of well thought-out goals, a reliable support structure, realistic and clear expectations, and frequent re-evaluation.

The impact of goal setting and goal orientation on performance during a clerkship surgical skills training program.

Science.gov (United States)

Gardner, Aimee K; Diesen, Diana L; Hogg, Deborah; Huerta, Sergio

2016-02-01

The purpose of this study was to integrate relevant goal-setting theory and to identify if trainees' goal orientations have an impact on the assigned goals-performance relationship. Trainees attended 1 of the 3 goal-training activities (do your best, performance, or learning goals) for knot tying (KT) and camera navigation (CN) during the 3rd-year clerkship rotation. Questionnaires and pretests and/or post-tests were completed. One twenty-seven 3rd-year medical students (age: 25 ± 2.6; 54% women) participated in the training program. Pretraining to post-training performance changes were significant for all groups on both tasks (P goals group (do your best: KTΔ = 2.14, CNΔ = 1.69; performance: KTΔ = 2.49, CNΔ = 2.24; learning: KTΔ = 3.04 CNΔ = 2.76). Correlations between goal orientations and improvement were examined, revealing a unique role of goal orientation for performance improvement. These data indicate that consideration of goal type and trainee goal orientation must be considered during curriculum development to maximize educational value. Copyright © 2016 Elsevier Inc. All rights reserved.

Learning Sequences of Actions in Collectives of Autonomous Agents

Science.gov (United States)

Turner, Kagan; Agogino, Adrian K.; Wolpert, David H.; Clancy, Daniel (Technical Monitor)

2001-01-01

In this paper we focus on the problem of designing a collective of autonomous agents that individually learn sequences of actions such that the resultant sequence of joint actions achieves a predetermined global objective. We are particularly interested in instances of this problem where centralized control is either impossible or impractical. For single agent systems in similar domains, machine learning methods (e.g., reinforcement learners) have been successfully used. However, applying such solutions directly to multi-agent systems often proves problematic, as agents may work at cross-purposes, or have difficulty in evaluating their contribution to achievement of the global objective, or both. Accordingly, the crucial design step in multiagent systems centers on determining the private objectives of each agent so that as the agents strive for those objectives, the system reaches a good global solution. In this work we consider a version of this problem involving multiple autonomous agents in a grid world. We use concepts from collective intelligence to design goals for the agents that are 'aligned' with the global goal, and are 'learnable' in that agents can readily see how their behavior affects their utility. We show that reinforcement learning agents using those goals outperform both 'natural' extensions of single agent algorithms and global reinforcement, learning solutions based on 'team games'.

Different Goals for Different Folks: A Cross-Cultural Study of Achievement Goals across Nine Cultures

Science.gov (United States)

King, Ronnel B.; McInerney, Dennis M.; Nasser, Ramzi

2017-01-01

Goals are important predictors of key educational outcomes. However, most of the research on goal theory has been conducted in Western societies. In this study we examine how different types of goals (mastery, performance, social, and extrinsic) derived from personal investment theory are associated with key learning outcomes across nine cultural…

"What Is the Usefulness of Your Schoolwork?": The Differential Effects of Intrinsic and Extrinsic Goal Framing on Optimal Learning

Science.gov (United States)

Vansteenkiste, Maarten; Soenens, Bart; Verstuyf, Joke; Lens, Willy

2009-01-01

Various motivational frameworks converge to suggest that highlighting the relevance of a learning activity yields benefits for students' learning and performance. Herein, we review a set of studies grounded in self-determination theory's distinction between intrinsic and extrinsic goals, which show that the beneficial effect of a learning…

Can goal-free problems facilitating students' flexible thinking?

Science.gov (United States)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

The Relationship between Self-Determination, Achievement Goal Orientation and Satisfaction with the Learning Experience: Working with Adult Lifelong Learners

Science.gov (United States)

Rodd, Jane

2013-01-01

This exploratory study investigated how self-perceptions of self-determination and of achievement goal orientation were related to self-perceptions of satisfaction with the learning experience in a population of 495 adults engaged in non-formal lifelong learning through participation as amateur members of the United States Dressage Association.…

Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals, Learning Support, Perceived Competence, and Autonomous Motivation

Science.gov (United States)

Støen Utvaer, Britt Karin

2014-01-01

The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and…

Alignment Challenges for a Future Linear Collider

CERN Document Server

Durand, H; Stern, G

2013-01-01

The preservation of ultra-low emittances in the main linac and Beam Delivery System area is one of the main challenges for linear colliders. This requires alignment tolerances never achieved before at that scale, down to the micrometre level. As a matter of fact, in the LHC, the goal for the smoothing of the components was to obtain a 1σ deviation with respect to a smooth curve of 0.15 mm over a 150 m long sliding window, while for the CLIC project for example, it corresponds to 10 μm over a sliding window of 200 m in the Beam Delivery System area. Two complementary strategies are being studied to fulfil these requirements: the development and validation of long range alignment systems over a few hundreds of metres and short range alignment systems over a few metres. The studies undertaken, with associated tests setups and the latest results will be detailed, as well as their application for the alignment of both CLIC and ILC colliders.

Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Report, 1992-93. OREA Report.

Science.gov (United States)

Musante, Patricia

Guidance Oriented Acquisition of Learning Skills (Project GOALS) was a federally-funded project in three Brooklyn (New York) high schools in its fourth year of operation in 1992-93. It served 312 limited-English-proficient and 57 English-proficient students through instruction in English as a Second Language (ESL), native language arts (NLA) in…

[Treatment goals in FACE philosophy].

Science.gov (United States)

Martin, Domingo; Maté, Amaia; Zabalegui, Paula; Valenzuela, Jaime

2017-03-01

The FACE philosophy is characterized by clearly defined treatment goals: facial esthetics, dental esthetics, periodontal health, functional occlusion, neuromuscular mechanism and joint function. The purpose is to establish ideal occlusion with good facial esthetics and an orthopedic stable joint position. The authors present all the concepts of FACE philosophy and illustrate them through one case report. Taking into account all the FACE philosophy concepts increases diagnostic ability and improves the quality and stability of treatment outcomes. The goal of this philosophy is to harmonize the facial profile, tooth alignment, periodontium, functional occlusion, neuromuscular mechanism and joint function. The evaluation and treatment approach to vertical problems are unique to the philosophy. © EDP Sciences, SFODF, 2017.

Value Systems Alignment Analysis in Collaborative Networked Organizations Management

OpenAIRE

Patricia Macedo; Luis Camarinha-Matos

2017-01-01

The assessment of value systems alignment can play an important role in the formation and evolution of collaborative networks, contributing to reduce potential risks of collaboration. For this purpose, an assessment tool is proposed as part of a collaborative networks information system, supporting both the formation and evolution of long-term strategic alliances and goal-oriented networks. An implementation approach for value system alignment analysis is described, which is intended to assis...

Student goal orientation in learning inquiry skills with modifiable software advisors

Science.gov (United States)

Shimoda, Todd Adrian

A computer support environment (SCI-WISE) for learning and doing inquiry was designed. The system incorporates software advisors that give task completion advice (eg., forming hypotheses), general purpose advice (e.g., brainstorming), or system modification advice. Advisors' knowledge includes concepts, strategies, examples, referrals to other advisors, and criteria for evaluating good products and skills. Students using SCI-WISE can select the advisors' advice type (specific, general, or hints), and when advisors give advice (anytime, alert, or ask). Students can also modify the advisors' knowledge. The system is designed partly on a theoretical framework that assumes giving students higher levels of agency will facilitate higher-level goal orientation (such as knowledge-building) and produce higher levels of competence. In two studies of sixth graders, science students took a pretest of an open-ended inquiry question and a questionnaire that measured their goal orientations. The students worked in pairs on an inquiry project about memory, using one of two versions of SCI-WISE, one modifiable and one not modifiable. After finishing the project, the students took a posttest similar to the pretest, and evaluated the system. The main hypotheses predicted that knowledge-oriented students using the modifiable version would rate the system higher, use it more effectively, and do better on the inquiry posttest than task-oriented students. The results supported many of the hypotheses generated from the theoretical framework. Knowledge-oriented students tended to rate SCI-WISE higher, use more general purpose and system development advisors, and select more general advice and hints than task-oriented students. On the posttest inquiry test, students with higher goal orientations scored higher on average, particularly when paired with another knowledge oriented student. The studies also showed that goal orientation was not correlated with grade point average. Finally, the

Heuristics for multiobjective multiple sequence alignment.

Science.gov (United States)

Abbasi, Maryam; Paquete, Luís; Pereira, Francisco B

2016-07-15

Aligning multiple sequences arises in many tasks in Bioinformatics. However, the alignments produced by the current software packages are highly dependent on the parameters setting, such as the relative importance of opening gaps with respect to the increase of similarity. Choosing only one parameter setting may provide an undesirable bias in further steps of the analysis and give too simplistic interpretations. In this work, we reformulate multiple sequence alignment from a multiobjective point of view. The goal is to generate several sequence alignments that represent a trade-off between maximizing the substitution score and minimizing the number of indels/gaps in the sum-of-pairs score function. This trade-off gives to the practitioner further information about the similarity of the sequences, from which she could analyse and choose the most plausible alignment. We introduce several heuristic approaches, based on local search procedures, that compute a set of sequence alignments, which are representative of the trade-off between the two objectives (substitution score and indels). Several algorithm design options are discussed and analysed, with particular emphasis on the influence of the starting alignment and neighborhood search definitions on the overall performance. A perturbation technique is proposed to improve the local search, which provides a wide range of high-quality alignments. The proposed approach is tested experimentally on a wide range of instances. We performed several experiments with sequences obtained from the benchmark database BAliBASE 3.0. To evaluate the quality of the results, we calculate the hypervolume indicator of the set of score vectors returned by the algorithms. The results obtained allow us to identify reasonably good choices of parameters for our approach. Further, we compared our method in terms of correctly aligned pairs ratio and columns correctly aligned ratio with respect to reference alignments. Experimental results show

Global faculty development: lessons learned from the Foundation for Advancement of International Medical Education and Research (FAIMER) initiatives.

Science.gov (United States)

Burdick, William P

2014-08-01

Foundation for Advancement of International Medical Education and Research (FAIMER) faculty development programs have operated since 2001 and are designed to overcome many of the challenges inherent in global health collaborations, including alignment with local needs, avoiding persistent dependency, and development of trust. FAIMER fellowship programs, developed for midcareer faculty members in all health professions from around the world, share goals of strengthening knowledge and skills in education leadership, education methods, and project management and evaluation. Building community is another explicit goal that allows participants to support and learn from each other.The author recommends several practices for successful international collaborations based on 13 years of experience with FAIMER fellowships. These include using authentic education projects to maintain alignment with local needs and apply newly acquired knowledge and skills, teaching leadership across cultures with careful communication and adaptation of concepts to local environments, cultivating a strong field of health professions education to promote diffusion of ideas and advocate for policy change, intentionally promoting field development and leadership to reduce dependency, giving generously of time and resources, learning from others as much as teaching others, and recognizing that effective partnerships revolve around personal relationships to build trust. These strategies have enabled the FAIMER fellowship programs to stay aligned with local needs, reduce dependency, and maintain trust.

Defining Spino-Pelvic Alignment Thresholds: Should Operative Goals in Adult Spinal Deformity Surgery Account for Age?

Science.gov (United States)

Lafage, Renaud; Schwab, Frank; Challier, Vincent; Henry, Jensen K; Gum, Jeffrey; Smith, Justin; Hostin, Richard; Shaffrey, Christopher; Kim, Han J; Ames, Christopher; Scheer, Justin; Klineberg, Eric; Bess, Shay; Burton, Douglas; Lafage, Virginie

2016-01-01

Retrospective review of prospective, multicenter database. The aim of the study was to determine age-specific spino-pelvic parameters, to extrapolate age-specific Oswestry Disability Index (ODI) values from published Short Form (SF)-36 Physical Component Score (PCS) data, and to propose age-specific realignment thresholds for adult spinal deformity (ASD). The Scoliosis Research Society-Schwab classification offers a framework for defining alignment in patients with ASD. Although age-specific changes in spinal alignment and patient-reported outcomes have been established in the literature, their relationship in the setting of ASD operative realignment has not been reported. ASD patients who received operative or nonoperative treatment were consecutively enrolled. Patients were stratified by age, consistent with published US-normative values (Norms) of the SF-36 PCS (75  y old). At baseline, relationships between between radiographic spino-pelvic parameters (lumbar-pelvic mismatch [PI-LL], pelvic tilt [PT], sagittal vertical axis [SVA], and T1 pelvic angle [TPA]), age, and PCS were established using linear regression analysis; normative PCS values were then used to establish age-specific targets. Correlation analysis with ODI and PCS was used to determine age-specific ideal alignment. Baseline analysis included 773 patients (53.7 y old, 54% operative, 83% female). There was a strong correlation between ODI and PCS (r = 0.814, P US-normative ODI by age group. Linear regression analysis (all with r > 0.510, P US-normative PCS values demonstrated that ideal spino-pelvic values increased with age, ranging from PT = 10.9 degrees, PI-LL = -10.5 degrees, and SVA = 4.1 mm for patients under 35 years to PT = 28.5 degrees, PI-LL = 16.7 degrees, and SVA = 78.1 mm for patients over 75 years. Clinically, older patients had greater compensation, more degenerative loss of lordosis, and were more pitched forward. This study demonstrated that

Leveraging the Zachman framework implementation using action - research methodology - a case study: aligning the enterprise architecture and the business goals

Science.gov (United States)

Nogueira, Juan Manuel; Romero, David; Espadas, Javier; Molina, Arturo

2013-02-01

With the emergence of new enterprise models, such as technology-based enterprises, and the large quantity of information generated through technological advances, the Zachman framework continues to represent a modelling tool of great utility and value to construct an enterprise architecture (EA) that can integrate and align the IT infrastructure and business goals. Nevertheless, implementing an EA requires an important effort within an enterprise. Small technology-based enterprises and start-ups can take advantage of EAs and frameworks but, because these enterprises have limited resources to allocate for this task, an enterprise framework implementation is not feasible in most cases. This article proposes a new methodology based on action-research for the implementation of the business, system and technology models of the Zachman framework to assist and facilitate its implementation. Following the explanation of cycles of the proposed methodology, a case study is presented to illustrate the results of implementing the Zachman framework in a technology-based enterprise: PyME CREATIVA, using action-research approach.

SU-E-J-33: Comparison Between Soft Tissue Alignment and Bony Alignment for Pancreatic Cancer Radiotherapy

Energy Technology Data Exchange (ETDEWEB)

Suh, Y; Crane, C; Krishnan, S; Das, P; Koay, E; Beddar, S [UT MD Anderson Cancer Center, Houston, TX (United States)

2015-06-15

Purpose An IGRT modality for pancreatic cancer treatment with dose escalation at our institution is in-room daily CT imaging. The purpose of this study is to assess the difference between soft tissue alignment and bony alignment for pancreatic tumor localization. Methods Eighteen patients with pancreatic tumors who underwent IMRT treatment with an inspiration breath-hold technique between July 2012 and February 2015 are included in this study. Prior to each treatment, a CT scan was acquired. The CT image guidance started with auto-alignment to either the bony anatomy (vertebral bodies) or fiducials (for the six patients with the stent in/near the tumor) and then, when necessary, manual adjustments were made based on soft tissue alignment using clinical software (CT-Assisted Targeting system). The difference between soft tissue alignment and bony/fiducial alignment was evaluated. Results Of all 380 treatments, manual adjustment was made in 225 treatments, ranging from 11% (3 treatments out of 28) to 96% (27 treatments out of 28) per patient. The mean of the difference between soft tissue alignment and bony/fiducial alignment per patient ranged from −3.6 to 0.3 mm, −1.5 to 2.8 mm, and −3.3 to 3.4 mm in the AP, SI, and RL directions, respectively. The maximum difference over all treatments was −9.5, −14.6, and −14.6 mm in the AP, SI, and RL directions, respectively. Conclusion About 60% of the time, manual adjustment based on soft tissue alignment was required. The extent of manual adjustment was usually small but varied significantly from patient to patient. The ultimate goal of the IGRT modality using daily CT imaging is not to fully cover the target but to spare organs-at-risk as much as possible to avoid them moving into higher dose gradients than accepted in the treatment plan. To this end, manual adjustment based on soft tissue alignment is critically important.

Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: a longitudinal cohort study.

Science.gov (United States)

Monrouxe, Lynn V; Bullock, Alison; Tseng, Hsu-Min; Wells, Stephanie E

2017-12-27

To examine how burnout across medical student to junior doctor transition relates to: measures of professional identity, team understanding, anxiety, gender, age and workplace learning (assistantship) alignment to first post. A longitudinal 1-year cohort design. Two groups of final-year medical students: (1) those undertaking end-of-year assistantships aligned in location and specialty with their first post and (2) those undertaking assistantships non-aligned. An online questionnaire included: Professional Identity Scale, Team Understanding Scale, modified Hamilton Anxiety Rating Scale and modified Copenhagen Burnout Inventory. Data were collected on four occasions: (T1) prior to graduation; (T2) 1 month post-transition; (T3) 6 months post-transition and (T4) 10 months post-transition. Questionnaires were analysed individually and using linear mixed-effect models. Medical schools and postgraduate training in one UK country. All aligned assistantship (n=182) and non-aligned assistantship students (n=319) were contacted; n=281 (56%) responded: 68% (n=183) females, 73% (n=206) 22-30 years, 46% aligned (n=129). Completion rates: aligned 72% (93/129) and non-aligned 64% (98/152). Analyses of individual scales revealed that self-reported anxiety, professional identity and patient-related burnout were stable, while team understanding, personal and work-related burnout increased, all irrespective of alignment. Three linear mixed-effect models (personal, patient-related and work-related burnout as outcome measures; age and gender as confounding variables) found that males self-reported significantly lower personal, but higher patient-related burnout, than females. Age and team understanding had no effect. Anxiety was significantly positively related and professional identity was significantly negatively related to burnout. Participants experiencing non-aligned assistantships reported higher personal and work-related burnout over time. Implications for practice

Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: a longitudinal cohort study

Science.gov (United States)

Bullock, Alison; Tseng, Hsu-Min; Wells, Stephanie E

2017-01-01

Objectives To examine how burnout across medical student to junior doctor transition relates to: measures of professional identity, team understanding, anxiety, gender, age and workplace learning (assistantship) alignment to first post. Design A longitudinal 1-year cohort design. Two groups of final-year medical students: (1) those undertaking end-of-year assistantships aligned in location and specialty with their first post and (2) those undertaking assistantships non-aligned. An online questionnaire included: Professional Identity Scale, Team Understanding Scale, modified Hamilton Anxiety Rating Scale and modified Copenhagen Burnout Inventory. Data were collected on four occasions: (T1) prior to graduation; (T2) 1 month post-transition; (T3) 6 months post-transition and (T4) 10 months post-transition. Questionnaires were analysed individually and using linear mixed-effect models. Setting Medical schools and postgraduate training in one UK country. Participants All aligned assistantship (n=182) and non-aligned assistantship students (n=319) were contacted; n=281 (56%) responded: 68% (n=183) females, 73% (n=206) 22–30 years, 46% aligned (n=129). Completion rates: aligned 72% (93/129) and non-aligned 64% (98/152). Results Analyses of individual scales revealed that self-reported anxiety, professional identity and patient-related burnout were stable, while team understanding, personal and work-related burnout increased, all irrespective of alignment. Three linear mixed-effect models (personal, patient-related and work-related burnout as outcome measures; age and gender as confounding variables) found that males self-reported significantly lower personal, but higher patient-related burnout, than females. Age and team understanding had no effect. Anxiety was significantly positively related and professional identity was significantly negatively related to burnout. Participants experiencing non-aligned assistantships reported higher personal and work

Coordination of Project and Current Activities on the Basis of the Strategy Alignment Metamodel in the Oil and Gas Company

Directory of Open Access Journals (Sweden)

R. Yu. Dashkov

2017-01-01

Full Text Available Purpose: the purpose of this article is to describe the Strategy Alignment Metamodel of the project and current activities, which allows us to connect the Goals and Strategies for Phases of the project with the Goals and Strategies of the company at all levels of the organization through targeted measurement and application of Interpretive Models. Building Networks of Goals and Strategies, and adopting organizational solutions, you coordinate the interaction of the Project office and departments of the company. This methodology is based on a Logical Rationale of the Contexts and Assumptions for establishing Goals and Strategies both for the project and for the company, and on preparation of Contexts and Assumptions, Goals and Strategies Alignment Matrices, which provides a flexible adaptation to the internal and external environment in the process of selecting the most successful Strategies to achieve the Goals. Methods: this article is based on the concept of Goals-Questions-Metrics+ Strategies, which is adapted as another concept of strategic monitoring and control system of projects: Goals-Phases-Metrics+Strategies. These concepts have formed the basis of the Strategy Alignment Metamodel, where a technology of Phases Earned Value Management is used as a measurement system for the project activity, and Balanced scorecard is applied for current operations. Results: strategy Alignment Metamodel of the project and current activities of the company is proposed hereby. It uses modern strategic monitoring and control systems for projects: Goals-Phases-Metrics+Strategies, and for the company: Goals-Questions-Metrics+ Strategies. The interaction between these systems is based on Contexts and Assumptions, Goals and Strategies Alignment Matrices. The existence of such matrices greatly simplifies management decisions and prevents the risk of delays in the execution of project Phases based on rational participation and coordination of the company�

Constructive Alignment and the SOLO Taxonomy

DEFF Research Database (Denmark)

Brabrand, Claus; Dahl, Bettina

2008-01-01

the science faculties at University of Aarhus, Denmark (AU) and the University of Southern Denmark (SDU) that had been rewritten to explicitly incorporate course objectives, interpreted as intended learning outcomes (ILOs), using the principles of Constructive Alignment and the SOLO Taxonomy. In this paper we...

Bridging Team Faultlines by Combining Task Role Assignment and Goal Structure Strategies

Science.gov (United States)

Rico, Ramon; Sanchez-Manzanares, Miriam; Antino, Mirko; Lau, Dora

2012-01-01

This study tests whether the detrimental effects of strong diversity faultlines on team performance can be counteracted by combining 2 managerial strategies: task role crosscutting and superordinate goals. We conducted a 2 (crosscut vs. aligned roles) x 2 (superordinate vs. subgroup goals) experimental study. Seventy-two 4-person teams with…

A Path to Collaborative Strategic Learning

Energy Technology Data Exchange (ETDEWEB)

Nancy M. Carlson

2003-10-01

Collaborative learning is critical for the future of any organization and must align with the strategic organizational processes that result in products valued by others. To discover these processes, proposal preparation is explored using topic-oriented ethnography, grounded theory, and an innovative addition to qualitative interviewing, called metainquiry. Using interview data from editors, graphic artists, text processors, scientists, engineers, and technical managers, substantive theory emerges. The research discovers the five essential processes of owning, visioning, reviewing, producing, and contributing needed for organizational strategic learning to occur. The dimensions of these processes are made explicit and can be used to gauge the health of any organization. The substantive theory also provides insight into the ability of collaborative learning to evolve, flourish, and adapt to the strategic advantage of the organization. Lastly, actionable goals with ten essential elements emerge that link owning, visioning, reviewing, producing, and contributing as a path for all organizations to follow to promote collaborative learning communities and enhance their competitive advantage.

