WorldWideScience

Sample records for learning means responsive

  1. Implicit learning: What does it all mean - Response

    OpenAIRE

    Shanks, D. R.; StJohn, M. F.

    1996-01-01

    In the original target article (Shanks & St. John 1994), one of our principal conclusions was that there is almost no evidence that learning can occur outside awareness. The continuing commentaries raise some interesting questions, especially about the definition of learning, but do not lead us to abandon our conclusion.

  2. The meaning of learning and knowing

    NARCIS (Netherlands)

    van Rossum, E.J.; Hamer, R.N.

    2010-01-01

    The Meaning of Learning and Knowing contains three parts. In part 1 the authors describe their own six-stage developmental model of linked learning and teaching conceptions. This model is based on the written essays of over 600 students of higher education. The authors compare their model to five

  3. Mean-field learning for satisfactory solutions

    KAUST Repository

    Tembine, Hamidou

    2013-12-01

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

  4. Organisational Learning: Positioning Selves and Creating Meaning

    DEFF Research Database (Denmark)

    Elkjær, Bente

    In this paper, I report from a study of an organisation in the midst of a major restructuring from being a family oriented business to becoming a global player.      This seemed an excellent site to explore how practices may change in organisations. At first I was only able to hear two well...... that change of practices may unfold as creation and re-creation of meaning and as such as organisational learning.......-known stories about changes - a ‘for' and an ‘against' changes. A closer look at the data, however, also made it possible to detect a third story, a ‘yes, but' story. In this latter story, it was possible to be both ‘for' changes and to question (be ‘against') how these were being carried out. All three stories...

  5. Ensuring Educational Quality Means Assessing Learning

    Science.gov (United States)

    Kazin, Cathrael; Payne, David G.

    2009-01-01

    As many experienced board members know, given the national debate in recent years over institutional accountability, learning--the heart of the educational enterprise--is often treated as a by-product of other more measurable processes. The fact is, no matter how excellent the curricula, no matter how stellar the faculty, no matter how talented…

  6. Creating sustainable learning environments in schools by means of ...

    African Journals Online (AJOL)

    Creating sustainable learning environments in schools by means of strategic ... be addressed by means of proper strategic planning of the education system as such ... The authors who are academics at a university and who are specializing in ...

  7. How Language Supports Adaptive Teaching through a Responsive Learning Culture

    Science.gov (United States)

    Johnston, Peter; Dozier, Cheryl; Smit, Julie

    2016-01-01

    For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

  8. Ageing and Learning: What Do They Mean to Elders Themselves?

    Science.gov (United States)

    Tam, Maureen; Chui, Ernest

    2016-01-01

    This paper is about a quantitative study which has examined and elucidated the conceptualizations of ageing and learning by a group of elders in Hong Kong. In more specific terms, the study has investigated how this group of older people understood the meaning of successful ageing and elder learning in the context of their later lives. Based on…

  9. Independent Learning Crossing Cultures: Learning Cultures and Shifting Meanings

    Science.gov (United States)

    Spiro, Jane; Henderson, Juliet; Clifford, Valerie

    2012-01-01

    This paper contrasts the notion of "independent learning" as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or "consumers" of education. Both informant groups are staff and students studying in a culture different to that of…

  10. Mean-field theory of meta-learning

    International Nuclear Information System (INIS)

    Plewczynski, Dariusz

    2009-01-01

    We discuss here the mean-field theory for a cellular automata model of meta-learning. Meta-learning is the process of combining outcomes of individual learning procedures in order to determine the final decision with higher accuracy than any single learning method. Our method is constructed from an ensemble of interacting, learning agents that acquire and process incoming information using various types, or different versions, of machine learning algorithms. The abstract learning space, where all agents are located, is constructed here using a fully connected model that couples all agents with random strength values. The cellular automata network simulates the higher level integration of information acquired from the independent learning trials. The final classification of incoming input data is therefore defined as the stationary state of the meta-learning system using simple majority rule, yet the minority clusters that share the opposite classification outcome can be observed in the system. Therefore, the probability of selecting a proper class for a given input data, can be estimated even without the prior knowledge of its affiliation. The fuzzy logic can be easily introduced into the system, even if learning agents are built from simple binary classification machine learning algorithms by calculating the percentage of agreeing agents

  11. Nuclear response beyond mean field theory

    International Nuclear Information System (INIS)

    Brand, M.G.E.; Allaart, K.; Dickhoff, W.H.

    1990-01-01

    An extension of the RPA equations is derived, with emphasis on the relation between the single-particle Green function and the polarization propagator. Including second order self-energy contributions the resulting particle-hole interaction includes the coupling to two-particle-two-hole (2p2h) states and the resulting response satisfies relevant conservation laws. This aspect of the theory is shown to be essential to obtain reliable and meaningful results for excitation strengths and to avoid ghost solutions. This method is applied to electromagnetic and charge exchange excitations in 48 Ca up to 100 MeV. A G-matrix interaction based on meson exchange is used which takes care of short-range correlations. The results compare favourably with measured excitation strengths and electromagnetic form factors both at low energy as well as in the giant resonance region. Remaining discrepancies point in the direction of further strength reduction due to short-range correlations as well as a possible stronger coupling to 2p2h states at low energy. (orig.)

  12. Honours service-learning & civic responsibility

    Directory of Open Access Journals (Sweden)

    Trae Stewart

    2012-03-01

    Full Text Available 800x600 Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 Universities have been urged to prepare graduates for successful professional lives and fulfilling lives as civically responsible citizens. Pedagogies of engagement, like service-learning, are touted as one means to achieve these goals. Connections between first-year experience and service-learning programs have been slow to develop. Further, empirical studies on service-learning in university honours education are similarly scarce. This article examines first-semester honours postsecondary students' sense of civic responsibility before and after completing a service-learning program linking a course on the Evolution of Community to direct volunteerism in struggling schools. Based on pre-post-responses (n=119 to the Level III-Civic Responsibility Survey, analysis of variance with repeated measures showed that participants' sense of civic responsibility was significantly increased over time on each of the dependent variables (i.e., community connectedness, civic attitudes, civic efficacy. Community connectedness scores increased significantly at the .005 level, F(1, 118 = 9.703, p = .002. The changes in civic attitudes and civic efficacy scores were extremely significant at the .0005 level, F(1, 118 = 14.498, p < .0005 and F(1, 118 = 23.56, p < .0005, respectively.

  13. Modification of linear response theory for mean-field approximations

    NARCIS (Netherlands)

    Hütter, M.; Öttinger, H.C.

    1996-01-01

    In the framework of statistical descriptions of many particle systems, the influence of mean-field approximations on the linear response theory is studied. A procedure, analogous to one where no mean-field approximation is involved, is used in order to determine the first order response of the

  14. Grounding the meanings in sensorimotor behavior using reinforcement learning

    Directory of Open Access Journals (Sweden)

    Igor eFarkaš

    2012-02-01

    Full Text Available The recent outburst of interest in cognitive developmental robotics is fueled by the ambition to propose ecologically plausible mechanisms of how, among other things, a learning agent/robot could ground linguistic meanings in its sensorimotor behaviour. Along this stream, we propose a model that allows the simulated iCub robot to learn the meanings of actions (point, touch and push oriented towards objects in robot's peripersonal space. In our experiments, the iCub learns to execute motor actions and comment on them. Architecturally, the model is composed of three neural-network-based modules that are trained in different ways. The first module, a two-layer perceptron, is trained by back-propagation to attend to the target position in the visual scene, given the low-level visual information and the feature-based target information. The second module, having the form of an actor-critic architecture, is the most distinguishing part of our model, and is trained by a continuous version of reinforcement learning to execute actions as sequences, based on a linguistic command. The third module, an echo-state network, is trained to provide the linguistic description of the executed actions. The trained model generalises well in case of novel action-target combinations with randomised initial arm positions. It can also promptly adapt its behavior if the action/target suddenly changes during motor execution.

  15. THE MEANING IN THE CULTURE: BASIC CONCEPT TO ORGANIZATIONAL LEARNING

    Directory of Open Access Journals (Sweden)

    ÁLVARO ENRÍQUEZ MARTÍNEZ

    2007-01-01

    Full Text Available Based on three key psychological concepts: learning, culture and meaning, the present essay proposes a conceptualbase frame, oriented toward the understanding of development in organizations into current milieu ofcompetitiveness and temporality, of the relationships among people working into them. The organizations whichare typically embedded in a context of values, needs and symbols that made up their cultures, must evolve in orderto face the demands for new developments and change, to which they are forced to. The concept of “meaning of theculture”, is presented as the base over which is build and rooted the organizational learning - in a technical and socialsense. The different types of learning are the ways in which the organizations satisfy the requirements coming fromtheir environments, in front of which must generate knowledge and consequently, new products and services,based on the people that form such organizations. The people that belong and constitutes the organization, incircumstances of temporal cohesion and within temporary working networks, must achieve results and to beadjusted to these new working and organizational facts, developing self-management and autonomy, in order tosignify and get adapted into the cultural tissue.

  16. Meaning

    Science.gov (United States)

    Harteveld, Casper

    The second world to be considered concerns Meaning. In contrast to Reality and Play, this world relates to the people, disciplines, and domains that are focused on creating a certain value. For example, if this value is about providing students knowledge about physics, it involves teachers, the learning sciences, and the domains education and physics. This level goes into the aspects and criteria that designers need to take into account from this perspective. The first aspect seems obvious when we talk of “games with a serious purpose.” They have a purpose and this needs to be elaborated on, for example in terms of what “learning objectives” it attempts to achieve. The subsequent aspect is not about what is being pursued but how. To attain a value, designers have to think about a strategy that they employ. In my case this concerned looking at the learning paradigms that have come into existence in the past century and see what they have to tell us about learning. This way, their principles can be translated into a game environment. This translation involves making the strategy concrete. Or, in other words, operationalizing the plan. This is the third aspect. In this level, I will further specifically explain how I derived requirements from each of the learning paradigms, like reflection and exploration, and how they can possibly be related to games. The fourth and final aspect is the context in which the game is going to be used. It matters who uses the game and when, where, and how the game is going to be used. When designers have looked at these aspects, they have developed a “value proposal” and the worth of it may be judged by criteria, like motivation, relevance, and transfer. But before I get to this, I first go into how we human beings are meaning creators and what role assumptions, knowledge, and ambiguity have in this. I will illustrate this with some silly jokes about doctors and Mickey Mouse, and with an illusion.

  17. Beyond rational imitation: learning arbitrary means actions from communicative demonstrations.

    Science.gov (United States)

    Király, Ildikó; Csibra, Gergely; Gergely, György

    2013-10-01

    The principle of rationality has been invoked to explain that infants expect agents to perform the most efficient means action to attain a goal. It has also been demonstrated that infants take into account the efficiency of observed actions to achieve a goal outcome when deciding whether to reenact a specific behavior or not. It is puzzling, however, that they also tend to imitate an apparently suboptimal unfamiliar action even when they can bring about the same outcome more efficiently by applying a more rational action alternative available to them. We propose that this apparently paradoxical behavior is explained by infants' interpretation of action demonstrations as communicative manifestations of novel and culturally relevant means actions to be acquired, and we present empirical evidence supporting this proposal. In Experiment 1, we found that 14-month-olds reenacted novel arbitrary means actions only following a communicative demonstration. Experiment 2 showed that infants' inclination to reproduce communicatively manifested novel actions is restricted to behaviors they can construe as goal-directed instrumental acts. The study also provides evidence that infants' reenactment of the demonstrated novel actions reflects epistemic motives rather than purely social motives. We argue that ostensive communication enables infants to represent the teleological structure of novel actions even when the causal relations between means and end are cognitively opaque and apparently violate the efficiency expectation derived from the principle of rationality. This new account of imitative learning of novel means shows how the teleological stance and natural pedagogy--two separate cognitive adaptations to interpret instrumental versus communicative actions--are integrated as a system for learning socially constituted instrumental knowledge in humans. Copyright © 2013 Elsevier Inc. All rights reserved.

  18. Dose-response meta-analysis of differences in means

    Directory of Open Access Journals (Sweden)

    Alessio Crippa

    2016-08-01

    Full Text Available Abstract Background Meta-analytical methods are frequently used to combine dose-response findings expressed in terms of relative risks. However, no methodology has been established when results are summarized in terms of differences in means of quantitative outcomes. Methods We proposed a two-stage approach. A flexible dose-response model is estimated within each study (first stage taking into account the covariance of the data points (mean differences, standardized mean differences. Parameters describing the study-specific curves are then combined using a multivariate random-effects model (second stage to address heterogeneity across studies. Results The method is fairly general and can accommodate a variety of parametric functions. Compared to traditional non-linear models (e.g. E max, logistic, spline models do not assume any pre-specified dose-response curve. Spline models allow inclusion of studies with a small number of dose levels, and almost any shape, even non monotonic ones, can be estimated using only two parameters. We illustrated the method using dose-response data arising from five clinical trials on an antipsychotic drug, aripiprazole, and improvement in symptoms in shizoaffective patients. Using the Positive and Negative Syndrome Scale (PANSS, pooled results indicated a non-linear association with the maximum change in mean PANSS score equal to 10.40 (95 % confidence interval 7.48, 13.30 observed for 19.32 mg/day of aripiprazole. No substantial change in PANSS score was observed above this value. An estimated dose of 10.43 mg/day was found to produce 80 % of the maximum predicted response. Conclusion The described approach should be adopted to combine correlated differences in means of quantitative outcomes arising from multiple studies. Sensitivity analysis can be a useful tool to assess the robustness of the overall dose-response curve to different modelling strategies. A user-friendly R package has been developed to facilitate

  19. Learning word meanings: Overnight integration and study modality effects

    NARCIS (Netherlands)

    Ven, F. van der; Takashima, A.; Segers, P.C.J.; Verhoeven, L.T.W.

    2015-01-01

    According to the complementary learning systems (CLS) account of word learning, novel words are rapidly acquired (learning system 1), but slowly integrated into the mental lexicon (learning system 2). This two-step learning process has been shown to apply to novel word forms. In this study, we

  20. Classroom Response System (CRS) pilot ‘Responsiveness and meaning for all’

    NARCIS (Netherlands)

    Rusman, Ellen; Ternier, Stefaan

    2014-01-01

    Classroom Response Systems (CRS or “clickers”) enable teachers and learners to get an insight in how well learners have understood and learnt from learning activities that they carried out, and to what degree they achieved certain learning objectives. With a CRS system, a teacher can pose a

  1. Learning new meanings for known words: Biphasic effects of prior knowledge

    OpenAIRE

    Fang, Xiaoping; Perfetti, Charles; Stafura, Joseph

    2016-01-01

    In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-“skate”, one may learn that “skate” is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We e...

  2. Narrative means to manage responsibility in life narratives across adolescence.

    Science.gov (United States)

    De Silveira, Cybèle; Habermas, Tilmann

    2011-01-01

    Adolescence is a passage from dependence to adult responsibility. Alongside identity development, social-cognitive development, and the ability to construct a life story, adolescents become increasingly aware of both their potential responsibility in an expanded sphere of life and of complex, contextual influences on their lives. This was partially tested in a cross-sectional study, both in terms of linguistic means and content expressed in life narratives. Indicators were defined for narrative agency, grading of responsibility, serendipity, and turning points, and tested for age differences in relative frequencies in 102 life narratives from age groups of 8, 12, 16, and 20 years, balanced for gender. Narrative grading of responsibility, serendipity, and turning points increased throughout adolescence. The relative frequency of narrative agency, in contrast, remained constant across age groups. Results are interpreted in the context of adolescent development of narrative identity.

  3. Company learning about corporate social responsibility

    NARCIS (Netherlands)

    Cramer, J.M.

    2005-01-01

    This article analyses the learning experiences gained by 19 Dutch companies when implementing the concept of corporate social responsibility in their own business practices. It is concluded that learning processes took place at individual level and, in certain cases, at group level. Learning at

  4. Extracting meaning from audio signals - a machine learning approach

    DEFF Research Database (Denmark)

    Larsen, Jan

    2007-01-01

    * Machine learning framework for sound search * Genre classification * Music and audio separation * Wind noise suppression......* Machine learning framework for sound search * Genre classification * Music and audio separation * Wind noise suppression...

  5. Knowing Means Existing: Organizational Learning Dimensions and Knowledge Management Capability

    Directory of Open Access Journals (Sweden)

    Turulja Lejla

    2018-03-01

    Full Text Available Background: Many studies have considered knowledge as the most important strategic resource for ensuring firm’s competitiveness. Accordingly, learning is an important concept for firms whether it is individual or organizational learning.

  6. Entrepreneurial learning requires action on the meaning generated

    DEFF Research Database (Denmark)

    Brink, Tove; Madsen, Svend Ole

    2015-01-01

    Purpose: This paper reveals how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth. Design/methodology/approach: Action research and action learning from a longitudinal study of 10 SME managers...... in the wind turbine industry are conducted to reveal SME managers learning and the impact of the application of learning in the wind turbine industry. Findings: The findings of this study show that SME managers employ a practice-shaped holistic cross-disciplinary approach to learning. This learning approach...... is supported by theory dissemination and collaboration on the business challenges perceived. Open mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/ researchers is required. Research limitations/implications: The research...

  7. Learning new meanings for known words: Biphasic effects of prior knowledge

    Science.gov (United States)

    Fang, Xiaoping; Perfetti, Charles; Stafura, Joseph

    2017-01-01

    In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-“skate”, one may learn that “skate” is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We examined these two processes by having native English speakers learn new, unrelated meanings for familiar (high frequency) and less familiar (low frequency) English words, as well as for unfamiliar (novel or pseudo-) words. Tracking learning with cued-recall tasks at several points during learning revealed a biphasic pattern: higher learning rates and greater learning efficiency for familiar words relative to novel words early in learning and a reversal of this pattern later in learning. Following learning, interference from original meanings for familiar words was detected in a semantic relatedness judgment task. Additionally, lexical access to familiar words with new meanings became faster compared to their exposure controls, but no such effect occurred for less familiar words. Overall, the results suggest a biphasic pattern of facilitating and interfering processes: Familiar word forms facilitate learning earlier, while interference from original meanings becomes more influential later. This biphasic pattern reflects the co-activation of new and old meanings during learning, a process that may play a role in lexicalization of new meanings. PMID:29399593

  8. A Search for Meaning: Telling Your Life with Learning Disabilities

    Science.gov (United States)

    Horn, Jaime Helena; Moss, Duncan

    2015-01-01

    Research has identified the collective experiences of oppression, stigma and isolation in the lives of people with learning disabilities. Against the backdrop of social and cultural processes that shape and limit the life experiences of people with learning disabilities, the authors are interested in how the individual develops a sense of self and…

  9. Quantum machine learning what quantum computing means to data mining

    CERN Document Server

    Wittek, Peter

    2014-01-01

    Quantum Machine Learning bridges the gap between abstract developments in quantum computing and the applied research on machine learning. Paring down the complexity of the disciplines involved, it focuses on providing a synthesis that explains the most important machine learning algorithms in a quantum framework. Theoretical advances in quantum computing are hard to follow for computer scientists, and sometimes even for researchers involved in the field. The lack of a step-by-step guide hampers the broader understanding of this emergent interdisciplinary body of research. Quantum Machine L

  10. Creativity and organizational learning as means to foster sustainability

    NARCIS (Netherlands)

    Lozano, Rodrigo

    This article argues that creativity and organizational learning can help to challenge the traditional Newtonian and Cartesian mental models and foster more sustainable societies. The recognition and acceptance of creativity by individuals, groups, organizations, and finally society can create new

  11. What does sustainability mean in the HIV and AIDS response?

    Science.gov (United States)

    Oberth, Gemma; Whiteside, Alan

    2016-01-01

    Immense progress has been made in the fight against HIV and AIDS. Achieving and exceeding the AIDS targets for the Millennium Development Goals (MDGs) was accomplished, in large part, due to an unprecedented financial investment from the international community. Following an $800 million dip in donor disbursements in 2010, the discourse has since shifted to the need for greater sustainability of funding. But what does sustainability mean? Current efforts focus heavily on fiscal imperatives such as increasing domestic funding. This is important - needs are increasing at a faster rate than donor funding, especially with increased treatment coverage. The problem is that measures of financial sustainability tell very little about the actual sustainability of specific programmes, disease trajectories or enabling environments. Recognising that current definitions of sustainability lack clarity and depth, we offer a new six-tenet conceptualisation of what sustainability means in the HIV and AIDS response: (1) financial, (2) epidemiological, (3) political, (4) structural, (5) programmatic, and (6) human rights. Based on these, we examine examples of donor transitions for their approach to sustainability, including PEPFAR in South Africa, the Global Fund in Eastern Europe, and the Bill and Melinda Gates Foundation in India (Avahan). We conclude that sustainability must be understood within a broader framework beyond funding stability. We also recommend that certain interventions, such as programming for key populations, may have to continue to receive external support even if affected countries can afford to pay.

  12. M-learning as innovation means in RFL teaching

    Directory of Open Access Journals (Sweden)

    Igor V. Nefedov

    2016-09-01

    Full Text Available The article is devoted to the use of mobile technology in education. The importance of mobile devices in education can not be overestimated, as they are often cheaper than desktop PCs, and its functionality and didactic value may even surpass the PC. M-Learning is learning on the move. It allows to break away from the binding of the educational process in the classroom and to organize lectures, tours, seminars where there is free Wi-Fi or mobile network is stable. QR-code can be very useful in conducting such outreach activities. M-learning can be successfully used in the application of the learning process of social networking – an interactive multi-user sites, the content of which is filled with individuals. M-learning, no doubt, can be used quite effectively in the training trials, both within the classroom and extracurricular work. For example, training can be conducted with the help of special applications developed for the training trials. A variety of programs can be downloaded via App Store or Google Play. When planning field trips and during their conduct of greatest interest to the teacher may be such educational potentials of M-learning, as a QR-code and interactive softwarespecific and hardware-independent card. Modern mobile phones and tablets on the technical parameters can replace stationary PC and make the process of acquiring new knowledge fun, bright, dynamic and individual. Before RFL teachers in terms of training in the language environment, new horizons and educational perspectives are opening that can fundamentally change the learning process for the better.

  13. A Theoretical Model for Meaning Construction through Constructivist Concept Learning

    DEFF Research Database (Denmark)

    Badie, Farshad

    The central focus of this Ph.D. research is on ‘Logic and Cognition’ and, more specifically, this research covers the quintuple (Logic and Logical Philosophy, Philosophy of Education, Educational Psychology, Cognitive Science, Computer Science). The most significant contributions of this Ph.D. di...... of ‘learning’, ‘mentoring’, and ‘knowledge’ within learning and knowledge acquisition systems. Constructivism as an epistemology and as a model of knowing and, respectively as a theoretical model of learning builds up the central framework of this research........D. dissertation are conceptual, logical, terminological, and semantic analysis of Constructivist Concept Learning (specifically, in the context of humans’ interactions with their environment and with other agents). This dissertation is concerned with the specification of the conceptualisation of the phenomena...

  14. The Social Construction of Place Meaning: Exploring Multiple Meanings of Place as an Outdoor Teaching and Learning Environment

    OpenAIRE

    Gkoutis, Georgios

    2014-01-01

    This investigation explores the meanings primary school teachers who apply outdoor learning and teaching methods associate withthe places that encompass their teaching practices. A symbolic interactionist framework coupled with a social constructionistorientation was employed to analyze data collected from semi-structured interviews and photo elicitation techniques. The findingsillustrated that meaning ascribed to place derived from the interactional processes between the study’s respondents ...

  15. Learning architectures and negotiation of meaning in European trade unions

    Directory of Open Access Journals (Sweden)

    Linda Creanor

    2005-12-01

    Full Text Available As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wenger's learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments.

  16. Learning the Structure of English by Means of Esperanto.

    Science.gov (United States)

    Jones, R. Kent

    The Esperanto language was consciously designed as a coherent system, in contrast to the 3000 conventional languages originated by people's cave-dwelling ancestors. The systematic nature of Esperanto makes it ideal as an instructional tool. The amorphous nature of English makes its serious use very difficult for students. Even though they learn to…

  17. What Does "Apple" Mean? Learning To Define Words.

    Science.gov (United States)

    Marinellie, Sally A.

    2001-01-01

    This article discusses the importance of learning to define a word. It provides a brief background on the contribution of the definitional skills to communication and school success, information on children's development of definitions, and teacher and family strategies for enhancing young children's definitions in relation to other skills.…

  18. Curriculum as Environments for Learning: A Practicel Meaning and Model.

    Science.gov (United States)

    Sinclair, Robert L.; Ghory, Ward J.

    Effective curriculum development and implementation may be achieved by considering the multidimensional nature of the term "curriculum." A definition of curriculum should be considered in terms of its expressed, implied, and emergent dimensions. The expressed dimension is the written statement of learning objectives, sequence of contents, learning…

  19. Identification of Learning Processes by Means of Computer Graphics.

    Science.gov (United States)

    Sorensen, Birgitte Holm

    1993-01-01

    Describes a development project for the use of computer graphics and video in connection with an inservice training course for primary education teachers in Denmark. Topics addressed include research approaches to computers; computer graphics in learning processes; activities relating to computer graphics; the role of the teacher; and student…

  20. Logical Meanings in Multimedia Learning Materials: A Multimodal Discourse Analysis

    Science.gov (United States)

    Vorvilas, George

    2014-01-01

    Multimedia educational applications convey meanings through several semiotic modes (e.g. text, image, sound, etc.). There is an urgent need for multimedia designers as well as for teachers to understand the meaning potential of these artifacts and discern the communicative purposes they serve. Towards this direction, a hermeneutic semiotic…

  1. Toward Transdisciplinary Research by Means of Cooperative Learning

    Directory of Open Access Journals (Sweden)

    José Aureliano Betancourt Bethencourt

    2014-01-01

    Full Text Available This paper is based on the observation that fifth year Medicine students do not have enough skills in statistics, IT, or information management to adequately prepare and implement research projects. Therefore, the aim of this paper is to describe the experiences obtained by using the cooperative learning method and to present the results obtained by students in their research projects.  In order to meet the proposed objectives the cooperative learning method was applied to several topics of the Public Health course in the Medical Program.  Consequently, students were divided into five groups to interact with health care specialists and workers, workers from other sectors, and the general public. They identified the most urgent health problems in a participative manner and conducted a research project. The students’ acceptance of the method was evaluated using an exploratory statistical technique.  As a result, students analyzed data, drew conclusions, and participated in debates having the professor as the facilitator and coordinator. All groups successfully presented the results of their research projects, which included 2 projects on the control of Dengue and the Aedes aegypti mosquito and 3 on potential maternal mortality risks. Surveys reflected acceptance of the method.  The experiences obtained by using the cooperative learning technique and the results obtained by students in their projects are described; this experience should be systematized.

  2. Exploring Practical Responses of M3LC for Learning Literacy

    Science.gov (United States)

    Nasrullah; Baharman

    2018-01-01

    This study aims to explore the responses of participants toward Mathematics-Language Literacy Learning Courseware (M3LC) for learning literacy. There are five practical aspects concerned by involving 30 participants in the focus group discussion. In the beginning, participants were given some response sheet and introduced to M3LC by watching learning video of M3LC. At the end, they were asked to concern about response sheet and give comments related what they saw during the introduction session. The results show that the responses of users’ agree and strongly agree are still higher than those of users’ disagree or strongly disagree, with below 30% of responses are in the fair category. It means that the participants tend to give a positive opinion that M3LC is a useful courseware since it is qualified to satisfy 5 practical aspects, including knowledge use, knowledge construction, evaluation practice, social programming, and valuing to support literacy learning. In future, the implementation of using this courseware can be enhanced to further recognition of literacy level so that students can be well-prepared before starting learning activities in the classroom.