Learning Goals and Strategies in the Self-regulation of Learning

Science.gov (United States)

Gaeta Gonzalez, Martha Leticia

2013-01-01

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

Invention activities as preparation for learning laboratory data handling skills

Science.gov (United States)

Day, James

2012-10-01

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

Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection

International Nuclear Information System (INIS)

Higgins, R.; Hogg, P.; Robinson, L.

2017-01-01

Aim: To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. Method: An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Results and Discussion: Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Conclusion: Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). - Highlights: • Constructive alignment helped to ensure that the learning outcomes were appropriately aligned with level 5 descriptors. • Reflection identified outcomes that required further improvement to focus on higher-order thinking and application skills. • This article also illustrates how this process could be used to develop a level 6 RiT activity.

Corporate real estate alignment strategies in dutch higher education

NARCIS (Netherlands)

Theo van der Voordt; Ronald Beckers

2014-01-01

This paper aims to explore the management approaches concerned with the process of aligning Corporate Real Estate (CRE) with organizational goals on a strategic level and regarding day-to-day operating activities in higher education institutes.

Beyond SMART? A New Framework for Goal Setting

Science.gov (United States)

Day, Trevor; Tosey, Paul

2011-01-01

This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy…

Beam based alignment at the KEK accelerator test facility

International Nuclear Information System (INIS)

Ross, M.; Nelson, J.; Woodley, M.; Wolski, A.

2002-01-01

The KEK Accelerator Test Facility (ATF) damping ring is a prototype low emittance source for the NLC/JLC linear collider. To achieve the goal normalized vertical emittance gey = 20 nm-rad, magnet placement accuracy better than 30 mm must be achieved. Accurate beam-based alignment (BBA) is required. The ATF arc optics uses a FOBO cell with two horizontally focusing quadrupoles, two sextupoles and a horizontally defocusing gradient dipole, all of which must be aligned with BBA. BBA at ATF uses the quadrupole and sextupole trim windings to find the trajectory through the center of each magnet. The results can be interpreted to assess the accuracy of the mechanical alignment and the beam position monitor offsets

Alignment of the ATLAS Inner Detector Tracking System

CERN Document Server

Moles-Valls, R

2008-01-01

The ATLAS experiment is equipped with a tracking system for c harged particles built on two technologies: silicon and drift tube base detectors. These kind of detectors compose the ATLAS Inner Detector (ID). The Alignment of the ATLAS ID tracking s ystem requires the determination of almost 36000 degrees of freedom. From the tracking point o f view, the alignment parameters should be know to a few microns precision. This permits to att ain optimal measurements of the parameters of the charged particles trajectories, thus ena bling ATLAS to achieve its physics goals. The implementation of the alignment software, its framewor k and the data flow will be discussed. Special attention will be paid to the recent challenges wher e large scale computing simulation of the ATLAS detector has been performed, mimicking the ATLAS o peration, which is going to be very important for the LHC startup scenario. The alignment r esult for several challenges (real cosmic ray data taking and computing system commissioning) will be...

Pre-Service EFL Teachers' Self-Efficacy Beliefs, Goal Orientations, and Participations in an Online Learning Environment

Science.gov (United States)

Ucar, Hasan; Yazici Bozkaya, Mujgan

2016-01-01

This study examined the pre-service EFL teachers' self-efficacy beliefs, goal orientations, and participations in an online learning environment. Embedded mixed design was used in the study. In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire.…

Classroom Displays as a Tool for Evaluating Young Learners’ Goal-Attainment

DEFF Research Database (Denmark)

aus der Wieschen, Maria Vanessa

In Danish primary schools, each class has their own classroom in which they have (almost) all of their classes, making the walls ideal learning spaces. However, this also means that English as a Foreign Language (EFL) teachers have to share the classroom walls with their colleagues who teach other...... subjects in the same classroom, which limits the available EFL learning space. The present study examines in what way English teachers and young learners do (not) make meaningful use of EFL material on classroom walls as part of goal-oriented teaching and learning (læringsmålstyret undervisning. Using...... displays can be used as a tool in goal- oriented teaching and learning, in that they (1) work as a documentation of achieved and current goals for learning (læringsmål), (2) help students who have not fully achieved the past goals for learning to participate in current learning activities...

Advanced Alignment of the ATLAS Inner Detector

CERN Document Server

Stahlman, JM; The ATLAS collaboration

2012-01-01

The primary goal of the ATLAS Inner Detector (ID) is to measure the trajectories of charged particles in the high particle density environment of the Large Hadron Collider (LHC) collisions. This is achieved using a combination of different technologies, including silicon pixels, silicon microstrips, and gaseous drift-tubes, all immersed in a 2 Tesla magnetic field. With over one million alignable degrees of freedom, it is crucial that an accurate model of the detector positions be produced using an automated and robust algorithm in order to achieve good tracking performance. This has been accomplished using a variety of alignment techniques resulting in near optimal hit and momentum resolutions.

A Randomized Trial of SMART Goal Enhanced Debriefing after Simulation to Promote Educational Actions

Directory of Open Access Journals (Sweden)

Amish Aghera

2017-12-01

Full Text Available Introduction Goal setting is used in education to promote learning and performance. Debriefing after clinical scenario-based simulation is a well-established practice that provides learners a defined structure to review and improve performance. Our objective was to integrate formal learning goal generation, using the SMART framework (Specific, Measurable, Attainable, Realistic, and Time-bound, into standard debriefing processes (i.e., “SMART Goal Enhanced Debriefing” and subsequently measure the impact on the development of learning goals and execution of educational actions. Methods This was a prospective multicenter randomized controlled study of 80 emergency medicine residents at three academic hospitals comparing the effectiveness of SMART Goal Enhanced Debriefing to a standard debriefing. Residents were block randomized on a rolling basis following a simulation case. SMART Goal Enhanced Debriefing included five minutes of formal instruction on the development of SMART learning goals during the summary/application phase of the debrief. Outcome measures included the number of recalled learning goals, self-reported executed educational actions, and quality of each learning goal and educational action after a two-week follow-up period. Results The mean number of reported learning goals was similar in the standard debriefing group (mean 2.05 goals, SD 1.13, n=37 residents, and in the SMART Goal Enhanced Debriefing group (mean 1.93, SD 0.96, n=43, with no difference in learning goal quality. Residents receiving SMART Goal Enhanced Debriefing completed more educational actions on average (Control group actions completed 0.97 (SD 0.87, SMART debrief group 1.44 (SD 1.03 p=0.03. Conclusion The number and quality of learning goals reported by residents was not improved as a result of SMART Goal Enhanced Debriefing. Residents did, however, execute more educational actions, which is consistent with the overarching intent of any educational

Teachers' goal orientations: Effects on classroom goal structures and emotions.

Science.gov (United States)

Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

Treatment management between orthodontists and general practitioners performing clear aligner therapy.

Science.gov (United States)

Best, Alexandra D; Shroff, Bhavna; Carrico, Caroline K; Lindauer, Steven J

2017-05-01

To investigate differences in case selection, treatment management, and aligner treatment expertise between orthodontists and general practitioners. A parallel pair of original surveys with three sections (case selection, treatment management, and demographics) was sent to orthodontists (N = 1000) and general dentists (N = 1000) who were providers of aligner treatment. Orthodontists had treated significantly more patients with aligners, had treated more patients with aligners in the previous 12 months, and had received more aligner training than general dentists (P aligner case confidence between orthodontists and general dentists for several malocclusions. General dentists were more confident than orthodontists in treating deep bite, severe crowding, and Class II malocclusions with aligners (P ≤ .0001). Significant differences were also found for all treatment management techniques except interproximal reduction. There was a significant difference in case selection, treatment management, and aligner expertise between orthodontists and general dentists, although the differences in case selection were small. Overall, it was shown that orthodontists and general dentists elected to treat a variety of moderate to severe malocclusions with aligners but with different utilization of recommended auxiliaries, perhaps demonstrating a difference in treatment goals.

Designs of goal-free problems for trigonometry learning

Science.gov (United States)

Retnowati, E.; Maulidya, S. R.

2018-03-01

This paper describes the designs of goal-free problems particularly for trigonometry, which may be considered a difficult topic for high school students.Goal-free problem is an instructional design developed based on a Cognitive load theory (CLT). Within the design, instead of asking students to solve a specific goal of a mathematics problem, the instruction is to solve as many Pythagoras as possible. It was assumed that for novice students, goal-free problems encourage students to pay attention more to the given information and the mathematical principles that can be applied to reveal the unknown variables. Hence, students develop more structured knowledge while solving the goal-free problems. The resulted design may be used in regular mathematics classroom with some adjustment on the difficulty level and the allocated lesson time.

Cascaded face alignment via intimacy definition feature

Science.gov (United States)

Li, Hailiang; Lam, Kin-Man; Chiu, Man-Yau; Wu, Kangheng; Lei, Zhibin

2017-09-01

Recent years have witnessed the emerging popularity of regression-based face aligners, which directly learn mappings between facial appearance and shape-increment manifolds. We propose a random-forest based, cascaded regression model for face alignment by using a locally lightweight feature, namely intimacy definition feature. This feature is more discriminative than the pose-indexed feature, more efficient than the histogram of oriented gradients feature and the scale-invariant feature transform feature, and more compact than the local binary feature (LBF). Experimental validation of our algorithm shows that our approach achieves state-of-the-art performance when testing on some challenging datasets. Compared with the LBF-based algorithm, our method achieves about twice the speed, 20% improvement in terms of alignment accuracy and saves an order of magnitude on memory requirement.

Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

Science.gov (United States)

Castejón, Juan L.; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

2016-01-01

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications. PMID:27729879

Alignment of the ATLAS Inner Detector Tracking System

CERN Document Server

Heller, C; The ATLAS collaboration

2011-01-01

ATLAS is one of the multipurpose experiments that records the products of the LHC proton-proton and heavy ion collisions. In order to reconstruct trajectories of charged particles produced in these collisions, ATLAS is equipped with a tracking system built using two different technologies, silicon planar sensors (pixel and microstrips) and drift-tube based detectors. Together they constitute the ATLAS Inner Detector, which is embedded in a 2 T axial field. Efficiently reconstructing tracks from charged particles traversing the detector, and precisely measure their momenta is of crucial importance for physics analyses. In order to achieve its scientific goals, an alignment of the ATLAS Inner Detector is required to accurately determine its more than 700,000 degrees of freedom. The goal of the alignment is set such that the limited knowledge of the sensor locations should not deteriorate the resolution of track parameters by more than 20% with respect to the intrinsic tracker resolution. The implementation of t...

SU-E-J-107: Supervised Learning Model of Aligned Collagen for Human Breast Carcinoma Prognosis

International Nuclear Information System (INIS)

Bredfeldt, J; Liu, Y; Conklin, M; Keely, P; Eliceiri, K; Mackie, T

2014-01-01

Purpose: Our goal is to develop and apply a set of optical and computational tools to enable large-scale investigations of the interaction between collagen and tumor cells. Methods: We have built a novel imaging system for automating the capture of whole-slide second harmonic generation (SHG) images of collagen in registry with bright field (BF) images of hematoxylin and eosin stained tissue. To analyze our images, we have integrated a suite of supervised learning tools that semi-automatically model and score collagen interactions with tumor cells via a variety of metrics, a method we call Electronic Tumor Associated Collagen Signatures (eTACS). This group of tools first segments regions of epithelial cells and collagen fibers from BF and SHG images respectively. We then associate fibers with groups of epithelial cells and finally compute features based on the angle of interaction and density of the collagen surrounding the epithelial cell clusters. These features are then processed with a support vector machine to separate cancer patients into high and low risk groups. Results: We validated our model by showing that eTACS produces classifications that have statistically significant correlation with manual classifications. In addition, our system generated classification scores that accurately predicted breast cancer patient survival in a cohort of 196 patients. Feature rank analysis revealed that TACS positive fibers are more well aligned with each other, generally lower density, and terminate within or near groups of epithelial cells. Conclusion: We are working to apply our model to predict survival in larger cohorts of breast cancer patients with a diversity of breast cancer types, predict response to treatments such as COX2 inhibitors, and to study collagen architecture changes in other cancer types. In the future, our system may be used to provide metastatic potential information to cancer patients to augment existing clinical assays

SU-E-J-107: Supervised Learning Model of Aligned Collagen for Human Breast Carcinoma Prognosis

Energy Technology Data Exchange (ETDEWEB)

Bredfeldt, J; Liu, Y; Conklin, M; Keely, P; Eliceiri, K; Mackie, T [University of Wisconsin, Madison, WI (United States)

2014-06-01

Purpose: Our goal is to develop and apply a set of optical and computational tools to enable large-scale investigations of the interaction between collagen and tumor cells. Methods: We have built a novel imaging system for automating the capture of whole-slide second harmonic generation (SHG) images of collagen in registry with bright field (BF) images of hematoxylin and eosin stained tissue. To analyze our images, we have integrated a suite of supervised learning tools that semi-automatically model and score collagen interactions with tumor cells via a variety of metrics, a method we call Electronic Tumor Associated Collagen Signatures (eTACS). This group of tools first segments regions of epithelial cells and collagen fibers from BF and SHG images respectively. We then associate fibers with groups of epithelial cells and finally compute features based on the angle of interaction and density of the collagen surrounding the epithelial cell clusters. These features are then processed with a support vector machine to separate cancer patients into high and low risk groups. Results: We validated our model by showing that eTACS produces classifications that have statistically significant correlation with manual classifications. In addition, our system generated classification scores that accurately predicted breast cancer patient survival in a cohort of 196 patients. Feature rank analysis revealed that TACS positive fibers are more well aligned with each other, generally lower density, and terminate within or near groups of epithelial cells. Conclusion: We are working to apply our model to predict survival in larger cohorts of breast cancer patients with a diversity of breast cancer types, predict response to treatments such as COX2 inhibitors, and to study collagen architecture changes in other cancer types. In the future, our system may be used to provide metastatic potential information to cancer patients to augment existing clinical assays.

Students' Achievement Goals, Learning-Related Emotions and Academic Achievement

Directory of Open Access Journals (Sweden)

Marko eLüftenegger

2016-05-01

Full Text Available In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3x2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

Regionally Aligned Divisions: Enabling Cultural and Linguistic Competency in Regionally Aligned Forces

Science.gov (United States)

2016-05-26

HQDA) Regionally Aligned Forces (RAF) EXORD, 56. 8 George Siemens, “Connectivism: A Learning Theory for the Digital Age,” International Journal of...J. Clauzel, “Évolution de la vie économique et des structures sociales du pays nomade du Malil: De la conquête française à l’autonomie interne 1893...121 Donald E. Vandergriff, Digital War: A View from the Front Line, ed. Robert L. Bateman (Novato: Presidio Press, 1999). 122 Douglas M. Chalmers

Social learning and energy systems: implementing a high energy saving goal in a residential area

Energy Technology Data Exchange (ETDEWEB)

Glad, Wiktoria (Linkoeping University, Department of Thematic Studies (Sweden))

2011-07-01

Generally, retrofitting existing housing stock is considered the area with the most energy-efficiency potential, since buildings last a long time and turnover is slow. This paper presents practice- based research into social learning in the domain of new energy systems in existing dwellings. A case study from Sweden is presented and analysed in relation to social learning. The methodology and data collection are guided by a 'thick description' approach that acknowledges the importance of putting human action in context. The theoretical framework chosen also stresses contexts, using social learning concepts from social shaping of technology (SST) theory. The energy systems as used and managed by professionals and tenants of this retrofitted housing project are the focus. I analyse three connected systems, i.e., the electricity, heating, and hot water system, all parts of a novel individual metering and debiting system installed during the retrofit. An overall goal of the retrofit was to reduce energy demand by 52 % which was achieved but not by the measures invested in. The delivery, metering, and debiting of the energy services are managed in-house by the housing company, but it is up to the tenants to reduce their energy demand. The housing company's technology and implementation policies were ambivalent and evolved in response to the needs of professionals and tenants. Statistics from the property owner's evaluation indicate that the project achieved its goal, but the figures hide that it might have been due to fewer flats, new tenants and new use of buildings

Learning to walk the community of practice tightrope

Directory of Open Access Journals (Sweden)

Denise Edgar

2016-11-01

Full Text Available Background: The Community of Practice Research was established as a new local health district service initiative. The community comprises novice and experienced multidisciplinary health researchers. Aims: This paper reflects our experience of being Community of Practice Research members and aims to explore the practice development principles aligned to the purpose, progress and outcomes of this community. Conclusions: The journey is compared to walking a tightrope from the beginning to the end. Success in moving forward is attributed to positive leadership and group dynamics enabling a supportive environment. This environment allowed for different types of learning: new research skills and new understandings about oneself. Competing demands such as fluctuating membership and leadership, and the selection of a large initial project were identified as barriers to the Community of Practice Research. Implications for practice: As well as contributing to communities’ shared goals members should identify and make explicit their own learning goals to themselves, the community and their managers Community of practice meetings should include regular facilitated reflection about the learning that is occurring, the challenges and assumptions being made by the group, and the way forward A community of practice uses social processes to aid learning and collaboration across disciplines and organisations and therefore has potential to promote local culture change

Did my M.D. really go to University to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning.

Directory of Open Access Journals (Sweden)

Nicolas Sommet

Full Text Available Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others. Thus, we expect it to impair students' sense of self-efficacy and--by extension--the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence and awareness (versus ignorance of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed.

The Applicability of eLearning in Community-Based Rehabilitation

Directory of Open Access Journals (Sweden)

Karly Michelle Dagys

2015-12-01

Full Text Available Community-based rehabilitation (CBR strives to enhance quality of life for individuals with disabilities and their families by increasing social participation and equalizing opportunities in the global south. Aligning with the Sustainable Development Goals, CBR also aims to address the high rates of poverty faced by individuals with disability. Empowerment, a pillar of CBR, involves strengthening the capacity of people with disabilities, their families, and their communities to ensure reduction of disparities. This article outlines a scoping review that guided by the question: “What is known from the existing literature about the applicability of eLearning for capacity building in CBR?” This review did not uncover literature related to eLearning in CBR; however findings suggest that other disciplines, not explicitly tied to CBR, currently use eLearning to educate and empower professionals in the global south. We argue that eLearning technology could be an effective and sustainable solution for CBR programming in the global south for capacity development. Such technology could increase individuals with disabilities’ access to education and could provide opportunities for wider dissemination of knowledge, beyond typical funding cycles. With a goal of informing future CBR practice in eLearning, this article concludes by highlighting key lessons taken from other disciplines that have utilized eLearning in the global south.

An Analysis of Training Focused on Improving SMART Goal Setting for Specific Employee Groups

Science.gov (United States)

Worden, Jeannie M.

2014-01-01

This quantitative study examined the proficiency of employee SMART goal setting following the intervention of employee SMART goal setting training. Current challenges in higher education substantiate the need for employees to align their performance with the mission, vision, and strategic directions of the organization. A performance management…

Alignment of Software Product Quality Goals in Two Outsourcing Relationships

OpenAIRE

Barney, Sebastian; Wohlin, Claes

2010-01-01

Background: Issues with software product quality are commonly reported when organisations engage in outsourcing relationships. To address this issue, value-based software engineering literature emphasises the need for all success-critical stakeholder groups to work towards a mutually agreed goal. Aim: This paper presents a case study that aims to compare and contrast the priority two groups place on software product quality — stakeholders internal to the development organisation, and stakehol...

Learning for Development: The Commonwealth of Learning and the Millennium Development Goals

Science.gov (United States)

Commonwealth of Learning, 2011

2011-01-01

World leaders, meeting at the United Nations in 2000, set eight Millennium Development Goals (MDGs) that aim to transform the condition of humankind in the 21st century. These Goals now guide the policies of governments and the priorities of development agencies. These eight goals are: (1) Eradicate extreme poverty and hunger; (2) Achieve…

Organizational Alignment Supporting Distance Education in Post-Secondary Institutions.

Science.gov (United States)

Prestera, Gustavo E.; Moller, Leslie A.

2001-01-01

Applies an established model of organizational alignment to distance education in postsecondary institutions and recommends performance-oriented approaches to support growth by analyzing goals, structure, and management practices across the organization. Presents performance improvement strategies such as benchmarking and documenting workflows,…

Aligning Objectives and Assessment in Responsible Conduct of Research Instruction

Science.gov (United States)

Antes, Alison L.; DuBois, James M.

2014-01-01

Efforts to advance research integrity in light of concerns about misbehavior in research rely heavily on education in the responsible conduct of research (RCR). However, there is limited evidence for the effectiveness of RCR instruction as a remedy. Assessment is essential in RCR education if the research community wishes to expend the effort of instructors, students, and trainees wisely. This article presents key considerations that instructors and course directors must consider in aligning learning objectives with instructional methods and assessment measures, and it provides illustrative examples. Above all, in order for RCR educators to assess outcomes more effectively, they must align assessment to their learning objectives and attend to the validity of the measures used. PMID:25574258

Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers

Science.gov (United States)

Bonk, Curtis J.; Lee, Mimi Miyoung; Kou, Xiaojing; Xu, Shuya; Sheu, Feng-Ru

2015-01-01

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an…

Learning and Chaining of Motor Primitives for Goal-directed Locomotion of a Snake-Like Robot with Screw-Drive Units

DEFF Research Database (Denmark)

Chatterjee, Sromona; Nachstedt, Timo; Tamosiunaite, Minija

2015-01-01

-directed locomotion for the robot. The behavioural primitives of the robot are generated using a reinforcement learning approach called "Policy Improvement with Path Integrals" (PI2). PI2 is numerically simple and has the ability to deal with high-dimensional systems. Here, PI2 is used to learn the robot’s motor...... controls by finding proper locomotion control parameters, like joint angles and screw-drive unit velocities, in a coordinated manner for different goals. Thus, it is able to generate a large repertoire of motor primitives, which are selectively stored to form a primitive library. The learning process...