  3. Introduction to Psychology Students' Parental Status Predicts Learning Preferences and Life Meaning

    Science.gov (United States)

    Lovell, Elyse D'nn; Munn, Nathan

    2017-01-01

    This study explores Introduction to Psychology students' learning preferences and their personal search for meaning while considering their parental status. The findings suggest that parents show preferences for project-based learning and have lower levels of searching for meaning than non-parents. When parental status, age, and finances were…

  4. Transformative Learning: Patterns of Psychophysiologic Response and Technology-Enabled Learning and Intervention Systems

    Science.gov (United States)

    2008-09-01

    Psychophysiologic Response and Technology -Enabled Learning and Intervention Systems PRINCIPAL INVESTIGATOR: Leigh W. Jerome, Ph.D...NUMBER Transformative Learning : Patterns of Psychophysiologic Response and Technology - Enabled Learning and Intervention Systems 5b. GRANT NUMBER...project entitled “Transformative Learning : Patterns of Psychophysiologic Response in Technology Enabled Learning and Intervention Systems.” The

  5. A joint model of word segmentation and meaning acquisition through cross-situational learning.

    Science.gov (United States)

    Räsänen, Okko; Rasilo, Heikki

    2015-10-01

    Human infants learn meanings for spoken words in complex interactions with other people, but the exact learning mechanisms are unknown. Among researchers, a widely studied learning mechanism is called cross-situational learning (XSL). In XSL, word meanings are learned when learners accumulate statistical information between spoken words and co-occurring objects or events, allowing the learner to overcome referential uncertainty after having sufficient experience with individually ambiguous scenarios. Existing models in this area have mainly assumed that the learner is capable of segmenting words from speech before grounding them to their referential meaning, while segmentation itself has been treated relatively independently of the meaning acquisition. In this article, we argue that XSL is not just a mechanism for word-to-meaning mapping, but that it provides strong cues for proto-lexical word segmentation. If a learner directly solves the correspondence problem between continuous speech input and the contextual referents being talked about, segmentation of the input into word-like units emerges as a by-product of the learning. We present a theoretical model for joint acquisition of proto-lexical segments and their meanings without assuming a priori knowledge of the language. We also investigate the behavior of the model using a computational implementation, making use of transition probability-based statistical learning. Results from simulations show that the model is not only capable of replicating behavioral data on word learning in artificial languages, but also shows effective learning of word segments and their meanings from continuous speech. Moreover, when augmented with a simple familiarity preference during learning, the model shows a good fit to human behavioral data in XSL tasks. These results support the idea of simultaneous segmentation and meaning acquisition and show that comprehensive models of early word segmentation should take referential word

  6. Learning Responsibility and Balance of Power

    Science.gov (United States)

    Çam, Sefika Sümeyye; Ünal Oruç, Eylem

    2014-01-01

    This qualitative study aims to determine teacher perspectives on learning responsibility and balance of power. The research design is case study which was conducted on four primary school teachers. The data were collected with semi-structured interviews and the data obtained were analyzed with categorical analysis, a type of content analysis. The…

  7. "Seamlessly" Learning Chinese: Contextual Meaning Making and Vocabulary Growth in a Seamless Chinese as a Second Language Learning Environment

    Science.gov (United States)

    Wong, Lung-Hsiang; King, Ronnel B.; Chai, Ching Sing; Liu, May

    2016-01-01

    Second language learners are typically hampered by the lack of a natural environment to use the target language for authentic communication purpose (as a means for "learning by applying"). Thus, we propose MyCLOUD, a mobile-assisted seamless language learning approach that aims to nurture a second language social network that bridges…

  8. Spill response exercises and lessons learned : a response organization's perspective

    International Nuclear Information System (INIS)

    Taylor, E.; Green, M.

    2001-01-01

    In the past five years, Burrard Clean Operations (BCO) has demonstrated its' oil spill response capabilities through different types of exercises. Such exercises are necessary for certification of Response Organizations in Canada. The exercises can be performed through actual response to spills or through simulated situations. Both can provide an opportunity to practice different levels of response to a range of conditions in various settings. They also provide the opportunity to focus on specific themes that can be part of a response and to identify areas for improvement in response actions. They also make it possible to interface with government agencies, industry and others that participate in spill responses. The exercise program for BCO is aimed at maintaining certification and to assist the Canadian Coast Guard. The exercises broaden the lessons learned and set a course for future enhancement to spill readiness should a real incident occur. The goals of the exercise program are to provide real time drills that show the operational capability of a representative sample of BCO equipment, management and trained spill responders. The response functions of the BCO exercise program are: notification, response organization activation, contractor activation, situation analysis, strategy development for marine oil spill response, site safety, equipment deployment, containment, recovery, shoreline assessment, cleanup, communications, decontamination, logistics, and financial management. The BCO experience has led to the basic conclusions that there is a need to vary the exercise design and format and that there is a need to implement follow-up actions provided during exercise evaluations. 7 refs., 3 tabs

  9. Accuracy Feedback Improves Word Learning from Context: Evidence from a Meaning-Generation Task

    Science.gov (United States)

    Frishkoff, Gwen A.; Collins-Thompson, Kevyn; Hodges, Leslie; Crossley, Scott

    2016-01-01

    The present study asked whether accuracy feedback on a meaning generation task would lead to improved contextual word learning (CWL). Active generation can facilitate learning by increasing task engagement and memory retrieval, which strengthens new word representations. However, forced generation results in increased errors, which can be…

  10. Probe train including a flaw detector and a radiation responsive recording means with alignment means having a natural curved cast

    International Nuclear Information System (INIS)

    Stone, R.M.

    1975-01-01

    An inspection system for a multitube steam generator comprising a probe train for insertion in a tube to be inspected is described. The probe train includes, in series, directional probe means, such as an eddy current probe, for indicating the longitudinal and angular location of an irregularity at or in the wall of the tube, and radiation responsive recording means nonrotatable relative to the eddy current probe during operation and in substantially close longitudinal relationship thereto for receiving an image of the irregularity when laterally adjacent thereto; elongated alignment means joined to at least one end of the probe train against rotation relative thereto and insertable in the tube for controlling or determining the angular orientation of the probe train within the tube; means for propelling the probe train longitudinally within the tube; and a source of radiation insertable in another tube of the steam generator to a position therealong laterally adjacent the indicated irregularity for irradiation of the irregularity to project said image on the recording means. The directional probe means may preferably be an eddy current probe and the radiation responsive recording means may preferably be a film bearing cassette probe. The alignment means may be provided by a resilient naturally curved plastic cable, which cable might also be used to propel the probe train. (auth)

  11. COMMUNICATIVE COMPETENCE DEVELOPMENT OF INTENDING TEACHERS BY MEANS OF LEARNING COMMUNITIES

    Directory of Open Access Journals (Sweden)

    Irina Evgenyevna Krasilova

    2014-07-01

    Full Text Available In the information society the role of learning communities in professional training of an individual specialist is growing. Ideas of social constructivism determine the development of the Internet, on which the modern information and learning environment is mainly based.  The article contains definitions of a university learning community and learning community means; a model of communicative competence development of intending teachers of foreign languages by means of a learning community (informational and educational, technical, organizational and methodological; criteria for evaluating the level of communicative competence development. The author considers the communicative competence of intending teachers a part of their professional competence. The model has been tested at a teacher training university. The article presents some results of the experiment and the main conclusions that allow experts to judge the effectiveness of the model and its applicability in vocational education.DOI: http://dx.doi.org/10.12731/2218-7405-2014-3-8

  12. Approximate calculation method for integral of mean square value of nonstationary response

    International Nuclear Information System (INIS)

    Aoki, Shigeru; Fukano, Azusa

    2010-01-01

    The response of the structure subjected to nonstationary random vibration such as earthquake excitation is nonstationary random vibration. Calculating method for statistical characteristics of such a response is complicated. Mean square value of the response is usually used to evaluate random response. Integral of mean square value of the response corresponds to total energy of the response. In this paper, a simplified calculation method to obtain integral of mean square value of the response is proposed. As input excitation, nonstationary white noise and nonstationary filtered white noise are used. Integrals of mean square value of the response are calculated for various values of parameters. It is found that the proposed method gives exact value of integral of mean square value of the response.

  13. Implementation of K-Means Clustering Method for Electronic Learning Model

    Science.gov (United States)

    Latipa Sari, Herlina; Suranti Mrs., Dewi; Natalia Zulita, Leni

    2017-12-01

    Teaching and Learning process at SMK Negeri 2 Bengkulu Tengah has applied e-learning system for teachers and students. The e-learning was based on the classification of normative, productive, and adaptive subjects. SMK Negeri 2 Bengkulu Tengah consisted of 394 students and 60 teachers with 16 subjects. The record of e-learning database was used in this research to observe students’ activity pattern in attending class. K-Means algorithm in this research was used to classify students’ learning activities using e-learning, so that it was obtained cluster of students’ activity and improvement of student’s ability. Implementation of K-Means Clustering method for electronic learning model at SMK Negeri 2 Bengkulu Tengah was conducted by observing 10 students’ activities, namely participation of students in the classroom, submit assignment, view assignment, add discussion, view discussion, add comment, download course materials, view article, view test, and submit test. In the e-learning model, the testing was conducted toward 10 students that yielded 2 clusters of membership data (C1 and C2). Cluster 1: with membership percentage of 70% and it consisted of 6 members, namely 1112438 Anggi Julian, 1112439 Anis Maulita, 1112441 Ardi Febriansyah, 1112452 Berlian Sinurat, 1112460 Dewi Anugrah Anwar and 1112467 Eka Tri Oktavia Sari. Cluster 2:with membership percentage of 30% and it consisted of 4 members, namely 1112463 Dosita Afriyani, 1112471 Erda Novita, 1112474 Eskardi and 1112477 Fachrur Rozi.

  14. Using Relational Histogram Features and Action Labelled Data to Learn Preconditions for Means-End Actions

    DEFF Research Database (Denmark)

    Fichtl, Severin; Kraft, Dirk; Krüger, Norbert

    2015-01-01

    The outcome of many complex manipulation ac- tions is contingent on the spatial relationships among pairs of objects, e.g. if an object is “inside” or “on top” of another. Recognising these spatial relationships requires a vision system which can extract appropriate features from the vision input...... that capture and represent the spatial relationships in an easily accessible way. We are interested in learning to predict the success of “means end” actions that manipulate two objects at once, from exploratory actions, and the observed sensorimo- tor contingencies. In this paper, we use relational histogram...... features and illustrate their effect on learning to predict a variety of “means end” actions’ outcomes. The results show that our vision features can make the learning problem significantly easier, leading to increased learning rates and higher maximum performance. This work is in particular important...

  15. Student journals: a means of assessing transformative learning in aging related courses.

    Science.gov (United States)

    Cohen, Adrienne L; Pitman Brown, Pamela; Morales, Justin P

    2015-01-01

    In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.

  16. Rapid response learning of brand logo priming: Evidence that brand priming is not dominated by rapid response learning.

    Science.gov (United States)

    Boehm, Stephan G; Smith, Ciaran; Muench, Niklas; Noble, Kirsty; Atherton, Catherine

    2017-08-31

    Repetition priming increases the accuracy and speed of responses to repeatedly processed stimuli. Repetition priming can result from two complementary sources: rapid response learning and facilitation within perceptual and conceptual networks. In conceptual classification tasks, rapid response learning dominates priming of object recognition, but it does not dominate priming of person recognition. This suggests that the relative engagement of network facilitation and rapid response learning depends on the stimulus domain. Here, we addressed the importance of the stimulus domain for rapid response learning by investigating priming in another domain, brands. In three experiments, participants performed conceptual decisions for brand logos. Strong priming was present, but it was not dominated by rapid response learning. These findings add further support to the importance of the stimulus domain for the relative importance of network facilitation and rapid response learning, and they indicate that brand priming is more similar to person recognition priming than object recognition priming, perhaps because priming of both brands and persons requires individuation.

  17. THE COMPUTER SIMULATOR-CONTROLLER FOR LEARNING SIGN AND SYMBOLIC MEANS OF PHYSICS

    Directory of Open Access Journals (Sweden)

    N.I. Tikhonskaya

    2012-10-01

    Full Text Available The promising application of information technology for learning sign and symbolic means of physics is proposed and theoretically proved in this article. This direction is connected with the idea of training students the presentation of information in different forms.

  18. Low Complexity Sparse Bayesian Learning for Channel Estimation Using Generalized Mean Field

    DEFF Research Database (Denmark)

    Pedersen, Niels Lovmand; Manchón, Carles Navarro; Fleury, Bernard Henri

    2014-01-01

    We derive low complexity versions of a wide range of algorithms for sparse Bayesian learning (SBL) in underdetermined linear systems. The proposed algorithms are obtained by applying the generalized mean field (GMF) inference framework to a generic SBL probabilistic model. In the GMF framework, we...

  19. Induced lexical categories enhance cross-situational learning of word meanings

    NARCIS (Netherlands)

    Alishahi, A.; Chrupala, Grzegorz

    2014-01-01

    In this paper we bring together two sources of information that have been proposed as clues used by children acquiring word meanings. One mechanism is cross-situational learning which exploits co-occurrences between words and their referents in perceptual context accompanying utterances. The other

  20. COOPERATIVE LEARNING AS A MEANS OF STIMULATING LIFE SKILLS IN PROFESSIONALLY-BIASED FOREIGN LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Alexander Komarov

    2016-02-01

    Full Text Available The article is devoted to the contribution of foreign language learning to stimulating students’ life skills at non-linguistic higher institutions. In the article, the author considers the possibilities of motivating students to exercise life skills in the process of foreign language instruction. The author analyses the cooperative learning technology as a means that enables students to be involved into interaction with one another as well as it develops their team-building skills to successfully cooperate and communicate with each other. The author describes different forms of cooperative leaning, which give students an opportunity to mutually enrich and complement each other’s skills in foreign language learning. The author argues that cooperative learning technology stimulates the students’ existent life skills and makes them work in the process of professionally-biased instruction of a foreign language.

  1. Learning Responsibility and Balance of Power

    Directory of Open Access Journals (Sweden)

    Şefika Sümeyye Çam

    2014-01-01

    Full Text Available This qualitative study aims to determine teacher perspectives on learning responsibility and balance of power. The research design is case study which was conducted on four primary school teachers. The data were collected with semi-structured interviews and the data obtained were analyzed with categorical analysis, a type of content analysis. The findings suggest that teachers think that learner should be at the center of teaching with LCT and they are incapable of applying learner-center teaching. It has been found that the class size and loaded teaching programs prevent them to apply LCT. Therefore, there have been some recommendations about the LCT by the researchers of the study.

  2. The Legal Meaning of Specific Learning Disability for IDEA Eligibility: The Latest Case Law

    Science.gov (United States)

    Zirkel, Perry A.

    2013-01-01

    Specific learning disability (SLD), although moderately declining in recent years, continues to be the largest of the eligibility classifications under the Individuals with Disabilities Education Act (IDEA; NCES, 2012). The recognition of response to intervention (RTI) in the 2004 amendments of the IDEA as an approach for identifying students with…

  3. 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.

  4. Multimedia Technologies as a Means of Boosting the Effectiveness of Student Learning in Higher Education

    Directory of Open Access Journals (Sweden)

    Gulzam Abilkasimova

    2015-03-01

    Full Text Available This article discusses multimedia technologies as a means of boosting the effectiveness of student learning in higher education, wherein they reflect present-day notions in the area of education. It goes without saying that they ought to be implemented in the practice of classes at colleges. Through the joint efforts of workers in the area of education, programmer-scientists, manufacturers of multimedia learning tools, and instructors, there is being created a new information environment wherein a key role is increasingly played by the integration of educational and information approaches to the content of education.

  5. What Does It Mean To Be Responsible? Addressing the Missing Responsibility Dimension in Ethical Leadership

    OpenAIRE

    Voegtlin Christian

    2016-01-01

    International audience; This paper extends research on ethical leadership by proposing a responsibility orientation for leaders. Responsible leadership is based on the concept of leaders who are not isolated from the environment, who critically evaluate prevailing norms, are forward-looking, share responsibility, and aim to solve problems collectively. Adding such a responsibility orientation helps to address critical issues that persist in research on ethical leadership. The paper discusses ...

  6. Implicit Learning Abilities Predict Treatment Response in Autism Spectrum Disorders

    Science.gov (United States)

    2015-09-01

    early behavioral interventions are the most effective treatment for Autism Spectrum Disorder (ASD), but almost half of the children do not make...behavioral intervention . 2. KEYWORDS Autism Spectrum Disorder , implicit learning, associative learning, individual differences, functional Magnetic...2 AWARD NUMBER: W81XWH-14-1-0261 TITLE: Implicit Learning Abilities Predict Treatment Response in Autism Spectrum Disorders PRINCIPAL

  7. Learning Social Responsibility in Schools: A Restorative Practice

    Science.gov (United States)

    Macready, Tom

    2009-01-01

    Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning…

  8. A Study on the Meaning of the 'Lifelong Learning to Be' Implicated in the Philosophy of Nietzsche

    OpenAIRE

    Kwanchun Lee; Soo Yeon Choi; Un Shil Choi

    2017-01-01

    The purpose of the paper is to examine the meaning of 'lifelong learning to be' as the essence of lifelong education, which has been implied in the thoughts of Friedrich Wilhelm Nietzsche (1844-1900). This will be approached from the perspectives of 'learning to know', 'learning to do', 'learning to live together' and 'learning to be', which are the four pillars of education in UNESCO's 1996 Delors Report. Despite Friedrich Nietzsche being one of the most influential scholars of the nineteent...

  9. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke, PhD

    2007-08-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  10. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke

    2007-01-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  11. Early results of experiments with responsive open learning environments

    OpenAIRE

    Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

    2011-01-01

    Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

  12. Configural Response Learning: The Acquisition of a Nonpredictive Motor Skill

    Science.gov (United States)

    Hazeltine, Eliot; Aparicio, Paul; Weinstein, Andrea; Ivry, Richard B.

    2007-01-01

    This study examined the representational nature of configural response learning using a task that required simultaneous keypresses with 2 or 3 fingers, similar to the production of chords on the piano. If the benefits of learning are related to the retrieval of individual stimulus-response mappings, performance should depend on the frequencies of…

  13. Using Response Times to Assess Learning Progress: A Joint Model for Responses and Response Times

    Science.gov (United States)

    Wang, Shiyu; Zhang, Susu; Douglas, Jeff; Culpepper, Steven

    2018-01-01

    Analyzing students' growth remains an important topic in educational research. Most recently, Diagnostic Classification Models (DCMs) have been used to track skill acquisition in a longitudinal fashion, with the purpose to provide an estimate of students' learning trajectories in terms of the change of fine-grained skills overtime. Response time…

  14. On the Linear Relation between the Mean and the Standard Deviation of a Response Time Distribution

    Science.gov (United States)

    Wagenmakers, Eric-Jan; Brown, Scott

    2007-01-01

    Although it is generally accepted that the spread of a response time (RT) distribution increases with the mean, the precise nature of this relation remains relatively unexplored. The authors show that in several descriptive RT distributions, the standard deviation increases linearly with the mean. Results from a wide range of tasks from different…

  15. A Model-Free Diagnostic for Single-Peakedness of Item Responses Using Ordered Conditional Means

    Science.gov (United States)

    Polak, Marike; De Rooij, Mark; Heiser, Willem J.

    2012-01-01

    In this article we propose a model-free diagnostic for single-peakedness (unimodality) of item responses. Presuming a unidimensional unfolding scale and a given item ordering, we approximate item response functions of all items based on ordered conditional means (OCM). The proposed OCM methodology is based on Thurstone & Chave's (1929) "criterion…

  16. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

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

    2010-01-01

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

  17. Activating teaching methods, studying responses and learning

    OpenAIRE

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

    2009-01-01

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

  18. Axiomatic Ontology Learning Approaches for English Translation of the Meaning of Quranic Texts

    Directory of Open Access Journals (Sweden)

    Saad Saidah

    2017-01-01

    Full Text Available Ontology learning (OL is the computational task of generating a knowledge base in the form of an ontology, given an unstructured corpus in natural language (NL. While most works in the field of ontology learning have been primarily based on a statistical approach to extract lightweight OL, very few attempts have been made to extract axiomatic OL (called heavyweight OL from NL text documents. Axiomatic OL supports more precise formal logic-based reasoning when compared to lightweight OL. Lexico-syntactic pattern matching and statisticsal one cannot lead to very accurate learning, mostly because of several linguistic nuances in the NL. Axiomatic OL is an alternative methodology that has not been explored much, where a deep linguistics analysis in computational linguistics is used to generate formal axioms and definitions instead of simply inducing a taxonomy. The ontology that is created not only stores the information about the application domain in explicit knowledge, but also can deduce the implicit knowledge from this ontology. This research will explore the English translation of the meaning of Quranic texts.

  19. Quick Response (QR) Codes for Audio Support in Foreign Language Learning

    Science.gov (United States)

    Vigil, Kathleen Murray

    2017-01-01

    This study explored the potential benefits and barriers of using quick response (QR) codes as a means by which to provide audio materials to middle-school students learning Spanish as a foreign language. Eleven teachers of Spanish to middle-school students created transmedia materials containing QR codes linking to audio resources. Students…

  20. Individual response technology to promote active learning within the caring sciences: An experimental research study.

    Science.gov (United States)

    Hedén, Lena; Ahlstrom, Linda

    2016-01-01

    One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0-10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Overall, when individual response technology was used, students reported increased experience of engagement (n=82, mean 6.1 vs. n=65, mean 7.3, pactive learning (n=92, mean 7.3 vs. n=79, mean 8.2 plearning within the caring sciences. Copyright © 2015 Elsevier Ltd. All rights reserved.

  1. Narrative learning through life: Kenyan teachers' life-stories and narrative learning, and what this means for their relation to the teaching profession

    DEFF Research Database (Denmark)

    Dahl, Kari Kragh Blume

    2015-01-01

    This article explores four Kenyan primary school teachers’ life-stories and narrative learning through living and telling stories about their lives from 2000 to 2011, and what this means for their relation to the teaching profession. Evidence suggests that narrative learning manifests as altered...... professionalism ‘in’ and ‘through’ the stories teachers tell about their lives and depends on ruptures in lived life, followed by periods of transition in life-stories. Teachers also learned narratively by recounting their life-stories. Thus, narrative learning is an important learning site and a resource...... for professional development in addition to pre-service teacher education....

  2. Service Learning and Its Influenced to Pre-Service Teachers: Social Responsibility and Self-Efficacy Study

    Science.gov (United States)

    Prasertsang, Parichart; Nuangchalerm, Prasart; Pumipuntu, Chaloey

    2013-01-01

    The purpose of the research was to study pre-service teachers on social responsibility and self-efficacy through service learning. The mixed methodology included two major procedures (i) the actual use of a developed service learning instructional model by means of action research principles and qualitative research and (ii) the study into the…

  3. Responsibility and Generativity in Online Learning Communities

    Science.gov (United States)

    Beth, Alicia D.; Jordan, Michelle E.; Schallert, Diane L.; Reed, JoyLynn H.; Kim, Minseong

    2015-01-01

    The purpose of this study was to investigate whether and how students enact "responsibility" and "generativity" through their comments in asynchronous online discussions. "Responsibility" referred to discourse markers indicating participants' sense that their contributions are required in order to uphold their…

  4. Sucrose Responsiveness, Learning Success, and Task Specialization in Ants

    Science.gov (United States)

    Perez, Margot; Rolland, Uther; Giurfa,, Martin; d'Ettorre, Patrizia

    2013-01-01

    Social insects possess remarkable learning capabilities, which are crucial for their ecological success. They also exhibit interindividual differences in responsiveness to environmental stimuli, which underlie task specialization and division of labor. Here we investigated for the first time the relationships between sucrose responsiveness,…

  5. Baseline Response Levels Are a Nuisance in Infant Contingency Learning

    Science.gov (United States)

    Millar, W. S.; Weir, Catherine

    2015-01-01

    The impact of differences in level of baseline responding on contingency learning in the first year was examined by considering the response acquisition of infants classified into baseline response quartiles. Whereas the three lower baseline groups showed the predicted increment in responding to a contingency, the highest baseline responders did…

  6. Service Learning and the Development of Social Responsibility.

    Science.gov (United States)

    Johnson, Scott D.; Bozeman, Marci

    This essay presents the findings of a study employing a developmental approach to student acquisition of social responsibility. Professors at seven collegiate institutions of differing types who teach service-learning courses were asked if they would be willing to include their students in a study of social responsibility development through…

  7. Social Responsibility as a Means for the Sustainable Development in the Lower Danube River Basin

    Directory of Open Access Journals (Sweden)

    Tzvetelin Gueorguiev

    2014-08-01

    Full Text Available Sustainable development of the world and the EU in particular is a priority outlined in a number of strategic documents. Social responsibility is an important topic covered by standards such as SA 8000:2001 and ISO 26000:2010. This paper presents a case study of the practical implementation of corporate social responsibility activities in a Bulgarian company. Several key initiatives have been undertaken to prove the company‘s commitment to all interested parties including local communities as well. Social responsibility is where the interests and benefits for all stakeholders meet, namely employers, employees, contractors, academics, authorities and society as a whole. This paper presents a critical and original point of view on the advantages of using standards for social responsibility as a means for sustainable development.

  8. Response to Yellman and Murray's comment on 'The meaning of probability in probabilistic risk analysis'

    International Nuclear Information System (INIS)

    Watson, Stephen R.

    1995-01-01

    In their comment on a recent contribution of mine, [Watson, S., The meaning of probability in probabilistic safety analysis. Reliab. Engng and System Safety, 45 (1994) 261-269.] Yellman and Murray assert that (1) I argue in favour of a realistic interpretation of probability for PSAs; (2) that the only satisfactory philosophical theory of probability is the relative frequency theory; (3) that I mean the same thing by the words 'uncertainty' and 'probability'; (4) that my argument can easily lead to the belief that the output of PSAs are meaningless. I take issue with all these points, and in this response I set out my arguments

  9. Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning

    Science.gov (United States)

    Shcherbachenko, Larysa; Nowakowski, Samuel

    2017-01-01

    One of the rapidly developing tools for online learning is learning through a mobile environment. Therefore, developing and improving mobile learning environments is an active topic now. One of the ways to adapt the learning environment to the user's needs is to use his context. Context of the user consists of the current context in online…

  10. Hemispheric Asymmetry of Visual Cortical Response by Means of Functional Transcranial Doppler

    Science.gov (United States)

    Roje-Bedeković, Marina; Lovrenčić-Huzjan, Arijana; Bosnar-Puretić, Marijana; Šerić, Vesna; Demarin, Vida

    2012-01-01

    We assessed the visual evoked response and investigated side-to-side differences in mean blood flow velocities (MBFVs) by means of functional transcranial Doppler (fTCD) in 49 right-handed patients with severe internal carotid artery (ICA) stenosis and 30 healthy volunteers, simultaneously in both posterior cerebral arteries (PCAs) using 2 MHz probes, successively in the dark and during the white light stimulation. Statistically significant correlation (P = 0.001) was shown in healthy and in patients (P 0.05). The correlation between ipsilateral left PCA was significantly higher than the one with contralateral right PCA (P < 0.05). There is a clear trend towards the lateralisation of the visual evoked response in the right PCA. PMID:22135771

  11. Perceptions of student nurses on the writing of reflective journals as a means for personal, professional and clinical learning development

    Directory of Open Access Journals (Sweden)

    Hazel T. Mahlanze

    2017-10-01

    Full Text Available Background: Reflective journals are used by the students to voice their views on the daily activities during clinical placement. Reflective journals are aimed at helping the student to observe and record as many facts about daily practice as the student finds relevant. Reflective journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking place and what challenges students are experiencing which may influence their learning. Findings by Harris (2006:460–461 are encouraging that through journaling students will develop ability to identify and analyse their difficulties, make suggestions for solving problems and ask and pursue questions on their own. Some of the participants confirmed improved values clarification, self-valuing and personal growth. Bulman & Schutz (2008:172 recommends journal writing for recording processes the student observe, copy and internalize in her journey towards professional development. Objectives: This study aimed to determine student nurses' perceptions of reflective journal writing as a means for personal, professional development and clinical learning development. Method: A quantitative and descriptive survey was conducted in September 2013. Forty participants were recruited from second year student nurses of a University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience sampling strategy was used. A structured questionnaire was designed by the researcher from literature reviewed. The questionnaire was piloted and modified, then used after permission had been granted by the Ethics Committee of the university concerned. The Statistical Package for Social Sciences (SPSS 17 programme was used for data analysis. Results: Results indicated that the participants generally experienced writing of reflective journals to be a valuable tool enhancing personal development, professional growth and clinical learning. A significant number (n = 24

  12. Transient Response Analysis of Metropolis Learning in Games

    KAUST Repository

    Jaleel, Hassan

    2017-10-19

    The objective of this work is to provide a qualitative description of the transient properties of stochastic learning dynamics like adaptive play, log-linear learning, and Metropolis learning. The solution concept used in these learning dynamics for potential games is that of stochastic stability, which is based on the stationary distribution of the reversible Markov chain representing the learning process. However, time to converge to a stochastically stable state is exponential in the inverse of noise, which limits the use of stochastic stability as an effective solution concept for these dynamics. We propose a complete solution concept that qualitatively describes the state of the system at all times. The proposed concept is prevalent in control systems literature where a solution to a linear or a non-linear system has two parts, transient response and steady state response. Stochastic stability provides the steady state response of stochastic learning rules. In this work, we study its transient properties. Starting from an initial condition, we identify the subsets of the state space called cycles that have small hitting times and long exit times. Over the long time scales, we provide a description of how the distributions over joint action profiles transition from one cycle to another till it reaches the globally optimal state.

  13. Transient Response Analysis of Metropolis Learning in Games

    KAUST Repository

    Jaleel, Hassan; Shamma, Jeff S.

    2017-01-01

    The objective of this work is to provide a qualitative description of the transient properties of stochastic learning dynamics like adaptive play, log-linear learning, and Metropolis learning. The solution concept used in these learning dynamics for potential games is that of stochastic stability, which is based on the stationary distribution of the reversible Markov chain representing the learning process. However, time to converge to a stochastically stable state is exponential in the inverse of noise, which limits the use of stochastic stability as an effective solution concept for these dynamics. We propose a complete solution concept that qualitatively describes the state of the system at all times. The proposed concept is prevalent in control systems literature where a solution to a linear or a non-linear system has two parts, transient response and steady state response. Stochastic stability provides the steady state response of stochastic learning rules. In this work, we study its transient properties. Starting from an initial condition, we identify the subsets of the state space called cycles that have small hitting times and long exit times. Over the long time scales, we provide a description of how the distributions over joint action profiles transition from one cycle to another till it reaches the globally optimal state.

  14. Planning the bioterrorism response supply chain: learn and live.

    Science.gov (United States)

    Brandeau, Margaret L; Hutton, David W; Owens, Douglas K; Bravata, Dena M

    2007-01-01

    Responses to bioterrorism require rapid procurement and distribution of medical and pharmaceutical supplies, trained personnel, and information. Thus, they present significant logistical challenges. On the basis of a review of the manufacturing and service supply chain literature, the authors identified five supply chain strategies that can potentially increase the speed of response to a bioterrorism attack, reduce inventories, and save money: effective supply chain network design; effective inventory management; postponement of product customization and modularization of component parts; coordination of supply chain stakeholders and appropriate use of incentives; and effective information management. The authors describe how concepts learned from published evaluations of manufacturing and service supply chains, as well as lessons learned from responses to natural disasters, naturally occurring outbreaks, and the 2001 US anthrax attacks, can be applied to design, evaluate, and improve the bioterrorism response supply chain. Such lessons could also be applied to the response supply chains for disease outbreaks and natural and manmade disasters.

  15. Portfolios as "Learning Companions" for Children and a Means to Support and Assess Language Learning in the Primary School

    Science.gov (United States)

    Jones, Jane

    2012-01-01

    This article explores the idea of portfolios as a way to collect evidence of pupils' learning and achievement in their language learning in the primary school. The emphasis is on portfolio work as an active and reflective process to underpin and support learning and to show evidence of achievement and progression. Pupil choice and reflexivity are…

  16. Multidimensionality of Teachers' Graded Responses for Preschoolers' Stylistic Learning Behavior: The Learning-to-Learn Scales

    Science.gov (United States)

    McDermott, Paul A.; Fantuzzo, John W.; Warley, Heather P.; Waterman, Clare; Angelo, Lauren E.; Gadsden, Vivian L.; Sekino, Yumiko

    2011-01-01

    Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to…

  17. Other people as means to a safe end: vicarious extinction blocks the return of learned fear.

    Science.gov (United States)

    Golkar, Armita; Selbing, Ida; Flygare, Oskar; Ohman, Arne; Olsson, Andreas

    2013-11-01

    Information about what is dangerous and safe in the environment is often transferred from other individuals through social forms of learning, such as observation. Past research has focused on the observational, or vicarious, acquisition of fears, but little is known about how social information can promote safety learning. To address this issue, we studied the effects of vicarious-extinction learning on the recovery of conditioned fear. Compared with a standard extinction procedure, vicarious extinction promoted better extinction and effectively blocked the return of previously learned fear. We confirmed that these effects could not be attributed to the presence of a learning model per se but were specifically driven by the model's experience of safety. Our results confirm that vicarious and direct emotional learning share important characteristics but that social-safety information promotes superior down-regulation of learned fear. These findings have implications for emotional learning, social-affective processes, and clinical practice.

  18. Comparing the Effectiveness of Traditional and Active Learning Methods in Business Statistics: Convergence to the Mean

    Science.gov (United States)

    Weltman, David; Whiteside, Mary

    2010-01-01

    This research shows that active learning is not universally effective and, in fact, may inhibit learning for certain types of students. The results of this study show that as increased levels of active learning are utilized, student test scores decrease for those with a high grade point average. In contrast, test scores increase as active learning…

  19. Attention Cueing as a Means to Enhance Learning from an Animation

    NARCIS (Netherlands)

    B.B. de Koning (Björn); H.K. Tabbers (Huib); R.M.J.P. Rikers (Remy); G.W.C. Paas (Fred)

    2007-01-01

    textabstractThe question how animations should be designed so that learning is optimised, is still under discussion. Animations are often cognitively very demanding, resulting in decreased learning outcomes. In this study, we tried to prevent cognitive overload and foster learning by focusing the

  20. Forward-Oriented Designing for Learning as a Means to Achieve Educational Quality

    Science.gov (United States)

    Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E.

    2015-01-01

    In this paper, we reflect on how Design for Learning can create the basis for a culture of educational quality. We explore the process of Design for Learning within a blended, undergraduate university course through a teacher-led inquiry approach, aiming at showing the connections between the process of Design for Learning and academic…

  1. Learning to inhibit the response during instrumental (operant) extinction.

    Science.gov (United States)

    Bouton, Mark E; Trask, Sydney; Carranza-Jasso, Rodrigo

    2016-07-01

    Five experiments tested implications of the idea that instrumental (operant) extinction involves learning to inhibit the learned response. All experiments used a discriminated operant procedure in which rats were reinforced for lever pressing or chain pulling in the presence of a discriminative stimulus (S), but not in its absence. In Experiment 1, extinction of the response (R) in the presence of S weakened responding in S, but equivalent nonreinforced exposure to S (without the opportunity to make R) did not. Experiment 2 replicated that result and found that extinction of R had no effect on a different R that had also been reinforced in the stimulus. In Experiments 3 and 4, rats first learned to perform several different stimulus and response combinations (S1R1, S2R1, S3R2, and S4R2). Extinction of a response in one stimulus (i.e., S1R1) transferred and weakened the same response, but not a different response, when it was tested in another stimulus (i.e., S2R1 but not S3R2). In Experiment 5, extinction still transferred between S1 and S2 when the stimuli set the occasion for R's association with different types of food pellets. The results confirm the importance of response inhibition in instrumental extinction: Nonreinforcement of the response in S causes the most effective suppression of responding, and response suppression is specific to the response but transfers and influences performance of the same response when it is occasioned by other stimuli. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  2. Learning to inhibit the response during instrumental (operant) extinction

    Science.gov (United States)

    Bouton, Mark E.; Trask, Sydney; Carranza-Jasso, Rodrigo

    2016-01-01

    Five experiments tested implications of the idea that instrumental (operant) extinction involves learning to inhibit the learned response. All experiments used a discriminated operant procedure in which rats were reinforced for lever pressing or chain pulling in the presence of a discriminative stimulus (S), but not in its absence. In Experiment 1, extinction of the response (R) in the presence of S weakened responding in S, but equivalent nonreinforced exposure to S (without the opportunity to make R) did not. Experiment 2 replicated that result and found that extinction of R had no effect on a different R that had also been reinforced in the stimulus. In Experiments 3 and 4, rats first learned to perform several different stimulus and response combinations (S1R1, S2R1, S3R2, and S4R2). Extinction of a response in one stimulus (i.e., S1R1) transferred and weakened the same response, but not a different response, when it was tested in another stimulus (i.e., S2R1 but not S3R2). In Experiment 5, extinction still transferred between S1 and S2 when the stimuli set the occasion for R's association with different types of food pellets. The results confirm the importance of response inhibition in instrumental extinction: Nonreinforcement of the response in S causes the most effective suppression of responding, and response suppression is specific to the response but transfers and influences performance of the same response when it is occasioned by other stimuli. Theoretical and practical implications are discussed. PMID:27379715

  3. Teacher response to learning disability: a test of attributional principles.

    Science.gov (United States)

    Clark, M D

    1997-01-01

    Attribution research has identified student ability and effort expended as causes of achievement outcomes that result in differing teacher affect, evaluative feedback, and expectation of future performance. Ninety-seven elementary-school general education teachers (84 women and 13 men) rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward and less punishment, less anger and more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities, when compared with their nondisabled ability and effort matches, indicating that learning disability acts as a cause of achievement outcomes in the same way as ability and effort. This pattern of teacher affect and response can send negative messages that are often interpreted as low-ability cues, thus affecting students' self-esteem, sense of competence as learners, and motivation to achieve.

  4. Learning of the subject: Methodology of investigation by means of a Site Web.

    Directory of Open Access Journals (Sweden)

    Yolanda Margarita Carbonell Cabarga

    2010-10-01

    Full Text Available Results of an investigation are presented having as an objective: the design of a Web Site for the learning of Methodology of Investigation subject in Psychology Bachelor of the Municipal University of Sancti Spíritus. This study was carried out in students of psychology career who were facing first year. Methods of the theoretical and empiric level were applied as well as the Mathematical Statistic. In the diagnosis was possible to appreciate the ignorance regarding the use of the methodology in the therorical methodological design of an investigation, also the difficulties in the study of the subject and violations in the application of orientations from the professors at the time of doing the research papers, so an interactive Web Site was obtained and applied which allow the teaching of the subject. The site was validated by means of a quasi-experiment, the obtained information was processed with the use of the statistical inferentia, results were in general highly significant for the feasibility of the proposal.

  5. Structural Plasticity Denoises Responses and Improves Learning Speed

    Directory of Open Access Journals (Sweden)

    Robin Spiess

    2016-09-01

    Full Text Available Despite an abundance of computational models for learning of synaptic weights, there has been relatively little research on structural plasticity, i.e. the creation and elimination of synapses. Especially, it is not clear how structural plasticity works in concert with spike-timing-dependent plasticity (STDP and what advantages their combination offers.Here we present a fairly large-scale functional model that uses leaky integrate-and-fire neurons, STDP, homeostasis, recurrent connections, and structural plasticity to learn the input encoding, the relation between inputs, and to infer missing inputs. Using this model, we compare the error and the amount of noise in the network's responses with and without structural plasticity and the influence of structural plasticity on the learning speed of the network.Using structural plasticity during learning shows good results for learning the representation of input values, i.e. structural plasticity strongly reduces the noise of the response by preventing spikes with a high error.For inferring missing inputs we see similar results, with responses having less noise if the network was trained using structural plasticity.Additionally, using structural plasticity with pruning significantly decreased the time to learn weights suitable for inference.Presumably, this is due to the clearer signal containing less spikes that misrepresent the desired value. Therefore, this work shows that structural plasticity is not only able to improve upon the performance using STDP without structural plasticity but also speeds up learning.Additionally, it addresses the practical problem of limited resources for connectivity that is not only apparent in the mammalian neocortex but also in computer hardware or neuromorphic (brain-inspired hardware by efficiently pruning synapses without losing performance.

  6. Using Analytics to Nudge Student Responsibility for Learning

    Science.gov (United States)

    Fritz, John

    2017-01-01

    To scale student success, institutions may want to consider treating students more as partners, not just as customers or intervention recipients. One way to do so is sharing behavioral and academic feedback data that helps nudge students into taking responsibility for learning. The following chapter is drawn from the author's dissertation work…

  7. Modeling individuals’ cognitive and affective responses in spatial learning behavior

    NARCIS (Netherlands)

    Han, Q.; Arentze, T.A.; Timmermans, H.J.P.; Janssens, D.; Wets, G.; Lo, H.P.; Leung, Stephen C.H.; Tan, Susanna M.L.

    2008-01-01

    Activity-based analysis has slowly shifted gear from analysis of daily activity patterns to analysis and modeling of dynamic activity-travel patterns. In this paper, we describe a dynamic model that is concerned with simulating cognitive and affective responses in spatial learning behavior for a

  8. Facilitating Student Engagement: Social Responsibility and Freshmen Learning Communities

    Science.gov (United States)

    Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea

    2014-01-01

    Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…

  9. Effects of Different Student Response Modes on Science Learning

    Science.gov (United States)

    Kho, Lee Sze; Chen, Chwen Jen

    2017-01-01

    Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students' science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom…

  10. Learning and Growing: Trust, Leadership, and Response to Crisis

    Science.gov (United States)

    Sutherland, Ian E.

    2017-01-01

    Purpose: The purpose of this paper is to explore the nature of trust in a school community related to the leadership response to crisis. Design/Methodology/Approach: This study was a multiple-source qualitative study of a single case of a PreK-12 international school called The Learning School. Findings: The findings revealed the nature of how…

  11. A Cognitive Semiotic Approach to the Aesthetic Interplay between Form and Meaning in Responsive Environements

    DEFF Research Database (Denmark)

    Markussen, Thomas

    2007-01-01

    . As has been pointed out on several occasions this does not capture the cross modal interaction between body movement and vision, emotion and vision that plays such a crucial role when we make sense of interaction design. In order to achieve this I will argue that design semiotics can benefit largely from...... picking up models from morphodynamics and neurocognitive research into how our brain, body and mind mutually shape one another. By applying these models in an analysis of a case example, the paper intends to demonstrate that these models provide an explanation of how conceptual meaning in responsive...

  12. You Are Not Logged In: Context and Interpersonal Meaning of Instructions and Links in a typical Learning Management System

    Directory of Open Access Journals (Sweden)

    Hakeem Olafemi Ogunmuyiwa

    2016-11-01

    Full Text Available It is common knowledge that the incorporation of Learning Management Systems (LMS in ESL/EFL instruction has enhanced learners understanding of the language just as it has helped teachers in monitoring students’ progress. However, the use of these eLearning platforms can be quite challenging for EFL learners who are yet to be proficient in the English language. This is because all course information and instructions are offered in the language. Following the notion of context and language metafunctions by Halliday (1985 and his followers, analysis of some linguistic expressions in typical learning management systems is conducted. I show how context and interpersonal meanings are established, and how they can enhance learners’ comprehension of information and instructions. The linguistic expressions used as data are sourced from student-specific pages of the web-based Learning Management System (Blackboard and the Modular Object-Oriented Dynamic Learning Environment (Moodle as adapted in colleges and institutes in Saudi Arabia.

  13. Machine learning in APOGEE. Unsupervised spectral classification with K-means

    Science.gov (United States)

    Garcia-Dias, Rafael; Allende Prieto, Carlos; Sánchez Almeida, Jorge; Ordovás-Pascual, Ignacio

    2018-05-01

    Context. The volume of data generated by astronomical surveys is growing rapidly. Traditional analysis techniques in spectroscopy either demand intensive human interaction or are computationally expensive. In this scenario, machine learning, and unsupervised clustering algorithms in particular, offer interesting alternatives. The Apache Point Observatory Galactic Evolution Experiment (APOGEE) offers a vast data set of near-infrared stellar spectra, which is perfect for testing such alternatives. Aims: Our research applies an unsupervised classification scheme based on K-means to the massive APOGEE data set. We explore whether the data are amenable to classification into discrete classes. Methods: We apply the K-means algorithm to 153 847 high resolution spectra (R ≈ 22 500). We discuss the main virtues and weaknesses of the algorithm, as well as our choice of parameters. Results: We show that a classification based on normalised spectra captures the variations in stellar atmospheric parameters, chemical abundances, and rotational velocity, among other factors. The algorithm is able to separate the bulge and halo populations, and distinguish dwarfs, sub-giants, RC, and RGB stars. However, a discrete classification in flux space does not result in a neat organisation in the parameters' space. Furthermore, the lack of obvious groups in flux space causes the results to be fairly sensitive to the initialisation, and disrupts the efficiency of commonly-used methods to select the optimal number of clusters. Our classification is publicly available, including extensive online material associated with the APOGEE Data Release 12 (DR12). Conclusions: Our description of the APOGEE database can help greatly with the identification of specific types of targets for various applications. We find a lack of obvious groups in flux space, and identify limitations of the K-means algorithm in dealing with this kind of data. Full Tables B.1-B.4 are only available at the CDS via

  14. Mean-state SST Response to global warming caused by the ENSO Nonlinearity

    Science.gov (United States)

    Kohyama, T.; Hartmann, D. L.

    2017-12-01

    The majority of the models that participated in the Coupled Model Intercomparison Project phase 5 (CMIP5) exhibit El Niño-like trends under global warming. GFDL-ESM2M, however, is an exception that exhibits a La Niña-like response with strengthened trade winds. Our previous studies have shown that this La Niña-like trend could be a physically consistent warming response, and we proposed the Nonlinear ENSO Warming Suppression (NEWS) mechanism to explain this La Niña-like response to global warming. The most important necessary condition of NEWS is the ENSO skewness (El Niños are stronger than La Niñas). Most CMIP5 models do not reproduce the observed ENSO skewness, while GFDL-ESM2M exhibits the realistic ENSO skewness, which suggests that, despite being in the minority, the La Niña-like trend of GFDL-ESM2M could be a plausible equatorial Pacific response to warming. In this study, we introduce another interesting outlier, MIROC5, which reproduces the observed skewness, yet exhibits an El Niño-like response. By decomposing the source of the ENSO nonlinearity into the following three components: "SST anomalies modulate winds", "winds excite oceanic waves", and "oceanic waves modulate the subsurface temperature", we show that the large inter-model spread of the third component appears to explain the most important cause of the poor reproducibility of the ENSO nonlinearity in CMIP5 models. It is concluded that the change in the response of subsurface temperature to oceanic waves is the primary explanation for the different warming response of GFDL-ESM2M and MIROC5. Our analyses suggest that the difference of the warming response are caused by difference in the climatological thermal stratification. This study may shed new light on the fundamental question of why observed ENSO has a strong skewness and on the implications of this skewed ENSO for the mean-state sea surface temperature response to global warming.

  15. Reappraising social insect behavior through aversive responsiveness and learning.

    Science.gov (United States)

    Roussel, Edith; Carcaud, Julie; Sandoz, Jean-Christophe; Giurfa, Martin

    2009-01-01

    The success of social insects can be in part attributed to their division of labor, which has been explained by a response threshold model. This model posits that individuals differ in their response thresholds to task-associated stimuli, so that individuals with lower thresholds specialize in this task. This model is at odds with findings on honeybee behavior as nectar and pollen foragers exhibit different responsiveness to sucrose, with nectar foragers having higher response thresholds to sucrose concentration. Moreover, it has been suggested that sucrose responsiveness correlates with responsiveness to most if not all other stimuli. If this is the case, explaining task specialization and the origins of division of labor on the basis of differences in response thresholds is difficult. To compare responsiveness to stimuli presenting clear-cut differences in hedonic value and behavioral contexts, we measured appetitive and aversive responsiveness in the same bees in the laboratory. We quantified proboscis extension responses to increasing sucrose concentrations and sting extension responses to electric shocks of increasing voltage. We analyzed the relationship between aversive responsiveness and aversive olfactory conditioning of the sting extension reflex, and determined how this relationship relates to division of labor. Sucrose and shock responsiveness measured in the same bees did not correlate, thus suggesting that they correspond to independent behavioral syndromes, a foraging and a defensive one. Bees which were more responsive to shock learned and memorized better aversive associations. Finally, guards were less responsive than nectar foragers to electric shocks, exhibiting higher tolerance to low voltage shocks. Consequently, foragers, which are more sensitive, were the ones learning and memorizing better in aversive conditioning. Our results constitute the first integrative study on how aversive responsiveness affects learning, memory and social

  16. Reappraising social insect behavior through aversive responsiveness and learning.

    Directory of Open Access Journals (Sweden)

    Edith Roussel

    Full Text Available The success of social insects can be in part attributed to their division of labor, which has been explained by a response threshold model. This model posits that individuals differ in their response thresholds to task-associated stimuli, so that individuals with lower thresholds specialize in this task. This model is at odds with findings on honeybee behavior as nectar and pollen foragers exhibit different responsiveness to sucrose, with nectar foragers having higher response thresholds to sucrose concentration. Moreover, it has been suggested that sucrose responsiveness correlates with responsiveness to most if not all other stimuli. If this is the case, explaining task specialization and the origins of division of labor on the basis of differences in response thresholds is difficult.To compare responsiveness to stimuli presenting clear-cut differences in hedonic value and behavioral contexts, we measured appetitive and aversive responsiveness in the same bees in the laboratory. We quantified proboscis extension responses to increasing sucrose concentrations and sting extension responses to electric shocks of increasing voltage. We analyzed the relationship between aversive responsiveness and aversive olfactory conditioning of the sting extension reflex, and determined how this relationship relates to division of labor.Sucrose and shock responsiveness measured in the same bees did not correlate, thus suggesting that they correspond to independent behavioral syndromes, a foraging and a defensive one. Bees which were more responsive to shock learned and memorized better aversive associations. Finally, guards were less responsive than nectar foragers to electric shocks, exhibiting higher tolerance to low voltage shocks. Consequently, foragers, which are more sensitive, were the ones learning and memorizing better in aversive conditioning.Our results constitute the first integrative study on how aversive responsiveness affects learning, memory and

  17. Cataloguers May Tend to Have Learning Styles Different from Other Library Job Responsibilities

    Directory of Open Access Journals (Sweden)

    Eamon C. Tewell

    2016-04-01

    Full Text Available Objective – To determine whether relationships exist between academic librarians’ learning styles and their professional work responsibilities. Design – Self-selecting survey. Setting – Email listservs. Subjects – 1579 academic librarians. Methods – The authors used the Index of Learning Styles questionnaire, based on the Felder-Silverman Learning Styles model consisting of eight dimensions on four scales: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. The multiple choice survey was distributed online to 23 email listservs for academic librarians in 2011, and to 14 additional listservs in 2013 targeting technical services librarians. 1579 responses were received in total, which were analyzed using ANOVA with a Tukey-Kramer post-hoc mean separation, and descriptively using observed frequencies. Main Results – In examining the relationship between positions and learning styles, the study revealed there to be five statistically significant p-values when the data were analyzed. Catalogers (n=145 were found to be more reflective learners compared to Administrative (n=321 and Instruction librarians (n=228 at the p = 0.009 level. Administrative, Instruction, and “Other” librarians were found to be more intuitive learners than Catalogers, who are more likely to be sensing learners, at the p = 0.0004 level. Digital librarians (n=40 are more likely to be visual learners and Catalogers more likely to be sequential learners when compared to several other librarian categories, at the p = 0.020 and p = 0.001 levels respectively. Conclusions – The authors concluded that there were some statistically significant differences between librarians’ learning styles scores according to job responsibilities. Catalogers were found to have different learning styles than other types of librarians for three out of four scales. Based on these findings, the authors indicate that further research into how librarians’ work

  18. Responses of Mean and Extreme Precipitation to Deforestation in the Maritime Continent

    Science.gov (United States)

    Chen, C. C.; Lo, M. H.; Yu, J. Y.

    2017-12-01

    Anthropogenic land use and land cover change, including tropical deforestation, could have substantial effects on local surface energy and water budgets, and thus on the atmospheric stability which may result in changes in precipitation. Maritime Continent has undergone severe deforestation in recent decades but has received less attention than Amazon or Congo rainforests. Therefore, this study is to decipher the precipitation response to deforestation in the Maritime Continent. We conduct deforestation experiments using Community Earth System Model (CESM) and through converting the tropical rainforest into grassland. The results show that deforestation in Maritime Continent leads to an increase in both mean temperature and mean precipitation. Moisture budget analysis indicates that the increase in precipitation is associated with the vertically integrated vertical moisture advection, especially the dynamic component (changes in convection). In addition, through moist static energy (MSE) budget analysis, we find the atmosphere among deforested areas become unstable owing to the combined effects of positive specific humidity anomalies at around 850 hPa and anomalous warming extended from the surface to 750 hPa. This instability will induce anomalous ascending motion, which could enhance the low-level moisture convergence, providing water vapor from the surrounding warm ocean. To further evaluate the precipitation response to deforestation, we examine the precipitation changes under La Niña events and global warming scenario using CESM Atmospheric Model Intercomparison Project (AMIP) simulations and Representative Concentration Pathway (RCP) 8.5 simulations. We find that the precipitation increase caused by deforestation in Maritime Continent is comparable in magnitude to that generated by either natural variability or global warming forcing. Besides the changes in mean precipitation, preliminary results show the extreme precipitation also increases. We will further

  19. Public health in the 21st century: working differently means leading and learning differently.

    Science.gov (United States)

    Czabanowska, Katarzyna; Rethmeier, Kenneth A; Lueddeke, George; Smith, Tony; Malho, André; Otok, Robert; Stankunas, Mindaugas

    2014-12-01

    Public health needs to adapt to the complex context of 21st century Europe. Unquestionably, leaders for health require new skills to face a myriad of wicked problems and challenges that are at a critical juncture for potential improvements. Public health curricula are traditionally oriented around core educational disciplines, and there is little room for developing students' leadership capabilities within the context of public health. The aim is to present the meaning of contemporary public health leadership based on qualitative research and propose a curriculum model for contemporary public health leadership. A series of in-depth semi-structured interviews were carried out with six European public health leaders from a variety of countries and professional backgrounds. The interviews recorded and transcribed. A thematic content analysis was undertaken to identify themes within the data. Five common themes that help to inform future leadership capacity arose from the interviews: the inner path of leadership, the essence of leadership, new types of leadership, future leaders' imperatives functioning within a complex and uncertain European public health context. The leadership thematic model makes an important contribution to defining public health leadership in Europe and can help to guide the content development of public health leadership curricula. The authors assert that a new 'integrative inquiry-based learning model', with leadership as a central component, will allow schools and departments of public health across Europe to be able to ensure that tomorrow's public health leaders are adequately trained and prepared for the challenges they will face. © The Author 2014. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

  20. Learning-Focused Leadership and Leadership Support: Meaning and Practice in Urban Systems

    Science.gov (United States)

    Knapp, Michael S.; Copland, Michael A.; Honig, Meredith I.; Plecki, Margaret L.; Portin, Bradley S.