Corporate real estate alignment strategies in Dutch higher education

NARCIS (Netherlands)

Theo van der Voordt; Ronald Beckers

2014-01-01

Purpose – This paper aims to explore the management approaches concerned with the process of aligning Corporate Real Estate (CRE) with organizational goals on a strategic level and regarding day-to-day operating activities in higher education institutes. Methodology/approach – The paper first

Aligning the unalignable: bacteriophage whole genome alignments.

Science.gov (United States)

Bérard, Sèverine; Chateau, Annie; Pompidor, Nicolas; Guertin, Paul; Bergeron, Anne; Swenson, Krister M

2016-01-13

In recent years, many studies focused on the description and comparison of large sets of related bacteriophage genomes. Due to the peculiar mosaic structure of these genomes, few informative approaches for comparing whole genomes exist: dot plots diagrams give a mostly qualitative assessment of the similarity/dissimilarity between two or more genomes, and clustering techniques are used to classify genomes. Multiple alignments are conspicuously absent from this scene. Indeed, whole genome aligners interpret lack of similarity between sequences as an indication of rearrangements, insertions, or losses. This behavior makes them ill-prepared to align bacteriophage genomes, where even closely related strains can accomplish the same biological function with highly dissimilar sequences. In this paper, we propose a multiple alignment strategy that exploits functional collinearity shared by related strains of bacteriophages, and uses partial orders to capture mosaicism of sets of genomes. As classical alignments do, the computed alignments can be used to predict that genes have the same biological function, even in the absence of detectable similarity. The Alpha aligner implements these ideas in visual interactive displays, and is used to compute several examples of alignments of Staphylococcus aureus and Mycobacterium bacteriophages, involving up to 29 genomes. Using these datasets, we prove that Alpha alignments are at least as good as those computed by standard aligners. Comparison with the progressive Mauve aligner - which implements a partial order strategy, but whose alignments are linearized - shows a greatly improved interactive graphic display, while avoiding misalignments. Multiple alignments of whole bacteriophage genomes work, and will become an important conceptual and visual tool in comparative genomics of sets of related strains. A python implementation of Alpha, along with installation instructions for Ubuntu and OSX, is available on bitbucket (https://bitbucket.org/thekswenson/alpha).

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.

Thesaurus maintenance, alignment and publication as linked data: the AGROVOC use case

OpenAIRE

Caracciolo, Caterina; Stellato, Armando; Rajbahndari, Sachit; Morshed, Ahsan; Johannsen, Gudrun; Jaques, Yves; Keizer, Johannes

2012-01-01

The AGROVOC multilingual thesaurus maintained by the Food and Agriculture Organisation (FAO) of the United Nations is now published as linked data. In order to reach this goal AGROVOC was expressed in Simple Knowledge Organisation System (SKOS) and its concepts provided with dereferenceable URIs. AGROVOC is now aligned with ten other multilingual Knowledge Organisation Systems (KOS) related to agriculture, using the SKOS properties exact match and close match. Alignments were a...

The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment

Science.gov (United States)

Ali, Liaqat

2018-01-01

In higher education, the principle of constructive alignment for devising teaching, learning activities and assessment tasks is the underpinning concept in curriculum design and development to achieve intended learning outcomes. Student's deep learning is critical and it is the responsibility of the curriculum developer to make sure that synergy…

Alignment of the VISA Undulator

International Nuclear Information System (INIS)

Ruland, Robert E.

2000-01-01

As part of the R and D program towards a fourth generation light source, a Self-Amplified Spontaneous Emission (SASE) demonstration is being prepared. The Visible-Infrared SASE Amplifier (VISA) undulator is being installed at Brookhaven National Laboratory. The VISA undulator is an in-vacuum, 4-meter long, 1.8 cm period, pure-permanent magnet device, with a novel, strong focusing, permanent magnet FODO array included within the fixed, 6 mm undulator gap. The undulator is constructed of 99 cm long segments. To attain maximum SASE gain requires establishing overlap of electron and photon beams to within 50 pm rms. This imposes challenging tolerances on mechanical fabrication and magnetic field quality, and necessitates use of laser straightness interferometry for calibration and alignment of the magnetic axes of the undulator segments. This paper describes the magnetic centerline determination, and the fiducialization and alignment processes, which were performed to meet the tolerance goal

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

Science.gov (United States)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the

Aligning Game Activity with Educational Goals: Following a Constrained Design Approach to Instructional Computer Games

Science.gov (United States)

Shelton, Brett E.; Scoresby, Jon

2011-01-01

We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of "alignment". We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom…

Less Is Sometimes More: Goal Content Matters

Science.gov (United States)

Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Soenens, Bart; Matos, Lennia; Lacante, Marlies

2004-01-01

According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well.…

Critical Success Factors in the Curriculum Alignment Process: The Case of the College of Business at Abu Dhabi University

Science.gov (United States)

Camba, Pitzel; Krotov, Vlad

2015-01-01

The main goals of this article are to (a) assist business schools in understanding the curriculum alignment process, and (b) uncover critical success factors in curriculum alignment. Based on a case study conducted at the College of Business at Abu Dhabi University, a detailed curriculum alignment process description is provided. The process…

Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection.

Science.gov (United States)

Higgins, R; Hogg, P; Robinson, L

2017-09-01

To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). Copyright © 2016 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

Comparing the achievement goal orientation of mathematics ...

African Journals Online (AJOL)

A quantitative, exploratory research design was used. ... Goals affect how learners approach mathematics learning activities, which could ... research on academic success and ADHD has focused on reading ... from the data analysis process. ... Achievement goal orientation is based on a ...... Research design: Qualitative,.

A Model of Statistics Performance Based on Achievement Goal Theory.

Science.gov (United States)

Bandalos, Deborah L.; Finney, Sara J.; Geske, Jenenne A.

2003-01-01

Tests a model of statistics performance based on achievement goal theory. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 47 references, 3 tables, 3 figures, and 1 appendix.)…

Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors' telephone talk.

Science.gov (United States)

Eppich, Walter J; Rethans, Jan-Joost; Dornan, Timothy; Teunissen, Pim W

2018-05-04

Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little training in goal-directed, professional telephone communication. To assess educational needs for telephone talk and develop a simulation-based educational intervention. Thematic analysis of 17 semi-structured interviews with doctors-in-training from various training levels and specialties. We identified essential elements to incorporate into simulation-based telephone talk, including common challenging situations for junior doctors as well as explicit and informal aspects that promote learning. These elements have implications for both junior doctors and clinical supervisors, including: (a) explicit teaching and feedback practices and (b) informal conversational interruptions and questions. The latter serve as "disguised" feedback, which aligns with recent conceptualizations of feedback as "performance relevant information". In addition to preparing clinical supervisors to support learning through telephone talk, we propose several potential educational strategies: (a) embedding telephone communication skills throughout simulation activities and (b) developing stand-alone curricular elements to sensitize junior doctors to "disguised" feedback during telephone talk as a mechanism to augment future workplace learning, i.e. 'learning how to learn' through simulation.

The Role of Merit-Based Scholarships in Meeting Affordability Goals

Science.gov (United States)

Pugh, Susan L.; Thompson, Roger J.

2010-01-01

Institutions across the country continue to ponder and evaluate strategies for aligning financial aid to complement their enrollment goals. Two Indiana University enrollment managers examine the purposeful application of institutional aid in financial aid packaging. In response to the debate about the of merit-based aid vs. the appropriate share…

AlignMe—a membrane protein sequence alignment web server

Science.gov (United States)

Stamm, Marcus; Staritzbichler, René; Khafizov, Kamil; Forrest, Lucy R.

2014-01-01

We present a web server for pair-wise alignment of membrane protein sequences, using the program AlignMe. The server makes available two operational modes of AlignMe: (i) sequence to sequence alignment, taking two sequences in fasta format as input, combining information about each sequence from multiple sources and producing a pair-wise alignment (PW mode); and (ii) alignment of two multiple sequence alignments to create family-averaged hydropathy profile alignments (HP mode). For the PW sequence alignment mode, four different optimized parameter sets are provided, each suited to pairs of sequences with a specific similarity level. These settings utilize different types of inputs: (position-specific) substitution matrices, secondary structure predictions and transmembrane propensities from transmembrane predictions or hydrophobicity scales. In the second (HP) mode, each input multiple sequence alignment is converted into a hydrophobicity profile averaged over the provided set of sequence homologs; the two profiles are then aligned. The HP mode enables qualitative comparison of transmembrane topologies (and therefore potentially of 3D folds) of two membrane proteins, which can be useful if the proteins have low sequence similarity. In summary, the AlignMe web server provides user-friendly access to a set of tools for analysis and comparison of membrane protein sequences. Access is available at http://www.bioinfo.mpg.de/AlignMe PMID:24753425

Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study.

Science.gov (United States)

Wang, Ling; Ertmer, Peggy A.

This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned…

Context, emotion, and the strategic pursuit of goals: Interactions among multiple brain systems controlling motivated behaviour

Directory of Open Access Journals (Sweden)

Aaron J Gruber

2012-08-01

Full Text Available Motivated behaviour exhibits properties that change with experience and partially dissociate among a number of brain structures. Here, we review evidence from rodent experiments demonstrating that multiple brain systems acquire information in parallel and either cooperate or compete for behavioural control. We propose a conceptual model of systems interaction wherein a ventral emotional memory network involving ventral striatum, amygdala, ventral hippocampus, and ventromedial prefrontal cortex triages behavioural responding to stimuli according to their associated affective outcomes. This system engages autonomic and postural responding (avoiding, ignoring, approaching in accordance with associated stimulus valence (negative, neutral, positive, but does not engage particular operant responses. Rather, this emotional system suppresses or invigorates actions that are selected through competition between goal-directed control involving dorsomedial striatum and habitual control involving dorsolateral striatum. The hippocampus provides contextual specificity to the emotional system, and provides an information rich input to the goal-directed system for navigation and discriminations involving ambiguous contexts, complex sensory configurations, or temporal ordering. The rapid acquisition and high capacity for episodic associations in the emotional system may unburden the more complex goal-directed system and reduce interference in the habit system from processing contingencies of neutral stimuli. Interactions among these systems likely involve inhibitory mechanisms and neuromodulation in the basal ganglia to form a dominant response strategy. Innate traits, training methods, and task demands contribute to the nature of these interactions, which can include incidental learning in non-dominant systems. Addition of these features to reinforcement learning models of decision making may better align theoretical predictions with behavioural and neural

Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

Science.gov (United States)

Delagran, Louise; Vihstadt, Corrie; Evans, Roni

2015-09-01

Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

GraphAlignment: Bayesian pairwise alignment of biological networks

Directory of Open Access Journals (Sweden)

Kolář Michal

2012-11-01

Full Text Available Abstract Background With increased experimental availability and accuracy of bio-molecular networks, tools for their comparative and evolutionary analysis are needed. A key component for such studies is the alignment of networks. Results We introduce the Bioconductor package GraphAlignment for pairwise alignment of bio-molecular networks. The alignment incorporates information both from network vertices and network edges and is based on an explicit evolutionary model, allowing inference of all scoring parameters directly from empirical data. We compare the performance of our algorithm to an alternative algorithm, Græmlin 2.0. On simulated data, GraphAlignment outperforms Græmlin 2.0 in several benchmarks except for computational complexity. When there is little or no noise in the data, GraphAlignment is slower than Græmlin 2.0. It is faster than Græmlin 2.0 when processing noisy data containing spurious vertex associations. Its typical case complexity grows approximately as O(N2.6. On empirical bacterial protein-protein interaction networks (PIN and gene co-expression networks, GraphAlignment outperforms Græmlin 2.0 with respect to coverage and specificity, albeit by a small margin. On large eukaryotic PIN, Græmlin 2.0 outperforms GraphAlignment. Conclusions The GraphAlignment algorithm is robust to spurious vertex associations, correctly resolves paralogs, and shows very good performance in identification of homologous vertices defined by high vertex and/or interaction similarity. The simplicity and generality of GraphAlignment edge scoring makes the algorithm an appropriate choice for global alignment of networks.

Predictive Place-Cell Sequences for Goal-Finding Emerge from Goal Memory and the Cognitive Map: A Computational Model

Directory of Open Access Journals (Sweden)

Lorenz Gönner

2017-10-01

Full Text Available Hippocampal place-cell sequences observed during awake immobility often represent previous experience, suggesting a role in memory processes. However, recent reports of goals being overrepresented in sequential activity suggest a role in short-term planning, although a detailed understanding of the origins of hippocampal sequential activity and of its functional role is still lacking. In particular, it is unknown which mechanism could support efficient planning by generating place-cell sequences biased toward known goal locations, in an adaptive and constructive fashion. To address these questions, we propose a model of spatial learning and sequence generation as interdependent processes, integrating cortical contextual coding, synaptic plasticity and neuromodulatory mechanisms into a map-based approach. Following goal learning, sequential activity emerges from continuous attractor network dynamics biased by goal memory inputs. We apply Bayesian decoding on the resulting spike trains, allowing a direct comparison with experimental data. Simulations show that this model (1 explains the generation of never-experienced sequence trajectories in familiar environments, without requiring virtual self-motion signals, (2 accounts for the bias in place-cell sequences toward goal locations, (3 highlights their utility in flexible route planning, and (4 provides specific testable predictions.

What do I need to learn? An exercise to prioritize learning goals

NARCIS (Netherlands)

Gauttier, Stéphanie; Arnedillo-Sanchez, Inmaculada

2016-01-01

This paper describes an exercise for learners to identify what they should learn in order to meet their learning skills. Lifelong learners often undertake non-formal learning activities, when they try to gain knowledge outside of formal, structured, programs. They need to be self-directed and have

Reliability of image-free navigation to monitor lower-limb alignment.

Science.gov (United States)

Pearle, Andrew D; Goleski, Patrick; Musahl, Volker; Kendoff, Daniel

2009-02-01

Proper alignment of the mechanical axis of the lower limb is the principal goal of a high tibial osteotomy. A well-accepted and relevant technical specification is the coronal plane lower-limb alignment. Target values for coronal plane alignment after high tibial osteotomy include 2 degrees of overcorrection, while tolerances for this specification have been established as 2 degrees to 4 degrees. However, the role of axial plane and sagittal plane realignment after high tibial osteotomy is poorly understood; consequently, targets and tolerance for this technical specification remain undefined. This article reviews the literature concerning the reliability and precision of navigation in monitoring the clinically relevant specification of lower-limb alignment in high tibial osteotomy. We conclude that image-free navigation registration may be clinically useful for intraoperative monitoring of the coronal plane only. Only fair and poor results for the axial and sagittal planes can be obtained by image-free navigation systems. In the future, combined image-based data, such as those from radiographs, magnetic resonance imaging, and gait analysis, may be used to help to improve the accuracy and reproducibility of quantitative intraoperative monitoring of lower-limb alignment.

Track based alignment of the Mu3e detector

Energy Technology Data Exchange (ETDEWEB)

Hartenstein, Ulrich [Institut fuer Kernphysik, Universitaet Mainz (Germany)

2016-07-01

The Mu3e experiment searches for the lepton flavor violating decay μ{sup +} → e{sup +}e{sup -}e{sup +} with a sensitivity goal for the branching fraction of better than 10{sup -16}. This process is heavily supressed in the standard model of particle physics (BR < 10{sup -50}) which makes an observation of this decay a clear indication of new physics. For track reconstruction, four barrel shaped layers consisting of about 3000 high-voltage monolithic active pixel sensors (HV-MAPS) are used. The position, orientation and possible deformations of these sensors must be known to greater precision than the assembly tolerances. A track based alignment via the General Broken Lines fit and the Millepede-II algorithm will be used to achieve this precision in the final detector. The talk discusses a study of the required alignment precision and preparations for aligning the detector using a detailed simulation.

Learning Online Alignments with Continuous Rewards Policy Gradient

OpenAIRE

Luo, Yuping; Chiu, Chung-Cheng; Jaitly, Navdeep; Sutskever, Ilya

2016-01-01

Sequence-to-sequence models with soft attention had significant success in machine translation, speech recognition, and question answering. Though capable and easy to use, they require that the entirety of the input sequence is available at the beginning of inference, an assumption that is not valid for instantaneous translation and speech recognition. To address this problem, we present a new method for solving sequence-to-sequence problems using hard online alignments instead of soft offlin...

Performance improvement program: goals and experience

International Nuclear Information System (INIS)

Guglielmi, F.

2015-01-01

Following long 54 month refurbishment outage at Point Lepreau Generating Station, operational performance had fallen below industry standards in a number of areas. Leadership development and succession planning had stalled. Operational focus was low primarily due to the construction focus during refurbishment. Condition of balance of plant was poor including several long standing deficiencies. In order to improve performance, the site implemented a framework based on INPO 12-011: Focus on Improving Behaviours; Set common goals and demonstrate results; Align and engage the organization; Drive to achieve high levels of performance and sustain performance.

Performance improvement program: goals and experience

Energy Technology Data Exchange (ETDEWEB)

Guglielmi, F. [Point Lepreau Generating Station, Maces Bay, New Brunswick (Canada)

2015-07-01

Following long 54 month refurbishment outage at Point Lepreau Generating Station, operational performance had fallen below industry standards in a number of areas. Leadership development and succession planning had stalled. Operational focus was low primarily due to the construction focus during refurbishment. Condition of balance of plant was poor including several long standing deficiencies. In order to improve performance, the site implemented a framework based on INPO 12-011: Focus on Improving Behaviours; Set common goals and demonstrate results; Align and engage the organization; Drive to achieve high levels of performance and sustain performance.

Formative Observation of Teaching: Focusing Peer Assistance on Teachers' Developmental Goals

Science.gov (United States)

Drew, Steve; Phelan, Liam; Lindsay, Katherine; Carbone, Angela; Ross, Bella; Wood, Kayleen; Stoney, Susan; Cottman, Caroline

2017-01-01

Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers' development goals. However, a review of peer observation of…

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G.Gomez.

Since June of 2009, the muon alignment group has focused on providing new alignment constants and on finalizing the hardware alignment reconstruction. Alignment constants for DTs and CSCs were provided for CRAFT09 data reprocessing. For DT chambers, the track-based alignment was repeated using CRAFT09 cosmic ray muons and validated using segment extrapolation and split cosmic tools. One difference with respect to the previous alignment is that only five degrees of freedom were aligned, leaving the rotation around the local x-axis to be better determined by the hardware system. Similarly, DT chambers poorly aligned by tracks (due to limited statistics) were aligned by a combination of photogrammetry and hardware-based alignment. For the CSC chambers, the hardware system provided alignment in global z and rotations about local x. Entire muon endcap rings were further corrected in the transverse plane (global x and y) by the track-based alignment. Single chamber track-based alignment suffers from poor statistic...

Problem based learning in Higher Education and new approaches to assessment as a consequence of new formal regulations

DEFF Research Database (Denmark)

Jensen, Annie Aarup; Krogh, Lone

on the basis of the project report in order to ensure alignment between goals, learning activities and assessment form. However, in 2006 the government announced that group examinations would no longer be permitted. As a result students are now allowed to do study work and write reports in groups......, but they are to be examined and assessed individually, i.e. without the presence of other students from the group. In this paper, we will investigate some of the consequences of these new regulations for   assessment. The research questions will address the question of alignment between group study and individual examination...... of group exams. Based on selected theoretical approaches to teaching, learning and assessment we wish to discuss the result of our research, the consequences of the changes in assessment forms, as well as the measures taken at the university in order to obtain new valid assessment forms. Finally...

The impact of goal-oriented task design on neurofeedback learning for brain-computer interface control.

Science.gov (United States)

McWhinney, S R; Tremblay, A; Boe, S G; Bardouille, T

2018-02-01

Neurofeedback training teaches individuals to modulate brain activity by providing real-time feedback and can be used for brain-computer interface control. The present study aimed to optimize training by maximizing engagement through goal-oriented task design. Participants were shown either a visual display or a robot, where each was manipulated using motor imagery (MI)-related electroencephalography signals. Those with the robot were instructed to quickly navigate grid spaces, as the potential for goal-oriented design to strengthen learning was central to our investigation. Both groups were hypothesized to show increased magnitude of these signals across 10 sessions, with the greatest gains being seen in those navigating the robot due to increased engagement. Participants demonstrated the predicted increase in magnitude, with no differentiation between hemispheres. Participants navigating the robot showed stronger left-hand MI increases than those with the computer display. This is likely due to success being reliant on maintaining strong MI-related signals. While older participants showed stronger signals in early sessions, this trend later reversed, suggesting greater natural proficiency but reduced flexibility. These results demonstrate capacity for modulating neurofeedback using MI over a series of training sessions, using tasks of varied design. Importantly, the more goal-oriented robot control task resulted in greater improvements.

Leadership Perspectives on Operationalizing the Learning Health Care System in an Integrated Delivery System.

Science.gov (United States)

Psek, Wayne; Davis, F Daniel; Gerrity, Gloria; Stametz, Rebecca; Bailey-Davis, Lisa; Henninger, Debra; Sellers, Dorothy; Darer, Jonathan

2016-01-01

Healthcare leaders need operational strategies that support organizational learning for continued improvement and value generation. The learning health system (LHS) model may provide leaders with such strategies; however, little is known about leaders' perspectives on the value and application of system-wide operationalization of the LHS model. The objective of this project was to solicit and analyze senior health system leaders' perspectives on the LHS and learning activities in an integrated delivery system. A series of interviews were conducted with 41 system leaders from a broad range of clinical and administrative areas across an integrated delivery system. Leaders' responses were categorized into themes. Ten major themes emerged from our conversations with leaders. While leaders generally expressed support for the concept of the LHS and enhanced system-wide learning, their concerns and suggestions for operationalization where strongly aligned with their functional area and strategic goals. Our findings suggests that leaders tend to adopt a very pragmatic approach to learning. Leaders expressed a dichotomy between the operational imperative to execute operational objectives efficiently and the need for rigorous evaluation. Alignment of learning activities with system-wide strategic and operational priorities is important to gain leadership support and resources. Practical approaches to addressing opportunities and challenges identified in the themes are discussed. Continuous learning is an ongoing, multi-disciplinary function of a health care delivery system. Findings from this and other research may be used to inform and prioritize system-wide learning objectives and strategies which support reliable, high value care delivery.

Alignment of the ATLAS Inner Detector in the LHC Run II

CERN Document Server

Barranco Navarro, Laura; The ATLAS collaboration

2015-01-01

ATLAS physics goals require excellent resolution, unbiased measurement of all charged particle kinematic parameters. These critically depend on the layout and performance of the tracking system and on the quality of its offline alignment. ATLAS is equipped with a tracking system built using different technologies, silicon planar sensors (pixel and micro-strip) and gaseous drift- tubes, all embedded in a 2T solenoidal magnetic field. For the Run II of the LHC, the system was upgraded with the installation of a new pixel layer, the Insertable B-layer (IBL). An outline of the track based alignment approach and its implementation within the ATLAS software will be presented. Special attention will be paid to integration of the IBL into the alignment framework, techniques allowing to identify and eliminate tracking systematics as well as strategies to deal with time-dependent alignment. Performance from the commissioning of Cosmic data and potentially early LHC Run II proton-proton collisions will be discussed.