    2010-01-01

    This report synthesizes what has been learned about how leaders in urban systems focus their leadership on the improvement of learning, and what it takes to support their leadership in these settings. The report brings together findings from three sub-study strands, concerned with efforts in seven urban districts to: a) invest staffing and other…

  1. E-Learning as a Means to Improve the Quality of Higher Education

    Directory of Open Access Journals (Sweden)

    Kuimova Marina

    2016-01-01

    Full Text Available The use of e-learning has become an important part of higher education. It expands the pedagogical resources, assists students in their learning, develops learners’ skills, motivation and knowledge, prepares them for being productive in their workplaces of today’s society. The paper provides the literature review regarding the use of e-learning, its advantages and disadvantages. The authors examine students’ perception of e-learning courses based on the Moodle platform at National Research Tomsk Polytechnic University. The findings from a survey of 67 students reveal that the respondents highlighted the following advantages of e-learning courses: convenience, combination of theoretical and practical material, on-line testing and apprehensibility of the assessment criteria.

  2. Information-integration category learning and the human uncertainty response.

    Science.gov (United States)

    Paul, Erick J; Boomer, Joseph; Smith, J David; Ashby, F Gregory

    2011-04-01

    The human response to uncertainty has been well studied in tasks requiring attention and declarative memory systems. However, uncertainty monitoring and control have not been studied in multi-dimensional, information-integration categorization tasks that rely on non-declarative procedural memory. Three experiments are described that investigated the human uncertainty response in such tasks. Experiment 1 showed that following standard categorization training, uncertainty responding was similar in information-integration tasks and rule-based tasks requiring declarative memory. In Experiment 2, however, uncertainty responding in untrained information-integration tasks impaired the ability of many participants to master those tasks. Finally, Experiment 3 showed that the deficit observed in Experiment 2 was not because of the uncertainty response option per se, but rather because the uncertainty response provided participants a mechanism via which to eliminate stimuli that were inconsistent with a simple declarative response strategy. These results are considered in the light of recent models of category learning and metacognition.

  3. How can streamflow and climate-landscape data be used to estimate baseflow mean response time?

    Science.gov (United States)

    Zhang, Runrun; Chen, Xi; Zhang, Zhicai; Soulsby, Chris; Gao, Man

    2018-02-01

    Mean response time (MRT) is a metric describing the propagation of catchment hydraulic behavior that reflects both hydro-climatic conditions and catchment characteristics. To provide a comprehensive understanding of catchment response over a longer-time scale for hydraulic processes, the MRT function for baseflow generation was derived using an instantaneous unit hydrograph (IUH) model that describes the subsurface response to effective rainfall inputs. IUH parameters were estimated based on the "match test" between the autocorrelation function (ACFs) derived from the filtered base flow time series and from the IUH parameters, under the GLUE framework. Regionalization of MRT was conducted using estimates and hydroclimate-landscape indices in 22 sub-basins of the Jinghe River Basin (JRB) in the Loess Plateau of northwest China. Results indicate there is strong equifinality in determination of the best parameter sets but the median values of the MRT estimates are relatively stable in the acceptable range of the parameters. MRTs vary markedly over the studied sub-basins, ranging from tens of days to more than a year. Climate, topography and geomorphology were identified as three first-order controls on recharge-baseflow response processes. Human activities involving the cultivation of permanent crops may elongate the baseflow MRT and hence increase the dynamic storage. Cross validation suggests the model can be used to estimate MRTs in ungauged catchments in similar regions of throughout the Loess Plateau. The proposed method provides a systematic approach for MRT estimation and regionalization in terms of hydroclimate and catchment characteristics, which is helpful in the sustainable water resources utilization and ecological protection in the Loess Plateau.

  4. Fostering Self-Monitoring of University Students by Means of a Standardized Learning Journal--A Longitudinal Study with Process Analyses

    Science.gov (United States)

    Fabriz, Sabine; Dignath-van Ewijk, Charlotte; Poarch, Gregory; Büttner, Gerhard

    2014-01-01

    The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students' self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or…

  5. Using Voice, Meaning, Mutual Construction of Knowledge, and Transfer of Learning to Apply an Ecological Perspective to Group Work Training

    Science.gov (United States)

    Orr, Jonathan J.; Hulse-Killacky, Diana

    2006-01-01

    Concepts of voice, meaning, mutual construction of knowledge, and transfer of learning are presented in this paper as critical ingredients that support the teaching of group work from an ecological perspective. Examples of these concepts are given to illustrate their application in group work classes. (Contains 1 table.)

  6. "Bigger Number Means You Plus!"--Teachers Learning to Use Clinical Interviews to Understand Students' Mathematical Thinking

    Science.gov (United States)

    Heng, Mary Anne; Sudarshan, Akhila

    2013-01-01

    This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, "Human Development" 52:109-128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical assumptions about what it means to teach for…

  7. Learning to Design Backwards: Examining a Means to Introduce Human-Centered Design Processes to Teachers and Students

    Science.gov (United States)

    Gibson, Michael R.

    2016-01-01

    "Designing backwards" is presented here as a means to utilize human-centered processes in diverse educational settings to help teachers and students learn to formulate and operate design processes to achieve three sequential and interrelated goals. The first entails teaching them to effectively and empathetically identify, frame and…

  8. Empowering Teachers and their Practices of Inclusion through Digital Dialogic Negotiation of Meaning in Learning Communities of Practice

    DEFF Research Database (Denmark)

    Voldborg, Hanne; Sorensen, Elsebeth Korsgaard

    2016-01-01

    framework was developed. Through collaborative knowledge building and an Educational Design Research (EDR) method this study reports on a collaborative attempt to improve inclusive teaching/learning in ways that install ownership, reflection, and awareness of eLearning-to-Learn (eL2L). In the current study......The purpose of this paper is to develop and further refine a digital dialogic concept for the establishment of an including educational practice for teachers. The concept is inherently based on the view of teachers as co-researchers and with a view on inclusion as an endeavour best supported...... by digital dialogic negotiation of meaning in learning communities of practice (CoPs). The study is a continuation of an earlier study on establishing a digital dialogic architecture to fostering shared understanding and sustainable competence development in teacher practices of inclusion. A theoretical...

  9. Simulations of the Sampling Distribution of the Mean Do Not Necessarily Mislead and Can Facilitate Learning

    Science.gov (United States)

    Lane, David M.

    2015-01-01

    Recently Watkins, Bargagliotti, and Franklin (2014) discovered that simulations of the sampling distribution of the mean can mislead students into concluding that the mean of the sampling distribution of the mean depends on sample size. This potential error arises from the fact that the mean of a simulated sampling distribution will tend to be…

  10. Mean-risk efficient portfolio analysis of demand response and supply resources

    International Nuclear Information System (INIS)

    Deng, Shi-Jie; Xu, Li

    2009-01-01

    In the restructured electric power utility industry, reducing the risk exposure of profit to the highly volatile electricity wholesale price and the fluctuating demand of end users is essential to the financial success of load-serving entities (LSEs). Demand response (DR) programs have been utilized to manage the correlated price and volumetric risks, and simultaneously improve the reliability of the power system. This paper proposes an efficient portfolio framework for LSEs to evaluate the role of DR programs in achieving a desirable tradeoff between profit and risk. The mean-risk efficient frontier formed by the optimal portfolios allows LSEs to identify the least amount of risk to bear corresponding to a given profit target. Numerical examples are provided to illustrate the impact of DR programs on the composition of the optimal portfolios in achieving different levels of tradeoff between risk and reward. (author)

  11. What would getting over with nuclear energy mean. Getting in on responsibility

    International Nuclear Information System (INIS)

    Haerle, W.

    1986-01-01

    In the current situation where the controversial debate in public about the further use or even enhancement of use of nuclear energy is carried on with ever growing vehemence and arguments lost in the flood of less transparent motivations, clear and down-to-earth information and sensible, convincing argumentation is badly needed. In his book the Professor of Systematic Theology at Marburg University tries to elaborate sensible answers to the puzzling questions, and to indicate ways and means of using one's own discernment. The problems involved are discussed under the following headings: Christian faith and political responsibility - Pros and cons of establishing the nuclear fuel reprocessing plant at Wackersdorf - Nuclear power seen from the point of view of economy and ecology - Nuclear power after Chernobyl - Energy policy concepts and their validation - The nuclear controversy as a challenge to political culture - The church and political culture. A documentation is given in an annex. (orig./HP) [de

  12. Influence of learning strategy on response time during complex value-based learning and choice.

    Directory of Open Access Journals (Sweden)

    Shiva Farashahi

    Full Text Available Measurements of response time (RT have long been used to infer neural processes underlying various cognitive functions such as working memory, attention, and decision making. However, it is currently unknown if RT is also informative about various stages of value-based choice, particularly how reward values are constructed. To investigate these questions, we analyzed the pattern of RT during a set of multi-dimensional learning and decision-making tasks that can prompt subjects to adopt different learning strategies. In our experiments, subjects could use reward feedback to directly learn reward values associated with possible choice options (object-based learning. Alternatively, they could learn reward values of options' features (e.g. color, shape and combine these values to estimate reward values for individual options (feature-based learning. We found that RT was slower when the difference between subjects' estimates of reward probabilities for the two alternative objects on a given trial was smaller. Moreover, RT was overall faster when the preceding trial was rewarded or when the previously selected object was present. These effects, however, were mediated by an interaction between these factors such that subjects were faster when the previously selected object was present rather than absent but only after unrewarded trials. Finally, RT reflected the learning strategy (i.e. object-based or feature-based approach adopted by the subject on a trial-by-trial basis, indicating an overall faster construction of reward value and/or value comparison during object-based learning. Altogether, these results demonstrate that the pattern of RT can be informative about how reward values are learned and constructed during complex value-based learning and decision making.

  13. Autonomously responsive pumping by a bacterial flagellar forest: A mean-field approach

    Science.gov (United States)

    Martindale, James D.; Fu, Henry C.

    2017-09-01

    This study is motivated by a microfluidic device that imparts a magnetic torque on an array of bacterial flagella. Bacterial flagella can transform their helical geometry autonomously in response to properties of the background fluid, which provides an intriguing mechanism allowing their use as an engineered element for the regulation or transport of chemicals in microscale applications. The synchronization of flagellar phase has been widely studied in biological contexts, but here we examine the synchronization of flagellar tilt, which is necessary for effective pumping. We first examine the effects of helical geometry and tilt on the pumping flows generated by a single rotating flagellum. Next, we explore a mean-field model for an array of helical flagella to understand how collective tilt arises and influences pumping. The mean-field methodology allows us to take into account possible phase differences through a time-averaging procedure and to model an infinite array of flagella. We find array separation distances, magnetic field strengths, and rotation frequencies that produce nontrivial self-consistent pumping solutions. For individual flagella, pumping is reversed when helicity or rotation is reversed; in contrast, when collective effects are included, self-consistent tilted pumping solutions become untilted nonpumping solutions when helicity or rotation is reversed.

  14. Research workshops as a Means to individual and organizational learning and transformation

    DEFF Research Database (Denmark)

    Sommer, Finn M.; Sprogøe, Jonas; Nygaard Andersen, Randi

    In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research s...... skills and competencies. However, research workshops are also used strategically to facilitate organizational development. By way of organizational learning theory, we discuss research workshops as way to individual learning and organizational transformation.......In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research...

  15. The influence of attention and reward on the learning of stimulus-response associations

    NARCIS (Netherlands)

    Vartak, Devavrat; Jeurissen, Danique; Self, Matthew W; Roelfsema, Pieter R

    2017-01-01

    We can learn new tasks by listening to a teacher, but we can also learn by trial-and-error. Here, we investigate the factors that determine how participants learn new stimulus-response mappings by trial-and-error. Does learning in human observers comply with reinforcement learning theories, which

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

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

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

  17. Interpersonal social responsibility model of service learning: A longitudinal study.

    Science.gov (United States)

    Lahav, Orit; Daniely, Noa; Yalon-Chamovitz, Shira

    2018-01-01

    Service-learning (SL) is commonly used in Occupational Therapy (OT) programs worldwide as a community placement educational strategy. However, most SL models are not clearly defined in terms of both methodology and learning outcomes. This longitudinal study explores a structured model of Service-Learning (Interpersonal Social Responsibility-Service Learning: ISR-SL) aimed towards the development of professional identity among OT students. Based on OT students experiences from the end of the course through later stages as mature students and professionals. A qualitative research design was used to explore the perceptions and experiences of 150 first, second, and third-year OT students and graduates who have participated in ISR-SL during their first academic year. Our findings suggest that the structured, long-term relationship with a person with a disability in the natural environment, which is the core of the ISR-SL, allowed students to develop a professional identity based on seeing the person as a whole and recognizing his/her centrality in the therapeutic relationship. This study suggests ISR-SL as future direction or next step for implementing SL in OT and other healthcare disciplines programs.

  18. Response probability and latency: a straight line, an operational definition of meaning and the structure of short term memory

    OpenAIRE

    Tarnow, Dr. Eugen

    2008-01-01

    The functional relationship between response probability and time is investigated in data from Rubin, Hinton and Wenzel (1999) and Anderson (1981). Recall/recognition probabilities and search times are linearly related through stimulus presentation lags from 6 seconds to 600 seconds in the former experiment and for repeated learning of words in the latter. The slope of the response time vs. probability function is related to the meaningfulness of the items used. The Rubin et al data sugges...

  19. How Can Tablets Be Used for Meaning-Making and Learning

    Science.gov (United States)

    Lofthus, Liv

    2017-01-01

    The background for my research project is to look closer at how social sciences such as history, geography and civic life can be taught outside the classroom by using tablets as a tool. This paper looks closer into how tablets can be used as a learning recourse in an interdisciplinary project outside the classroom. I will follow a group of pupils…

  20. Negotiation of Meaning in Desktop Videoconferencing-Supported Distance Language Learning

    Science.gov (United States)

    Wang, Yuping

    2006-01-01

    The aim of this research is to reveal the dynamics of focus on form in task completion via videoconferencing. This examination draws on current second language learning theories regarding effective language acquisition, research in Computer Mediated Communication (CMC) and empirical data from an evaluation of desktop videoconferencing-supported…

  1. Envisioning Collaborative Composing in Music Education: Learning and Negotiation of Meaning in "operabyyou.com"

    Science.gov (United States)

    Partti, Heidi; Westerlund, Heidi

    2013-01-01

    This qualitative instrumental case study examines collaborative composing in the "operabyyou.com" online music community from the perspective of learning by utilising the concept of a "community of practice" as a heuristic frame. The article suggests that although informal music practices offer important opportunities for…

  2. Teaching in Informal Learning Environments as a Means for Promoting Inclusive Education

    Science.gov (United States)

    Angelides, Panayiotis; Avraamidou, Lucy

    2010-01-01

    The idea of inclusive education has featured very highly in the educational priorities of many educational systems. However, the same educational systems are often criticised because of the failings of their teachers to respond to inclusive environments of learning, where all children, despite their different abilities, receive equal opportunities…

  3. Maximising meaning : Creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective

    NARCIS (Netherlands)

    van Rijk, Y.; Volman, M.; de Haan, D.; van Oers, B.

    Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a

  4. Learning Medical Microbiology and Infectious Diseases by Means of a Board Game: Can It Work?

    Science.gov (United States)

    Struwig, Magdalena C.; Beylefeld, Adriana A.; Joubert, Georgina

    2014-01-01

    Innovative teaching and learning is increasingly becoming part of medical education. We report the evaluation of a medical microbiology board game, Med Micro Fun With Facts (MMFWF), based on Trivial Pursuit™ principles. The game was developed to stimulate medical students' interest in microbiology and expose students to the subject content of an…

  5. Finding Moments of Meaning in Undergraduate Education: How the Scholarship of Teaching and Learning Can Help

    Science.gov (United States)

    Bernstein, Jeffrey L.

    2018-01-01

    I argue for the value of high-impact educational practices as tools to minimize the commoditization of higher education. As a vehicle for doing so, I discuss a travel course to Washington, D.C., that which I have led. This course is a significant and meaningful learning experience for the students who participate. In reflecting upon the value of…

  6. Portfolio as a Means of Promoting Autonomous Learning in Teacher Education: A Quasi-Experimental Study

    Science.gov (United States)

    Meeus, Wil; Van Petegem, Peter; Meijer, Joost

    2008-01-01

    Background: The predominant dissertation model used in teacher education courses in Flanders is the "literature study with practical processing". Despite the practical supplement, this traditional model does not fit sufficiently well with autonomous learning as the objective of modern teacher education dissertations. This study reports on the…

  7. Evaluation of Web-Based Training Courses by Means of Criteria on Learning Support

    Energy Technology Data Exchange (ETDEWEB)

    Geisser, R.; Keefer, F.; Schoenfelder, C.

    2015-07-01

    In recent years, due to the widespread use of digital media and the internet, more and more traditional education and training measures have been replaced or enhanced by elearning. In the context of the nuclear industry, however, with its stringent demand for well qualified and motivated human resources, it is very important to know to what extent these new learning formats will contribute to effective education and training. In cooperation with AREVA and within the scope of a master thesis, it was first investigated as to which factors greatly support the effectiveness of learning by using digital media, from a learner’s point of view in particular. Then, several criteria were developed that could be used to evaluate web based training courses. Next, these criteria were applied to three courses that have already been implemented at AREVA for different target groups and training objectives. The investigation has shown that factors which support the effectiveness of learning are not well known and not systematically applied in the training development process. Consequently, the success of training implementation depends to a great extent on the competence of external suppliers for e-learning programming. (Author)

  8. Intergenerational Sharing of Knowledge as Means of Deepening the Organisational Learning Culture in Schools

    Science.gov (United States)

    Klein, Joseph; Shapira-Lishchinsky, Orly

    2016-01-01

    Learning organisations promote the transfer of insights to new personnel (vertical dimension) and the development of shared team knowledge (horizontal dimension). Educational research focuses mainly on the horizontal dimension. This study examined a theoretical framework combining both dimensions and its contribution to teachers' work. Three…

  9. Peer-Peer Dialogue as a Means of Second Language Learning.

    Science.gov (United States)

    Swain, Merrill; Brooks, Lindsay; Tocalli-Beller, Agustina

    2002-01-01

    Considers recent research in which peer dialogue has been examined with the purpose of understanding its impact on second language learning. Reviews research from the perspective of a sociocultural theory of mind that claims cognition and knowledge are dialogically constructed. (Author/VWL)

  10. On the intrinsic relation between technology and morality : and what this means for machine learning.

    NARCIS (Netherlands)

    Gabriels, K.

    2017-01-01

    When Microsoft released its AI chatbot Tay on Twitter in March 2016, Tay was supposed to learn to chat as an average American teenage girl. However, she quickly became sexist, racist, and anti-Semitic. Microsoft turned out to be overly naïve about the intentions of users who had to ‘train’ Tay. In

  11. Exploring Meaning of Active Learning with Millennial Nursing Students: A Phenomenological Study

    Science.gov (United States)

    Szoka, Amy

    2017-01-01

    The purpose of this interpretive, phenomenological study was to explore and understand how millennial nursing students perceived their lived experiences of being active learners in an associate degree program and how it affected student learning outcomes and/or program satisfaction. The research questions guiding this study were based on…

  12. Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings

    Science.gov (United States)

    Anastopoulou, Stamatina; Sharples, Mike; Ainsworth, Shaaron; Crook, Charles; O'Malley, Claire; Wright, Michael

    2012-01-01

    In this paper, a novel approach to engaging students in personal inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the inquiry process, extending from the classroom into the school grounds, home, or…

  13. The Narrowing of Knowing: What It Means to Be Literate and Learned in Today's Society

    Science.gov (United States)

    Smith, Thomas

    2008-01-01

    Currently, the idea and definition of learning and literacy is being pushed and pulled in competing directions. Current governmental policies, most notably embodied in the No Child Left Behind law, are pushing the definitions to mechanical enterprises aimed at the lowest common denominator. At the same time, the technology race is working to open…

  14. Learning to Attend and Observe: Parent-Child Meaning Making in the Natural World

    Science.gov (United States)

    Marin, Ananda Maria

    Observation is a traditional form of learning and a scientific practice, and as such it plays a significant role in teaching and learning both inside and outside of schools. Recently, educational researchers and philosophers have called attention to the role of observation in scientific knowledge building (Brayboy & Castagno, 2008; Cajete, 2000; Datson & Lunbeck, 2011; Eberbach, 2009; Eberbach & Crowley, 2009; Kawagley, 2006; Norris, 1985; Smith & Reiser, 2005). These scholars have foregrounded the complexity of observation, particularly as it applies to inquiry practices in those domains which are heavily reliant on observation (Eberbach & Crowley, 2009; Maltese, Balliet, & Riggs, 2013; Smith & Reiser, 2005). My dissertation research examines how families with young children engage in the coordinated activity of observation during forest walks. I focus on the ways in which attentional practices support observational inquiry among parents and children between the ages of 5 to 7. Specifically, I examine how families coordinate attention and highlight features of the environment in order to make them observable. I use a mixed methods approach to investigate the range of interactional resources parents and children use as they engage in observation and learning about the natural world. Building on Indigenous scholarship (Cajete, 2000; Deloria & Wildcat, 2010; Kawagley, 2006), sociocultural theories and ecological approaches to development (Cole, 1996; Goodwin, 1994; Ingold, 2000; Rogoff, 2003) and conversation analysis (Heritage, 2008; Pomerantz & Fehr, 1997), I develop a taxonomy of forms of coordination and discuss how spatial arrangements and language work together to link attention, observations and explanations. This work further contributes to our understanding of the situated and cultural nature of learning and serves as a resource for the design of place-based learning environments that are based on the intellectual strengths and resources of diverse families.

  15. Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency

    Science.gov (United States)

    Maki, Kathrin E.

    2018-01-01

    Response to intervention (RTI) is increasingly being implemented in schools as a means to identify students with specific learning disabilities (SLD). Despite its wide use, there is limited research regarding school psychologists' graduate preparation in and familiarity with RTI for SLD identification. This study examined how school psychologists'…

  16. Learning the Language of Locomotion: Do Children Use Biomechanical Structure to Constrain Hypotheses about Word Meaning?

    Science.gov (United States)

    Malt, Barbara C.; White, Anne; Ameel, Eef; Storms, Gert

    2016-01-01

    Much has been said about children's strategies for mapping elements of meaning to words in toddlerhood. However, children continue to refine word meanings and patterns of word use into middle childhood and beyond, even for common words appearing in early vocabulary. We address where children past toddlerhood diverge from adults and where they more…

  17. Constrained parameter estimation for semi-supervised learning : The case of the nearest mean classifier

    NARCIS (Netherlands)

    Loog, M.

    2011-01-01

    A rather simple semi-supervised version of the equally simple nearest mean classifier is presented. However simple, the proposed approach is of practical interest as the nearest mean classifier remains a relevant tool in biomedical applications or other areas dealing with relatively high-dimensional

  18. Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

    Science.gov (United States)

    Fung, M. K.; Tedesco, L.; Katz, M. E.

    2013-12-01

    As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed

  19. Understanding groundwater - students' pre-conceptions and conceptual change by means of a theory-guided multimedia learning program

    Science.gov (United States)

    Unterbruner, Ulrike; Hilberg, Sylke; Schiffl, Iris

    2016-06-01

    Education on the subject of groundwater is crucial for sustainability. Nevertheless, international studies with students across different age groups have shown that the basic hydrogeological concept of groundwater defined as water within porous and permeable rocks is not an established everyday notion. Drawing from international research, a multimedia learning program Zwischen Regenwolke und Wasserhahn (between the rain cloud and the tap) was developed, which incorporates specific insights from the fields of conceptual change research, multimedia research, and the model of educational reconstruction. The effectiveness of the learning program was ascertained by means of two studies with Austrian seventh grade pupils as well as teacher-training students from the fields of biology and geography in order to ascertain the effectiveness of the learning program. Using a quasi-experimental research design, the participants' conceptions and knowledge of groundwater were determined in a pre- and post-test. The pupils and students greatly benefitted from working through the learning software independently. Their knowledge of groundwater increased significantly compared to the control group and there was a highly significant increase in the number of scientifically correct notions of groundwater. The acceptance of the program was also generally very high. The results indicate that theory-guided multimedia learning programs can play an important role in the transfer of research results to classroom settings, especially in science education.

  20. Teaching & Learning Guide for: Recent Work on Structured Meaning and Propositional Unity

    Czech Academy of Sciences Publication Activity Database

    Jespersen, Bjorn

    2012-01-01

    Roč. 7, č. 12 (2012), s. 943-945 ISSN 1747-9991 Institutional support: RVO:67985955 Keywords : logical semantics * structured meanings * intensional mereology Subject RIV: AA - Philosophy ; Religion

  1. FOSTERING TOLERANCE DURING LIFE-LONG LEARNING VIA MEANS OF INFORMATIZATION

    Directory of Open Access Journals (Sweden)

    С Г Григорьев

    2016-12-01

    Full Text Available Approaches to increase in effectiveness of educational work with young people in the Internet- media are discussed. The approaches include means of information and telecommunication technologies very popular among youth.

  2. Meaning Making in Wartime Bereavement: Lessons Learned From Bereaved Parents and Siblings.

    Science.gov (United States)

    Harrington, Christina

    2017-12-01

    Wartime deaths are traumatic and leave many grieving families in their wake. Yet, the unique, nuanced bereavement needs and experiences of those who remain are largely unknown. This Canadian, qualitative study examined the bereavement experiences of family of origin, bereaved during the mission to Afghanistan. The findings provide rich data on the predominant ways in which family members found and made meaning following the death and the ways in which military culture influenced the meanings made.

  3. Perception in a social context: attention for response-functional means

    NARCIS (Netherlands)

    Faber, T.W.; Jonas, K.J.

    2013-01-01

    Research on automatic behavior has shown how social category priming can activate unique responses toward such categories. Recently, the importance of the context in which social category members are perceived has been demonstrated for the response selection process. While response selection has

  4. Chile: educational game, "Learning about AIDS: the Responsibility of All".

    Science.gov (United States)

    1993-01-01

    For more than 10 years, People's Health Education (EPES) has developed educational materials which call upon target audiences to integrate their practical experiences into a collective learning process based upon games. The methodology and materials aim to meet the needs of the most underprivileged sections of the population. EPES produced "Learning about AIDS: the responsibility of all," a game which can be used as it is or adapted to meet the needs of differing groups. The objectives of the game are to provide basic information on AIDS; to facilitate the expression of ideas, beliefs, and myths about AIDS; to promote forums for discussion in order to exchange opinions and views on sexuality and AIDS; to create awareness on how AIDS affects the community; and to create awareness of the need to prevent the disease. Played in couples to strengthen the level of interpersonal communication on such issues, the game is played because AIDS is a fact of everyday life which is affecting the community, because learning about AIDS will help people to protect themselves and their communities from the disease and groundless associated fears, and because open discussion is needed to help prevent more people from becoming infected with HIV.

  5. Bladder cancer treatment response assessment using deep learning in CT with transfer learning

    Science.gov (United States)

    Cha, Kenny H.; Hadjiiski, Lubomir M.; Chan, Heang-Ping; Samala, Ravi K.; Cohan, Richard H.; Caoili, Elaine M.; Paramagul, Chintana; Alva, Ajjai; Weizer, Alon Z.

    2017-03-01

    We are developing a CAD system for bladder cancer treatment response assessment in CT. We compared the performance of the deep-learning convolution neural network (DL-CNN) using different network sizes, and with and without transfer learning using natural scene images or regions of interest (ROIs) inside and outside the bladder. The DL-CNN was trained to identify responders (T0 disease) and non-responders to chemotherapy. ROIs were extracted from segmented lesions in pre- and post-treatment scans of a patient and paired to generate hybrid pre-post-treatment paired ROIs. The 87 lesions from 82 patients generated 104 temporal lesion pairs and 6,700 pre-post-treatment paired ROIs. Two-fold cross-validation and receiver operating characteristic analysis were performed and the area under the curve (AUC) was calculated for the DL-CNN estimates. The AUCs for prediction of T0 disease after treatment were 0.77+/-0.08 and 0.75+/-0.08, respectively, for the two partitions using DL-CNN without transfer learning and a small network, and were 0.74+/-0.07 and 0.74+/-0.08 with a large network. The AUCs were 0.73+/-0.08 and 0.62+/-0.08 with transfer learning using a small network pre-trained with bladder ROIs. The AUC values were 0.77+/-0.08 and 0.73+/-0.07 using the large network pre-trained with the same bladder ROIs. With transfer learning using the large network pretrained with the Canadian Institute for Advanced Research (CIFAR-10) data set, the AUCs were 0.72+/-0.06 and 0.64+/-0.09, respectively, for the two partitions. None of the differences in the methods reached statistical significance. Our study demonstrated the feasibility of using DL-CNN for the estimation of treatment response in CT. Transfer learning did not improve the treatment response estimation. The DL-CNN performed better when transfer learning with bladder images was used instead of natural scene images.

  6. Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

    Science.gov (United States)

    Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

    2016-01-01

    There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

  7. New Learning Methods for Marine Oil Spill Response Training

    Directory of Open Access Journals (Sweden)

    Justiina Halonen

    2017-06-01

    Full Text Available In Finland the Regional Fire and Rescue Services (RFRS are responsible for near shore oil spill response and shoreline cleanup operations. In addition, they assist in other types of maritime incidents, such as search and rescue operations and fire-fighting on board. These statutory assignments require the RFRS to have capability to act both on land and at sea. As maritime incidents occur infrequently, little routine has been established. In order to improve their performance in maritime operations, the RFRS are participating in a new oil spill training programme to be launched by South-Eastern Finland University of Applied Sciences. This training programme aims to utilize new educational methods; e-learning and simulator based training. In addition to fully exploiting the existing navigational bridge simulator, radio communication simulator and crisis management simulator, an entirely new simulator is developed. This simulator is designed to model the oil recovery process; recovery method, rate and volume in various conditions with different oil types. New simulator enables creation of a comprehensive training programme covering training tasks from a distress call to the completion of an oil spill response operation. Structure of the training programme, as well as the training objectives, are based on the findings from competence and education surveys conducted in spring 2016. In these results, a need for vessel maneuvering and navigation exercises together with actual response measures training were emphasized. Also additional training for maritime radio communication, GMDSS-emergency protocols and collaboration with maritime authorities were seemed important. This paper describes new approach to the maritime operations training designed for rescue authorities, a way of learning by doing, without mobilising the vessels at sea.

  8. The development of automaticity in short-term memory search: Item-response learning and category learning.

    Science.gov (United States)

    Cao, Rui; Nosofsky, Robert M; Shiffrin, Richard M

    2017-05-01

    In short-term-memory (STM)-search tasks, observers judge whether a test probe was present in a short list of study items. Here we investigated the long-term learning mechanisms that lead to the highly efficient STM-search performance observed under conditions of consistent-mapping (CM) training, in which targets and foils never switch roles across trials. In item-response learning, subjects learn long-term mappings between individual items and target versus foil responses. In category learning, subjects learn high-level codes corresponding to separate sets of items and learn to attach old versus new responses to these category codes. To distinguish between these 2 forms of learning, we tested subjects in categorized varied mapping (CV) conditions: There were 2 distinct categories of items, but the assignment of categories to target versus foil responses varied across trials. In cases involving arbitrary categories, CV performance closely resembled standard varied-mapping performance without categories and departed dramatically from CM performance, supporting the item-response-learning hypothesis. In cases involving prelearned categories, CV performance resembled CM performance, as long as there was sufficient practice or steps taken to reduce trial-to-trial category-switching costs. This pattern of results supports the category-coding hypothesis for sufficiently well-learned categories. Thus, item-response learning occurs rapidly and is used early in CM training; category learning is much slower but is eventually adopted and is used to increase the efficiency of search beyond that available from item-response learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  9. [Taking personal responsibility in practice: what does it mean?--Insights into daily clinical routines].

    Science.gov (United States)

    Hansen, Leonhard

    2012-01-01

    In our society, taking personal responsibility is basically regarded as a key step to adopting a more active lifestyle. In health care, however, personal responsibility is primarily equated with higher levels of financial contribution from patients. Obviously, the individual's responsibility for his or her health and towards the mutually supportive community is a highly emotional and ideological issue, so the debate is usually rather heated. This is, however, at odds with the "empowered patient" concept. In the present paper "personal responsibility in practice" will be understood to include both physician and patient responsibility. Examples will be employed to demonstrate that, on an individual level, physicians are responsible for diagnosing and treating their patients as indicated and that, on a collective level, they are expected to make responsible use of the resources allocated. Here, patient responsibility will be defined as both taking care for one's own health and the individual's obligation to contribute to the maintenance of our solidarity-based health care system. The tensions between solidarity and subsidiarity and personal responsibility, respectively, will be outlined, and a readjustment of the relation between external support and individual strengths, between solidarity and personal responsibility in terms of Sect. 1 of the Social Book Code V will be advocated. Copyright © 2012. Published by Elsevier GmbH.

  10. Learning the Language of Evolution: Lexical Ambiguity and Word Meaning in Student Explanations

    Science.gov (United States)

    Rector, Meghan A.; Nehm, Ross H.; Pearl, Dennis

    2013-01-01

    Our study investigates the challenges introduced by students' use of lexically ambiguous language in evolutionary explanations. Specifically, we examined students' meaning of five key terms incorporated into their written evolutionary explanations: "pressure", "select", "adapt", "need", and "must". We utilized a new technological tool known as the…

  11. Grasp Learning by Means of Developing Sensorimotor Schemas and Generic World Knowledge

    DEFF Research Database (Denmark)

    Krüger, Norbert; Popovic, Mila; Bodenhagen, Leon

    2011-01-01

    We present a cognitive system in which grasping competences are coded by means of a formalisation of sensory motor schemas in terms of so called ‘object action complexes’ (OACs). OACs define the knowledge of the system via the effects and precondition of certain behavioural patterns, and also code...

  12. Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

    Science.gov (United States)

    Browne, Christi L.

    The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to

  13. "Vámonos means go, but that's made up for the show": reality confusions and learning from educational TV.

    Science.gov (United States)

    Mares, Marie-Louise; Sivakumar, Gayathri

    2014-11-01

    Educational television for young children often combines factual content with fantasy. In 2 experiments, we examined 3- to 5-year-olds' reality judgments and the implications for their learning. In the 1st study, 145 children watched 3 clips featuring (respectively) a Hispanic, a Chinese American, and an Anglo character. Responses indicated age differences in character-reality judgments (e.g., "X can hear me"), acceptance of fantasy (e.g., talking backpacks), rejection of factual content (i.e., Spanish and Chinese words are "just pretend") but not perceived learning. Perceived reality of Chinese and Spanish words used by the characters partially mediated age differences in word comprehension, controlling for viewer ethnicity. In the 2nd study, 114 children were randomly assigned to see clips featuring either Hispanic or Chinese traditions and words. Age differences in reality judgments were replicated and were partially mediated by children's use of evidence or arguments to justify reality judgments and (to a lesser extent) by their cognitive flexibility. Further, children's reality judgments partially mediated age differences in learning of the educational content. Results suggest that reality distinctions improve with age, contributing to children's learning. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  14. Vocational students' meaning-making in school science - negotiating authenticity through multimodal mobile learning :

    OpenAIRE

    Nordby, Mette; Knain, Erik; Jonsdottir, Gudrun

    2017-01-01

    This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A m...

  15. What does the alcohol industry mean by 'Responsible drinking'? A comparative analysis.

    Science.gov (United States)

    Maani Hessari, N; Petticrew, M

    2018-03-01

    The alcohol industry uses responsible drinking messaging as a central element of its corporate social responsibility (CSR) activities. It has been argued that such messaging is vague, and potentially part of broader CSR activities to protect industry interests at the expense of public health. This study aimed to identify how industry defines responsible drinking, and in what contexts it is used. This was a qualitative documentary analysis of publicly available documents and web pages, including company web pages, press releases, reports and blogs from a representative selection of alcohol producers, and industry social aspect/public relations organizations; these were compared to health NGOs and Public Health England. All materials were coded iteratively using NVivo, and results were analysed using the hermeneutic approach. The term 'responsible drinking' was used almost exclusively by industry or industry-funded organizations. 'Responsible drinking' was not clearly defined with relation to any particular level of alcohol consumption, and government alcohol guidelines were rarely referenced. Responsible drinking is a strategically ambiguous, industry-affiliated term that allows for multiple interpretations. Industry sources rarely reference government drinking guidelines in the context of responsible drinking, stressing individual responsibility and risk management. Public health practitioners should be aware of these distinctions, and use clear language regarding lower risk drinking.

  16. TARGETED SEQUENTIAL DESIGN FOR TARGETED LEARNING INFERENCE OF THE OPTIMAL TREATMENT RULE AND ITS MEAN REWARD.

    Science.gov (United States)

    Chambaz, Antoine; Zheng, Wenjing; van der Laan, Mark J

    2017-01-01

    This article studies the targeted sequential inference of an optimal treatment rule (TR) and its mean reward in the non-exceptional case, i.e. , assuming that there is no stratum of the baseline covariates where treatment is neither beneficial nor harmful, and under a companion margin assumption. Our pivotal estimator, whose definition hinges on the targeted minimum loss estimation (TMLE) principle, actually infers the mean reward under the current estimate of the optimal TR. This data-adaptive statistical parameter is worthy of interest on its own. Our main result is a central limit theorem which enables the construction of confidence intervals on both mean rewards under the current estimate of the optimal TR and under the optimal TR itself. The asymptotic variance of the estimator takes the form of the variance of an efficient influence curve at a limiting distribution, allowing to discuss the efficiency of inference. As a by product, we also derive confidence intervals on two cumulated pseudo-regrets, a key notion in the study of bandits problems. A simulation study illustrates the procedure. One of the corner-stones of the theoretical study is a new maximal inequality for martingales with respect to the uniform entropy integral.

  17. A Comparison of Reading Response Methods to Increase Student Learning

    Directory of Open Access Journals (Sweden)

    Cheryl J. Davis

    2016-01-01

    Full Text Available It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study experimentally compared the effect of assigned reading summaries or study questions on student test performance. The results revealed that study questions produced higher quiz scores and higher preparation for the quiz, based on student feedback. Limitations of the study included a small sample size and extraneous activities that may have affected general knowledge on a topic. Results suggest that study questions focusing students on critical information in the required readings improve student learning.

  18. Novel nonlinear knowledge-based mean force potentials based on machine learning.

    Science.gov (United States)

    Dong, Qiwen; Zhou, Shuigeng

    2011-01-01

    The prediction of 3D structures of proteins from amino acid sequences is one of the most challenging problems in molecular biology. An essential task for solving this problem with coarse-grained models is to deduce effective interaction potentials. The development and evaluation of new energy functions is critical to accurately modeling the properties of biological macromolecules. Knowledge-based mean force potentials are derived from statistical analysis of proteins of known structures. Current knowledge-based potentials are almost in the form of weighted linear sum of interaction pairs. In this study, a class of novel nonlinear knowledge-based mean force potentials is presented. The potential parameters are obtained by nonlinear classifiers, instead of relative frequencies of interaction pairs against a reference state or linear classifiers. The support vector machine is used to derive the potential parameters on data sets that contain both native structures and decoy structures. Five knowledge-based mean force Boltzmann-based or linear potentials are introduced and their corresponding nonlinear potentials are implemented. They are the DIH potential (single-body residue-level Boltzmann-based potential), the DFIRE-SCM potential (two-body residue-level Boltzmann-based potential), the FS potential (two-body atom-level Boltzmann-based potential), the HR potential (two-body residue-level linear potential), and the T32S3 potential (two-body atom-level linear potential). Experiments are performed on well-established decoy sets, including the LKF data set, the CASP7 data set, and the Decoys “R”Us data set. The evaluation metrics include the energy Z score and the ability of each potential to discriminate native structures from a set of decoy structures. Experimental results show that all nonlinear potentials significantly outperform the corresponding Boltzmann-based or linear potentials, and the proposed discriminative framework is effective in developing knowledge

  19. Consistent haul road condition monitoring by means of vehicle response normalisation with Gaussian processes

    CSIR Research Space (South Africa)

    Heyns, T

    2012-12-01

    Full Text Available Suboptimal haul road management policies such as routine, periodic and urgent maintenance may result in unnecessary cost, both to roads and vehicles. A recent idea is to continually access haul road condition based on measured vehicle response...

  20. Appeals to consumer responsibility and improving structural conditions as means to promote sustainable consumer behavior

    DEFF Research Database (Denmark)

    Thøgersen, John

    for their acts or (b) structural conditions determined by governments? In field experiments with large samples of ordinary consumers, the behavioral effects of perceptions of responsibility/personal moral norms and of altering an important structural condition are quantified by measuring a relevant behavior......-developed public transit service. The results suggest that there is often more to gain from changing structural conditions to be more facilitating for the desired behavior than from a campaign targeting consumer feelings of responsibility.......Environmental policy-makers increasingly emphasize consumers' responsibility for environmental side effects of their acts, but is this justified? This paper investigates which is the most important limiting factor for sustainable consumption: (a) the extent to which consumers assume responsibility...

  1. Complementary responses to mean and variance modulations in the perfect integrate-and-fire model.

    Science.gov (United States)

    Pressley, Joanna; Troyer, Todd W

    2009-07-01

    In the perfect integrate-and-fire model (PIF), the membrane voltage is proportional to the integral of the input current since the time of the previous spike. It has been shown that the firing rate within a noise free ensemble of PIF neurons responds instantaneously to dynamic changes in the input current, whereas in the presence of white noise, model neurons preferentially pass low frequency modulations of the mean current. Here, we prove that when the input variance is perturbed while holding the mean current constant, the PIF responds preferentially to high frequency modulations. Moreover, the linear filters for mean and variance modulations are complementary, adding exactly to one. Since changes in the rate of Poisson distributed inputs lead to proportional changes in the mean and variance, these results imply that an ensemble of PIF neurons transmits a perfect replica of the time-varying input rate for Poisson distributed input. A more general argument shows that this property holds for any signal leading to proportional changes in the mean and variance of the input current.

  2. Using Item Response Theory to Evaluate LSCI Learning Gains

    Science.gov (United States)

    Schlingman, Wayne M.; Prather, E. E.; Collaboration of Astronomy Teaching Scholars CATS

    2012-01-01

    Analyzing the data from the recent national study using the Light and Spectroscopy Concept Inventory (LSCI), this project uses Item Response Theory (IRT) to investigate the learning gains of students as measured by the LSCI. IRT provides a theoretical model to generate parameters accounting for students’ abilities. We use IRT to measure changes in students’ abilities to reason about light from pre- to post-instruction. Changes in students’ abilities are compared by classroom to better understand the learning that is taking place in classrooms across the country. We compare the average change in ability for each classroom to the Interactivity Assessment Score (IAS) to provide further insight into the prior results presented from this data set. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  3. Effectiveness of classroom response systems within an active learning environment.

    Science.gov (United States)

    Welch, Susan

    2013-11-01

    In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. Copyright 2013, SLACK Incorporated.

  4. Computer simulation of nuclear reactor control by means of heuristic learning controller

    International Nuclear Information System (INIS)

    Bubak, M.; Moscinski, J.

    1976-01-01

    A trial of application of two techniques of Artificial Intelligence: heuristic Programming and Learning Machines Theory for nuclear reactor control is presented. Considering complexity of the mathematical models describing satisfactorily the nuclear reactors, value changes of these models parameters in course of operation, knowledge of some parameters value with too small exactness, there appear diffucluties in the classical approach application for these objects control systems design. The classical approach consists in definition of the permissible control actions set on the base of the set performance index and the object mathematical model. The Artificial Intelligence methods enable construction of the control system, which gets during work an information being a priori inaccessible and uses it for its action change for the control to be the optimum one. Applying these methods we have elaborated the reactor power control system. As the performance index there has been taken the integral of the error square. For the control system there are only accessible: the set power trajectory, the reactor power and the control rod position. The set power trajectory has been divided into time intervals called heuristic intervals. At the beginning of every heuristic interval, on the base of the obtained experience, the control system chooses from the control (heuristic) set the optimum control. The heuristic set it is the set of relations between the control rod rate and the state variables, the set and the obtained power, similar to simplifications applied by nuclear reactors operators. The results obtained for the different control rod rates and different reactor (simulated on the digital computer) show the proper work of the system. (author)

  5. Effect of vicarious fear learning on children's heart rate responses and attentional bias for novel animals

    OpenAIRE

    Reynolds, G; Field, AP; Askew, C

    2014-01-01

    Research with children has shown that vicarious learning can result in changes to 2 of Lang's (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang's final response system) and attentional bias. The study used Askew and Field's (2007) vicarious learning procedure and demonstrated fear-related increases in children's cognitive, behavioral, and physiol...

  6. The zonal-mean and regional tropospheric pressure responses to changes in ionospheric potential

    Science.gov (United States)

    Zhou, Limin; Tinsley, Brian; Wang, Lin; Burns, Gary

    2018-06-01

    Global reanalysis data reveal daily surface pressure responses to changes in the global ionospheric potential in both polar and sub-polar regions. We use 21 years of data to show that the pressure response to externally-induced ionospheric potential changes, that are due to the interplanetary magnetic field east-west (IMF By) component, are present in two separate decadal intervals, and follow the opposite ionospheric potential changes in the Arctic and Antarctic for a given By. We use the 4 years of available data to show that the pressure responses to changes in internally generated ionospheric potential, that are caused by low-latitude thunderstorms and highly electrified clouds, agree in sign and sensitivity with those externally generated. We have determined that the daily varying pressure responses are stronger in local winter and spring. The pressure responses at polar latitudes are predominantly over the Antarctic and Greenland ice caps, and those at sub-polar latitudes are of opposite sign, mainly over oceans. A lead-lag analysis confirms that the responses maximize within two days of the ionospheric potential input. Regions of surface pressure fluctuating by about 4 hPa in winter are found with ionospheric potential changes of about 40 kV. The consistent pressure response to the independent external and internal inputs strongly supports the reality of a cloud microphysical mechanism affected by the global electric circuit. A speculative mechanism involves the ionosphere-earth current density Jz, which produces space charge at cloud boundaries and electrically charged droplets and aerosol particles. Ultrafine aerosol particles, under the action of electro-anti-scavenging, are enabled to grow to condensation nuclei size, affecting cloud microphysics and cloud opacity and surface pressure on time scales of hours.

  7. N400 Response Indexes Word Learning from Linguistic Context in Children

    Science.gov (United States)

    Abel, Alyson D.; Schneider, Julie; Maguire, Mandy J

    2018-01-01

    Word learning from linguistic context is essential for vocabulary growth from grade school onward; however, little is known about the mechanisms underlying successful word learning in children. Current methods for studying word learning development require children to identify the meaning of the word after each exposure, a method that interacts…

  8. A Malaysian Response to "The Traffic in Meaning" by Claire Kramsch

    Science.gov (United States)

    Hashim, Azirah

    2006-01-01

    In Claire Kramsch's (2004) response to work by Mary Louise Pratt (2002) on multilingualism, identity and language in the U.S., she proposed that the four points made by Pratt be extended to the following: (1) Monolingualism is a handicap, but so is the assumption that one language = one culture = adherence to one cultural community; (2) Heritage…

  9. Effect of the SOS response on the mean fitness of unicellular populations: a quasispecies approach.

    Science.gov (United States)

    Kama, Amit; Tannenbaum, Emmanuel

    2010-11-30

    The goal of this paper is to develop a mathematical model that analyzes the selective advantage of the SOS response in unicellular organisms. To this end, this paper develops a quasispecies model that incorporates the SOS response. We consider a unicellular, asexually replicating population of organisms, whose genomes consist of a single, double-stranded DNA molecule, i.e. one chromosome. We assume that repair of post-replication mismatched base-pairs occurs with probability , and that the SOS response is triggered when the total number of mismatched base-pairs is at least . We further assume that the per-mismatch SOS elimination rate is characterized by a first-order rate constant . For a single fitness peak landscape where the master genome can sustain up to mismatches and remain viable, this model is analytically solvable in the limit of infinite sequence length. The results, which are confirmed by stochastic simulations, indicate that the SOS response does indeed confer a fitness advantage to a population, provided that it is only activated when DNA damage is so extensive that a cell will die if it does not attempt to repair its DNA.

  10. Temporal impulse and step responses of the human eye obtained psychophysically by means of a drift-correcting perturbation technique

    NARCIS (Netherlands)

    Roufs, J.A.J.; Blommaert, F.J.J.

    1981-01-01

    Internal impulse and step responses are derived from the thresholds of short probe flashes by means of a drift-correcting perturbation technique. The approach is based on only two postulated systems properties: quasi-linearity and peak detection. A special feature of the technique is its strong

  11. The Divergent Meanings of Life Satisfaction: Item Response Modeling of the Satisfaction with Life Scale in Greenland and Norway

    Science.gov (United States)

    Vitterso, Joar; Biswas-Diener, Robert; Diener, Ed

    2005-01-01

    Cultural differences in response to the Satisfaction With Life Scale (SWLS) items is investigated. Data were fit to a mixed Rasch model in order to identify latent classes of participants in a combined sample of Norwegians (N = 461) and Greenlanders (N = 180). Initial analyses showed no mean difference in life satisfaction between the two…

  12. Measuring the difference in mean willingness to pay when dichotomous choice contingent valuation responses are not independent

    Science.gov (United States)

    Gregory L. Poe; Michael P. Welsh; Patricia A. Champ

    1997-01-01

    Dichotomous choice contingent valuation surveys frequently elicit multiple values in a single questionnaire. If individual responses are correlated across scenarios, the standard approach of estimating willingness to pay (WTP) functions independently for each scenario may result in biased estimates of the significance of the difference in mean WTP values. This paper...

  13. Effect of vicarious fear learning on children's heart rate responses and attentional bias for novel animals.

    Science.gov (United States)

    Reynolds, Gemma; Field, Andy P; Askew, Chris

    2014-10-01

    Research with children has shown that vicarious learning can result in changes to 2 of Lang's (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang's final response system) and attentional bias. The study used Askew and Field's (2007) vicarious learning procedure and demonstrated fear-related increases in children's cognitive, behavioral, and physiological responses. Cognitive and behavioral changes were retested 1 week and 1 month later, and remained elevated. In addition, a visual search task demonstrated that fear-related vicarious learning creates an attentional bias for novel animals, which is moderated by increases in fear beliefs during learning. The findings demonstrate that vicarious learning leads to lasting changes in all 3 of Lang's anxiety response systems and is sufficient to create attentional bias to threat in children. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  14. The Analysis of Interactivity in a Teaching and Learning Sequence of Rugby: The Transfer of Control and Learning Responsibility

    Science.gov (United States)

    Llobet-Martí, Bernat; López-Ros, Víctor; Vila, Ignasi

    2018-01-01

    Background: The social constructivist perspective emphasises that learning is a process of self-construction of knowledge in a social context. Game-centred approaches, such as teaching games for understanding, have been used in accordance with this perspective. The process of transferring learning responsibility takes place when the learner is…

  15. Can mean platelet volume and mean platelet volume/platelet count ratio be used as a diagnostic marker for sepsis and systemic inflammatory response syndrome?

    Science.gov (United States)

    Ates, Selma; Oksuz, Hafıze; Dogu, Bırsen; Bozkus, Fulsen; Ucmak, Hasan; Yanıt, Fadime

    2015-01-01

    Objectives: To determine whether the mean platelet volume (MPV) and MPV/platelet (PLT) values can be used in the study of sepsis and systemic inflammatory response syndrome (SIRS). Methods: In this retrospective case-controlled study, 69 sepsis, 69 SIRS patients, and 72 control group who were treated in the years 2012-2013 were reviewed, and both the MPV and MPV/PLT rates were evaluated in all groups at Kahramanmaras Sutcu Imam University Intensive Care Unit, Kahramanmaras, Turkey. Results: Statistically significant difference was found between sepsis, SIRS, and control groups when comparing the MPV and MPV/PLT ratio (p0.05). Mean platelet volume values for sepsis and control groups was 10.07/8.731 femtoliter (fL) (p=0.000), and 9.45/8.731 fL (p=0.000) for SIRS and control groups. In the group of sepsis patients, the MPV was found to be at cut-off 8.915, sensitivity 71%, and specificity 63.9%. In the group of patients with SIRS, MPV was found to be at cut-off 8.85, sensitivity 69.6%, and specificity 62.5%. For the MPV/PLT values, the specificity and sensitivity were found to be insignificant. Conclusion: This study shows that although there was no significant reduction in the PLT values between the sepsis and SIRS patients, the MPV and MPV/PLT ratio values were found to have significant differences. However, the specificity and sensitivity of the values were not reliable standard to be used as a test. PMID:26446329

  16. Linear response in stochastic mean-field theories and the onset of instabilities

    International Nuclear Information System (INIS)

    Colonna, M.; Chomaz, Ph.

    1993-01-01

    The small amplitude response of stochastic one-body theories, such as the Boltzmann-Langevin approach is studied. Whereas the two-time correlation function only describes the propagation of fluctuations initially present, the equal-time correlation function is related to the source of stochasticity. For stable systems it yields the Einstein relation, while for unstable systems it determines the growth of the instabilities. These features are illustrated for unstable nuclear matter in two dimensions. (author) 14 refs.; 5 figs

  17. Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life

    Science.gov (United States)

    Meriläinen, Matti

    2014-01-01

    This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both…

  18. A method for reducing energy dependence of thermoluminescence dosimeter response by means of filters

    International Nuclear Information System (INIS)

    Bapat, V.N.