Goals, Methods, and Progress in Neuroeconomics

OpenAIRE

Colin F. Camerer

2013-01-01

Neuroeconomics shares the main goals of microeconomics: to understand what causes choices, and the welfare properties of choice. The novel goal is linking mathematical constructs and observable behavior to mechanistic details of neural circuitry. Several complementary methods are used. An initial insight from neuroscience is that distinct systems guide choice: Pavlovian and instrumental conditioning (learning) of state-value and response-value associations, overlearned habits, and model- (or ...

Goal-directed learning and obsessive–compulsive disorder

Science.gov (United States)

Gillan, Claire M.; Robbins, Trevor W.

2014-01-01

Obsessive–compulsive disorder (OCD) has become a paradigmatic case of goal-directed dysfunction in psychiatry. In this article, we review the neurobiological evidence, historical and recent, that originally led to this supposition and continues to support a habit hypothesis of OCD. We will then discuss a number of recent studies that have directly tested this hypothesis, using behavioural experiments in patient populations. Based on this research evidence, which suggests that rather than goal-directed avoidance behaviours, compulsions in OCD may derive from manifestations of excessive habit formation, we present the details of a novel account of the functional relationship between these habits and the full symptom profile of the disorder. Borrowing from a cognitive dissonance framework, we propose that the irrational threat beliefs (obsessions) characteristic of OCD may be a consequence, rather than an instigator, of compulsive behaviour in these patients. This lays the foundation for a potential shift in both clinical and neuropsychological conceptualization of OCD and related disorders. This model may also prove relevant to other putative disorders of compulsivity, such as substance dependence, where the experience of ‘wanting’ drugs may be better understood as post hoc rationalizations of otherwise goal-insensitive, stimulus-driven behaviour. PMID:25267818

Aligning Requirements-Driven Software Processes with IT Governance

OpenAIRE

Nguyen Huynh Anh, Vu; Kolp, Manuel; Heng, Samedi; Wautelet, Yves

2017-01-01

Requirements Engineering is closely intertwined with Information Technology (IT) Governance. Aligning IT Governance principles with Requirements-Driven Software Processes allows them to propose governance and management rules for software development to cope with stakeholders’ requirements and expectations. Typically, the goal of IT Governance in software engineering is to ensure that the results of a software organization business processes meet the strategic requirements of the organization...

Formatt: Correcting protein multiple structural alignments by incorporating sequence alignment

Directory of Open Access Journals (Sweden)

Daniels Noah M

2012-10-01

Full Text Available Abstract Background The quality of multiple protein structure alignments are usually computed and assessed based on geometric functions of the coordinates of the backbone atoms from the protein chains. These purely geometric methods do not utilize directly protein sequence similarity, and in fact, determining the proper way to incorporate sequence similarity measures into the construction and assessment of protein multiple structure alignments has proved surprisingly difficult. Results We present Formatt, a multiple structure alignment based on the Matt purely geometric multiple structure alignment program, that also takes into account sequence similarity when constructing alignments. We show that Formatt outperforms Matt and other popular structure alignment programs on the popular HOMSTRAD benchmark. For the SABMark twilight zone benchmark set that captures more remote homology, Formatt and Matt outperform other programs; depending on choice of embedded sequence aligner, Formatt produces either better sequence and structural alignments with a smaller core size than Matt, or similarly sized alignments with better sequence similarity, for a small cost in average RMSD. Conclusions Considering sequence information as well as purely geometric information seems to improve quality of multiple structure alignments, though defining what constitutes the best alignment when sequence and structural measures would suggest different alignments remains a difficult open question.

Putting education in "educational" apps: lessons from the science of learning.

Science.gov (United States)

Hirsh-Pasek, Kathy; Zosh, Jennifer M; Golinkoff, Roberta Michnick; Gray, James H; Robb, Michael B; Kaufman, Jordy

2015-05-01

Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications ("apps") for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, "educational" apps-the number of which, as of January 2015, stood at 80,000 in Apple's App Store (Apple, 2015)-are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children's apps. In short, we will show how the design and use of educational apps aligns with known processes of children's learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning-four "pillars" of learning-within the context of a supported learning goal are considered educational. © The Author(s) 2015.

Specification and R and D Program on Magnet Alignment Tolerances for NSLS-II

International Nuclear Information System (INIS)

Kramer, S.L.; Jain, A.K.

2009-01-01

The NSLS-II light source is a proposed 3 GeV storage ring, with the potential for ultra-low emittance. Despite the reduced emittance goal for the bare lattice, the closed orbit amplification factors are on average >55 in both planes, for random quadrupole alignment errors. The high chromaticity will also require strong sextupoles and the low 3 GeV energy will require large dynamic and momentum aperture to insure adequate lifetime. This will require tight alignment tolerances (∼ 30(micro)m) on the multipole magnets during installation. By specifying tight alignment tolerances of the magnets on the support girders, the random alignment tolerances of the girders in the tunnel can be significantly relaxed. Using beam based alignment to find the golden orbit through the quadrupole centers, the closed orbit offsets in the multipole magnets will then be reduced to essentially the alignment errors of the magnets, restoring much of the dynamic aperture and lifetime of the bare lattice. Our R and D program to achieve these tight alignment tolerances of the magnets on the girders using a vibrating wire technique, will be discussed and initial results presented.

Does alignment of constructivist teaching, curriculum, and assessment strategies promote meaningful learning?

Science.gov (United States)

Jimarez, Teresa

Despite our national efforts to attract more students to the science, technology, engineering, and mathematics (STEM) fields, the number of students continues to be small. Empirical studies have suggested that in order to actively engage students in the science learning processes, lessons need to be designed which consider student prior experiences and provide a sound curriculum, within an environment promoting social interaction---that is, allowing for sharing and negotiation of those ideas which promote reflective thinking. These premises require an embedded assessment system that continuously provides feedback to both student and teacher. This technique allows adaptation and modification of lessons to better facilitate conceptual understanding. This study focused on the use of constructivist strategies that, when aligned, promoted conceptual understanding while facilitating development of science process skills. Skill development leads to meaningful learning, known to promote a change of attitude toward science. A mixed research design embedded in a case study approach was used to understand the complexity of the variables examined in this study. Both quantitative and qualitative methods of data collection were used to strengthen the validity and interpretation of the findings. Students from one of three ninth-grade physical science classes were selected for this study. The students numbered 29, 13 boys and 16 girls; the majority of these students were of Hispanic background. The analysis of data suggested that the use of constructivist strategies promotes conceptual understanding of science concepts and development of science process skills and a change of attitude towards science. This study concluded that selecting teaching and multiple assessment strategies is vital to engage students in science careers. Due to the limited nature of this case study, the researcher recommends a replication or followup with a different teacher and school, including a control

Accelerating Research Impact in a Learning Health Care System: VA's Quality Enhancement Research Initiative in the Choice Act Era.

Science.gov (United States)

Kilbourne, Amy M; Elwy, A Rani; Sales, Anne E; Atkins, David

2017-07-01

Since 1998, the Veterans Health Administration (VHA) Quality Enhancement Research Initiative (QUERI) has supported more rapid implementation of research into clinical practice. With the passage of the Veterans Access, Choice and Accountability Act of 2014 (Choice Act), QUERI further evolved to support VHA's transformation into a Learning Health Care System by aligning science with clinical priority goals based on a strategic planning process and alignment of funding priorities with updated VHA priority goals in response to the Choice Act. QUERI updated its strategic goals in response to independent assessments mandated by the Choice Act that recommended VHA reduce variation in care by providing a clear path to implement best practices. Specifically, QUERI updated its application process to ensure its centers (Programs) focus on cross-cutting VHA priorities and specify roadmaps for implementation of research-informed practices across different settings. QUERI also increased funding for scientific evaluations of the Choice Act and other policies in response to Commission on Care recommendations. QUERI's national network of Programs deploys effective practices using implementation strategies across different settings. QUERI Choice Act evaluations informed the law's further implementation, setting the stage for additional rigorous national evaluations of other VHA programs and policies including community provider networks. Grounded in implementation science and evidence-based policy, QUERI serves as an example of how to operationalize core components of a Learning Health Care System, notably through rigorous evaluation and scientific testing of implementation strategies to ultimately reduce variation in quality and improve overall population health.

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G.Gomez

2010-01-01

The main developments in muon alignment since March 2010 have been the production, approval and deployment of alignment constants for the ICHEP data reprocessing. In the barrel, a new geometry, combining information from both hardware and track-based alignment systems, has been developed for the first time. The hardware alignment provides an initial DT geometry, which is then anchored as a rigid solid, using the link alignment system, to a reference frame common to the tracker. The “GlobalPositionRecords” for both the Tracker and Muon systems are being used for the first time, and the initial tracker-muon relative positioning, based on the link alignment, yields good results within the photogrammetry uncertainties of the Tracker and alignment ring positions. For the first time, the optical and track-based alignments show good agreement between them; the optical alignment being refined by the track-based alignment. The resulting geometry is the most complete to date, aligning all 250 DTs, ...

Neural-network-directed alignment of optical systems using the laser-beam spatial filter as an example

Science.gov (United States)

Decker, Arthur J.; Krasowski, Michael J.; Weiland, Kenneth E.

1993-01-01

This report describes an effort at NASA Lewis Research Center to use artificial neural networks to automate the alignment and control of optical measurement systems. Specifically, it addresses the use of commercially available neural network software and hardware to direct alignments of the common laser-beam-smoothing spatial filter. The report presents a general approach for designing alignment records and combining these into training sets to teach optical alignment functions to neural networks and discusses the use of these training sets to train several types of neural networks. Neural network configurations used include the adaptive resonance network, the back-propagation-trained network, and the counter-propagation network. This work shows that neural networks can be used to produce robust sequencers. These sequencers can learn by example to execute the step-by-step procedures of optical alignment and also can learn adaptively to correct for environmentally induced misalignment. The long-range objective is to use neural networks to automate the alignment and operation of optical measurement systems in remote, harsh, or dangerous aerospace environments. This work also shows that when neural networks are trained by a human operator, training sets should be recorded, training should be executed, and testing should be done in a manner that does not depend on intellectual judgments of the human operator.

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

Science.gov (United States)

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Collaboratively Crafting Individualized Education Program Goals for Culturally and Linguistically Diverse Students

Science.gov (United States)

Jozwik, Sara L.; Cahill, Alice; Sánchez, Gilberto

2018-01-01

Individualized education programs (IEPs) reflect the spirit of individualized instruction that lies at the heart of special education. Quality annual goal statements, which propel the implementation of special education programming, use clear language to communicate measurable, meaningful, and standards-aligned expectations to all members of the…

A Curriculum and Software Design Scaffolding Goal Directed Teaching in Classrooms

DEFF Research Database (Denmark)

Misfeldt, Morten; Bundsgaard, Jeppe; Slot, Marie Falkesgaard

, the tool itself, and selected findings from qualitative and quantitative studies in the project. 2. International trends in goal oriented and data driven teaching The Danish curriculum reform builds on recent trends in school development and curriculum research suggesting the importance of a competence...... development and curriculum research suggesting the importance of a competence framework, learning goals and aggregation of classroom data to efficient teaching (Earl & Fullan 2003). Learning goals are supposed to support the student’s pace and sense of progression, inform classroom decisions, structure...... student has knowledge of text structure”). The curriculum can be presented in a number of graphical modes, e.g. in a matrix or in a hypertext structure. The curriculum reform was implemented in order to promote a goal oriented teaching and learning practice based heavily on research around data driven...

Motivational Profiles as a Combination of Academic Goals in Higher Education

Science.gov (United States)

Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G.; Rodríguez, Susana; Rosário, Pedro; Inglés, Cándido J.

2015-01-01

The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each…

A learning space Odyssey

NARCIS (Netherlands)

Beckers, Ronald

2016-01-01

This dissertation addresses the alignment of learning space with higher education learning and teaching. Significant changes in higher education the past decades, such as increased information and communication technology (ICT) and new learning theories have resulted in the dilemma whether higher

Presenting the students’ academic achievement causal model based on goal orientation

Directory of Open Access Journals (Sweden)

EBRAHIM NASIRI

2017-10-01

Full Text Available Introduction: Several factors play a role in academic achievement, individual’s excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. Methods: This study is based on a cross-sectional model. The participants included 175 first and second year students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69% Medical Basic Science students and 54 (30.9% Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs and the students’ Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. Results: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05. In addition, the results revealed that a significant relationship exists between learning strategies [Deep Learning (r=0.37, P<0.05, Surface Learning (r=-0.21, P<0.05], and academic achievement. The suggested model of research is fitted to the data of the research. Conclusion: Results showed that the students’ academic achievement model fits with experimental data, so it can be used in learning principles which lead to students’ achievement in learning.

Safety goals for nuclear power

International Nuclear Information System (INIS)

Fischhoff, B.

1984-02-01

The key policy question in managing hazardous technologies is often some variant of How safe is safe enough. The US Nuclear Regulatory Commission has recently broached this topic by adopting safety goals defining acceptable risk levels for nuclear power plants. These goals are analyzed here with a general theory of standard setting (Fischhoff, 1983) which asks: (1) Are standards an appropriate policy tool in this case. (2) Can the Commission's safety philosophy be defended. (3) Do the operational goals capture that philosophy. The anlaysis shows the safety goals proposal to be sophisticated in some respects, incomplete in others. More generally, it points to difficulties with the concept of acceptable risk and any attempt to build policy instruments around it. Although focused on the NRC's safety goals, the present analysis is a prototype of what can be learned by similarly detailed consideration of other standards, not only for nuclear power but also for other hazardous technologies, as well as for issues unrelated to safety

Higher Education in the Sustainable Development Goals Framework

Science.gov (United States)

Owens, Taya Louise

2017-01-01

Agenda 2030 for sustainable development focuses attention on lifelong learning opportunities for all. The new targets expand on their predecessors, the Millennial Development Goals, by both widening and deepening the scope of system-wide quality education systems. Whilst the Millennial Development Goals focused attention on universal primary…

Automated quantification of aligned collagen for human breast carcinoma prognosis

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Jeremy S Bredfeldt

2014-01-01

Full Text Available Background: Mortality in cancer patients is directly attributable to the ability of cancer cells to metastasize to distant sites from the primary tumor. This migration of tumor cells begins with a remodeling of the local tumor microenvironment, including changes to the extracellular matrix and the recruitment of stromal cells, both of which facilitate invasion of tumor cells into the bloodstream. In breast cancer, it has been proposed that the alignment of collagen fibers surrounding tumor epithelial cells can serve as a quantitative image-based biomarker for survival of invasive ductal carcinoma patients. Specific types of collagen alignment have been identified for their prognostic value and now these tumor associated collagen signatures (TACS are central to several clinical specimen imaging trials. Here, we implement the semi-automated acquisition and analysis of this TACS candidate biomarker and demonstrate a protocol that will allow consistent scoring to be performed throughout large patient cohorts. Methods: Using large field of view high resolution microscopy techniques, image processing and supervised learning methods, we are able to quantify and score features of collagen fiber alignment with respect to adjacent tumor-stromal boundaries. Results: Our semi-automated technique produced scores that have statistically significant correlation with scores generated by a panel of three human observers. In addition, our system generated classification scores that accurately predicted survival in a cohort of 196 breast cancer patients. Feature rank analysis reveals that TACS positive fibers are more well-aligned with each other, are of generally lower density, and terminate within or near groups of epithelial cells at larger angles of interaction. Conclusion: These results demonstrate the utility of a supervised learning protocol for streamlining the analysis of collagen alignment with respect to tumor stromal boundaries.

Laser beam alignment and profilometry using diagnostic fluorescent safety mirrors

Science.gov (United States)

Lizotte, Todd E.

2011-03-01

There are a wide range of laser beam delivery systems in use for various purposes; including industrial and medical applications. Virtually all such beam delivery systems for practical purposes employ optical systems comprised of mirrors and lenses to shape, focus and guide the laser beam down to the material being processed. The goal of the laser beam delivery is to set the optimum parameters and to "fold" the beam path to reduce the mechanical length of the optical system, thereby allowing a physically compact system. In many cases, even a compact system can incorporate upwards of six mirrors and a comparable number of lenses all needing alignment so they are collinear. One of the major requirements for use of such systems in industry is a method of safe alignment. The alignment process requires that the aligner determine where the beam strikes each element. The aligner should also preferably be able to determine the shape or pattern of the laser beam at that point and its relative power. These alignments are further compounded in that the laser beams generated are not visible to the unaided human eye. Such beams are also often of relatively high power levels, and are thereby a significant hazard to the eyes of the aligner. Obvious an invisible beam makes it nearly impossible to align laser system without some form of optical assistance. The predominant method of visually aligning the laser beam delivery is the use of thermal paper, paper cards or fluorescing card material. The use of paper products which have limited power handling capability or coated plastics can produce significant debris and contaminants within the beam line that ultimately damage the optics. The use of the cards can also create significant laser light scatter jeopardizing the safety of the person aligning the system. This paper covers a new safety mirror design for use with at various UV and Near IR wavelengths (193 nm to 1064 nm) within laser beam delivery systems and how its use can

Intrinsically motivated action-outcome learning and goal-based action recall: a system-level bio-constrained computational model.

Science.gov (United States)

Baldassarre, Gianluca; Mannella, Francesco; Fiore, Vincenzo G; Redgrave, Peter; Gurney, Kevin; Mirolli, Marco

2013-05-01

Reinforcement (trial-and-error) learning in animals is driven by a multitude of processes. Most animals have evolved several sophisticated systems of 'extrinsic motivations' (EMs) that guide them to acquire behaviours allowing them to maintain their bodies, defend against threat, and reproduce. Animals have also evolved various systems of 'intrinsic motivations' (IMs) that allow them to acquire actions in the absence of extrinsic rewards. These actions are used later to pursue such rewards when they become available. Intrinsic motivations have been studied in Psychology for many decades and their biological substrates are now being elucidated by neuroscientists. In the last two decades, investigators in computational modelling, robotics and machine learning have proposed various mechanisms that capture certain aspects of IMs. However, we still lack models of IMs that attempt to integrate all key aspects of intrinsically motivated learning and behaviour while taking into account the relevant neurobiological constraints. This paper proposes a bio-constrained system-level model that contributes a major step towards this integration. The model focusses on three processes related to IMs and on the neural mechanisms underlying them: (a) the acquisition of action-outcome associations (internal models of the agent-environment interaction) driven by phasic dopamine signals caused by sudden, unexpected changes in the environment; (b) the transient focussing of visual gaze and actions on salient portions of the environment; (c) the subsequent recall of actions to pursue extrinsic rewards based on goal-directed reactivation of the representations of their outcomes. The tests of the model, including a series of selective lesions, show how the focussing processes lead to a faster learning of action-outcome associations, and how these associations can be recruited for accomplishing goal-directed behaviours. The model, together with the background knowledge reviewed in the paper

The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers' Analysis of a Learning Goal

Science.gov (United States)

Kang, Rui; Liu, Di

2018-01-01

This article describes a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation. Based on work in the USA by Morris, Hiebert, and Spizter ("Journal for Research in Mathematics Education," 40(5), 491-529, 2009), 50 Chinese preservice teachers…

Enhancing Peer Acceptance of Children with Learning Difficulties: Classroom Goal Orientation and Effects of a Storytelling Programme with Drama Techniques

Science.gov (United States)

Law, Yin-kum; Lam, Shui-fong; Law, Wilbert; Tam, Zoe W. Y.

2017-01-01

Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children's acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on…

Efficient and robust model-to-image alignment using 3D scale-invariant features.

Science.gov (United States)

Toews, Matthew; Wells, William M

2013-04-01

This paper presents feature-based alignment (FBA), a general method for efficient and robust model-to-image alignment. Volumetric images, e.g. CT scans of the human body, are modeled probabilistically as a collage of 3D scale-invariant image features within a normalized reference space. Features are incorporated as a latent random variable and marginalized out in computing a maximum a posteriori alignment solution. The model is learned from features extracted in pre-aligned training images, then fit to features extracted from a new image to identify a globally optimal locally linear alignment solution. Novel techniques are presented for determining local feature orientation and efficiently encoding feature intensity in 3D. Experiments involving difficult magnetic resonance (MR) images of the human brain demonstrate FBA achieves alignment accuracy similar to widely-used registration methods, while requiring a fraction of the memory and computation resources and offering a more robust, globally optimal solution. Experiments on CT human body scans demonstrate FBA as an effective system for automatic human body alignment where other alignment methods break down. Copyright © 2012 Elsevier B.V. All rights reserved.

Multi-path mapping for alignment strategies in emerging science and technologies

NARCIS (Netherlands)

Robinson, D.K.R.; Propp, T.; Propp, Tilo

2008-01-01

Roadmapping serves both short and long term (strategic) alignment in science and technology (S&T). Forecasts of the likely future development of S&T are generated; then research and development (R&D) efforts necessary to realize various goals are backcast. But for new and emerging S&T this trusted

Parents' Goals for and Perceptions of Alphabet Books

Science.gov (United States)

Nowak, Sarah N.; Evans, Mary Ann

2013-01-01

This study examined parents' goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read,…

FOREIGN LANGUAGE TEACHING IN SUDANESE UNIVERSITIES: GOALS, ATTITUDES, AND REALITY

Directory of Open Access Journals (Sweden)

Abdel Rahim Hamid Mugaddam

2012-07-01

Full Text Available Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.

Empirical Validation of the Importance of Employees' Learning Motivation for Workplace E-Learning in Taiwanese Organisations

Science.gov (United States)

Chen, Hsiu-Ju; Kao, Chia-Hung

2012-01-01

E-learning systems, adopted by organisations for employee training to enhance employees' performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and…

Assessing Goal Intent and Achievement of University Learning Community Students

Science.gov (United States)

Pfeffer-Lachs, Carole F.

2013-01-01

The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

Constructive Alignment for Teaching Model-Based Design for Concurrency

DEFF Research Database (Denmark)

Brabrand, Claus

2007-01-01

"How can we make sure our students learn what we want them to?" is the number one question in teaching. This paper is intended to provide the reader with: i) a general answer to this question based on the theory of constructive alignment by John Biggs; ii) relevant insights for bringing this answer...