    1980-01-01

    This work describes the application of the method of partial surface shielding for reducing the energy dependence of the X-ray and γ-ray response of a dosimeter containing a CaSO 4 :Dy thermoluminescent phosphor mixed with KCl. in pellet form. Results are given of approximate computation of filter combinations that accomplish this aim, and of experimental verifications. Incorporation of the described filter combination makes it possible to use this relatively sensitive dosimeter for environmental radiation monitoring. A similar approach could be applied to any type of dosimeter in the form of a thin pellet or wafer. (author)

  19. Integrated analysis of CFD data with K-means clustering algorithm and extreme learning machine for localized HVAC control

    International Nuclear Information System (INIS)

    Zhou, Hongming; Soh, Yeng Chai; Wu, Xiaoying

    2015-01-01

    Maintaining a desired comfort level while minimizing the total energy consumed is an interesting optimization problem in Heating, ventilating and air conditioning (HVAC) system control. This paper proposes a localized control strategy that uses Computational Fluid Dynamics (CFD) simulation results and K-means clustering algorithm to optimally partition an air-conditioned room into different zones. The temperature and air velocity results from CFD simulation are combined in two ways: 1) based on the relationship indicated in predicted mean vote (PMV) formula; 2) based on the relationship extracted from ASHRAE RP-884 database using extreme learning machine (ELM). Localized control can then be effected in which each of the zones can be treated individually and an optimal control strategy can be developed based on the partitioning result. - Highlights: • The paper provides a visual guideline for thermal comfort analysis. • CFD, K-means, PMV and ELM are used to analyze thermal conditions within a room. • Localized control strategy could be developed based on our clustering results

  20. Arousal regulation and affective adaptation to human responsiveness by a robot that explores and learns a novel environment.

    Science.gov (United States)

    Hiolle, Antoine; Lewis, Matthew; Cañamero, Lola

    2014-01-01

    In the context of our work in developmental robotics regarding robot-human caregiver interactions, in this paper we investigate how a "baby" robot that explores and learns novel environments can adapt its affective regulatory behavior of soliciting help from a "caregiver" to the preferences shown by the caregiver in terms of varying responsiveness. We build on two strands of previous work that assessed independently (a) the differences between two "idealized" robot profiles-a "needy" and an "independent" robot-in terms of their use of a caregiver as a means to regulate the "stress" (arousal) produced by the exploration and learning of a novel environment, and (b) the effects on the robot behaviors of two caregiving profiles varying in their responsiveness-"responsive" and "non-responsive"-to the regulatory requests of the robot. Going beyond previous work, in this paper we (a) assess the effects that the varying regulatory behavior of the two robot profiles has on the exploratory and learning patterns of the robots; (b) bring together the two strands previously investigated in isolation and take a step further by endowing the robot with the capability to adapt its regulatory behavior along the "needy" and "independent" axis as a function of the varying responsiveness of the caregiver; and (c) analyze the effects that the varying regulatory behavior has on the exploratory and learning patterns of the adaptive robot.

  1. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Science.gov (United States)

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

  2. Digital high-pass filter deconvolution by means of an infinite impulse response filter

    Energy Technology Data Exchange (ETDEWEB)

    Födisch, P., E-mail: p.foedisch@hzdr.de [Helmholtz-Zentrum Dresden - Rossendorf, Department of Research Technology, Bautzner Landstr. 400, 01328 Dresden (Germany); Wohsmann, J. [Helmholtz-Zentrum Dresden - Rossendorf, Department of Research Technology, Bautzner Landstr. 400, 01328 Dresden (Germany); Dresden University of Applied Sciences, Faculty of Electrical Engineering, Friedrich-List-Platz 1, 01069 Dresden (Germany); Lange, B. [Helmholtz-Zentrum Dresden - Rossendorf, Department of Research Technology, Bautzner Landstr. 400, 01328 Dresden (Germany); Schönherr, J. [Dresden University of Applied Sciences, Faculty of Electrical Engineering, Friedrich-List-Platz 1, 01069 Dresden (Germany); Enghardt, W. [OncoRay - National Center for Radiation Research in Oncology, Faculty of Medicine and University Hospital Carl Gustav Carus, Technische Universität Dresden, Fetscherstr. 74, PF 41, 01307 Dresden (Germany); Helmholtz-Zentrum Dresden - Rossendorf, Institute of Radiooncology, Bautzner Landstr. 400, 01328 Dresden (Germany); German Cancer Consortium (DKTK) and German Cancer Research Center (DKFZ), Im Neuenheimer Feld 280, 69120 Heidelberg (Germany); Kaever, P. [Helmholtz-Zentrum Dresden - Rossendorf, Department of Research Technology, Bautzner Landstr. 400, 01328 Dresden (Germany); Dresden University of Applied Sciences, Faculty of Electrical Engineering, Friedrich-List-Platz 1, 01069 Dresden (Germany)

    2016-09-11

    In the application of semiconductor detectors, the charge-sensitive amplifier is widely used in front-end electronics. The output signal is shaped by a typical exponential decay. Depending on the feedback network, this type of front-end electronics suffers from the ballistic deficit problem, or an increased rate of pulse pile-ups. Moreover, spectroscopy applications require a correction of the pulse-height, while a shortened pulse-width is desirable for high-throughput applications. For both objectives, digital deconvolution of the exponential decay is convenient. With a general method and the signals of our custom charge-sensitive amplifier for cadmium zinc telluride detectors, we show how the transfer function of an amplifier is adapted to an infinite impulse response (IIR) filter. This paper investigates different design methods for an IIR filter in the discrete-time domain and verifies the obtained filter coefficients with respect to the equivalent continuous-time frequency response. Finally, the exponential decay is shaped to a step-like output signal that is exploited by a forward-looking pulse processing.

  3. Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

    Science.gov (United States)

    Gordon, Barrie; Doyle, Stephanie

    2015-01-01

    The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…

  4. Towards clarification of convergent concepts: sense of coherence, will to meaning, locus of control, learned helplessness and hardiness.

    Science.gov (United States)

    Sullivan, G C

    1993-11-01

    The multidisciplinary field of stress and stress-related health outcomes has generated theoretical and practical knowledge which is of interest to nurses. Theoretical developments which have assumed a prominent role in the study of stress, health and coping include the identification of various 'stress buffers' several of which bear a strong conceptual resemblance to one another. Antonovsky has developed a Salutogenic Model of stress and resistance, which is presented in this paper. The model's central concept, the sense of coherence, is described and analysed. The sense of coherence, with its three components (meaningfulness, comprehensibility and manageability), is then compared and contrasted with similar concepts. The convergent theoretical notions which are distinguished from Antonovsky's coherence are: will to meaning, locus of control, learned helplessness and hardiness. It is hoped that this analysis will provide greater conceptual clarity for nurses who study and use these concepts in education, practice or research.

  5. Applying Item Response Theory methods to design a learning progression-based science assessment

    Science.gov (United States)

    Chen, Jing

    Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all

  6. Response of the mean global vegetation distribution to interannual climate variability

    Energy Technology Data Exchange (ETDEWEB)

    Notaro, Michael [University of Wisconsin-Madison, Center for Climatic Research, Madison, WI (United States)

    2008-06-15

    The impact of interannual variability in temperature and precipitation on global terrestrial ecosystems is investigated using a dynamic global vegetation model driven by gridded climate observations for the twentieth century. Contrasting simulations are driven either by repeated mean climatology or raw climate data with interannual variability included. Interannual climate variability reduces net global vegetation cover, particularly over semi-arid regions, and favors the expansion of grass cover at the expense of tree cover, due to differences in growth rates, fire impacts, and interception. The area burnt by global fires is substantially enhanced by interannual precipitation variability. The current position of the central United States' ecotone, with forests to the east and grasslands to the west, is largely attributed to climate variability. Among woody vegetation, climate variability supports expanded deciduous forest growth and diminished evergreen forest growth, due to difference in bioclimatic limits, leaf longevity, interception rates, and rooting depth. These results offer insight into future ecosystem distributions since climate models generally predict an increase in climate variability and extremes. (orig.)

  7. The Meaning and the Role of Learning Support for Siblings in Early Childhood Educator Training: from the Prospect of Child with Special Needs

    OpenAIRE

    吉野, 真弓; Yoshino, Mayumi

    2018-01-01

    The purpose of this study is to clarify the meaning and the role of learning support for siblings in early childhood educator training. This survey was conducted using a questionnaire. From the results of the survey, the students didnʼt know the siblingsʼ problems. The students thought of very necessary for learning support for siblings. The learning about siblingsʼ support through group work was share each otherʼs thoughts and get new insights. It became clear of the meaning and the role of ...

  8. Predicting near-UV electronic circular dichroism in nucleosomal DNA by means of DFT response theory.

    Science.gov (United States)

    Norman, Patrick; Parello, Joseph; Polavarapu, Prasad L; Linares, Mathieu

    2015-09-14

    It is demonstrated that time-dependent density functional theory (DFT) calculations can accurately predict changes in near-UV electronic circular dichroism (ECD) spectra of DNA as the structure is altered from the linear (free) B-DNA form to the supercoiled N-DNA form found in nucleosome core particles. At the DFT/B3LYP level of theory, the ECD signal response is reduced by a factor of 6.7 in going from the B-DNA to the N-DNA form, and it is illustrated how more than 90% of the individual base-pair dimers contribute to this strong hypochromic effect. Of the several inter-base pair parameters, an increase in twist angles is identified as to strongly contribute to a reduced ellipticity. The present work provides first evidence that first-principles calculations can elucidate changes in DNA dichroism due to the supramolecular organization of the nucleoprotein particle and associates these changes with the local structural features of nucleosomal DNA.

  9. Mean annual response of lichen Parmelia sulcata to environmental elemental availability

    International Nuclear Information System (INIS)

    Reis, M.A.; Alves, L.C.; Freitas, M.C.; Os, B. van; Wolterbeek, H.Th.

    2000-01-01

    Lichens collected in an area previously identified as unpolluted, were transplanted to six different places located in polluted areas near Power Plants (both fuel and coal powered). A total of 26 lichen transplants were made for each place, each transplant weighing about 2g. Two were analysed as zero or reference and the remain 24 were hanged in nylon net bags in order to be able to collect two transplants each month, out of every station during a one year period. Besides the 24 lichen samples, each station was provided with two total deposition collection 10 litter buckets (with 25 cm diameter funnels) and an aerosol sampler. Concentration in both lichens and aerosols were measured by PIXE and INAA at ITN. Total deposition residues were analysed by ICP-MS at the The Netherlands Geological Survey. On this work we present the results obtained by looking for correlation between lichens elemental concentrations and annual averages of elemental availability variables such as concentration in suspension in the atmosphere and concentration in total deposition samples, for a total of 40 elements. In order to access both the limitations and the reliability of the results a discussion on the details of handling this data set is presented. A mathematical function which tentatively represents the lichen up-take response to water availability is also proposed. (author)

  10. Corporate Social Responsibility as a Strategic Means to Attract Foreign Investment: Evidence from Korea

    Directory of Open Access Journals (Sweden)

    Juil Lee

    2017-11-01

    Full Text Available This study examines how foreign investment can be driven by corporate social responsibility (CSR. By specifying the underlying mechanism of foreign investors’ stock picking behavior, we argue that CSR can attract foreign investment. Given that CSR actions are taken to meet various needs of its stakeholders, the host firm can convey a reliable signal to foreign investors as well as the stakeholders. As such, foreign investments can be increased in the host firm. This idea is examined in a sample of Korean firms. We hypothesize that Korean firms, as host firms, will have more foreign investments, instantiated by foreign ownership, if they are more actively engaged in CSR. To test this argument, we collected a panel dataset of the Korea Economic Justice Institute (KEJI Index between 2004 and 2009 to measure CSR performance of the firm. We estimated foreign ownership with respect to CSR performance. As a result, we found a positive effect of CSR performance on foreign ownership. Given the importance of foreign investment in host countries, this study opens an avenue that can account for foreign investors’ stock-picking behavior.

  11. The negotiation of meaning and exercise of power in professional learning communities: An investigation of middle school science teachers

    Science.gov (United States)

    Mclaughlin, Cheryl Althea

    A professional learning community (PLC) typically consists of practitioners who systematically examine and problematize their practice with the intention of development and improvement. The collaborative practices inherent in PLCs mirror the way scientists work together to develop new theories, and are particularly valuable for science teachers who could draw from these experiences to improve the quality of student learning. Gaps in the science education literature support the need for research to determine how interactions within PLCs support science teacher development. Additionally, issues of power that may constrain or encourage meaningful interactions are largely overlooked in PLC studies. This qualitative study examines, from a Foucauldian perspective, interactions within a PLC comprising middle school science teachers preparing to implement reform curriculum. Specifically, the study analyzes interactions within the PLC to determine opportunities created for professional learning and development. Audiotaped transcripts of teacher interactions were analyzed using discourse analysis building tasks designed to identify opportunities for learning and to examine the exercise of power within the PLCs. The discourse analytical tools integrated theories of Gee (2011) and Foucault (1972), and were used to deconstruct and interrogate the data. The events were subsequently reconstructed through the lens of social constructivism and Foucault theories on power. The findings identified several processes emerging from the interactions that contributed to the negotiation of an understanding of the reform curriculum. These include reflection on practice, reorganization of cognitive structures, reinvention of practice, and refinement of instructional strategies. The findings also indicated that the exercise of power by entities both external to, and within the PLCs influenced the process of meaning negotiation among the science teachers. The consensus achieved by the teachers

  12. Temporal impulse and step responses of the human eye obtained psychophysically by means of a drift-correcting perturbation technique

    OpenAIRE

    Roufs, J.A.J.; Blommaert, F.J.J.

    1981-01-01

    Internal impulse and step responses are derived from the thresholds of short probe flashes by means of a drift-correcting perturbation technique. The approach is based on only two postulated systems properties: quasi-linearity and peak detection. A special feature of the technique is its strong reduction of the concealing effect of sensitivity drift within and between sessions. Results were found to be repeatable, even after about one year. For a 1° foveal disk at 1200 td stationary level, im...

  13. Long term evolution of the immune response in the rat irradiated at mean and high doses

    International Nuclear Information System (INIS)

    Malarbet, J.L.; Veyrat, M.; Le Go, R.; Prudhomme, J.; Genest, L.; Castelnau, L.

    1977-01-01

    In irradiated animals, the lymphocytes, immunity vectors, are quickly and quantitatively depressed. Their ability to respond to an antigenic stimulus was tested in rats during post-irradiation lymphopenia and after restoration of normal lymphocytosis. The antigenic stimulus, sheep erythrocytes, was applied first 2 and 3 weeks, then 1, 2 and 3 months after exposures to 60 Co gamma rays (doses 300 and 600 rads). This study covered the 3rd through the 10th day after immunisation. Blood lymphocytes were separated by the Ficoll-Contrix gradient method and spleen lymphocytes were obtained by crushing. A lymphocyte sub-population separation was obtained from centrifugation on 4 discontinuous Ficoll-Contrix gradients. Size distribution spectra show that the lighter sub-population is made up of large-sized cells and that the heavier the cells, the smaller they are. The determination of surface immunoglobulins with fluorescent antigens shows that cells bearing immunoglobulins are predominant in the low-density sub-population. The measurement of electrophoretic mobility shows a low-mobility, low-density population and a higher density, faster mobility population which could reflect a higher proportion of B-cells in the low density population and of T-cells in the higher density population. The immune response was tested on the sub-populations. The rosette-forming ability was depressed during 1 month after irradiation then became progressively normal. The cellular plaque-forming ability was markedly suppressed 15 days after irradiation, but was soon active again. These results show the qualitative aspect of the post-irradiation immune defect [fr

  14. Learning teams and networks: using information technology as a means of managing work process development in healthcare organizations.

    Science.gov (United States)

    Korhonen, Vesa; Paavilainen, Eija

    2002-01-01

    This article focuses on the introduction of team learning and shared knowledge creation using computer-based learning environments and teams as networks in the development of healthcare organizations. Using computer technology, care units can be considered learning teams and the hospital a network of those learning teams. Team learning requires that the healthcare workers' intellectual capital and personal competence be viewed as an important resource in developing the quality of action of the entire healthcare organization.

  15. Social outcomes of learning - Response to paper by David Campwell

    DEFF Research Database (Denmark)

    Andersen, John

    Expert kommentar til rapportudkast fra David Cambell (tidligere forskningsassistent for Robert Putman) i OECD projektet SOL (Social Outcomes of Learning). Publiceres senere som Discussionpaper af OECD...

  16. Implicit learning and emotional responses in nine-month-old infants.

    Science.gov (United States)

    Angulo-Barroso, Rosa M; Peciña, Susana; Lin, Xu; Li, Mingyan; Sturza, Julia; Shao, Jie; Lozoff, Betsy

    2017-08-01

    To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy.

  17. The Meaning of Disease and Spiritual Responses to Stressors in Adults With Acute Leukemia Undergoing Hematopoietic Stem Cell Transplantation.

    Science.gov (United States)

    Farsi, Zahra

    2015-12-01

    Some studies have shown that patients with cancer may experience significant spiritual distress as well as spiritual growth, that there is a positive association between spirituality and coping, and that positive religious coping predicts enhanced health outcomes. This study was designed to help explain how the meaning of disease and spiritual responses to threatening stressors influence the final experiential outcomes of adults with leukemia undergoing hematopoietic stem cell transplantation in Iran. This grounded theory study conducted in-depth interviews between 2009 and 2011 on 10 adults in Iran with leukemia undergoing hematopoietic stem cell transplantation. Recorded audio interviews were transcribed verbatim in Persian and coded and analyzed using Corbin and Strauss (2008)'s approach. Main categories that emerged from data included "experiencing the meaning of cancer"; "changing perceptions of death, life and health"; and "moving toward perfection and sublimity." "Finding meaning" was the main concept that defined the final outcome of the experience of participants. Understanding the meaning to patients of disease and treatments may help healthcare providers better appreciate the patients' perspective and improve the physician-patient relationship. Nurses are well positioned to play a decisive role in helping patients cope effectively with their treatment process and in helping ensure positive outcomes for treatments through their helping patients find the unique meaning of their experience.

  18. Nurturing social responsibility through community service-learning: Lessons learned from a pilot project.

    Science.gov (United States)

    Dharamsi, Shafik; Espinoza, Nancy; Cramer, Carl; Amin, Maryam; Bainbridge, Lesley; Poole, Gary

    2010-01-01

    Community service-learning (CSL) has been proposed as one way to enrich medical and dental students' sense of social responsibility toward people who are marginalized in society. We developed and implemented a new CSL option in the integrated medical/dental curriculum and assessed its educational impact. Focus groups, individual open-ended interviews, and a survey were used to assess dental students', faculty tutors' and community partners' experiences with CSL. CSL enabled a deeper appreciation for the vulnerabilities that people who are marginalized experience; students gained a greater insight into the social determinants of health and the related importance of community engagement; and they developed useful skills in health promotion project planning, implementation and evaluation. Community partners and faculty tutors indicated that equal partnership, greater collaboration, and a participatory approach to course development are essential to sustainability in CSL. CSL can play an important role in nurturing a purposeful sense of social responsibility among future practitioners. Our study enabled the implementation of an innovative longitudinal course (professionalism and community service) in all 4 years of the dental curriculum.

  19. Students Learning Agroecology: Phenomenon-Based Education for Responsible Action

    Science.gov (United States)

    Ostergaard, Edvin; Lieblein, Geir; Breland, Tor Arvid; Francis, Charles

    2010-01-01

    Preparing students for a complex and dynamic future is a challenge for educators. This article explores three crucial issues related to agroecological education and learning: (1) the phenomenological foundation for learning agroecology in higher education; (2) the process of students' interactions with a wide range of various learners within and…

  20. Team Learning Beliefs and Behaviours in Response Teams

    Science.gov (United States)

    Boon, Anne; Raes, Elisabeth; Kyndt, Eva; Dochy, Filip

    2013-01-01

    Purpose: Teams, teamwork and team learning have been the subject of many research studies over the last decades. This article aims at investigating and confirming the Team Learning Beliefs and Behaviours (TLB&B) model within a very specific population, i.e. police and firemen teams. Within this context, the paper asks whether the team's…

  1. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  2. "Wow! Look at That!": Discourse as a Means to Improve Teachers' Science Content Learning in Informal Science Institutions

    Science.gov (United States)

    Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.

    2014-12-01

    Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992; Learning from museums: visitor experiences and the making of meaning. Altamira Press, New York, 2000) and recommended in the reform documents (see Cox-Peterson et al. in Journal of Research in Science Teaching 40:200-218, 2003). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers' content-related social interactions while engaged in ISI professional development. This study looked at a life science course that was offered at and taught by education staff of a large science and technology museum located in the Midwest, USA. The course was offered to three sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers ( n = 94) were audio- and videotaped while participating in the content courses and interacting with the museum's exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers' talk always had a purpose but it is argued that it did not always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were

  3. Mean-variance analysis of block-iterative reconstruction algorithms modeling 3D detector response in SPECT

    Science.gov (United States)

    Lalush, D. S.; Tsui, B. M. W.

    1998-06-01

    We study the statistical convergence properties of two fast iterative reconstruction algorithms, the rescaled block-iterative (RBI) and ordered subset (OS) EM algorithms, in the context of cardiac SPECT with 3D detector response modeling. The Monte Carlo method was used to generate nearly noise-free projection data modeling the effects of attenuation, detector response, and scatter from the MCAT phantom. One thousand noise realizations were generated with an average count level approximating a typical T1-201 cardiac study. Each noise realization was reconstructed using the RBI and OS algorithms for cases with and without detector response modeling. For each iteration up to twenty, we generated mean and variance images, as well as covariance images for six specific locations. Both OS and RBI converged in the mean to results that were close to the noise-free ML-EM result using the same projection model. When detector response was not modeled in the reconstruction, RBI exhibited considerably lower noise variance than OS for the same resolution. When 3D detector response was modeled, the RBI-EM provided a small improvement in the tradeoff between noise level and resolution recovery, primarily in the axial direction, while OS required about half the number of iterations of RBI to reach the same resolution. We conclude that OS is faster than RBI, but may be sensitive to errors in the projection model. Both OS-EM and RBI-EM are effective alternatives to the EVIL-EM algorithm, but noise level and speed of convergence depend on the projection model used.

  4. "Wow! Look at That!": Discourse as a Means to Improve Teachers' Science Content Learning in Informal Science Institutions

    Science.gov (United States)

    Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.

    2014-01-01

    Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in "The museum experience." Whalesback, Washington, 1992; "Learning from…

  5. Differential effects of massed and spaced training on place and response learning: A memory systems perspective.

    Science.gov (United States)

    Wingard, Jeffrey C; Goodman, Jarid; Leong, Kah-Chung; Packard, Mark G

    2015-09-01

    Studies employing brain lesion or intracerebral drug infusions in rats have demonstrated a double dissociation between the roles of the hippocampus and dorsolateral striatum in place and response learning. The hippocampus mediates a rapid cognitive learning process underlying place learning, whereas the dorsolateral striatum mediates a relatively slower learning process in which stimulus-response habits underlying response learning are acquired in an incremental fashion. One potential implication of these findings is that hippocampus-dependent learning may benefit from a relative massing of training trials, whereas dorsal striatum-dependent learning may benefit from a relative distribution of training trials. In order to examine this hypothesis, the present study compared the effects of massed (30s inter-trial interval; ITI) or spaced (30min ITI) training on acquisition of a hippocampus-dependent place learning task, and a dorsolateral striatum-dependent response task in a plus-maze. In the place task rats swam from varying start points (N or S) to a hidden escape platform located in a consistent spatial location (W). In the response task rats swam from varying start points (N or S) to a hidden escape platform located in the maze arm consistent with a body-turn response (left). In the place task, rats trained with the massed trial schedule acquired the task quicker than rats trained with the spaced trial schedule. In the response task, rats trained with the spaced trial schedule acquired the task quicker than rats trained with the massed trial schedule. The double dissociation observed suggests that the reinforcement parameters most conducive to effective learning in hippocampus-dependent and dorsolateral striatum-dependent learning may have differential temporal characteristics. Copyright © 2015 Elsevier B.V. All rights reserved.

  6. Dissociation of rapid response learning and facilitation in perceptual and conceptual networks of person recognition.

    Science.gov (United States)

    Valt, Christian; Klein, Christoph; Boehm, Stephan G

    2015-08-01

    Repetition priming is a prominent example of non-declarative memory, and it increases the accuracy and speed of responses to repeatedly processed stimuli. Major long-hold memory theories posit that repetition priming results from facilitation within perceptual and conceptual networks for stimulus recognition and categorization. Stimuli can also be bound to particular responses, and it has recently been suggested that this rapid response learning, not network facilitation, provides a sound theory of priming of object recognition. Here, we addressed the relevance of network facilitation and rapid response learning for priming of person recognition with a view to advance general theories of priming. In four experiments, participants performed conceptual decisions like occupation or nationality judgments for famous faces. The magnitude of rapid response learning varied across experiments, and rapid response learning co-occurred and interacted with facilitation in perceptual and conceptual networks. These findings indicate that rapid response learning and facilitation in perceptual and conceptual networks are complementary rather than competing theories of priming. Thus, future memory theories need to incorporate both rapid response learning and network facilitation as individual facets of priming. © 2014 The British Psychological Society.

  7. The Role of Subtropical Irreversible PV Mixing in the Zonal Mean Circulation Response to Global Warming-like Thermal Forcing

    Energy Technology Data Exchange (ETDEWEB)

    Lu, Jian [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Sun, Lantao [National Center for Atmospheric Research, Boulder, CO (United States); Wu, Yutian [New York Univ. (NYU), NY (United States); Chen, Gang [Cornell Univ., Ithaca, NY (United States)

    2013-11-21

    The atmospheric circulation response to the global warming-like tropical upper tropospheric heating is revisited using a dry atmospheric general circulation model (AGCM) in light of a new diagnostics based on the concept of finite-amplitude wave activity (FAWA) on equivalent latitude. For a given tropical heating profile, the linear Wentzel-Kramers-Brillouin (WKB) wave refraction analysis sometimes gives a very different and even opposite prediction of the eddy momentum flux response to that of the actual full model simulation, exposing the limitation of the traditional linear approach in understanding the full dynamics of the atmospheric response under global warming. The implementation of the FAWA diagnostics reveals that in response to the upper tropospheric heating, effective diffusivity, a measure of the mixing efficiency, increases and advances upward and poleward in the subtropics and the resultant enhancement and the poleward encroachment of eddy potential vorticity mixing leads to a poleward displaced potential vorticity (PV) gradient peak in the upper troposphere. The anomalous eddy PV flux, in balance with the PV dissipation, gives rise to a poleward shift in the eddy-driven jet and eddy-driven mean meridional circulation. Sensitivity experiments show that these irreversible dissipation processes in the upper troposphere are robust, regardless of the width of the tropical heating.

  8. Respuesta sexual en mujeres de edad mediana trabajadoras de la salud Sexual response in mean age health workers women

    Directory of Open Access Journals (Sweden)

    Yaquelín González Ricardo

    2011-08-01

    Full Text Available Introducción: la incorporación al trabajo insertado y el escenario laboral son factores sociales implicados en la función sexual de la mujer en etapa reproductiva, sin embargo, sus significados no están bien establecidos en la mujer en etapa de climaterio. Objetivo: identificar algunos aspectos relativos a la respuesta sexual en mujeres de edad mediana que laboran en centros de salud de Ciudad de la Habana. Métodos: estudio descriptivo transversal que consistió en entrevistar a las 59 mujeres de edad mediana que respondieron a la convocatoria de participar en el estudio, todas trabajadoras de 2 centros asistenciales del sector salud del municipio San Miguel del Padrón, en Ciudad de La Habana, y todas con edades entre 38 y 59 años y con pareja sexual estable. Se empleó una encuesta autoadministrada para explorar aspectos sociodemográficos, y cambios en la respuesta sexual (deseo, excitación y orgasmo en los últimos 6 meses. Como variables a controlar se utilizaron: la edad actual, la etapa de climaterio, las características de las relaciones de pareja y la sobrecarga de género. Se emplearon estadígrafos descriptivos y ANOVA para establecer diferencias entre grupos (valor de pIntroduction: to be incorporated into work and the working environment are social factors involved in sexual function of woman in reproductive stage, however, its meanings are not well established in the woman in climateric stage. Objective: our objective was to identify some features related to sexual response in mean age women working in health centers of Ciudad de La Habana. Methods: a cross-sectional and descriptive study was conducted to interview 59 mean age women participant in such study working in two assistance centers of health sector from the San Miguel del Padrón municipality in Ciudad de La Habana aged between 38 and 59 and with a stable sexual partner. A self-administered opinion poll was used to explore the sociodemographic features and the

  9. Teaching Parents about Responsive Feeding through a Vicarious Learning Video: A Pilot Randomized Controlled Trial

    Science.gov (United States)

    Ledoux, Tracey; Robinson, Jessica; Baranowski, Tom; O'Connor, Daniel P.

    2018-01-01

    The American Academy of Pediatrics and World Health Organization recommend responsive feeding (RF) to promote healthy eating behaviors in early childhood. This project developed and tested a vicarious learning video to teach parents RF practices. A RF vicarious learning video was developed using community-based participatory research methods.…

  10. Ark of Inquiry: Responsible Research and Innovation through Computer-Based Inquiry Learning

    NARCIS (Netherlands)

    Margus Pedaste; Leo Siiman; Bregje de Vries; Mirjam Burget; Tomi Jaakkola; Emanuele Bardone; Meelis Brikker; Mario Mäeots; Marianne Lind; Koen Veermans

    2015-01-01

    Ark of Inquiry is a learning platform that uses a computer-based inquiry learning approach to raise youth awareness to Responsible Research and Innovation (RRI). It is developed in the context of a large-scale European project (http://www.arkofinquiry.eu) and provides young European citizens

  11. Qualitative Student Responses to Service Learning with Veterans who are Homeless

    Directory of Open Access Journals (Sweden)

    Lindsay A. Phillips

    2012-04-01

    Full Text Available This article presents a description of a service learning activity in which students assisted veterans who are homeless. The article outlines how the event was organized, provides resources for implementation, discusses student response using evaluations from 15 students, and discusses considerations made in organizing such an event. KEYWORDSService Learning, Qualitative Evaluation, Homeless Veterans

  12. Teaching parents about responsive feeding through a vicarious learning video: A pilot randomized controlled trial

    Science.gov (United States)

    The American Academy of Pediatrics and World Health Organization recommend responsive feeding (RF) to promote healthy eating behaviors in early childhood. This project developed and tested a vicarious learning video to teach parents RF practices. A RF vicarious learning video was developed using com...

  13. University EFL Learners' Perceptions of Their Autonomous Learning Responsibilities and Abilities

    Science.gov (United States)

    Abdel Razeq, Anwar Ahmad

    2014-01-01

    This study investigated the readiness of university students for autonomous learning of English as a foreign language. Data was collected using questionnaires and interviews. The study assessed learners' readiness for autonomous learning across three dimensions: a) learners' perceptions of their educational responsibilities; b) learners' abilities…

  14. Learning Agreements and Socially Responsible Approaches to Professional and Human Resource Development in the United Kingdom

    Science.gov (United States)

    Wallis, Emma

    2008-01-01

    This article draws upon original qualitative data to present an initial assessment of the significance of learning agreements for the development of socially responsible approaches to professional and human resource development within the workplace. The article suggests that the adoption of a partnership-based approach to learning is more…

  15. Stress Induces a Shift Towards Striatum-Dependent Stimulus-Response Learning via the Mineralocorticoid Receptor

    NARCIS (Netherlands)

    Vogel, S.; Klumpers, F.; Navarro Schröder, T.; Oplaat, K.T.; Krugers, H.J.; Oitzl, M.S.; Joëls, M.; Doeller, C.F.; Fernández, G.

    2017-01-01

    Stress is assumed to cause a shift from flexible 'cognitive' memory to more rigid 'habit' memory. In the spatial memory domain, stress impairs place learning depending on the hippocampus whereas stimulus-response learning based on the striatum appears to be improved. While the neural basis of this

  16. Stress induces a shift towards striatum-dependent stimulus-response learning via the mineralocorticoid receptor

    NARCIS (Netherlands)

    Vogel, S.; Klumpers, F.; Navarro Schröder, T.; Oplaat, K.T.; Krugers, H.J.; Oitzl, M.S.; Joëls, M.; Doeller, C.F.; Fernandez, G.

    2017-01-01

    Stress is assumed to cause a shift from flexible 'cognitive' memory to more rigid 'habit' memory. In the spatial memory domain, stress impairs place learning depending on the hippocampus whereas stimulus-response learning based on the striatum appears to be improved. While the neural basis of this

  17. Stress Induces a Shift Towards Striatum-Dependent Stimulus-Response Learning via the Mineralocorticoid Receptor

    NARCIS (Netherlands)

    Vogel, Susanne; Klumpers, Floris; Schroeder, Tobias Navarro; Oplaat, Krista T.; Krugers, Harm J.; Oitzl, Melly S.; Joels, Marian; Doeller, Christian F.; Fernandez, Guillen

    Stress is assumed to cause a shift from flexible 'cognitive' memory to more rigid 'habit' memory. In the spatial memory domain, stress impairs place learning depending on the hippocampus whereas stimulus-response learning based on the striatum appears to be improved. While the neural basis of this

  18. Identifying predictive features in drug response using machine learning: opportunities and challenges.

    Science.gov (United States)

    Vidyasagar, Mathukumalli

    2015-01-01

    This article reviews several techniques from machine learning that can be used to study the problem of identifying a small number of features, from among tens of thousands of measured features, that can accurately predict a drug response. Prediction problems are divided into two categories: sparse classification and sparse regression. In classification, the clinical parameter to be predicted is binary, whereas in regression, the parameter is a real number. Well-known methods for both classes of problems are briefly discussed. These include the SVM (support vector machine) for classification and various algorithms such as ridge regression, LASSO (least absolute shrinkage and selection operator), and EN (elastic net) for regression. In addition, several well-established methods that do not directly fall into machine learning theory are also reviewed, including neural networks, PAM (pattern analysis for microarrays), SAM (significance analysis for microarrays), GSEA (gene set enrichment analysis), and k-means clustering. Several references indicative of the application of these methods to cancer biology are discussed.

  19. Reading and response as facilitation to the teaching and learning of ...

    African Journals Online (AJOL)

    Reading and response as facilitation to the teaching and learning of ... and strategies that can be used in the classroom towards teaching student's reading skills. ... The population comprises all forth year English teaching methods class.

  20. Peer-Allocated Instant Response (PAIR): Computional allocation of peer tutors in learning communities

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2007). Peer-Allocated Instant Response (PAIR): Computational allocation of peer tutors in learning communities. Journal of Artificial Societies and Social Simulation, http://jasss.soc.surrey.ac.uk/10/2/5.html

  1. Using an Interactive Web-Based Learning NMR Spectroscopy as a Means to Improve Problem Solving Skills for Undergraduates

    International Nuclear Information System (INIS)

    Supasorn, Saksri; Vibuljun, Sunantha; Panijpan, Bhinyo; Rajviroongit, Shuleewan

    2005-10-01

    An Interactive Web-Based Learning NMR Spectroscopy course is developed to improve and facilitate student ' s learning as well as achievement of learning objectives in the concepts of multiplicity, chemical shift, and problem solving. This web-based learning course is emphasized on NMR problem solving, therefore, the concepts of multiplicity and chemical shift, basic concepts for practice problem solving, are also emphasized. Most of animations and pictures in this web-based learning are new created and simplified to explain processes and principles in NMR spectroscopy. With meaningful animations and pictures, simplified English language used, step-by-step problem solving, and interactive test, it can be self-learning web site and best on the student ' s convenience

  2. Applying the principles of adult learning to the teaching of psychopharmacology: audience response systems.

    Science.gov (United States)

    Stahl, Stephen M; Davis, Richard L

    2009-08-01

    Medical presentations can be enhanced by systematically collecting audience feedback. This is readily accomplished with polling systems, called audience response systems. Several systems are now available that are small, inexpensive, and can be readily integrated into standard powerpoint presentations without the need for a technician. Use of audience response systems has several advantages. These include improving attentiveness, increasing learning, polling anonymously, tracking individual and group responses, gauging audience understanding, adding interactivity and fun, and evaluating both participant learning and instructor teaching. Tips for how to write questions for audience response systems are also included.

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

    Science.gov (United States)

    Lynch, Brighid; Beukema, Patrick; Verstynen, Timothy

    2017-01-01

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

  4. Concurrent Unimodal Learning Enhances Multisensory Responses of Bi-Directional Crossmodal Learning in Robotic Audio-Visual Tracking

    DEFF Research Database (Denmark)

    Shaikh, Danish; Bodenhagen, Leon; Manoonpong, Poramate

    2018-01-01

    modalities to independently update modality-specific neural weights on a moment-by-moment basis, in response to dynamic changes in noisy sensory stimuli. The circuit is embodied as a non-holonomic robotic agent that must orient a towards a moving audio-visual target. The circuit continuously learns the best...

  5. Learning to be Responsible? A Systems View of the Organization-Environment Relationship

    OpenAIRE

    Amanda, Gregory

    2005-01-01

    In this paper the issue of whether organizations can learn to become responsible will be addressed. Zadek [1] suggests that organizations ‘pass through 5 stages of corporate responsibility: 1. defensive, 2. compliance, 3. managerial, 4. strategic, and 5. civil’. Further, Zadek argues that responsibility cannot be achieved without an external focus, “Beyond just getting their own houses in order, companies need to stay abreast of the public’s ideas about corporate roles and responsibilities.” ...

  6. Effects of Response-Driven Feedback in Computer Science Learning

    Science.gov (United States)

    Fernandez Aleman, J. L.; Palmer-Brown, D.; Jayne, C.

    2011-01-01

    This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the…

  7. Response to "Learning through Life": Thematic Area of Poverty Reduction

    Science.gov (United States)

    Preece, Julia

    2010-01-01

    This paper responds to the NIACE report "Learning through Life" in relation to the report's thematic area of poverty reduction. The paper draws on the thematic working papers that informed the report as well as wider literature on poverty. It takes a multidimensional perspective of poverty, drawing on Sen's concept of poverty as "unfreedom" and…

  8. Sales Assistants in the Making: Learning through Responsibility

    Science.gov (United States)

    Reegård, Kaja

    2015-01-01

    The paper investigates how learning and processes of becoming are shaped and enacted in retail apprenticeship in Norway. The analysis draws upon a qualitative study of managers and apprentices in different retail sub-sectors. The empirical point of departure is managers who, more or less deliberately, throw apprentices into tasks from day one.…

  9. Personalized E-Learning System Using Item Response Theory

    Science.gov (United States)

    Chih-Ming, Chen; Lee, Hahn-Ming; Chen, Ya-Hui

    2005-01-01

    Personalized service is important on the Internet, especially in Web-based learning. Generally, most personalized systems consider learner preferences, interests, and browsing behaviors in providing personalized services. However, learner ability usually is neglected as an important factor in implementing personalization mechanisms. Besides, too…

  10. Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices

    Science.gov (United States)

    Paradise, Ruth; de Haan, Mariette

    2009-01-01

    This article describes Mazahua children's participation in learning interactions that take place when they collaborate with more knowledgeable others in everyday activities in family and community settings. During these interactions they coordinate their actions with those of other participants, switching between the roles of "knowledgeable…

  11. Bringing Fun and Meaning into Grammar Learning: A Case Study of a Secondary-Level EFL Class in Hong Kong

    Science.gov (United States)

    Hua, Congchao; Li, Bin

    2015-01-01

    Popular culture materials are generally believed to have positive effects on L2 learning. This study examined the effectiveness of popular culture materials in enhancing Hong Kong EFL students' grammar learning. In a quasi-experimental design, 20 secondary school students were taught grammar in two ways: with the use of popular culture materials,…

  12. Use of Constructed-Response Questions to Support Learning of Cell Biology during Lectures

    Directory of Open Access Journals (Sweden)

    Foong May Yeong

    2015-02-01

    Full Text Available The use of class-response systems such as the Clickers to promote active-learning during lectures has been wide-spread. However, the often-used MCQ format in class activities as well as in assessments for large classes might lower students’ expectations and attitudes towards learning. Here, I describe my experience converting MCQs to constructed-response questions for in-class learning activities by removing cues from the MCQs. From the responses submitted, students seemed capable of providing answers without the need for cues. Using class-response systems such as Socrative for such constructed-response questions could be useful to challenge students to express their ideas in their own words. Moreover, by constructing their own answers, mis-conceptions could be revealed and corrected in a timely manner.

  13. From feedback- to response-based performance monitoring in active and observational learning.

    Science.gov (United States)

    Bellebaum, Christian; Colosio, Marco

    2014-09-01

    Humans can adapt their behavior by learning from the consequences of their own actions or by observing others. Gradual active learning of action-outcome contingencies is accompanied by a shift from feedback- to response-based performance monitoring. This shift is reflected by complementary learning-related changes of two ACC-driven ERP components, the feedback-related negativity (FRN) and the error-related negativity (ERN), which have both been suggested to signal events "worse than expected," that is, a negative prediction error. Although recent research has identified comparable components for observed behavior and outcomes (observational ERN and FRN), it is as yet unknown, whether these components are similarly modulated by prediction errors and thus also reflect behavioral adaptation. In this study, two groups of 15 participants learned action-outcome contingencies either actively or by observation. In active learners, FRN amplitude for negative feedback decreased and ERN amplitude in response to erroneous actions increased with learning, whereas observational ERN and FRN in observational learners did not exhibit learning-related changes. Learning performance, assessed in test trials without feedback, was comparable between groups, as was the ERN following actively performed errors during test trials. In summary, the results show that action-outcome associations can be learned similarly well actively and by observation. The mechanisms involved appear to differ, with the FRN in active learning reflecting the integration of information about own actions and the accompanying outcomes.

  14. How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet; Mondahl, Margrethe

    2013-01-01

    Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e...

  15. Learning in clinical practice: Stimulating and discouraging response to social comparison.

    Science.gov (United States)

    Raat, Janet; Kuks, Jan; Cohen-Schotanus, Janke

    2010-01-01

    Social comparison theory is relevant for learning in general. In a clinical context, we examined four hypotheses concerning: preferred other to compare with, preferred direction of comparison, response to social comparison and influence of personal social comparison orientation (SCO). To investigate the relevance of social comparison for clinical workplace learning. Students (n = 437) from nine different hospitals completed two questionnaires measuring their SCO and the direction of and response to their comparisons. t-tests were used to analyse the data. Students substantially did compare. They preferred to compare with peer students more than with residents or staff, and with peers doing better more than with peers doing worse. Their response to social comparison was more often stimulating for learning than discouraging. Students high in SCO reported a stronger stimulating and discouraging response to their comparisons than students low in SCO. Social comparison does play a role in clinical workplace learning. The mainly stimulating response to social comparison indicates a positive learning influence. The preferred comparison with peers emphasizes the role of peers in the learning process. Further research should focus on student comparison behaviour and on situations that strengthen the positive effects of social comparison and reduce the negative or obstructing ones.

  16. What would getting over with nuclear energy mean. Getting in on responsibility. Ausstieg aus der Kernenergie. Einstieg in die Verantwortung

    Energy Technology Data Exchange (ETDEWEB)

    Haerle, W

    1986-01-01

    In the current situation where the controversial debate in public about the further use or even enhancement of use of nuclear energy is carried on with ever growing vehemence and arguments lost in the flood of less transparent motivations, clear and down-to-earth information and sensible, convincing argumentation is badly needed. In his book the Professor of Systematic Theology at Marburg University tries to elaborate sensible answers to the puzzling questions, and to indicate ways and means of using one's own discernment. The problems involved are discussed under the following headings: Christian faith and political responsibility - Pros and cons of establishing the nuclear fuel reprocessing plant at Wackersdorf - Nuclear power seen from the point of view of economy and ecology - Nuclear power after Chernobyl - Energy policy concepts and their validation - The nuclear controversy as a challenge to political culture - The church and political culture. A documentation is given in an annex.

  17. A Case Study Examining How Students Make Meaning out of Using Facebook as a Virtual Learning Community at a Midwestern University

    Science.gov (United States)

    Hilscher, Jerome

    2013-01-01

    The purpose of this qualitative case study was to explore how peer mentors make meaning out of using Facebook as a virtual learning community. With the prevalence of Facebook usage by college students, and the introduction of Facebook into academic settings by educators, program facilitators, administrators, and recruiters, researchers have begun…

  18. Corporate Social Responsibility and Stakeholder Theory: Learning From Each Other

    OpenAIRE

    Freeman, R. Edward; Dmytriyev, Sergiy

    2017-01-01

    This paper explores the relationship between two major concepts in business ethics - stakeholder theory and corporate social responsibility (CSR). We argue that CSR is a part of corporate responsibilities (company responsibilities to all stakeholders), and show that there is a need for both concepts in business ethics, and their applicability is dependent on a particular problem we want to solve. After reviewing some criticisms of CSR - covering wrongdoing and creating false dichotomies, we s...

  19. Using M-learning as a Means to Promote Self-direction and Engagement in Apprenticeship Theoretical Lessons

    Directory of Open Access Journals (Sweden)

    Alan O'Donnell

    2014-06-01

    Full Text Available An exploratory case study was carried out to investigate if the use of mobile phones as a tool for learning could address concerns over the current learning of the carpentry and joinery apprentices in the Dublin Institute of Technology. The concerns are regarding a lack of learner self-direction and engagement with the learning content. A high level of mobile phone usage was apparent among the apprentice cohort. It was decided to take advantage of the potential learning opportunity offered by mobile technologies to promote the learning and engagement of the apprentices. Towards this goal, a compatible resource was developed, hosting presentations, course content, videos and questions. This study explored the views of the learners in the carpentry and joinery trade apprenticeship and their attitudes towards developing an m-learning resource. The aim of the research was to explore if this m-learning resource encouraged self-direction and engagement. Further objectives of this study were to establish a start point for further research projects and resource development.

  20. Dumb and Lazy? A Comparison of Color Learning and Memory Retrieval in Drones and Workers of the Buff-Tailed Bumblebee, Bombus terrestris, by Means of PER Conditioning.

    Science.gov (United States)

    Lichtenstein, Leonie; Sommerlandt, Frank M J; Spaethe, Johannes

    2015-01-01

    More than 100 years ago, Karl von Frisch showed that honeybee workers learn and discriminate colors. Since then, many studies confirmed the color learning capabilities of females from various hymenopteran species. Yet, little is known about visual learning and memory in males despite the fact that in most bee species males must take care of their own needs and must find rewarding flowers to obtain food. Here we used the proboscis extension response (PER) paradigm to study the color learning capacities of workers and drones of the bumblebee, Bombus terrestris. Light stimuli were paired with sucrose reward delivered to the insects' antennae and inducing a reflexive extension of the proboscis. We evaluated color learning (i.e. conditioned PER to color stimuli) in absolute and differential conditioning protocols and mid-term memory retention was measured two hours after conditioning. Different monochromatic light stimuli in combination with neutral density filters were used to ensure that the bumblebees could only use chromatic and not achromatic (e.g. brightness) information. Furthermore, we tested if bees were able to transfer the learned information from the PER conditioning to a novel discrimination task in a Y-maze. Both workers and drones were capable of learning and discriminating between monochromatic light stimuli and retrieved the learned stimulus after two hours. Drones performed as well as workers during conditioning and in the memory test, but failed in the transfer test in contrast to workers. Our data clearly show that bumblebees can learn to associate a color stimulus with a sugar reward in PER conditioning and that both workers and drones reach similar acquisition and mid-term retention performances. Additionally, we provide evidence that only workers transfer the learned information from a Pavlovian to an operant situation.

  1. Dumb and Lazy? A Comparison of Color Learning and Memory Retrieval in Drones and Workers of the Buff-Tailed Bumblebee, Bombus terrestris, by Means of PER Conditioning.

    Directory of Open Access Journals (Sweden)

    Leonie Lichtenstein

    Full Text Available More than 100 years ago, Karl von Frisch showed that honeybee workers learn and discriminate colors. Since then, many studies confirmed the color learning capabilities of females from various hymenopteran species. Yet, little is known about visual learning and memory in males despite the fact that in most bee species males must take care of their own needs and must find rewarding flowers to obtain food. Here we used the proboscis extension response (PER paradigm to study the color learning capacities of workers and drones of the bumblebee, Bombus terrestris. Light stimuli were paired with sucrose reward delivered to the insects' antennae and inducing a reflexive extension of the proboscis. We evaluated color learning (i.e. conditioned PER to color stimuli in absolute and differential conditioning protocols and mid-term memory retention was measured two hours after conditioning. Different monochromatic light stimuli in combination with neutral density filters were used to ensure that the bumblebees could only use chromatic and not achromatic (e.g. brightness information. Furthermore, we tested if bees were able to transfer the learned information from the PER conditioning to a novel discrimination task in a Y-maze. Both workers and drones were capable of learning and discriminating between monochromatic light stimuli and retrieved the learned stimulus after two hours. Drones performed as well as workers during conditioning and in the memory test, but failed in the transfer test in contrast to workers. Our data clearly show that bumblebees can learn to associate a color stimulus with a sugar reward in PER conditioning and that both workers and drones reach similar acquisition and mid-term retention performances. Additionally, we provide evidence that only workers transfer the learned information from a Pavlovian to an operant situation.

  2. The Neural Feedback Response to Error As a Teaching Signal for the Motor Learning System

    Science.gov (United States)

    Shadmehr, Reza

    2016-01-01

    When we experience an error during a movement, we update our motor commands to partially correct for this error on the next trial. How does experience of error produce the improvement in the subsequent motor commands? During the course of an erroneous reaching movement, proprioceptive and visual sensory pathways not only sense the error, but also engage feedback mechanisms, resulting in corrective motor responses that continue until the hand arrives at its goal. One possibility is that this feedback response is co-opted by the learning system and used as a template to improve performance on the next attempt. Here we used electromyography (EMG) to compare neural correlates of learning and feedback to test the hypothesis that the feedback response to error acts as a template for learning. We designed a task in which mixtures of error-clamp and force-field perturbation trials were used to deconstruct EMG time courses into error-feedback and learning components. We observed that the error-feedback response was composed of excitation of some muscles, and inhibition of others, producing a complex activation/deactivation pattern during the reach. Despite this complexity, across muscles the learning response was consistently a scaled version of the error-feedback response, but shifted 125 ms earlier in time. Across people, individuals who produced a greater feedback response to error, also learned more from error. This suggests that the feedback response to error serves as a teaching signal for the brain. Individuals who learn faster have a better teacher in their feedback control system. SIGNIFICANCE STATEMENT Our sensory organs transduce errors in behavior. To improve performance, we must generate better motor commands. How does the nervous system transform an error in sensory coordinates into better motor commands in muscle coordinates? Here we show that when an error occurs during a movement, the reflexes transform the sensory representation of error into motor

  3. Early neuro-vegetative responses to head irradiation of the rabbit at mean absorbed doses of 1000 and 150 rads

    International Nuclear Information System (INIS)

    Dufour, Raymond.

    1977-10-01

    Head irradiation was studied in order to back up a previous assumption on the kinetics of vegetative responses to whole-body exposure: the earliest response might have a central origin and explain the slight increase of blood pressure, tachycardia, hyperthermia and hyperventilation. Following head exposure at a mean absorbed dose of 1000 rads, blood pressure increased on the 15 th min, reaching 0.8 - 1 cm Hg on the 30th min and during 7 - 8 hours. The increase of heart rate occured as early and was about 40% and lasted for 24 hours. Body temperature increased as early as the end of exposure, was highest within 2 - 2.30 hours and decreased on the 6th hour. Arterial blood showed a respiratory alkalosis on the 1st hour, lasting after the 6th hour and disappeared within 24 hours. At a dose of 150 rads, the changes were lasting but of lower importance and duration. The results show that early changes following whole-body exposure also occur after head exposure and are magnified. The kinetics involved are discussed [fr

  4. Learning not to respond: Role of the hippocampus in withholding responses during omission training.

    Science.gov (United States)

    White, Norman M; Naeem, Maliha

    2017-02-01

    Autoshaping is a Pavlovian learning paradigm in which rats experience pairings of a CS and a US independently of their behavior. When the CS is a lever inserted into the test cage and the US is food delivered to an adjacent magazine, many rats acquire a lever-pressing response called 'sign-tracking' even though that response has no effect on the occurrence of either the CS or the US. Since these lever presses are always followed by the US, it has been suggested that sign-tracking could be due to unintended reinforcement of the response. To eliminate the possibility of such instrumental learning the omission schedule, in which a response to the CS cancels the US, was introduced. Previous research has shown that training rats on autoshaping and switching them to an omission schedule generally reduces but does not eliminate sign-tracking, suggesting that it may be due to both Pavlovian and instrumental learning. In the present study naive rats trained on an omission schedule sign-tracked less than a control group exposed to random, unpaired CS and US presentations, suggesting that they learned to withhold the lever press response because of the negative contingency between that response and the US. In a second experiment rats with dorsal hippocampus lesions sign-tracked more than sham-lesioned rats on omission schedules, suggesting that this case of learning not to respond is hippocampus-based. This conclusion is consistent with many previous findings on the inability of hippocampal rats to withhold or suppress responding, and with studies suggesting that one form of extinction of learned responses in normal rats is due to competition from hippocampus-based learning not to respond. Copyright © 2016 Elsevier B.V. All rights reserved.

  5. Primary School Pupils' Response to Audio-Visual Learning Process in Port-Harcourt

    Science.gov (United States)

    Olube, Friday K.

    2015-01-01

    The purpose of this study is to examine primary school children's response on the use of audio-visual learning processes--a case study of Chokhmah International Academy, Port-Harcourt (owned by Salvation Ministries). It looked at the elements that enhance pupils' response to educational television programmes and their hindrances to these…

  6. The Impact of Learning Culture on Worker Response to New Technology

    Science.gov (United States)

    Reardon, Robert F.

    2010-01-01

    Purpose: The aim of this paper is to provide a framework to measure the response of blue-collar workers to new technology in manufacturing and to establish the relationship between learning culture and that response. Design/methodology/approach: The data were collected with a survey questionnaire from 12 manufacturing sites that were implementing…

  7. The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

    Science.gov (United States)

    Walklet, Elaine; Davis, Sarah; Farrelly, Daniel; Muse, Kate

    2016-01-01

    Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience…

  8. Place and Response Learning in the Open-field Tower Maze.

    Science.gov (United States)

    Lipatova, Olga; Campolattaro, Matthew M; Toufexis, Donna J; Mabry, Erin A

    2015-10-28

    This protocol describes how the Open-field Tower Maze (OFTM) paradigm is used to study spatial learning in rodents. This maze is especially useful for examining how rats learn to use a place- or response-learning to successfully navigate in an open-field arena. Additionally, this protocol describes how the OFTM differs from other behavioral maze paradigms that are commonly used to study spatial learning in rodents. The OFTM described in this article was adapted from the one previously described by Cole, Clipperton, and Walt (2007). Specifically, the OFTM was created to test spatial learning in rodents without the experimenter having to consider how "stress" might play a role as a confounding variable. Experiments have shown that stress-alone can significantly affect cognitive function(1). The representative results section contains data from an experiment that used the OFTM to examine the effects of estradiol treatment on place- and response-learning in adult female Sprague Dawley rats(2). Future studies will be designed to examine the role of the hippocampus and striatum in place- and response-learning in the OFTM.