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G.Gomez

2010-01-01

Most of the work in muon alignment since December 2009 has focused on the geometry reconstruction from the optical systems and improvements in the internal alignment of the DT chambers. The barrel optical alignment system has progressively evolved from reconstruction of single active planes to super-planes (December 09) to a new, full barrel reconstruction. Initial validation studies comparing this full barrel alignment at 0T with photogrammetry provide promising results. In addition, the method has been applied to CRAFT09 data, and the resulting alignment at 3.8T yields residuals from tracks (extrapolated from the tracker) which look smooth, suggesting a good internal barrel alignment with a small overall offset with respect to the tracker. This is a significant improvement, which should allow the optical system to provide a start-up alignment for 2010. The end-cap optical alignment has made considerable progress in the analysis of transfer line data. The next set of alignment constants for CSCs will there...

Why and when do learning goal orientation and attitude decrease with aging? : The role of perceived remaining time and work centrality

NARCIS (Netherlands)

Kooij, T.A.M.; Zacher, H.

2016-01-01

We conducted two studies to improve our understanding of why and when older workers are focused on learning. Based on socioemotional selectivity theory, which proposes that goal focus changes with age and the perception of time, we hypothesized and found that older workers perceive their remaining

How Does Awareness Modulate Goal-Directed and Stimulus-Driven Shifts of Attention Triggered by Value Learning?

Directory of Open Access Journals (Sweden)

Alexia Bourgeois

Full Text Available In order to behave adaptively, attention can be directed in space either voluntarily (i.e., endogenously according to strategic goals, or involuntarily (i.e., exogenously through reflexive capture by salient or novel events. The emotional or motivational value of stimuli can also strongly influence attentional orienting. However, little is known about how reward-related effects compete or interact with endogenous and exogenous attention mechanisms, particularly outside of awareness. Here we developed a visual search paradigm to study subliminal value-based attentional orienting. We systematically manipulated goal-directed or stimulus-driven attentional orienting and examined whether an irrelevant, but previously rewarded stimulus could compete with both types of spatial attention during search. Critically, reward was learned without conscious awareness in a preceding phase where one among several visual symbols was consistently paired with a subliminal monetary reinforcement cue. Our results demonstrated that symbols previously associated with a monetary reward received higher attentional priority in the subsequent visual search task, even though these stimuli and reward were no longer task-relevant, and despite reward being unconsciously acquired. Thus, motivational processes operating independent of conscious awareness may provide powerful influences on mechanisms of attentional selection, which could mitigate both stimulus-driven and goal-directed shifts of attention.

How Does Awareness Modulate Goal-Directed and Stimulus-Driven Shifts of Attention Triggered by Value Learning?

Science.gov (United States)

Bourgeois, Alexia; Neveu, Rémi; Vuilleumier, Patrik

2016-01-01

In order to behave adaptively, attention can be directed in space either voluntarily (i.e., endogenously) according to strategic goals, or involuntarily (i.e., exogenously) through reflexive capture by salient or novel events. The emotional or motivational value of stimuli can also strongly influence attentional orienting. However, little is known about how reward-related effects compete or interact with endogenous and exogenous attention mechanisms, particularly outside of awareness. Here we developed a visual search paradigm to study subliminal value-based attentional orienting. We systematically manipulated goal-directed or stimulus-driven attentional orienting and examined whether an irrelevant, but previously rewarded stimulus could compete with both types of spatial attention during search. Critically, reward was learned without conscious awareness in a preceding phase where one among several visual symbols was consistently paired with a subliminal monetary reinforcement cue. Our results demonstrated that symbols previously associated with a monetary reward received higher attentional priority in the subsequent visual search task, even though these stimuli and reward were no longer task-relevant, and despite reward being unconsciously acquired. Thus, motivational processes operating independent of conscious awareness may provide powerful influences on mechanisms of attentional selection, which could mitigate both stimulus-driven and goal-directed shifts of attention.

Mastery and Performance Goals Predict Epistemic and Relational Conflict Regulation

Science.gov (United States)

Darnon, Celine; Muller, Dominique; Schrager, Sheree M.; Pannuzzo, Nelly; Butera, Fabrizio

2006-01-01

The present research examines whether mastery and performance goals predict different ways of reacting to a sociocognitive conflict with another person over materials to be learned, an issue not yet addressed by the achievement goal literature. Results from 2 studies showed that mastery goals predicted epistemic conflict regulation (a conflict…

The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

Science.gov (United States)

van Daal, Tine; Donche, Vincent; De Maeyer, Sven

2014-01-01

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers' participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders…

Preparatory Training, States of Goal Orientation, and Mentoring Relationship Effectiveness

Science.gov (United States)

Scielzo, Shannon; Neeper, Michael; Smith-Jentsch, Kimberly A.

2012-01-01

We used an online academic-advising program to examine the effects of preparatory training designed to elicit high states of learning-goal orientation and low states of avoid goal orientation. Results indicate that training was effective in some cases for manipulating states of goal orientation. The training did not directly affect behaviors as…

Sensing Characteristics of A Precision Aligner Using Moire Gratings for Precision Alignment System

Institute of Scientific and Technical Information of China (English)

ZHOU Lizhong; Hideo Furuhashi; Yoshiyuki Uchida

2001-01-01

Sensing characteristics of a precision aligner using moire gratings for precision alignment sysem has been investigated. A differential moire alignment system and a modified alignment system were used. The influence of the setting accuracy of the gap length and inclination of gratings on the alignment accuracy has been studied experimentally and theoretically. Setting accuracy of the gap length less than 2.5μm is required in modified moire alignment. There is no influence of the gap length on the alignment accuracy in the differential alignment system. The inclination affects alignment accuracies in both differential and modified moire alignment systems.

MUON DETECTORS: ALIGNMENT

CERN Multimedia

Z. Szillasi and G. Gomez.

2013-01-01

When CMS is opened up, major components of the Link and Barrel Alignment systems will be removed. This operation, besides allowing for maintenance of the detector underneath, is needed for making interventions that will reinforce the alignment measurements and make the operation of the alignment system more reliable. For that purpose and also for their general maintenance and recalibration, the alignment components will be transferred to the Alignment Lab situated in the ISR area. For the track-based alignment, attention is focused on the determination of systematic uncertainties, which have become dominant, since now there is a large statistics of muon tracks. This will allow for an improved Monte Carlo misalignment scenario and updated alignment position errors, crucial for high-momentum muon analysis such as Z′ searches.

Diversity in goal orientation, team reflexivity, and team performance

NARCIS (Netherlands)

Pieterse, Anne Nederveen; van Knippenberg, Daan; van Ginkel, Wendy P.

Although recent research highlights the role of team member goal orientation in team functioning, research has neglected the effects of diversity in goal orientation. In a laboratory study with groups working on a problem-solving task, we show that diversity in learning and performance orientation

How Good Is Good: Improved Tracking and Managing of Safety Goals, Performance Indicators, Production Targets and Significant Events Using Learning Curves

International Nuclear Information System (INIS)

Duffey, Rommey B.; Saull, John W.

2002-01-01

We show a new way to track and measure safety and performance using learning curves derived on a mathematical basis. When unusual or abnormal events occur in plants and equipment, the regulator and good management practice requires they be reported, investigated, understood and rectified. In addition to reporting so-called 'significant events', both management and the regulator often set targets for individual and collective performance, which are used for both reward and criticism. For almost completely safe systems, like nuclear power plants, commercial aircraft and chemical facilities, many parameters are tracked and measured. Continuous improvement has to be demonstrated, as well as meeting reduced occurrence rates, which are set as management goals or targets. This process usually takes the form of statistics for availability of plant and equipment, forced or unplanned maintenance outage, loss of safety function, safety or procedural violations, etc. These are often rolled up into a set of so-called 'Performance Indicators' as measures of how well safety and operation is being managed at a given facility. The overall operating standards of an industry are also measured. A whole discipline is formed of tracking, measuring, reporting, managing and understanding the plethora of indicators and data. Decreasing occurrence rates and meeting or exceeding goals are seen and rewarded as virtues. Managers and operators need to know how good is their safety management system that has been adopted and used (and paid for), and whether it can itself be improved. We show the importance of accumulated experience in correctly measuring and tracking the decreasing event and error rates speculating a finite minimum rate. We show that the rate of improvement constitutes a measurable 'learning curve', and the attainment of the goals and targets can be affected by the adopted measures. We examine some of the available data on significant events, reportable occurrences, and loss of

Triangular Alignment (TAME). A Tensor-based Approach for Higher-order Network Alignment

Energy Technology Data Exchange (ETDEWEB)

Mohammadi, Shahin [Purdue Univ., West Lafayette, IN (United States); Gleich, David F. [Purdue Univ., West Lafayette, IN (United States); Kolda, Tamara G. [Sandia National Laboratories (SNL-CA), Livermore, CA (United States); Grama, Ananth [Purdue Univ., West Lafayette, IN (United States)

2015-11-01

Network alignment is an important tool with extensive applications in comparative interactomics. Traditional approaches aim to simultaneously maximize the number of conserved edges and the underlying similarity of aligned entities. We propose a novel formulation of the network alignment problem that extends topological similarity to higher-order structures and provide a new objective function that maximizes the number of aligned substructures. This objective function corresponds to an integer programming problem, which is NP-hard. Consequently, we approximate this objective function as a surrogate function whose maximization results in a tensor eigenvalue problem. Based on this formulation, we present an algorithm called Triangular AlignMEnt (TAME), which attempts to maximize the number of aligned triangles across networks. We focus on alignment of triangles because of their enrichment in complex networks; however, our formulation and resulting algorithms can be applied to general motifs. Using a case study on the NAPABench dataset, we show that TAME is capable of producing alignments with up to 99% accuracy in terms of aligned nodes. We further evaluate our method by aligning yeast and human interactomes. Our results indicate that TAME outperforms the state-of-art alignment methods both in terms of biological and topological quality of the alignments.

Energy for road passenger transport and sustainable development: assessing policies and goals interactions

DEFF Research Database (Denmark)

Meza, Maria Josefina Figueroa; Ribeiro, Suzana Kahn

2013-01-01

and sustainable development goals. Essential, uncertain and limited interactions are mapped out as a result, their overview indicates that a full reconciliation between these policies and sustainability goals is not always attainable. The careful alignment and contextual examination of interactions between...... measures and goals as exemplified in this approach can help inform practical transport energy policy that better match an agenda for sustainable development.......Development that is sustainable requires an operational, efficient and safe transportation system fueled by clean, low-carbon, secure and affordable energy. The energy used in road passenger transport enables social and economic development and is the target of interventions to fight pressing urban...

Sex differences in goal orientation in adolescents aged 10-19: The older boys adopt work-avoidant goals twice as often as girls

NARCIS (Netherlands)

Dekker, Sanne; Krabbendam, Lydia; Lee, Nikki; Boschloo, Annemarie; De Groot, Renate; Jolles, Jelle

2012-01-01

Dekker, S. J., Krabbendam, L., Lee, N. C., Boschloo, A. M., De Groot, R. H. M., & Jolles, J. (2013). Sex differences in goal orientation in adolescents aged 10-19: The older boys adopt work-avoidant goals twice as often as girls. Learning and Individual Differences, 26, 196-200.

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

DEFF Research Database (Denmark)

Zhao, Ke; Zhang, Jie; Du, Xiangyun

2017-01-01

This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively...... that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes....

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G. Gomez and J. Pivarski

2011-01-01

Alignment efforts in the first few months of 2011 have shifted away from providing alignment constants (now a well established procedure) and focussed on some critical remaining issues. The single most important task left was to understand the systematic differences observed between the track-based (TB) and hardware-based (HW) barrel alignments: a systematic difference in r-φ and in z, which grew as a function of z, and which amounted to ~4-5 mm differences going from one end of the barrel to the other. This difference is now understood to be caused by the tracker alignment. The systematic differences disappear when the track-based barrel alignment is performed using the new “twist-free” tracker alignment. This removes the largest remaining source of systematic uncertainty. Since the barrel alignment is based on hardware, it does not suffer from the tracker twist. However, untwisting the tracker causes endcap disks (which are aligned ...

MUON DETECTORS: ALIGNMENT

CERN Multimedia

Gervasio Gomez

The main progress of the muon alignment group since March has been in the refinement of both the track-based alignment for the DTs and the hardware-based alignment for the CSCs. For DT track-based alignment, there has been significant improvement in the internal alignment of the superlayers inside the DTs. In particular, the distance between superlayers is now corrected, eliminating the residual dependence on track impact angles, and good agreement is found between survey and track-based corrections. The new internal geometry has been approved to be included in the forthcoming reprocessing of CRAFT samples. The alignment of DTs with respect to the tracker using global tracks has also improved significantly, since the algorithms use the latest B-field mapping, better run selection criteria, optimized momentum cuts, and an alignment is now obtained for all six degrees of freedom (three spatial coordinates and three rotations) of the aligned DTs. This work is ongoing and at a stage where we are trying to unders...

Correction of severe tooth rotations using clear aligners: a case report.

Science.gov (United States)

Frongia, Gianluigi; Castroflorio, Tommaso

2012-11-01

The present adult patient case report shows the correction of a crossbite malocclusion and severe tooth rotations treated with the Invisalign system. A 27-year-old female with a dental crossbite (24, 34), severe rotations of two lower incisors (more than 40 degrees) and malalignment of the upper and lower arches is described. The Invisalign system was treatment planned to correct the malocclusion. The treatment goals of crossbite, rotation and malalignment correction were achieved after 12 months of active aligner therapy. The overbite improved (2.5 mm before treatment, 1 mm at the end); the dental crossbite, the crowding and the severe tooth rotations (with a mean of 2 degrees of improvement per aligner) were corrected. After treatment, the dental alignment was considered excellent. The presented case indicates that the Invisalign system can be a useful appliance to correct a dental malocclusion involving severe rotations.

Learning Goals Achievement of a Teacher in Professional Development

Directory of Open Access Journals (Sweden)

Siti Marfu’ah

2017-04-01

Full Text Available This study aimed to describe the achievement of teacher learning in cognitive, affective and psychomotor in conducting professional development. This study was categorized as a descriptive study. The respondents of this study were teachers and students in the Department of Electrical Engineering at a Vocational Secondary School in Bangka Belitung. Methods of data collection used questionnaires. The data were analyzed with descriptive analysis. The results of this study consisted of: (1 teachers’ opinion, most teachers had worked very well in learning of cognitive, affective, and psychomotor, (2 students’ opinion, several teachers had succeeded in cognitive learning, and managed very well on affective and psychomotor learning.

Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students?

Directory of Open Access Journals (Sweden)

Madjar Nir

2012-01-01

Full Text Available Abstract Background Psychosocial competence and frustration tolerance are important characteristics of skilled medical professionals. In the present study we explored the usefulness of applying a comprehensive motivational theory (Goal orientations, for this purpose. According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals - gaining new knowledge; or performance goals - gaining a positive evaluation of competence or avoiding negative evaluation. Perceived psychosocial abilities are a desirable outcome, and low frustration tolerance (LFT, is a negative feature of student behavior. The hypothesis was that the mastery goal would be positively associated with psychosocial abilities while performance goals would be positively associated with LFT. Methods 143 first-year medical students completed at the end of an annual doctor-patient communication course a structured questionnaire that included measures of learning goal orientations (assessed by Pattern of Adaptive Learning Scale - PALS, psychosocial abilities (assessed by Psychological Medicine Inventory- student version -PMI-S and Low Frustration Tolerance (LFT. Results All study variables were found reliable (Cronbach's α ranged from .66 to .90 and normally distributed. Hierarchical multiple regression analysis revealed significant associations supporting the hypotheses. The mastery goal orientation was positively associated with perceived psychosocial abilities (PMI-S (β = .16, p Conclusions The results suggest that the goal orientations theory may be a useful theoretical framework for understanding and facilitating learning motivation among medical students. Limitations and suggestions for practice within medical education context are discussed.

Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students?

Science.gov (United States)

Madjar, Nir; Bachner, Yaacov G; Kushnir, Talma

2012-01-12

Psychosocial competence and frustration tolerance are important characteristics of skilled medical professionals. In the present study we explored the usefulness of applying a comprehensive motivational theory (Goal orientations), for this purpose. According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals - gaining new knowledge; or performance goals - gaining a positive evaluation of competence or avoiding negative evaluation). Perceived psychosocial abilities are a desirable outcome, and low frustration tolerance (LFT), is a negative feature of student behavior. The hypothesis was that the mastery goal would be positively associated with psychosocial abilities while performance goals would be positively associated with LFT. 143 first-year medical students completed at the end of an annual doctor-patient communication course a structured questionnaire that included measures of learning goal orientations (assessed by Pattern of Adaptive Learning Scale - PALS), psychosocial abilities (assessed by Psychological Medicine Inventory- student version -PMI-S) and Low Frustration Tolerance (LFT). All study variables were found reliable (Cronbach's α ranged from .66 to .90) and normally distributed. Hierarchical multiple regression analysis revealed significant associations supporting the hypotheses. The mastery goal orientation was positively associated with perceived psychosocial abilities (PMI-S) (β = .16, p frustration tolerance (β = -.22, p frustration tolerance (β = .36, p < .001). The results suggest that the goal orientations theory may be a useful theoretical framework for understanding and facilitating learning motivation among medical students. Limitations and suggestions for practice within medical education context are discussed.

Extending enterprise architecture modelling with business goals and requirements

Science.gov (United States)

Engelsman, Wilco; Quartel, Dick; Jonkers, Henk; van Sinderen, Marten

2011-02-01

The methods for enterprise architecture (EA), such as The Open Group Architecture Framework, acknowledge the importance of requirements modelling in the development of EAs. Modelling support is needed to specify, document, communicate and reason about goals and requirements. The current modelling techniques for EA focus on the products, services, processes and applications of an enterprise. In addition, techniques may be provided to describe structured requirements lists and use cases. Little support is available however for modelling the underlying motivation of EAs in terms of stakeholder concerns and the high-level goals that address these concerns. This article describes a language that supports the modelling of this motivation. The definition of the language is based on existing work on high-level goal and requirements modelling and is aligned with an existing standard for enterprise modelling: the ArchiMate language. Furthermore, the article illustrates how EA can benefit from analysis techniques from the requirements engineering domain.

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G. Gomez

Since December, the muon alignment community has focused on analyzing the data recorded so far in order to produce new DT and CSC Alignment Records for the second reprocessing of CRAFT data. Two independent algorithms were developed which align the DT chambers using global tracks, thus providing, for the first time, a relative alignment of the barrel with respect to the tracker. These results are an important ingredient for the second CRAFT reprocessing and allow, for example, a more detailed study of any possible mis-modelling of the magnetic field in the muon spectrometer. Both algorithms are constructed in such a way that the resulting alignment constants are not affected, to first order, by any such mis-modelling. The CSC chambers have not yet been included in this global track-based alignment due to a lack of statistics, since only a few cosmics go through the tracker and the CSCs. A strategy exists to align the CSCs using the barrel as a reference until collision tracks become available. Aligning the ...

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G.Gomez

2011-01-01

The Muon Alignment work now focuses on producing a new track-based alignment with higher track statistics, making systematic studies between the results of the hardware and track-based alignment methods and aligning the barrel using standalone muon tracks. Currently, the muon track reconstruction software uses a hardware-based alignment in the barrel (DT) and a track-based alignment in the endcaps (CSC). An important task is to assess the muon momentum resolution that can be achieved using the current muon alignment, especially for highly energetic muons. For this purpose, cosmic ray muons are used, since the rate of high-energy muons from collisions is very low and the event statistics are still limited. Cosmics have the advantage of higher statistics in the pT region above 100 GeV/c, but they have the disadvantage of having a mostly vertical topology, resulting in a very few global endcap muons. Only the barrel alignment has therefore been tested so far. Cosmic muons traversing CMS from top to bottom are s...

Impaired cognitive plasticity and goal-directed control in adolescent obsessive-compulsive disorder.

Science.gov (United States)

Gottwald, Julia; de Wit, Sanne; Apergis-Schoute, Annemieke M; Morein-Zamir, Sharon; Kaser, Muzaffer; Cormack, Francesca; Sule, Akeem; Limmer, Winifred; Morris, Anna Conway; Robbins, Trevor W; Sahakian, Barbara J

2018-01-22

Youths with obsessive-compulsive disorder (OCD) experience severe distress and impaired functioning at school and at home. Critical cognitive domains for daily functioning and academic success are learning, memory, cognitive flexibility and goal-directed behavioural control. Performance in these important domains among teenagers with OCD was therefore investigated in this study. A total of 36 youths with OCD and 36 healthy comparison subjects completed two memory tasks: Pattern Recognition Memory (PRM) and Paired Associates Learning (PAL); as well as the Intra-Extra Dimensional Set Shift (IED) task to quantitatively gauge learning as well as cognitive flexibility. A subset of 30 participants of each group also completed a Differential-Outcome Effect (DOE) task followed by a Slips-of-Action Task, designed to assess the balance of goal-directed and habitual behavioural control. Adolescent OCD patients showed a significant learning and memory impairment. Compared with healthy comparison subjects, they made more errors on PRM and PAL and in the first stages of IED involving discrimination and reversal learning. Patients were also slower to learn about contingencies in the DOE task and were less sensitive to outcome devaluation, suggesting an impairment in goal-directed control. This study advances the characterization of juvenile OCD. Patients demonstrated impairments in all learning and memory tasks. We also provide the first experimental evidence of impaired goal-directed control and lack of cognitive plasticity early in the development of OCD. The extent to which the impairments in these cognitive domains impact academic performance and symptom development warrants further investigation.

Effects of Goal Relations on Self-Regulated Learning in Multiple Goal Pursuits: Performance, the Self-Regulatory Process, and Task Enjoyment

Science.gov (United States)

Lee, Hyunjoo

2012-01-01

The purpose of this study was to investigate the effects of goal relations on self-regulation in the pursuit of multiple goals, focusing on self-regulated performance, the self-regulatory process, and task enjoyment. The effect of multiple goal relations on self-regulation was explored in a set of three studies. Goal relations were divided into…

Alignment-Annotator web server: rendering and annotating sequence alignments.

Science.gov (United States)

Gille, Christoph; Fähling, Michael; Weyand, Birgit; Wieland, Thomas; Gille, Andreas

2014-07-01

Alignment-Annotator is a novel web service designed to generate interactive views of annotated nucleotide and amino acid sequence alignments (i) de novo and (ii) embedded in other software. All computations are performed at server side. Interactivity is implemented in HTML5, a language native to web browsers. The alignment is initially displayed using default settings and can be modified with the graphical user interfaces. For example, individual sequences can be reordered or deleted using drag and drop, amino acid color code schemes can be applied and annotations can be added. Annotations can be made manually or imported (BioDAS servers, the UniProt, the Catalytic Site Atlas and the PDB). Some edits take immediate effect while others require server interaction and may take a few seconds to execute. The final alignment document can be downloaded as a zip-archive containing the HTML files. Because of the use of HTML the resulting interactive alignment can be viewed on any platform including Windows, Mac OS X, Linux, Android and iOS in any standard web browser. Importantly, no plugins nor Java are required and therefore Alignment-Anotator represents the first interactive browser-based alignment visualization. http://www.bioinformatics.org/strap/aa/ and http://strap.charite.de/aa/. © The Author(s) 2014. Published by Oxford University Press on behalf of Nucleic Acids Research.

Alignment of the ATLAS inner detector for the LHC Run II

CERN Document Server

Butti, Pierfrancesco; The ATLAS collaboration

2015-01-01

ATLAS a multipurpose experiment at the LHC proton-proton collider. Its physics goals require high resolution, unbiased measurement of all charged particle kinematic parameters. These critically depend on the layout and performance of the tracking system, notably quality of its offline alignment. ATLAS is equipped with a tracking system built using different technologies, silicon planar sensors (pixel and micro-strip) and gaseous drift- tubes, all embedded in a 2T solenoidal magnetic field. For the LHC Run II, the system has been upgraded with the installation of a new pixel layer, the Insertable B-layer (IBL). Offline track alignment of the ATLAS tracking system has to deal with about 700,000 degrees of freedom (DoF) defining its geometrical parameters. The task requires using very large data sets and represents a considerable numerical challenge in terms of both CPU time and precision. The adopted strategy uses a hierarchical approach to alignment, combining local and global least squares techniques. An outl...

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

Science.gov (United States)

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

Observation versus classification in supervised category learning.

Science.gov (United States)

Levering, Kimery R; Kurtz, Kenneth J

2015-02-01

The traditional supervised classification paradigm encourages learners to acquire only the knowledge needed to predict category membership (a discriminative approach). An alternative that aligns with important aspects of real-world concept formation is learning with a broader focus to acquire knowledge of the internal structure of each category (a generative approach). Our work addresses the impact of a particular component of the traditional classification task: the guess-and-correct cycle. We compare classification learning to a supervised observational learning task in which learners are shown labeled examples but make no classification response. The goals of this work sit at two levels: (1) testing for differences in the nature of the category representations that arise from two basic learning modes; and (2) evaluating the generative/discriminative continuum as a theoretical tool for understand learning modes and their outcomes. Specifically, we view the guess-and-correct cycle as consistent with a more discriminative approach and therefore expected it to lead to narrower category knowledge. Across two experiments, the observational mode led to greater sensitivity to distributional properties of features and correlations between features. We conclude that a relatively subtle procedural difference in supervised category learning substantially impacts what learners come to know about the categories. The results demonstrate the value of the generative/discriminative continuum as a tool for advancing the psychology of category learning and also provide a valuable constraint for formal models and associated theories.

A Case Study of the Alignment between Curriculum and Assessment in the New York State Earth Science Standards-Based System

Science.gov (United States)

Contino, Julie

2013-01-01

In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the…

Constructive Alignment and the SOLO Taxonomy:

DEFF Research Database (Denmark)

Brabrand, Claus; Dahl, Bettina

2008-01-01

explain and discuss these principles, give examples of how the new syllabi were constructed, and describe the process by which they were formed. We also explain and discuss the results of a comparative study comparing the competences of Computer Science with those of Mathematics (and classical Natural...... the science faculties at University of Aarhus, Denmark (AU) and the University of Southern Denmark (SDU) that had been rewritten to explicitly incorporate course objectives, interpreted as intended learning outcomes (ILOs), using the principles of Constructive Alignment and the SOLO Taxonomy. In this paper we...

Aligning Strategy with Sustainable Development Goals (SDGs: Process Scoping Diagram for Entrepreneurial Higher Education Institutions (HEIs

Directory of Open Access Journals (Sweden)

Elena Fleacă

2018-03-01

Full Text Available Seeing that the prosperity of people and society is possible with the aid of sustained and inclusive economic growth of all countries and regions, the sustainable development of our world has gained the particular attention of a wide range of decisional factors; civil society, the business sector, and the scientific community. Education has a decisive impact on changes in the way that societies are coping with national, regional, and global challenges and opportunities brought by sustainable development. The paper addressed the lack of capacity of higher education institutions (HEIs to integrate the principles and practices of sustainable development into all aspects of education and learning, which hampers the capability to act as an entrepreneurial university. Embarking on the path of sustainable development goals (SDGs requires HEI to design, launch, implement, and customize specific processes architecture to govern the advance of the sustainability approach. The authors applied the process scoping diagram to capture and conceptualize the educational model needed to guide the HEI through the process of change in its daily operations. The SIPOC method (Supplier, Input, Process, Output, Customer was applied and with the aid of Visio software tool, the processes relationships were articulated and embedded in the educational model of HEI. Finally, the authors shared their views on the scalability of the model, which may be customized and harmonized in accordance with different HEI’s circumstances and priorities.

Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

Science.gov (United States)

Farrar, Cynthia Hamen

In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

Pairwise structure alignment specifically tuned for surface pockets and interaction interfaces

KAUST Repository

Cui, Xuefeng

2015-09-09

To detect and evaluate the similarities between the three-dimensional (3D) structures of two molecules, various kinds of methods have been proposed for the pairwise structure alignment problem [6, 9, 7, 11]. The problem plays important roles when studying the function and the evolution of biological molecules. Recently, pairwise structure alignment methods have been extended and applied on surface pocket structures [10, 3, 5] and interaction interface structures [8, 4]. The results show that, even when there are no global similarities discovered between the global sequences and the global structures, biological molecules or complexes could share similar functions because of well conserved pockets and interfaces. Thus, pairwise pocket and interface structure alignments are promising to unveil such shared functions that cannot be discovered by the well-studied global sequence and global structure alignments. State-of-the-art methods for pairwise pocket and interface structure alignments [4, 5] are direct extensions of the classic pairwise protein structure alignment methods, and thus such methods share a few limitations. First, the goal of the classic protein structure alignment methods is to align single-chain protein structures (i.e., a single fragment of residues connected by peptide bonds). However, we observed that pockets and interfaces tend to consist of tens of extremely short backbone fragments (i.e., three or fewer residues connected by peptide bonds). Thus, existing pocket and interface alignment methods based on the protein structure alignment methods still rely on the existence of long-enough backbone fragments, and the fragmentation issue of pockets and interfaces rises the risk of missing the optimal alignments. Moreover, existing interface structure alignment methods focus on protein-protein interfaces, and require a "blackbox preprocessing" before aligning protein-DNA and protein-RNA interfaces. Therefore, we introduce the PROtein STucture Alignment

RevTrans: multiple alignment of coding DNA from aligned amino acid sequences

DEFF Research Database (Denmark)

Wernersson, Rasmus; Pedersen, Anders Gorm

2003-01-01

The simple fact that proteins are built from 20 amino acids while DNA only contains four different bases, means that the 'signal-to-noise ratio' in protein sequence alignments is much better than in alignments of DNA. Besides this information-theoretical advantage, protein alignments also benefit...... proteins. It is therefore preferable to align coding DNA at the amino acid level and it is for this purpose we have constructed the program RevTrans. RevTrans constructs a multiple DNA alignment by: (i) translating the DNA; (ii) aligning the resulting peptide sequences; and (iii) building a multiple DNA...

Sleep Deprivation Promotes Habitual Control over Goal-Directed Control: Behavioral and Neuroimaging Evidence.

Science.gov (United States)

Chen, Jie; Liang, Jie; Lin, Xiao; Zhang, Yang; Zhang, Yan; Lu, Lin; Shi, Jie

2017-12-06

Sleep is one of the most fundamental processes of life, playing an important role in the regulation of brain function. The long-term lack of sleep can cause memory impairments, declines in learning ability, and executive dysfunction. In the present study, we evaluated the effects of sleep deprivation on instrumental learning behavior, particularly goal-directed and habitual actions in humans, and investigated the underlying neural mechanisms. Healthy college students of either gender were enrolled and randomly divided into sleep deprivation group and sleep control group. fMRI data were collected. We found that one night of sleep deprivation led to greater responsiveness to stimuli that were associated with devalued outcomes in the slips-of-action test, indicating a deficit in the formation of goal-directed control and an overreliance on habits. Furthermore, sleep deprivation had no effect on the expression of acquired goal-directed action. The level of goal-directed action after sleep deprivation was positively correlated with baseline working memory capacity. The neuroimaging data indicated that goal-directed learning mainly recruited the ventromedial PFC (vmPFC), the activation of which was less pronounced during goal-directed learning after sleep deprivation. Activation of the vmPFC during goal-directed learning during training was positively correlated with the level of goal-directed action performance. The present study suggests that people rely predominantly on habits at the expense of goal-directed control after sleep deprivation, and this process involves the vmPFC. These results contribute to a better understanding of the effects of sleep loss on decision-making. SIGNIFICANCE STATEMENT Understanding the cognitive consequences of sleep deprivation has become extremely important over the past half century, given the continued decline in sleep duration in industrialized societies. Our results provide novel evidence that goal-directed action may be

Value Systems Alignment Analysis in Collaborative Networked Organizations Management

Directory of Open Access Journals (Sweden)

Patricia Macedo

2017-11-01

Full Text Available The assessment of value systems alignment can play an important role in the formation and evolution of collaborative networks, contributing to reduce potential risks of collaboration. For this purpose, an assessment tool is proposed as part of a collaborative networks information system, supporting both the formation and evolution of long-term strategic alliances and goal-oriented networks. An implementation approach for value system alignment analysis is described, which is intended to assist managers in virtual and networked organizations management. The implementation of the assessment and analysis methods is supported by a set of software services integrated in the information system that supports the management of the networked organizations. A case study in the solar energy sector was conducted, and the data collected through this study allow us to confirm the practical applicability of the proposed methods and the software services.

Ensuring an optimal environment for peer education in South African schools: Goals, systems, standards and policy options for effective learning.

Science.gov (United States)

Swartz, Sharlene; Deutsch, Charles; Moolman, Benita; Arogundade, Emma; Isaacs, Dane; Michel, Barbara

2016-12-01

Peer education has long been seen as a key health promotion strategy and an important tool in preventing HIV infection. In South African schools, it is currently one of the strategies employed to do so. Based on both a recent research study of peer education across 35 schools and drawing on multiple previous studies in South Africa, this paper examines the key elements of peer education that contribute to its effectiveness and asks how this aligns with current educational and health policies. From this research, it summarises and proposes shared goals and aims, minimum standards of implementation and reflects on the necessary infrastructure required for peer education to be effective. In light of these findings, it offers policy recommendations regarding who should be doing peer education and the status peer education should have in a school's formal programme.

Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

Science.gov (United States)

Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

2017-01-01

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

Deep dissection: motivating students beyond rote learning in veterinary anatomy.

Science.gov (United States)

Cake, Martin A

2006-01-01

The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and "rote learning." This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, "living anatomy," the anatomy museum, and dissection classes into a "learning context" that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning ("deep dissection") lies more in student motivation, personal engagement, curriculum structure, and "learning context" than in the nature of the learning activity itself.

Angle alignment evokes perceived depth and illusory surfaces.

Science.gov (United States)

Shapley, Robert; Maertens, Marianne

2008-01-01

There is a distinct visual process that triggers the perception of illusory surfaces and contours along the intersections of aligned, zigzag line patterns. Such illusory contours and surfaces are qualitatively different from illusory contours of the Kanizsa type. The illusory contours and surfaces in this case are not the product of occlusion and do not imply occlusion of one surface by another. Rather, the aligned angles in the patterns are combined by the visual system into the perception of a fold or a 3-D corner, as of stairs on a staircase or a wall ending on a floor. The depth impression is ambiguous and reversible like the Necker cube. Such patterns were used by American Indian artists of the Akimel O'odham (Pima) tribe in basketry, and also by modern European and American artists like Josef Albers, Bridget Riley, Victor Vasarely, and Frank Stella. Our research aims to find out what manipulations of the visual image affect perceived depth in such patterns in order to learn about the perceptual mechanisms. Using paired comparisons, we find that human observers perceive depth in such patterns if, and only if, lines in adjacent regions of the patterns join to form angles, and also if, and only if, the angles are aligned precisely to be consistent with a fold or 3-D corner. The amount of perceived depth is graded, depending on the steepness and the density of angles in the aligned-angle pattern. The required precision of the alignment implies that early retinotopic visual cortical areas may be involved in this perceptual behavior, but the linkage of form with perceived depth suggests involvement of higher cortical areas as well.

Precise Alignment and Permanent Mounting of Thin and Lightweight X-ray Segments

Science.gov (United States)

Biskach, Michael P.; Chan, Kai-Wing; Hong, Melinda N.; Mazzarella, James R.; McClelland, Ryan S.; Norman, Michael J.; Saha, Timo T.; Zhang, William W.

2012-01-01

To provide observations to support current research efforts in high energy astrophysics. future X-ray telescope designs must provide matching or better angular resolution while significantly increasing the total collecting area. In such a design the permanent mounting of thin and lightweight segments is critical to the overall performance of the complete X-ray optic assembly. The thin and lightweight segments used in the assemhly of the modules are desigued to maintain and/or exceed the resolution of existing X-ray telescopes while providing a substantial increase in collecting area. Such thin and delicate X-ray segments are easily distorted and yet must be aligned to the arcsecond level and retain accurate alignment for many years. The Next Generation X-ray Optic (NGXO) group at NASA Goddard Space Flight Center has designed, assembled. and implemented new hardware and procedures mth the short term goal of aligning three pairs of X-ray segments in a technology demonstration module while maintaining 10 arcsec alignment through environmental testing as part of the eventual design and construction of a full sized module capable of housing hundreds of X-ray segments. The recent attempts at multiple segment pair alignment and permanent mounting is described along with an overview of the procedure used. A look into what the next year mll bring for the alignment and permanent segment mounting effort illustrates some of the challenges left to overcome before an attempt to populate a full sized module can begin.

Role Ambiguity and Self-Efficacy: The Moderating Effects of Goal Orientation and Procedural Justice

Science.gov (United States)

Li, Andrew; Bagger, Jessica

2008-01-01

The present study investigated variables that moderated the relationship between role ambiguity and self-efficacy. Results of a field study found support for the moderating role of learning goal orientation, such that the relationship between role ambiguity and self-efficacy was weaker when learning goal orientation was high. In addition, we found…

MUON DETECTORS: ALIGNMENT

CERN Multimedia

S. Szillasi

2013-01-01

The CMS detector has been gradually opened and whenever a wheel became exposed the first operation was the removal of the MABs, the sensor structures of the Hardware Barrel Alignment System. By the last days of June all 36 MABs have arrived at the Alignment Lab at the ISR where, as part of the Alignment Upgrade Project, they are refurbished with new Survey target holders. Their electronic checkout is on the way and finally they will be recalibrated. During LS1 the alignment system will be upgraded in order to allow more precise reconstruction of the MB4 chambers in Sector 10 and Sector 4. This requires new sensor components, so called MiniMABs (pictured below), that have already been assembled and calibrated. Image 6: Calibrated MiniMABs are ready for installation For the track-based alignment, the systematic uncertainties of the algorithm are under scrutiny: this study will enable the production of an improved Monte Carlo misalignment scenario and to update alignment position errors eventually, crucial...

Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement

NARCIS (Netherlands)

Vrugt, A.; Oort, F.J.

2008-01-01

The purpose of this research was to develop and test a model of effective selfregulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals),

Group sparse multiview patch alignment framework with view consistency for image classification.

Science.gov (United States)

Gui, Jie; Tao, Dacheng; Sun, Zhenan; Luo, Yong; You, Xinge; Tang, Yuan Yan

2014-07-01

No single feature can satisfactorily characterize the semantic concepts of an image. Multiview learning aims to unify different kinds of features to produce a consensual and efficient representation. This paper redefines part optimization in the patch alignment framework (PAF) and develops a group sparse multiview patch alignment framework (GSM-PAF). The new part optimization considers not only the complementary properties of different views, but also view consistency. In particular, view consistency models the correlations between all possible combinations of any two kinds of view. In contrast to conventional dimensionality reduction algorithms that perform feature extraction and feature selection independently, GSM-PAF enjoys joint feature extraction and feature selection by exploiting l(2,1)-norm on the projection matrix to achieve row sparsity, which leads to the simultaneous selection of relevant features and learning transformation, and thus makes the algorithm more discriminative. Experiments on two real-world image data sets demonstrate the effectiveness of GSM-PAF for image classification.

Alignment of the ATLAS Inner Detector upgraded for the LHC Run II

CERN Document Server

AUTHOR|(INSPIRE)INSPIRE-00386283; The ATLAS collaboration

2015-01-01

ATLAS is a multipurpose experiment at the LHC proton-proton collider. Its physics goals require high resolution, unbiased measurement of all charged particle kinematic parameters. These critically depend on the layout and performance of the tracking system, notably quality of its offline alignment. ATLAS is equipped with a tracking system built using different technologies, silicon planar sensors (pixel and micro-strip) and gaseous drift- tubes, all embedded in a 2T solenoidal magnetic field. For the LHC Run II, the system has been upgraded with the installation of a new pixel layer, the Insertable B-layer (IBL). Offline track alignment of the ATLAS tracking system has to deal with about 700,000 degrees of freedom (DoF) defining its geometrical parameters. The task requires using very large data sets and represents a considerable numerical challenge in terms of both CPU time and precision. The adopted strategy uses a hierarchical approach to alignment, combining local and global least squares techniques. An o...

Alignment of the ATLAS Inner Detector Upgraded for the LHC Run II

CERN Document Server

Butti, Pierfrancesco; The ATLAS collaboration

2015-01-01

ATLAS is a multipurpose experiment at the LHC proton-proton collider. Its physics goals require high resolution, unbiased measurement of all charged particle kinematic parameters. These critically depend on the layout and performance of the tracking system, notably quality of its offline alignment. ATLAS is equipped with a tracking system built using different technologies, silicon planar sensors (pixel and micro-strip) and gaseous drift- tubes, all embedded in a 2T solenoidal magnetic field. For the LHC Run II, the system has been upgraded with the installation of a new pixel layer, the Insertable B-layer (IBL). Offline track alignment of the ATLAS tracking system has to deal with about 700,000 degrees of freedom (DoF) defining its geometrical parameters. The task requires using very large data sets and represents a considerable numerical challenge in terms of both CPU time and precision. The adopted strategy uses a hierarchical approach to alignment, combining local and global least squares techniques. An o...

How Knowledge of the Player Character’s Alignment Affect Decision Making in an Interactive Narrative

DEFF Research Database (Denmark)

Jakobsen, Mette; Christensen, Daniel Svejstrup; Bruni, Luis Emilio

2017-01-01

In game narrative the central role of the protagonist becomes a challenge as the protagonist often conflates with the player character, which the author and the player share control over. This paper investigates whether knowledge of the player character’s alignment, i.e. the inner thoughts...... of the character, can influence how they decide to progress in a game. The player character’s alignment will present an internal conflict, which will sometimes conflict with the external goal of a game. It is investigated whether players are more likely to abandon their external goal, and ultimately change...... their in-game behaviour, when exposed to the internal conflict of their character. A test was conducted in which participants played through one of two similar versions of the same game; one in which they were exposed to the player character’s internal conflict, and another in which they were not. The test...

MaxAlign: maximizing usable data in an alignment

DEFF Research Database (Denmark)

Oliveira, Rodrigo Gouveia; Sackett, Peter Wad; Pedersen, Anders Gorm

2007-01-01

Align. In this paper we also introduce a new simple measure of tree similarity, Normalized Symmetric Similarity (NSS) that we consider useful for comparing tree topologies. CONCLUSION: We demonstrate how MaxAlign is helpful in detecting misaligned or defective sequences without requiring manual inspection. We also...

Aligning for Innovation - Alignment Strategy to Drive Innovation

Science.gov (United States)

Johnson, Hurel; Teltschik, David; Bussey, Horace, Jr.; Moy, James

2010-01-01

With the sudden need for innovation that will help the country achieve its long-term space exploration objectives, the question of whether NASA is aligned effectively to drive the innovation that it so desperately needs to take space exploration to the next level should be entertained. Authors such as Robert Kaplan and David North have noted that companies that use a formal system for implementing strategy consistently outperform their peers. They have outlined a six-stage management systems model for implementing strategy, which includes the aligning of the organization towards its objectives. This involves the alignment of the organization from the top down. This presentation will explore the impacts of existing U.S. industrial policy on technological innovation; assess the current NASA organizational alignment and its impacts on driving technological innovation; and finally suggest an alternative approach that may drive the innovation needed to take the world to the next level of space exploration, with NASA truly leading the way.

Novel methods in track-based alignment to correct for time-dependent distortions of the ATLAS Inner Detector

CERN Document Server

Estrada Pastor, Oscar; The ATLAS collaboration

2017-01-01

ATLAS is a multipurpose experiment at the LHC proton-proton collider. Its physics goals require high resolution, unbiased measurement of all charged particle kinematic parameters. These critically depend on the layout and performance of the tracking system and the quality of its offline alignment. For the LHC Run II, the system has been upgraded with the installation of a new pixel layer, the Insertable B-layer (IBL). Offline track alignment of the ATLAS tracking system has to deal with about 700,000 degrees of freedom (DoF) defining its geometrical parameters, representing a considerable numerical challenge in terms of both CPU time and precision. An outline of the track based alignment approach and its implementation within the ATLAS software will be presented. Special attention will be paid to describe the techniques allowing to pinpoint and eliminate track parameters biases due to alignment. During Run-II, ATLAS Inner Detector Alignment framework has been adapted and upgraded to correct very short time sc...

Comparing Three Models of Achievement Goals: Goal Orientations, Goal Standards, and Goal Complexes

Science.gov (United States)

Senko, Corwin; Tropiano, Katie L.

2016-01-01

Achievement goal theory (Dweck, 1986) initially characterized mastery goals and performance goals as opposites in a good-bad dualism of student motivation. A later revision (Harackiewicz, Barron, & Elliot, 1998) contended that both goals can provide benefits and be pursued together. Perhaps both frameworks are correct: Their contrasting views…

Constellation Stretch Goals: Review of Industry Inputs

Science.gov (United States)

Lang, John

2006-01-01

Many good ideas received based on industry experience: a) Shuttle operations; b) Commercial aircraft production; c) NASA's historical way of doing business; d) Military and commercial programs. Aerospace performed preliminary analysis: a) Potential savings; b) Cost of implementation; c) Performance or other impact/penalties; d) Roadblocks; e) Unintended consequences; f) Bottom line. Significant work ahead for a "Stretch Goal"to become a good, documented requirement: 1) As a group, the relative "value" of goals are uneven; 2) Focused analysis on each goal is required: a) Need to ensure that a new requirement produces the desired consequence; b) It is not certain that some goals will not create problems elsewhere. 3) Individual implementation path needs to be studied: a) Best place to insert requirement (what level, which document); b) Appropriate wording for the requirement. Many goals reflect "best practices" based on lessons learned and may have value beyond near-term CxP requirements process.

Goal orientation in surgical residents: a study of the motivation behind learning.

Science.gov (United States)

Hoffman, Rebecca L; Hudak-Rosander, Cristina; Datta, Jashodeep; Morris, Jon B; Kelz, Rachel R

2014-08-01

The subconscious way in which an individual approaches learning, goal orientation (GO), has been shown to influence job satisfaction, job performance, and burnout in nonmedical cohorts. The aim of this study was to adapt and validate an instrument to assess GO in surgical residents, so that in the future, we can better understand how differences in motivation affect professional development. Residents were recruited to complete a 17-item survey adapted from the Patterns of Adaptive Learning Scales (PALS). The survey included three scales assessing GO in residency-specific terms. Items were scored on a 5-point Likert scale, and the psychometric properties of the adapted and original PALS were compared. Ninety-five percent of residents (61/64) participated. Median age was 30 y and 33% were female. Mean (standard deviation) scale scores for the adapted PALS were: mastery 4.30 (0.48), performance approach (PAP) 3.17 (0.99), and performance avoid 2.75 (0.88). Mean (standard deviation) scale scores for the original PALS items were: mastery 3.35 (1.02), PAP 2.76 (1.15), and performance avoid 2.41 (0.91). Cronbach alpha were α = 0.89 and α = 0.84 for the adapted PAP and avoid scales, respectively, which were comparable with the original scales. For the adapted mastery scale, α = 0.54. Exploratory factor analysis revealed five factors, and factor loadings for individual mastery items did not load consistently onto a single factor. This study represents the first steps in the development of a novel tool to measure GO among surgical residents. Understanding motivational psychology in residents may facilitate improved education and professional development. Copyright © 2014 Elsevier Inc. All rights reserved.

Learning Method, Facilities And Infrastructure, And Learning Resources In Basic Networking For Vocational School

OpenAIRE

Pamungkas, Bian Dwi

2017-01-01

This study aims to examine the contribution of learning methods on learning output, the contribution of facilities and infrastructure on output learning, the contribution of learning resources on learning output, and the contribution of learning methods, the facilities and infrastructure, and learning resources on learning output. The research design is descriptive causative, using a goal-oriented assessment approach in which the assessment focuses on assessing the achievement of a goal. The ...

Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning

Science.gov (United States)

Vedder-Weiss, Dana; Fortus, David

2018-01-01

Employing achievement goal theory (Ames "Journal of Educational psychology," 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. "The Elementary School Journal," 102(1), 35-58, 2001) and…

The 3-D alignment of objects in dynamic PET scans using filtered sinusoidal trajectories of sinogram

International Nuclear Information System (INIS)

Kostopoulos, Aristotelis E.; Happonen, Antti P.; Ruotsalainen, Ulla

2006-01-01

In this study, our goal is to employ a novel 3-D alignment method for dynamic positron emission tomography (PET) scans. Because the acquired data (i.e. sinograms) often contain noise considerably, filtering of the data prior to the alignment presumably improves the final results. In this study, we utilized a novel 3-D stackgram domain approach. In the stackgram domain, the signals along the sinusoidal trajectory signals of the sinogram can be processed separately. In this work, we performed angular stackgram domain filtering by employing well known 1-D filters: the Gaussian low-pass filter and the median filter. In addition, we employed two wavelet de-noising techniques. After filtering we performed alignment of objects in the stackgram domain. The local alignment technique we used is based on similarity comparisons between locus vectors (i.e. the signals along the sinusoidal trajectories of the sinogram) in a 3-D neighborhood of sequences of the stackgrams. Aligned stackgrams can be transformed back to sinograms (Method 1), or alternatively directly to filtered back-projected images (Method 2). In order to evaluate the alignment process, simulated data with different kinds of additive noises were used. The results indicated that the filtering prior to the alignment can be important concerning the accuracy

Congruence between Students' and Teachers' Goals: Implications for Social and Academic Motivation

Science.gov (United States)

Spera, Christopher; Wentzel, Kathryn R.

2003-01-01

This study examined student-teacher goal congruence and its relation to social and academic motivation. Based on a sample of 97 ninth-graders, high levels of goal congruence for each of the four goals measured (prosocial, responsibility, learning, performance) was positively related to student interest in class and perceived social support from…

Control rod housing alignment

International Nuclear Information System (INIS)

Dixon, R.C.; Deaver, G.A.; Punches, J.R.; Singleton, G.E.; Erbes, J.G.; Offer, H.P.

1990-01-01

This patent describes a process for measuring the vertical alignment between a hole in a core plate and the top of a corresponding control rod drive housing within a boiling water reactor. It comprises: providing an alignment apparatus. The alignment apparatus including a lower end for fitting to the top of the control rod drive housing; an upper end for fitting to the aperture in the core plate, and a leveling means attached to the alignment apparatus to read out the difference in angularity with respect to gravity, and alignment pin registering means for registering to the alignment pin on the core plate; lowering the alignment device on a depending support through a lattice position in the top guide through the hole in the core plate down into registered contact with the top of the control rod drive housing; registering the upper end to the sides of the hole in the core plate; registering the alignment pin registering means to an alignment pin on the core plate to impart to the alignment device the required angularity; and reading out the angle of the control rod drive housing with respect to the hole in the core plate through the leveling devices whereby the angularity of the top of the control rod drive housing with respect to the hole in the core plate can be determined

Indonesian pre-service teachers learning motivations and goal achievements: A qualitative study

Science.gov (United States)

Aziz, Tian Abdul; Purnomo, Yoppy Wahyu; Pramudiani, Puri

2017-08-01

The purpose of the present study was to investigate Indonesian pre-service teachers' motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants' motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed.

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G. Gomez

2012-01-01

  A new muon alignment has been produced for 2012 A+B data reconstruction. It uses the latest Tracker alignment and single-muon data samples to align both DTs and CSCs. Physics validation has been performed and shows a modest improvement in stand-alone muon momentum resolution in the barrel, where the alignment is essentially unchanged from the previous version. The reference-target track-based algorithm using only collision muons is employed for the first time to align the CSCs, and a substantial improvement in resolution is observed in the endcap and overlap regions for stand-alone muons. This new alignment is undergoing the approval process and is expected to be deployed as part of a new global tag in the beginning of December. The pT dependence of the φ-bias in curvature observed in Monte Carlo was traced to a relative vertical misalignment between the Tracker and barrel muon systems. Moving the barrel as a whole to match the Tracker cures this pT dependence, leaving only the &phi...

Extracurricular participation and the development of school attachment and learning goal orientation: the impact of school quality.

Science.gov (United States)

Fischer, Natalie; Theis, Désirée

2014-06-01

School motivation and attachment typically decline after the transition to middle school. According to the stage-environment fit approach, extracurricular activities are supposed to promote motivation. However, research has shown that the effects depend on the quality of the activities, which usually is measured by assessing students' individual perceptions. This article adds to previous studies in examining effects of school-based extracurricular participation on the development of individual motivation (learning goal orientation) and school attachment depending on the quality of the activities (i.e., amounts of challenge and social support) at the school level. We focused on the motivation development of 3,230 students at 98 schools who filled in questionnaires in Grades 5 (2005), 7 (2007), and 9 (2009). The quality of extracurricular activities was assessed on the basis of responses from 4,270 students in Grades 5, 7, and 9 at the same schools at the first measurement point (2005). Thus, individual development of the longitudinal sample was predicted by aggregated quality measures at the school level. Three-level hierarchical linear growth-curve models including school level, student level, and time were calculated. Cross-level interactions were analyzed to examine the influence of extracurricular participation on individual development as a function of school quality. Results show that the effects of extracurricular participation on the development of learning goal orientation are dependent on both features of school quality, whereas the development of school attachment in particular is influenced by activities offering social support. Thus, the effects of extracurricular activities are based not only on individual perceptions of activity features but also on school quality. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Simulation of beamline alignment operations

International Nuclear Information System (INIS)

Annese, C; Miller, M G.

1999-01-01

The CORBA-based Simulator was a Laboratory Directed Research and Development (LDRD) project that applied simulation techniques to explore critical questions about distributed control systems. The simulator project used a three-prong approach that studied object-oriented distribution tools, computer network modeling, and simulation of key control system scenarios. The National Ignition Facility's (NIF) optical alignment system was modeled to study control system operations. The alignment of NIF's 192 beamlines is a large complex operation involving more than 100 computer systems and 8000 mechanized devices. The alignment process is defined by a detailed set of procedures; however, many of the steps are deterministic. The alignment steps for a poorly aligned component are similar to that of a nearly aligned component; however, additional operations/iterations are required to complete the process. Thus, the same alignment operations will require variable amounts of time to perform depending on the current alignment condition as well as other factors. Simulation of the alignment process is necessary to understand beamline alignment time requirements and how shared resources such as the Output Sensor and Target Alignment Sensor effect alignment efficiency. The simulation has provided alignment time estimates and other results based on documented alignment procedures and alignment experience gained in the laboratory. Computer communication time, mechanical hardware actuation times, image processing algorithm execution times, etc. have been experimentally determined and incorporated into the model. Previous analysis of alignment operations utilized average implementation times for all alignment operations. Resource sharing becomes rather simple to model when only average values are used. The time required to actually implement the many individual alignment operations will be quite dynamic. The simulation model estimates the time to complete an operation using

CAB-Align: A Flexible Protein Structure Alignment Method Based on the Residue-Residue Contact Area.

Directory of Open Access Journals (Sweden)

Genki Terashi

Full Text Available Proteins are flexible, and this flexibility has an essential functional role. Flexibility can be observed in loop regions, rearrangements between secondary structure elements, and conformational changes between entire domains. However, most protein structure alignment methods treat protein structures as rigid bodies. Thus, these methods fail to identify the equivalences of residue pairs in regions with flexibility. In this study, we considered that the evolutionary relationship between proteins corresponds directly to the residue-residue physical contacts rather than the three-dimensional (3D coordinates of proteins. Thus, we developed a new protein structure alignment method, contact area-based alignment (CAB-align, which uses the residue-residue contact area to identify regions of similarity. The main purpose of CAB-align is to identify homologous relationships at the residue level between related protein structures. The CAB-align procedure comprises two main steps: First, a rigid-body alignment method based on local and global 3D structure superposition is employed to generate a sufficient number of initial alignments. Then, iterative dynamic programming is executed to find the optimal alignment. We evaluated the performance and advantages of CAB-align based on four main points: (1 agreement with the gold standard alignment, (2 alignment quality based on an evolutionary relationship without 3D coordinate superposition, (3 consistency of the multiple alignments, and (4 classification agreement with the gold standard classification. Comparisons of CAB-align with other state-of-the-art protein structure alignment methods (TM-align, FATCAT, and DaliLite using our benchmark dataset showed that CAB-align performed robustly in obtaining high-quality alignments and generating consistent multiple alignments with high coverage and accuracy rates, and it performed extremely well when discriminating between homologous and nonhomologous pairs of proteins

CAB-Align: A Flexible Protein Structure Alignment Method Based on the Residue-Residue Contact Area.

Science.gov (United States)

Terashi, Genki; Takeda-Shitaka, Mayuko

2015-01-01

Proteins are flexible, and this flexibility has an essential functional role. Flexibility can be observed in loop regions, rearrangements between secondary structure elements, and conformational changes between entire domains. However, most protein structure alignment methods treat protein structures as rigid bodies. Thus, these methods fail to identify the equivalences of residue pairs in regions with flexibility. In this study, we considered that the evolutionary relationship between proteins corresponds directly to the residue-residue physical contacts rather than the three-dimensional (3D) coordinates of proteins. Thus, we developed a new protein structure alignment method, contact area-based alignment (CAB-align), which uses the residue-residue contact area to identify regions of similarity. The main purpose of CAB-align is to identify homologous relationships at the residue level between related protein structures. The CAB-align procedure comprises two main steps: First, a rigid-body alignment method based on local and global 3D structure superposition is employed to generate a sufficient number of initial alignments. Then, iterative dynamic programming is executed to find the optimal alignment. We evaluated the performance and advantages of CAB-align based on four main points: (1) agreement with the gold standard alignment, (2) alignment quality based on an evolutionary relationship without 3D coordinate superposition, (3) consistency of the multiple alignments, and (4) classification agreement with the gold standard classification. Comparisons of CAB-align with other state-of-the-art protein structure alignment methods (TM-align, FATCAT, and DaliLite) using our benchmark dataset showed that CAB-align performed robustly in obtaining high-quality alignments and generating consistent multiple alignments with high coverage and accuracy rates, and it performed extremely well when discriminating between homologous and nonhomologous pairs of proteins in both

BinAligner: a heuristic method to align biological networks.

Science.gov (United States)

Yang, Jialiang; Li, Jun; Grünewald, Stefan; Wan, Xiu-Feng

2013-01-01

The advances in high throughput omics technologies have made it possible to characterize molecular interactions within and across various species. Alignments and comparison of molecular networks across species will help detect orthologs and conserved functional modules and provide insights on the evolutionary relationships of the compared species. However, such analyses are not trivial due to the complexity of network and high computational cost. Here we develop a mixture of global and local algorithm, BinAligner, for network alignments. Based on the hypotheses that the similarity between two vertices across networks would be context dependent and that the information from the edges and the structures of subnetworks can be more informative than vertices alone, two scoring schema, 1-neighborhood subnetwork and graphlet, were introduced to derive the scoring matrices between networks, besides the commonly used scoring scheme from vertices. Then the alignment problem is formulated as an assignment problem, which is solved by the combinatorial optimization algorithm, such as the Hungarian method. The proposed algorithm was applied and validated in aligning the protein-protein interaction network of Kaposi's sarcoma associated herpesvirus (KSHV) and that of varicella zoster virus (VZV). Interestingly, we identified several putative functional orthologous proteins with similar functions but very low sequence similarity between the two viruses. For example, KSHV open reading frame 56 (ORF56) and VZV ORF55 are helicase-primase subunits with sequence identity 14.6%, and KSHV ORF75 and VZV ORF44 are tegument proteins with sequence identity 15.3%. These functional pairs can not be identified if one restricts the alignment into orthologous protein pairs. In addition, BinAligner identified a conserved pathway between two viruses, which consists of 7 orthologous protein pairs and these proteins are connected by conserved links. This pathway might be crucial for virus packing and

Prediction of molecular alignment of nucleic acids in aligned media

International Nuclear Information System (INIS)

Wu Bin; Petersen, Michael; Girard, Frederic; Tessari, Marco; Wijmenga, Sybren S.

2006-01-01

We demonstrate - using the data base of all deposited DNA and RNA structures aligned in Pf1-medium and RDC refined - that for nucleic acids in a Pf1-medium the electrostatic alignment tensor can be predicted reliably and accurately via a simple and fast calculation based on the gyration tensor spanned out by the phosphodiester atoms. The rhombicity is well predicted over its full range from 0 to 0.66, while the alignment tensor orientation is predicted correctly for rhombicities up to ca. 0.4, for larger rhombicities it appears to deviate somewhat more than expected based on structural noise and measurement error. This simple analytical approach is based on the Debye-Huckel approximation for the electrostatic interaction potential, valid at distances sufficiently far away from a poly-ionic charged surface, a condition naturally enforced when the charge of alignment medium and solute are of equal sign, as for nucleic acids in a Pf1-phage medium. For the usual salt strengths and nucleic acid sizes, the Debye-Huckel screening length is smaller than the nucleic acid size, but large enough for the collective of Debye-Huckel spheres to encompass the whole molecule. The molecular alignment is then purely electrostatic, but it's functional form is under these conditions similar to that for steric alignment. The proposed analytical expression allows for very fast calculation of the alignment tensor and hence RDCs from the conformation of the nucleic acid molecule. This information provides opportunities for improved structure determination of nucleic acids, including better assessment of dynamics in (multi-domain) nucleic acids and the possibility to incorporate alignment tensor prediction from shape directly into the structure calculation process. The procedures are incorporated into MATLAB scripts, which are available on request

Stochastic collusion and the power law of learning: a general reinforcement learning model of cooperation

NARCIS (Netherlands)

Flache, A.

2002-01-01

Concerns about models of cultural adaptation as analogs of genetic selection have led cognitive game theorists to explore learning-theoretic specifications. Two prominent examples, the Bush-Mosteller stochastic learning model and the Roth-Erev payoff-matching model, are aligned and integrated as

Action Learning Drives the Emerald Academy

Science.gov (United States)

Nalborczyk, Sarah; Sandelands, Luke

2012-01-01

This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development…

A new prosthetic alignment device to read and record prosthesis alignment data.

Science.gov (United States)

Pirouzi, Gholamhossein; Abu Osman, Noor Azuan; Ali, Sadeeq; Davoodi Makinejad, Majid

2017-12-01

Prosthetic alignment is an essential process to rehabilitate patients with amputations. This study presents, for the first time, an invented device to read and record prosthesis alignment data. The digital device consists of seven main parts: the trigger, internal shaft, shell, sensor adjustment button, digital display, sliding shell, and tip. The alignment data were read and recorded by the user or a computer to replicate prosthesis adjustment for future use or examine the sequence of changes in alignment and its effect on the posture of the patient. Alignment data were recorded at the anterior/posterior and medial/lateral positions for five patients. Results show the high level of confidence to record alignment data and replicate adjustments. Therefore, the device helps patients readjust their prosthesis by themselves, or prosthetists to perform adjustment for patients and analyze the effects of malalignment.

MOTIVATION: Goals and Goal Setting

Science.gov (United States)

Stratton, Richard K.

2005-01-01

Goal setting has great impact on a team's performance. Goals enable a team to synchronize their efforts to achieve success. In this article, the author talks about goals and goal setting. This articles complements Domain 5--Teaching and Communication (p.14) and discusses one of the benchmarks listed therein: "Teach the goal setting process and…

Neurient: An Algorithm for Automatic Tracing of Confluent Neuronal Images to Determine Alignment

Science.gov (United States)

Mitchel, J.A.; Martin, I.S.

2013-01-01

A goal of neural tissue engineering is the development and evaluation of materials that guide neuronal growth and alignment. However, the methods available to quantitatively evaluate the response of neurons to guidance materials are limited and/or expensive, and may require manual tracing to be performed by the researcher. We have developed an open source, automated Matlab-based algorithm, building on previously published methods, to trace and quantify alignment of fluorescent images of neurons in culture. The algorithm is divided into three phases, including computation of a lookup table which contains directional information for each image, location of a set of seed points which may lie along neurite centerlines, and tracing neurites starting with each seed point and indexing into the lookup table. This method was used to obtain quantitative alignment data for complex images of densely cultured neurons. Complete automation of tracing allows for unsupervised processing of large numbers of images. Following image processing with our algorithm, available metrics to quantify neurite alignment include angular histograms, percent of neurite segments in a given direction, and mean neurite angle. The alignment information obtained from traced images can be used to compare the response of neurons to a range of conditions. This tracing algorithm is freely available to the scientific community under the name Neurient, and its implementation in Matlab allows a wide range of researchers to use a standardized, open source method to quantitatively evaluate the alignment of dense neuronal cultures. PMID:23384629

Automated, feature-based image alignment for high-resolution imaging mass spectrometry of large biological samples

NARCIS (Netherlands)

Broersen, A.; Liere, van R.; Altelaar, A.F.M.; Heeren, R.M.A.; McDonnell, L.A.

2008-01-01

High-resolution imaging mass spectrometry of large biological samples is the goal of several research groups. In mosaic imaging, the most common method, the large sample is divided into a mosaic of small areas that are then analyzed with high resolution. Here we present an automated alignment

Effects of variable attachment shapes and aligner material on aligner retention.

Science.gov (United States)

Dasy, Hiltrud; Dasy, Andreas; Asatrian, Greg; Rózsa, Noémi; Lee, Hao-Fu; Kwak, Jin Hee

2015-11-01

To evaluate the retention of four types of aligners on a dental arch with various attachments. For this study, three casts were manufactured, two of which contained attachments (ellipsoid and beveled), and one without any attachments to serve as a control. Four types of aligners were thermoformed: Clear-Aligner (CA)-soft, CA-medium, and CA-hard, with various thicknesses, and Essix ACE. Measurements of vertical displacement force during aligner removal were performed with the Gabo Qualimeter Eplexor. Means and standard deviations were next compared between different aligner thicknesses and attachment shapes. CA-soft, CA-medium, and CA-hard did not present a significant increase in retention, except when used in the presence of attachments. Additionally, CA-medium and CA-hard required significantly more force for removal. Essix ACE demonstrated a significant decrease in retention when used with ellipsoid attachments. The force value for Essix ACE removal from the cast with beveled attachments was comparable to that of CA-medium. Forces for aligner removal from the model without attachments showed a linear trend. Essix ACE did not show a continuous increase in retention for each model. Overall, ellipsoid attachments did not present a significant change in retention. In contrast, beveled attachments improved retention. Ellipsoid attachments had no significant influence on the force required for aligner removal and hence on aligner retention. Essix ACE showed significantly less retention than CA-hard on the models with attachments. Furthermore, beveled attachments were observed to increase retention significantly, compared with ellipsoid attachments and when using no attachments.

Assembly and alignment method for optimized spatial resolution of off-axis three-mirror fore optics of hyperspectral imager.

Science.gov (United States)

Kim, Youngsoo; Hong, Jinsuk; Choi, Byungin; Lee, Jong-Ung; Kim, Yeonsoo; Kim, Hyunsook

2017-08-21

A fore optics for the hyperspectral spectrometer is designed, manufactured, assembled, and aligned. The optics has a telecentric off-axis three-mirror configuration with a field of view wider than 14 degrees and an f-number as small as 2.3. The primary mirror (M1) and the secondary mirror (M2) are axially symmetric aspheric surfaces to minimize the sensitivity. The tertiary mirror (M3) is a decentered aspheric surface to minimize the coma and astigmatism aberration. The M2 also has a hole for the slit to maintain the optical performance while maximizing the telecentricity. To ensure the spatial resolution performance of the optical system, an alignment procedure is established to assemble and align the entrance slit of the spectrometer to the rear end of the fore optics. It has a great advantage to confirm and maintain the alignment integrity of the fore optics module throughout the alignment procedure. To perform the alignment procedure successfully, the precision movement control requirements are calculated and applied. As a result, the alignment goal of the RMS wave front error (WFE) to be smaller than 90 nm at all fields is achieved.

Early clinical experience: do students learn what we expect?

Science.gov (United States)

Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

2011-07-01

Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

Design Pattern Mining Using Distributed Learning Automata and DNA Sequence Alignment

Science.gov (United States)

Esmaeilpour, Mansour; Naderifar, Vahideh; Shukur, Zarina

2014-01-01

Context Over the last decade, design patterns have been used extensively to generate reusable solutions to frequently encountered problems in software engineering and object oriented programming. A design pattern is a repeatable software design solution that provides a template for solving various instances of a general problem. Objective This paper describes a new method for pattern mining, isolating design patterns and relationship between them; and a related tool, DLA-DNA for all implemented pattern and all projects used for evaluation. DLA-DNA achieves acceptable precision and recall instead of other evaluated tools based on distributed learning automata (DLA) and deoxyribonucleic acid (DNA) sequences alignment. Method The proposed method mines structural design patterns in the object oriented source code and extracts the strong and weak relationships between them, enabling analyzers and programmers to determine the dependency rate of each object, component, and other section of the code for parameter passing and modular programming. The proposed model can detect design patterns better that available other tools those are Pinot, PTIDEJ and DPJF; and the strengths of their relationships. Results The result demonstrate that whenever the source code is build standard and non-standard, based on the design patterns, then the result of the proposed method is near to DPJF and better that Pinot and PTIDEJ. The proposed model is tested on the several source codes and is compared with other related models and available tools those the results show the precision and recall of the proposed method, averagely 20% and 9.6% are more than Pinot, 27% and 31% are more than PTIDEJ and 3.3% and 2% are more than DPJF respectively. Conclusion The primary idea of the proposed method is organized in two following steps: the first step, elemental design patterns are identified, while at the second step, is composed to recognize actual design patterns. PMID:25243670

Design pattern mining using distributed learning automata and DNA sequence alignment.

Directory of Open Access Journals (Sweden)

Mansour Esmaeilpour

Full Text Available CONTEXT: Over the last decade, design patterns have been used extensively to generate reusable solutions to frequently encountered problems in software engineering and object oriented programming. A design pattern is a repeatable software design solution that provides a template for solving various instances of a general problem. OBJECTIVE: This paper describes a new method for pattern mining, isolating design patterns and relationship between them; and a related tool, DLA-DNA for all implemented pattern and all projects used for evaluation. DLA-DNA achieves acceptable precision and recall instead of other evaluated tools based on distributed learning automata (DLA and deoxyribonucleic acid (DNA sequences alignment. METHOD: The proposed method mines structural design patterns in the object oriented source code and extracts the strong and weak relationships between them, enabling analyzers and programmers to determine the dependency rate of each object, component, and other section of the code for parameter passing and modular programming. The proposed model can detect design patterns better that available other tools those are Pinot, PTIDEJ and DPJF; and the strengths of their relationships. RESULTS: The result demonstrate that whenever the source code is build standard and non-standard, based on the design patterns, then the result of the proposed method is near to DPJF and better that Pinot and PTIDEJ. The proposed model is tested on the several source codes and is compared with other related models and available tools those the results show the precision and recall of the proposed method, averagely 20% and 9.6% are more than Pinot, 27% and 31% are more than PTIDEJ and 3.3% and 2% are more than DPJF respectively. CONCLUSION: The primary idea of the proposed method is organized in two following steps: the first step, elemental design patterns are identified, while at the second step, is composed to recognize actual design patterns.

Design pattern mining using distributed learning automata and DNA sequence alignment.

Science.gov (United States)

Esmaeilpour, Mansour; Naderifar, Vahideh; Shukur, Zarina

2014-01-01

Over the last decade, design patterns have been used extensively to generate reusable solutions to frequently encountered problems in software engineering and object oriented programming. A design pattern is a repeatable software design solution that provides a template for solving various instances of a general problem. This paper describes a new method for pattern mining, isolating design patterns and relationship between them; and a related tool, DLA-DNA for all implemented pattern and all projects used for evaluation. DLA-DNA achieves acceptable precision and recall instead of other evaluated tools based on distributed learning automata (DLA) and deoxyribonucleic acid (DNA) sequences alignment. The proposed method mines structural design patterns in the object oriented source code and extracts the strong and weak relationships between them, enabling analyzers and programmers to determine the dependency rate of each object, component, and other section of the code for parameter passing and modular programming. The proposed model can detect design patterns better that available other tools those are Pinot, PTIDEJ and DPJF; and the strengths of their relationships. The result demonstrate that whenever the source code is build standard and non-standard, based on the design patterns, then the result of the proposed method is near to DPJF and better that Pinot and PTIDEJ. The proposed model is tested on the several source codes and is compared with other related models and available tools those the results show the precision and recall of the proposed method, averagely 20% and 9.6% are more than Pinot, 27% and 31% are more than PTIDEJ and 3.3% and 2% are more than DPJF respectively. The primary idea of the proposed method is organized in two following steps: the first step, elemental design patterns are identified, while at the second step, is composed to recognize actual design patterns.

Information Compression, Multiple Alignment, and the Representation and Processing of Knowledge in the Brain.

Science.gov (United States)

Wolff, J Gerard

2016-01-01

The SP theory of intelligence , with its realization in the SP computer model , aims to simplify and integrate observations and concepts across artificial intelligence, mainstream computing, mathematics, and human perception and cognition, with information compression as a unifying theme. This paper describes how abstract structures and processes in the theory may be realized in terms of neurons, their interconnections, and the transmission of signals between neurons. This part of the SP theory- SP-neural -is a tentative and partial model for the representation and processing of knowledge in the brain. Empirical support for the SP theory-outlined in the paper-provides indirect support for SP-neural. In the abstract part of the SP theory (SP-abstract), all kinds of knowledge are represented with patterns , where a pattern is an array of atomic symbols in one or two dimensions. In SP-neural, the concept of a "pattern" is realized as an array of neurons called a pattern assembly , similar to Hebb's concept of a "cell assembly" but with important differences. Central to the processing of information in SP-abstract is information compression via the matching and unification of patterns (ICMUP) and, more specifically, information compression via the powerful concept of multiple alignment , borrowed and adapted from bioinformatics. Processes such as pattern recognition, reasoning and problem solving are achieved via the building of multiple alignments, while unsupervised learning is achieved by creating patterns from sensory information and also by creating patterns from multiple alignments in which there is a partial match between one pattern and another. It is envisaged that, in SP-neural, short-lived neural structures equivalent to multiple alignments will be created via an inter-play of excitatory and inhibitory neural signals. It is also envisaged that unsupervised learning will be achieved by the creation of pattern assemblies from sensory information and from the

Information Compression, Multiple Alignment, and the Representation and Processing of Knowledge in the Brain

Directory of Open Access Journals (Sweden)

James Gerard Wolff

2016-11-01

Full Text Available The SP theory of intelligence, with its realisation in the SP computer model, aims to simplify and integrate observations and concepts across artificial intelligence, mainstream computing, mathematics, and human perception and cognition, with information compression as a unifying theme. This paper describes how abstract structures and processes in the theory may be realised in terms of neurons, their interconnections, and the transmission of signals between neurons. This part of the SP theory -- SP-neural -- is a tentative and partial model for the representation and processing of knowledge in the brain. Empirical support for the SP theory -- outlined in the paper -- provides indirect support for SP-neural.In the abstract part of the SP theory (SP-abstract, all kinds of knowledge are represented with patterns, where a pattern is an array of atomic symbols in one or two dimensions. In SP-neural, the concept of a ‘pattern’ is realised as an array of neurons called a pattern assembly, similar to Hebb's concept of a ‘cell assembly’ but with important differences.Central to the processing of information in SP-abstract is information compression via the matching and unification of patterns (ICMUP and, more specifically, information compression via the powerful concept of multiple alignment, borrowed and adapted from bioinformatics. Processes such as pattern recognition, reasoning and problem solving are achieved via the building of multiple alignments, while unsupervised learning is achieved by creating patterns from sensory information and also by creating patterns from multiple alignments in which there is a partial match between one pattern and another.It is envisaged that, in SP-neural, short-lived neural structures equivalent to multiple alignments will be created via an inter-play of excitatory and inhibitory neural signals. It is also envisaged that unsupervised learning will be achieved by the creation of pattern assemblies from

Mask alignment system for semiconductor processing

Science.gov (United States)

Webb, Aaron P.; Carlson, Charles T.; Weaver, William T.; Grant, Christopher N.

2017-02-14

A mask alignment system for providing precise and repeatable alignment between ion implantation masks and workpieces. The system includes a mask frame having a plurality of ion implantation masks loosely connected thereto. The mask frame is provided with a plurality of frame alignment cavities, and each mask is provided with a plurality of mask alignment cavities. The system further includes a platen for holding workpieces. The platen may be provided with a plurality of mask alignment pins and frame alignment pins configured to engage the mask alignment cavities and frame alignment cavities, respectively. The mask frame can be lowered onto the platen, with the frame alignment cavities moving into registration with the frame alignment pins to provide rough alignment between the masks and workpieces. The mask alignment cavities are then moved into registration with the mask alignment pins, thereby shifting each individual mask into precise alignment with a respective workpiece.

Aligning conservation goals: are patterns of species richness and endemism concordant at regional scales?

Directory of Open Access Journals (Sweden)

Ricketts, T. H.

2001-01-01

Full Text Available Biodiversity conservation strategies commonly target areas of high species richness and/or high endemism. However, the correlation between richness and endemism at scales relevant to conservation is unclear; these two common goals of conservation plans may therefore be in conflict. Here the spatial concordance between richness and endemism is tested using five taxa in North America: butterflies, birds, mammals, amphibians, and reptiles. This concordance is also tested using overall indices of richness and endemism (incorporating all five taxa. For all taxa except birds, richness and endemism were significantly correlated, with amphibians, reptiles, and the overall indices showing the highest correlations (rs = 0.527-0.676. However, 'priority sets' of ecoregions (i.e., the top 10% of ecoregions based on richness generally overlapped poorly with those based on endemism (< 50% overlap for all but reptiles. These results offer only limited support for the idea that richness and endemism are correlated at broad scales and indicate that land managers will need to balance these dual, and often conflicting, goals of biodiversity conservation.

From Activity to Transdisciplinarity and Back Again--Preschool Teachers' Reasoning about Pedagogical Goals

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Björklund, Camilla; Ahlskog-Björkman, Eva

2018-01-01

This study presents an analysis of preschool teachers' reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish and a Finnish context describe goals for children's learning and how they describe them implementing these goals into their practice. The research question is thus: How are pedagogical goals perceived and…

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

Science.gov (United States)

Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Social determinants of mental disorders and the Sustainable Development Goals: a systematic review of reviews.

Science.gov (United States)

Lund, Crick; Brooke-Sumner, Carrie; Baingana, Florence; Baron, Emily Claire; Breuer, Erica; Chandra, Prabha; Haushofer, Johannes; Herrman, Helen; Jordans, Mark; Kieling, Christian; Medina-Mora, Maria Elena; Morgan, Ellen; Omigbodun, Olayinka; Tol, Wietse; Patel, Vikram; Saxena, Shekhar

2018-04-01

Mental health has been included in the UN Sustainable Development Goals. However, uncertainty exists about the extent to which the major social determinants of mental disorders are addressed by these goals. The aim of this study was to develop a conceptual framework for the social determinants of mental disorders that is aligned with the Sustainable Development Goals, to use this framework to systematically review evidence regarding these social determinants, and to identify potential mechanisms and targets for interventions. We did a systematic review of reviews using a conceptual framework comprising demographic, economic, neighbourhood, environmental events, and social and culture domains. We included 289 articles in the final Review. This study sheds new light on how the Sustainable Development Goals are relevant for addressing the social determinants of mental disorders, and how these goals could be optimised to prevent mental disorders. Copyright © 2018 Elsevier Ltd. All rights reserved.

A meta-analytic examination of the goal orientation nomological net.

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Payne, Stephanie C; Youngcourt, Satoris S; Beaubien, J Matthew

2007-01-01

The authors present an empirical review of the literature concerning trait and state goal orientation (GO). Three dimensions of GO were examined: learning, prove performance, and avoid performance along with presumed antecedents and proximal and distal consequences of these dimensions. Antecedent variables included cognitive ability, implicit theory of intelligence, need for achievement, self-esteem, general self-efficacy, and the Big Five personality characteristics. Proximal consequences included state GO, task-specific self-efficacy, self-set goal level, learning strategies, feedback seeking, and state anxiety. Distal consequences included learning, academic performance, task performance, and job performance. Generally speaking, learning GO was positively correlated, avoid performance GO was negatively correlated, and prove performance GO was uncorrelated with these variables. Consistent with theory, state GO tended to have stronger relationships with the distal consequences than did trait GO. Finally, using a meta-correlation matrix, the authors found that trait GO predicted job performance above and beyond cognitive ability and personality. These results demonstrate the value of GO to organizational researchers. 2007 APA, all rights reserved

MUON DETECTORS: ALIGNMENT

CERN Multimedia

M. Dallavalle

2013-01-01

A new Muon misalignment scenario for 2011 (7 TeV) Monte Carlo re-processing was re-leased. The scenario is based on running of standard track-based reference-target algorithm (exactly as in data) using single-muon simulated sample (with the transverse-momentum spectrum matching data). It used statistics similar to what was used for alignment with 2011 data, starting from an initially misaligned Muon geometry from uncertainties of hardware measurements and using the latest Tracker misalignment geometry. Validation of the scenario (with muons from Z decay and high-pT simulated muons) shows that it describes data well. The study of systematic uncertainties (dominant by now due to huge amount of data collected by CMS and used for muon alignment) is finalised. Realistic alignment position errors are being obtained from the estimated uncertainties and are expected to improve the muon reconstruction performance. Concerning the Hardware Alignment System, the upgrade of the Barrel Alignment is in progress. By now, d...

MUON DETECTORS: ALIGNMENT

CERN Multimedia

G. Gomez

2011-01-01

A new set of muon alignment constants was approved in August. The relative position between muon chambers is essentially unchanged, indicating good detector stability. The main changes concern the global positioning of the barrel and of the endcap rings to match the new Tracker geometry. Detailed studies of the differences between track-based and optical alignment of DTs have proven to be a valuable tool for constraining Tracker alignment weak modes, and this information is now being used as part of the alignment procedure. In addition to the “split-cosmic” analysis used to investigate the muon momentum resolution at high momentum, a new procedure based on reconstructing the invariant mass of di-muons from boosted Zs is under development. Both procedures show an improvement in the momentum precision of Global Muons with respect to Tracker-only Muons. Recent developments in track-based alignment include a better treatment of the tails of residual distributions and accounting for correla...

Mathematics Student Teachers' Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

Science.gov (United States)

Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.

2014-01-01

This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…

Reducing beam shaper alignment complexity: diagnostic techniques for alignment and tuning

Science.gov (United States)

Lizotte, Todd E.

2011-10-01

Safe and efficient optical alignment is a critical requirement for industrial laser systems used in a high volume manufacturing environment. Of specific interest is the development of techniques to align beam shaping optics within a beam line; having the ability to instantly verify by a qualitative means that each element is in its proper position as the beam shaper module is being aligned. There is a need to reduce these types of alignment techniques down to a level where even a newbie to optical alignment will be able to complete the task. Couple this alignment need with the fact that most laser system manufacturers ship their products worldwide and the introduction of a new set of variables including cultural and language barriers, makes this a top priority for manufacturers. Tools and methodologies for alignment of complex optical systems need to be able to cross these barriers to ensure the highest degree of up time and reduce the cost of maintenance on the production floor. Customers worldwide, who purchase production laser equipment, understand that the majority of costs to a manufacturing facility is spent on system maintenance and is typically the largest single controllable expenditure in a production plant. This desire to reduce costs is driving the trend these days towards predictive and proactive, not reactive maintenance of laser based optical beam delivery systems [10]. With proper diagnostic tools, laser system developers can develop proactive approaches to reduce system down time, safe guard operational performance and reduce premature or catastrophic optics failures. Obviously analytical data will provide quantifiable performance standards which are more precise than qualitative standards, but each have a role in determining overall optical system performance [10]. This paper will discuss the use of film and fluorescent mirror devices as diagnostic tools for beam shaper module alignment off line or in-situ. The paper will also provide an overview

Tidal alignment of galaxies

Energy Technology Data Exchange (ETDEWEB)

Blazek, Jonathan; Vlah, Zvonimir; Seljak, Uroš

2015-08-01

We develop an analytic model for galaxy intrinsic alignments (IA) based on the theory of tidal alignment. We calculate all relevant nonlinear corrections at one-loop order, including effects from nonlinear density evolution, galaxy biasing, and source density weighting. Contributions from density weighting are found to be particularly important and lead to bias dependence of the IA amplitude, even on large scales. This effect may be responsible for much of the luminosity dependence in IA observations. The increase in IA amplitude for more highly biased galaxies reflects their locations in regions with large tidal fields. We also consider the impact of smoothing the tidal field on halo scales. We compare the performance of this consistent nonlinear model in describing the observed alignment of luminous red galaxies with the linear model as well as the frequently used "nonlinear alignment model," finding a significant improvement on small and intermediate scales. We also show that the cross-correlation between density and IA (the "GI" term) can be effectively separated into source alignment and source clustering, and we accurately model the observed alignment down to the one-halo regime using the tidal field from the fully nonlinear halo-matter cross correlation. Inside the one-halo regime, the average alignment of galaxies with density tracers no longer follows the tidal alignment prediction, likely reflecting nonlinear processes that must be considered when modeling IA on these scales. Finally, we discuss tidal alignment in the context of cosmic shear measurements.

Fast global sequence alignment technique

KAUST Repository

Bonny, Mohamed Talal; Salama, Khaled N.

2011-01-01

fast alignment algorithm, called 'Alignment By Scanning' (ABS), to provide an approximate alignment of two DNA sequences. We compare our algorithm with the wellknown sequence alignment algorithms, the 'GAP' (which is heuristic) and the 'Needleman

A Teaching System To Learn Programming: the Programmer's Learning Machine

OpenAIRE

Quinson , Martin; Oster , Gérald

2015-01-01

International audience; The Programmer's Learning Machine (PLM) is an interactive exerciser for learning programming and algorithms. Using an integrated and graphical environment that provides a short feedback loop, it allows students to learn in a (semi)-autonomous way. This generic platform also enables teachers to create specific programming microworlds that match their teaching goals. This paper discusses our design goals and motivations, introduces the existing material and the proposed ...

Improving head and body pose estimation through semi-supervised manifold alignment

KAUST Repository

Heili, Alexandre

2014-10-27

In this paper, we explore the use of a semi-supervised manifold alignment method for domain adaptation in the context of human body and head pose estimation in videos. We build upon an existing state-of-the-art system that leverages on external labelled datasets for the body and head features, and on the unlabelled test data with weak velocity labels to do a coupled estimation of the body and head pose. While this previous approach showed promising results, the learning of the underlying manifold structure of the features in the train and target data and the need to align them were not explored despite the fact that the pose features between two datasets may vary according to the scene, e.g. due to different camera point of view or perspective. In this paper, we propose to use a semi-supervised manifold alignment method to bring the train and target samples closer within the resulting embedded space. To this end, we consider an adaptation set from the target data and rely on (weak) labels, given for example by the velocity direction whenever they are reliable. These labels, along with the training labels are used to bias the manifold distance within each manifold and to establish correspondences for alignment.

The Poisson alignment reference system implementation at the Advanced Photon Source

International Nuclear Information System (INIS)

Feier, I.

1998-01-01

The Poisson spot was established using a collimated laser beam from a 3-mW diode laser. It was monitored on a quadrant detector and found to be very sensitive to vibration and air disturbances. Therefore, for future work we strongly recommend a sealed vacuum tube in which the Poisson line may be propagated. A digital single-axis feedback system was employed to generate an straight line reference (SLR) on the X axis. Pointing accuracy was better than 8 ± 2 microns at a distance of 5 m. The digital system was found to be quite slow with a maximum bandwidth of 47 ± 9 Hz. Slow drifts were easily corrected but any vibration over 5 Hz was not. We recommend an analog proportional-integral-derivative (PID) controller for high bandwidth and smooth operation of the kinematic mirror. Although the Poisson alignment system (PAS) at the Advanced Photon Source is still in its infancy, it already shows great promise as a possible alignment system for the low-energy undulator test line (LEUTL). Since components such as wigglers and quadruples will initially be aligned with respect to each other using conventional means and mounted on some kind of rigid rail, the goal would be to align six to ten such rails over a distance of about 30 m. The PAS could be used to align these rails by mounting a sphere at the joint between two rails. These spheres would need to be in a vacuum pipe to eliminate the refractive effects of air. Each sphere would not be attached to either rail but instead to a flange connecting the vacuum pipes of each rail. Thus the whole line would be made up of straight, rigid segments that could be aligned by moving the joints. Each sphere would have its own detector, allowing the operators to actively monitor the position of each joint and therefore the overall alignment of the system

Development and construct validation of the Client-Centredness of Goal Setting (C-COGS) scale.

Science.gov (United States)

Doig, Emmah; Prescott, Sarah; Fleming, Jennifer; Cornwell, Petrea; Kuipers, Pim

2015-07-01

Client-centred philosophy is integral to occupational therapy practice and client-centred goal planning is considered fundamental to rehabilitation. Evaluation of whether goal-planning practices are client-centred requires an understanding of the client's perspective about goal-planning processes and practices. The Client-Centredness of Goal Setting (C-COGS) was developed for use by practitioners who seek to be more client-centred and who require a scale to guide and evaluate individually orientated practice, especially with adults with cognitive impairment related to acquired brain injury. To describe development of the C-COGS scale and examine its construct validity. The C-COGS was administered to 42 participants with acquired brain injury after multidisciplinary goal planning. C-COGS scores were correlated with the Canadian Occupational Performance Measure (COPM) importance scores, and measures of therapeutic alliance, motivation, and global functioning to establish construct validity. The C-COGS scale has three subscales evaluating goal alignment, goal planning participation, and client-centredness of goals. The C-COGS subscale items demonstrated moderately significant correlations with scales measuring similar constructs. Findings provide preliminary evidence to support the construct validity of the C-COGS scale, which is intended to be used to evaluate and reflect on client-centred goal planning in clinical practice, and to highlight factors contributing to best practice rehabilitation.

Teachers' Professional Goal Orientations: Importance for Further Training and Sick Leave

Science.gov (United States)

Nitsche, Sebastian; Dickhauser, Oliver; Fasching, Michaela S.; Dresel, Markus

2013-01-01

The present study examined the relevance of teachers' individual goal orientations for the attendance of further training and sick leave in the teaching profession. Regression analysis indicated a positive effect of learning goal orientation (i.e., the desire to improve one's teaching skills and knowledge) along with a negative effect of work…

CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK

Directory of Open Access Journals (Sweden)

Mike Levy

2007-02-01

Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

Ancestral sequence alignment under optimal conditions