  9. Tiger salamanders' (Ambystoma tigrinum) response learning and usage of visual cues.

    Science.gov (United States)

    Kundey, Shannon M A; Millar, Roberto; McPherson, Justin; Gonzalez, Maya; Fitz, Aleyna; Allen, Chadbourne

    2016-05-01

    We explored tiger salamanders' (Ambystoma tigrinum) learning to execute a response within a maze as proximal visual cue conditions varied. In Experiment 1, salamanders learned to turn consistently in a T-maze for reinforcement before the maze was rotated. All learned the initial task and executed the trained turn during test, suggesting that they learned to demonstrate the reinforced response during training and continued to perform it during test. In a second experiment utilizing a similar procedure, two visual cues were placed consistently at the maze junction. Salamanders were reinforced for turning towards one cue. Cue placement was reversed during test. All learned the initial task, but executed the trained turn rather than turning towards the visual cue during test, evidencing response learning. In Experiment 3, we investigated whether a compound visual cue could control salamanders' behaviour when it was the only cue predictive of reinforcement in a cross-maze by varying start position and cue placement. All learned to turn in the direction indicated by the compound visual cue, indicating that visual cues can come to control their behaviour. Following training, testing revealed that salamanders attended to stimuli foreground over background features. Overall, these results suggest that salamanders learn to execute responses over learning to use visual cues but can use visual cues if required. Our success with this paradigm offers the potential in future studies to explore salamanders' cognition further, as well as to shed light on how features of the tiger salamanders' life history (e.g. hibernation and metamorphosis) impact cognition.

  10. Multilevel linear modelling of the response-contingent learning of young children with significant developmental delays.

    Science.gov (United States)

    Raab, Melinda; Dunst, Carl J; Hamby, Deborah W

    2018-02-27

    The purpose of the study was to isolate the sources of variations in the rates of response-contingent learning among young children with multiple disabilities and significant developmental delays randomly assigned to contrasting types of early childhood intervention. Multilevel, hierarchical linear growth curve modelling was used to analyze four different measures of child response-contingent learning where repeated child learning measures were nested within individual children (Level-1), children were nested within practitioners (Level-2), and practitioners were nested within the contrasting types of intervention (Level-3). Findings showed that sources of variations in rates of child response-contingent learning were associated almost entirely with type of intervention after the variance associated with differences in practitioners nested within groups were accounted for. Rates of child learning were greater among children whose existing behaviour were used as the building blocks for promoting child competence (asset-based practices) compared to children for whom the focus of intervention was promoting child acquisition of missing skills (needs-based practices). The methods of analysis illustrate a practical approach to clustered data analysis and the presentation of results in ways that highlight sources of variations in the rates of response-contingent learning among young children with multiple developmental disabilities and significant developmental delays. Copyright © 2018 The Author(s). Published by Elsevier Ltd.. All rights reserved.

  11. NATO'S Response to the 11 September 2001 Terrorism: Lessons Learned

    National Research Council Canada - National Science Library

    Kouzmanov, Krassi

    2003-01-01

    This thesis analyzes NATO's decisions and actions in response to the 11 September 2001 terrorist attacks against the United States and assesses the probable future role of the Alliance in combating...

  12. Lessons learned from Rapid Response Research on wildland fires

    Science.gov (United States)

    Leigh Lentile; Penny Morgan; Colin Hardy; Andrew Hudak; Robert Means; Roger Ottmar; Peter Robichaud; Elaine Sutherland; Frederick Way; Sarah Lewis

    2007-01-01

    In recent years, more researchers are collecting data either on active wildfires or immediately after wildfire occurrence. Known as Rapid Response Research, this important undertaking provides real-time information, useful data, and improved tools for managers.

  13. Engaging with Diversity and Global Learning - The leadership Responsibility

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Gregersen Hermans, Jeanine

    This roundtable discusses what is at play in an international - or internationalizing - university when students with very diverse cultural backgrounds are brought together. It specifically addresses the leadership responsibility for ensuring that curricula and syllabi are adapted to teaching...

  14. Modeling oil spills in the Med-Sea as a mean of early response in cases of oil leakages

    Science.gov (United States)

    Zodiatis, George; De Dominicis, Michela; Perivoliotis, Leonidas; Radhakrishnan, Hari; Lardner, Robin; Pinardi, Nadia; Coppini, Giovanni; Soloviev, Dmitry; Tintore, Joaquin; Sotillo, Marcos; Drago, Aldo; Stylianou, Stavros; Nikolaidis, Andreas; Alves, Tiago; Kokinou, Eleni

    2016-04-01

    Modeling oil spills in the Med-Sea as a mean of early response in cases of oil leakages G. Zodiatis1, M. De Dominicis2, L. Perivoliotis3, H. Radhakrishnan1, R. W. Lardner1, N. Pinardi2, G. Coppini4, D. Soloviev1, J. Tintore5, M. Sotillo6 A. Drago7, S. Stylianou1, A. Nikolaidis1, T. Alves8, E. Kokinou9 and MEDESS4MS partners 1Oceanography Centre, University of Cyprus, Nicosia, Cyprus 2Istituto Nazionale di Geofisica e Vulcanologia, Bologna, Italy 3Hellenic Center for Marine Research, Athens, Greece 4Centro Euro- Mediterraneo sui Cambiamenti Climatici, Italy 5SOCIB, IMEDEA, Palma de Majorca, Spain 6Puertos del Estado, Madrid, Spain 7IOI, University of Malta, La Valetta, Malta 83D Seismic Lab, School of Earth and Ocean Sciences, Cardiff University, Cardiff, United Kingdom 9Dept. of Environmental and Natural Resources, Technological Educational Institute Crete, Chania, Greece The risk from oil spill pollution in the Mediterranean is high due to the heavy traffic of merchant vessels for transporting oil and to the increasing coastal and offshore platforms related to the hydrocarbon exploration. This is especially true in the Levantine Basin following the recent widening of the Suez canal and the increase of the offshore deep wells for the exploitation of oil and gas. In order to select the optimal response measurements to assist the response agencies, oil spill models are used to provide predictions of the drift and weathering of the oil slicks. The establishment of the operational ocean forecasting systems at regional level, within the Copernicus Marine Environmental Monitoring Service and in association with the national downscaled ones, provided the background for the implementation of a multi model integrated oil spill prediction system for the entire Mediterranean to support the maritime safety in near real time. This implementation was carried out in the frame of the medess4ms.eu project, which is dedicated to the response agencies of the riparian countries and to

  15. A Comparison of Reading Response Methods to Increase Student Learning

    Science.gov (United States)

    Davis, Cheryl J.; Zane, Thomas

    2016-01-01

    It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study…

  16. Improving process of teaching students by means of methods and tools of knowledge management and e-learning

    Directory of Open Access Journals (Sweden)

    Lech Banachowski

    2012-12-01

    Full Text Available The process of teaching students is of the greatest importance. It is important to study how to manage it to achieve the best advantages to the students and the university. The authors propose to apply the methods and tools of knowledge management and e-learning. The potential of knowledge management lies in the optimization of university processes, in introducing organizational learning and in helping to take well grounded decisions. The potential of e-learning lies in the improvement of the quality of education, in higher flexibility and adaptability of teaching process to the needs of individual students and in lowering the cost of education. The article shows how to apply e-portfolios and information systems to support the teaching process and knowledge management at academic institutions.

  17. Response monitoring using quantitative ultrasound methods and supervised dictionary learning in locally advanced breast cancer

    Science.gov (United States)

    Gangeh, Mehrdad J.; Fung, Brandon; Tadayyon, Hadi; Tran, William T.; Czarnota, Gregory J.

    2016-03-01

    A non-invasive computer-aided-theragnosis (CAT) system was developed for the early assessment of responses to neoadjuvant chemotherapy in patients with locally advanced breast cancer. The CAT system was based on quantitative ultrasound spectroscopy methods comprising several modules including feature extraction, a metric to measure the dissimilarity between "pre-" and "mid-treatment" scans, and a supervised learning algorithm for the classification of patients to responders/non-responders. One major requirement for the successful design of a high-performance CAT system is to accurately measure the changes in parametric maps before treatment onset and during the course of treatment. To this end, a unified framework based on Hilbert-Schmidt independence criterion (HSIC) was used for the design of feature extraction from parametric maps and the dissimilarity measure between the "pre-" and "mid-treatment" scans. For the feature extraction, HSIC was used to design a supervised dictionary learning (SDL) method by maximizing the dependency between the scans taken from "pre-" and "mid-treatment" with "dummy labels" given to the scans. For the dissimilarity measure, an HSIC-based metric was employed to effectively measure the changes in parametric maps as an indication of treatment effectiveness. The HSIC-based feature extraction and dissimilarity measure used a kernel function to nonlinearly transform input vectors into a higher dimensional feature space and computed the population means in the new space, where enhanced group separability was ideally obtained. The results of the classification using the developed CAT system indicated an improvement of performance compared to a CAT system with basic features using histogram of intensity.

  18. The enigma of number: why children find the meanings of even small number words hard to learn and how we can help them do better.

    Directory of Open Access Journals (Sweden)

    Michael Ramscar

    Full Text Available Although number words are common in everyday speech, learning their meanings is an arduous, drawn-out process for most children, and the source of this delay has long been the subject of inquiry. Children begin by identifying the few small numerosities that can be named without counting, and this has prompted further debate over whether there is a specific, capacity-limited system for representing these small sets, or whether smaller and larger sets are both represented by the same system. Here we present a formal, computational analysis of number learning that offers a possible solution to both puzzles. This analysis indicates that once the environment and the representational demands of the task of learning to identify sets are taken into consideration, a continuous system for learning, representing and discriminating set-sizes can give rise to effective discontinuities in processing. At the same time, our simulations illustrate how typical prenominal linguistic constructions ("there are three balls" structure information in a way that is largely unhelpful for discrimination learning, while suggesting that postnominal constructions ("balls, there are three" will facilitate such learning. A training-experiment with three-year olds confirms these predictions, demonstrating that rapid, significant gains in numerical understanding and competence are possible given appropriately structured postnominal input. Our simulations and results reveal how discrimination learning tunes children's systems for representing small sets, and how its capacity-limits result naturally out of a mixture of the learning environment and the increasingly complex task of discriminating and representing ever-larger number sets. They also explain why children benefit so little from the training that parents and educators usually provide. Given the efficacy of our intervention, the ease with which it can be implemented, and the large body of research showing how early

  19. Mirror neuron activation as a function of explicit learning: changes in mu-event-related power after learning novel responses to ideomotor compatible, partially compatible, and non-compatible stimuli.

    Science.gov (United States)

    Behmer, Lawrence P; Fournier, Lisa R

    2016-11-01

    Questions regarding the malleability of the mirror neuron system (MNS) continue to be debated. MNS activation has been reported when people observe another person performing biological goal-directed behaviors, such as grasping a cup. These findings support the importance of mapping goal-directed biological behavior onto one's motor repertoire as a means of understanding the actions of others. Still, other evidence supports the Associative Sequence Learning (ASL) model which predicts that the MNS responds to a variety of stimuli after sensorimotor learning, not simply biological behavior. MNS activity develops as a consequence of developing stimulus-response associations between a stimulus and its motor outcome. Findings from the ideomotor literature indicate that stimuli that are more ideomotor compatible with a response are accompanied by an increase in response activation compared to less compatible stimuli; however, non-compatible stimuli robustly activate a constituent response after sensorimotor learning. Here, we measured changes in the mu-rhythm, an EEG marker thought to index MNS activity, predicting that stimuli that differ along dimensions of ideomotor compatibility should show changes in mirror neuron activation as participants learn the respective stimulus-response associations. We observed robust mu-suppression for ideomotor-compatible hand actions and partially compatible dot animations prior to learning; however, compatible stimuli showed greater mu-suppression than partially or non-compatible stimuli after explicit learning. Additionally, non-compatible abstract stimuli exceeded baseline only after participants explicitly learned the motor responses associated with the stimuli. We conclude that the empirical differences between the biological and ASL accounts of the MNS can be explained by Ideomotor Theory. © 2016 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

  20. Extinguishing a learned response in a free-ranging gray wolf (Canis lupus)

    Science.gov (United States)

    Mech, L. David

    2017-01-01

    A free-ranging Gray Wolf (Canis lupus), habituated to human presence (the author) on Ellesmere Island, Canada, learned to anticipate experimental feeding by a human, became impatient, persistent, and bold and exhibited stalking behaviour toward the food source. Only after the author offered the wolf about 90 clumps of dry soil over a period of 45 minutes in three bouts, did the wolf give up this behaviour. To my knowledge, this is the first example of extinguishing a learned response in a free-ranging wolf and provides new insight into the learning behaviour of such animals.

  1. The development of socially responsible life-sciences teachers through community service learning.

    Directory of Open Access Journals (Sweden)

    J.J. Rian de Villiers

    2012-03-01

    Full Text Available In South Africa, polices in higher education are urging tertiary institutions to produce graduates who are socially responsible citizens. One method of achieving this is through service-learning initiatives. Zoos as community partners can provide exciting educational opportunities for students to do animal behaviour studies and to develop their social responsibility. A sample of 58 preservice life-sciences teachers from a South African university completed a questionnaire on their animal behaviour studies. This study sought to determine how animal behaviour studies could successfully be incorporated as a community service-learning project in a zoo setting, what the educational value of these studies was and what the benefits were of incorporating this community service-learning component in the life-sciences course. The incorporation of the service-learning component into the zoology course led to the students’ personal and professional development, knowledge about themselves, sensitivity to cultural diversity, civic responsibility and insights into the ways in which communities operate. For a successful service-learning project, lectures, students and community partners should all have a sense of engagement. A number of suggestions are made to improve the incorporation of this service-learning component into the existing zoology course.

  2. Teaching Students Personal and Social Responsibility with Measurable Learning Outcomes

    Science.gov (United States)

    Ardaiolo, Frank P.; Neilson, Steve; Daugherty, Timothy K.

    2011-01-01

    In 2005 the Association of American Colleges and Universities (AAC&U) launched a national initiative that championed the importance of a twenty-first century liberal education. What was unique about this initiative was the underlying assumption that educating for personal and social responsibility was "core" for an educated citizenry and should be…

  3. Life-Long Learning and Social Responsibility Obligations

    Science.gov (United States)

    Mayes, Robin

    2013-01-01

    The literature affirms that widespread lapses in corporate social responsibility obligations (unethical behaviors) have periodically brought about extensive forfeitures of economic wealth and countless job losses leaving the world economy in recession or depression. Put forth as a resolution to unemployment issues the academic literature champions…

  4. Designing Learning Opportunities in Interaction Design: Interactionaries as a means to study and teach student design processes

    Directory of Open Access Journals (Sweden)

    Robert Ramberg

    2013-12-01

    Full Text Available Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, of not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called “interactionary”, are presented. Student design work is analyzed using the framework of learning design sequences and analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers. Based on the results, possible teacher interventions to coach student design work are suggested.

  5. Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology

    Science.gov (United States)

    Banas, Jennifer R.; York, Cindy S.

    2014-01-01

    This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to…

  6. The Meaning of Social Climate of Learning Environments: Some Reasons Why We Do Not Care Enough about It

    Science.gov (United States)

    Allodi, Mara W.

    2010-01-01

    The purpose of this article is to analyse reasons underlying the neglect of social climate in education. It discusses the relevance of the concept of social climate in learning environments, presents evidence for its effects and importance in special-needs and inclusive education, presents differences existing between settings and discusses the…

  7. Social Responsibility and Sustainability: Multidisciplinary Perspectives through Service Learning. Service Learning for Civic Engagement Series

    Science.gov (United States)

    McDonald, Tracy, Ed.

    2011-01-01

    This concluding volume in the series presents the work of faculty who have been moved to make sustainability the focus of their work, and to use service learning as one method of teaching sustainability to their students. The chapters in the opening section of this book-- Environmental Awareness--offer models for opening students to the awareness…

  8. Learning to attain an advanced level of professional responsibility.

    Science.gov (United States)

    Ter Maten-Speksnijder, Ada; Grypdonck, Mieke; Pool, Aart; Meurs, Pauline; Van Staa, AnneLoes

    2015-08-01

    After graduation, nurse practitioner students are expected to be capable of providing complex, evidence-based nursing care independently, combined with standardized medical care. The students who follow work-study programs have to develop their competencies in a healthcare environment dominated by efficiency policies. This study aims to explore nurse practitioner students' perceptions of their professional responsibility for patient care. This qualitative interpretative study entails a content analysis of 46 reflective case studies written by nurse practitioner students. The students felt responsible for the monitoring of patients' health status, attending to psychosocial problems, emphasizing compliance, and optimizing the family's role as informal caregivers. At the same time, students struggled to understand the complexities of their patients' needs, and they had difficulty applying their knowledge and skills to complex medical, psychological, and social problems. The students' perceptions of their new responsibility were characterized by a strong focus on curative care, while psychosocial components of health and illness concerns were often overlooked. The students experienced difficulties in meeting the criteria of advanced practice nursing described in the Dutch competency framework. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. Empowering the Design and the Sharing of Learning Plans by Means of Net Technologies: The IAMEL System

    Science.gov (United States)

    Bottino, Rosa Maria; Ott, Michela; Tavella, Mauro

    This paper reports on the research work carried out by the authors in the framework of the IAMEL project, supported by the Italian Ministry of Education. The project was mainly aimed at enhancing the teaching/learning of mathematics by providing teachers with specific e-learning platforms endowed with a number of dedicated tools supporting the setting-up and the carrying-out of specific in-field experiments. One of the main results of the project was the development of a methodology to carry out the design of educational interventions; such a methodology was based on a conceptual goal-oriented framework and on different authoring tools among which the IAMEL system, an online tool fully described in the paper that allows both the production and the sharing of pedagogical plans and consents the design and the modeling of educational interventions with different levels of granularity and scope.

  10. ATTITUDES TOWARDS LEARNING ENGLISH: A STUDY OF MOTIVATION AND RESPONSIBILITY AS AIDS TO HUMAN RESOURCES

    Directory of Open Access Journals (Sweden)

    Monica-Ariana Sim

    2014-03-01

    Full Text Available The paper presents the results of a survey carried out at the Faculty of Economic Sciences, University of Oradea, in order to identify attitudes, beliefs, motivation and self-responsibility among students when it comes to learning the English language. The main issue investigated was motivation set at the basis of the learning process together with students’ attitudes regarding the use of English in the Romanian social and educational context, as well as the use of the English language in general. A valid questionnaire was designed and tried to a convenient sample of students; the results of the study are discussed in terms of the principal components that were established including attitude towards motivation, self-responsibility, and language learning approaches. Research and experience show that English is of utmost importance in the academic and future professional lives of students majoring in economics. Therefore, this paper provides some theoretical aspects of motivation, beliefs and responsibility in the context of second language acquisition.Among the important achievements of the study we should mention the observations of students’ behaviour concerning responsibility. It appears that most students are not ready to take complete responsibility for learning. They are either afraid of the teacher, or feel embarrassed, and are ashamed to openly utter their ideas. Thus, teamwork and pair-work facilitate the effective learning of the foreign language and encourage students’ collaboration. The teacher is not the central actor, the controller anymore; s/he becomes the facilitator and source of knowledge. It is important for the teacher to know the basic needs of his/her students and cater for these according to level of their importance, to be aware of the reasons that propel students towards learning, improving or just surviving English as a foreign language.

  11. On the Meaning of Feedback Parameter, Transient Climate Response, and the Greenhouse Effect: Basic Considerations and the Discussion of Uncertainties

    Science.gov (United States)

    Kramm, Gerhard

    2010-07-01

    In this paper we discuss the meaning of feedback parameter, greenhouse effect and transient climate response usually related to the globally averaged energy balance model of Schneider and Mass. After scrutinizing this model and the corresponding planetary radiation balance we state that (a) the this globally averaged energy balance model is flawed by unsuitable physical considerations, (b) the planetary radiation balance for an Earth in the absence of an atmosphere is fraught by the inappropriate assumption of a uniform surface temperature, the so-called radiative equilibrium temperature of about 255 K, and (c) the effect of the radiative anthropogenic forcing, considered as a perturbation to the natural system, is much smaller than the uncertainty involved in the solution of the model of Schneider and Mass. This uncertainty is mainly related to the empirical constants suggested by various authors and used for predicting the emission of infrared radiation by the Earth's skin. Furthermore, after inserting the absorption of solar radiation by atmospheric constituents and the exchange of sensible and latent heat between the Earth and the atmosphere into the model of Schneider and Mass the surface temperatures become appreciably lesser than the radiative equilibrium temperature. Moreover, neither the model of Schneider and Mass nor the Dines-type two-layer energy balance model for the Earth-atmosphere system, both contain the planetary radiation balance for an Earth in the absence of an atmosphere as an asymptotic solution, do not provide evidence for the existence of the so-called atmospheric greenhouse effect if realistic empirical data are used.

  12. Effect of Vicarious Fear Learning on Children’s Heart Rate Responses and Attentional Bias for Novel Animals

    Science.gov (United States)

    2014-01-01

    Research with children has shown that vicarious learning can result in changes to 2 of Lang’s (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang’s final response system) and attentional bias. The study used Askew and Field’s (2007) vicarious learning procedure and demonstrated fear-related increases in children’s cognitive, behavioral, and physiological responses. Cognitive and behavioral changes were retested 1 week and 1 month later, and remained elevated. In addition, a visual search task demonstrated that fear-related vicarious learning creates an attentional bias for novel animals, which is moderated by increases in fear beliefs during learning. The findings demonstrate that vicarious learning leads to lasting changes in all 3 of Lang’s anxiety response systems and is sufficient to create attentional bias to threat in children. PMID:25151521

  13. Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

    Science.gov (United States)

    Yerizon, Y.; Putra, A. A.; Subhan, M.

    2018-04-01

    Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

  14. Learning quadratic receptive fields from neural responses to natural stimuli.

    Science.gov (United States)

    Rajan, Kanaka; Marre, Olivier; Tkačik, Gašper

    2013-07-01

    Models of neural responses to stimuli with complex spatiotemporal correlation structure often assume that neurons are selective for only a small number of linear projections of a potentially high-dimensional input. In this review, we explore recent modeling approaches where the neural response depends on the quadratic form of the input rather than on its linear projection, that is, the neuron is sensitive to the local covariance structure of the signal preceding the spike. To infer this quadratic dependence in the presence of arbitrary (e.g., naturalistic) stimulus distribution, we review several inference methods, focusing in particular on two information theory-based approaches (maximization of stimulus energy and of noise entropy) and two likelihood-based approaches (Bayesian spike-triggered covariance and extensions of generalized linear models). We analyze the formal relationship between the likelihood-based and information-based approaches to demonstrate how they lead to consistent inference. We demonstrate the practical feasibility of these procedures by using model neurons responding to a flickering variance stimulus.

  15. INVESTIGATING INDONESIAN EFL STUDENTS’ RESPONSES OF THE IMPLEMENTATION OF INTERCULTURAL LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Fauzi Miftakh

    2015-12-01

    Full Text Available This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1 the students‟ general attitudes toward the course, 2 the students‟ attitudes toward the implementation of teaching and learning and 3 the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.

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

    Science.gov (United States)

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

    2014-03-01

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

  17. Nonassociative learning as gated neural integrator and differentiator in stimulus-response pathways

    Directory of Open Access Journals (Sweden)

    Young Daniel L

    2006-08-01

    Full Text Available Abstract Nonassociative learning is a basic neuroadaptive behavior exhibited across animal phyla and sensory modalities but its role in brain intelligence is unclear. Current literature on habituation and sensitization, the classic "dual process" of nonassociative learning, gives highly incongruous accounts between varying experimental paradigms. Here we propose a general theory of nonassociative learning featuring four base modes: habituation/primary sensitization in primary stimulus-response pathways, and desensitization/secondary sensitization in secondary stimulus-response pathways. Primary and secondary modes of nonassociative learning are distinguished by corresponding activity-dependent recall, or nonassociative gating, of neurotransmission memory. From the perspective of brain computation, nonassociative learning is a form of integral-differential calculus whereas nonassociative gating is a form of Boolean logic operator – both dynamically transforming the stimulus-response relationship. From the perspective of sensory integration, nonassociative gating provides temporal filtering whereas nonassociative learning affords low-pass, high-pass or band-pass/band-stop frequency filtering – effectively creating an intelligent sensory firewall that screens all stimuli for attention and resultant internal model adaptation and reaction. This unified framework ties together many salient characteristics of nonassociative learning and nonassociative gating and suggests a common kernel that correlates with a wide variety of sensorimotor integration behaviors such as central resetting and self-organization of sensory inputs, fail-safe sensorimotor compensation, integral-differential and gated modulation of sensorimotor feedbacks, alarm reaction, novelty detection and selective attention, as well as a variety of mental and neurological disorders such as sensorimotor instability, attention deficit hyperactivity, sensory defensiveness, autism

  18. Method of Modeling Questions for Automated Grading of Students’ Responses in E-Learning Systems

    Directory of Open Access Journals (Sweden)

    A. A. Gurchenkov

    2015-01-01

    Full Text Available Introduction. Problem relevance. The capability to check a solution of practical problems automatically is an important functionality of any learning management system (LMS. Complex types of questions, implying creative approach to problem solving are of particular interest. There are a lot of studies presenting automated scoring algorithms of students' answers, such as mathematical expressions, graphs, molecules, etc. However, the most common types of problems in the open LMS that are being actively implemented in Russian and foreign universities (Moodle, Sakai, Ilias etc. remain simple types of questions such as, for example, multiple choice.Study subject and goal. The purpose of study is to create a method that allows integrating arbitrary algorithms of answer scoring into any existing LMS, as well as its practical implementation in the form of an independent software module, which will handle questions in LMS.Method. The model for objects of type "algorithmic question" is considered. A unified format for storing objects of this type, allowing keeping their state, is developed. The algorithm is a set of variables, which defines the responses versus input data (or vice versa. Basis variables (input are selected pseudo-randomly from a predetermined range, and based on these values resulting variables (responses are calculated. This approach allows us to synthesize variations of the same question. State of the question is saved by means of "seed" of pseudo-random number generator. A set of algorithmic problems was used to build the lifecycle management functions, namely: initialization create (, rendering render (, and evaluation answer (. These functions lay the foundation for the Application Program Interface (API and allow us to control software module responsible for the questions in LMS.Practical results. This study is completed with the implementation of software module responsible for mapping the interaction with the student and automated

  19. Student Response to Remote-Online Case-Based Learning: A Qualitative Study.

    Science.gov (United States)

    Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

    2016-03-22

    Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.

  20. Do questions help? The impact of audience response systems on medical student learning: a randomised controlled trial.

    Science.gov (United States)

    Mains, Tyler E; Cofrancesco, Joseph; Milner, Stephen M; Shah, Nina G; Goldberg, Harry

    2015-07-01

    Audience response systems (ARSs) are electronic devices that allow educators to pose questions during lectures and receive immediate feedback on student knowledge. The current literature on the effectiveness of ARSs is contradictory, and their impact on student learning remains unclear. This randomised controlled trial was designed to isolate the impact of ARSs on student learning and students' perception of ARSs during a lecture. First-year medical student volunteers at Johns Hopkins were randomly assigned to either (i) watch a recorded lecture on an unfamiliar topic in which three ARS questions were embedded or (ii) watch the same lecture without the ARS questions. Immediately after the lecture on 5 June 2012, and again 2 weeks later, both groups were asked to complete a questionnaire to assess their knowledge of the lecture content and satisfaction with the learning experience. 92 students participated. The mean (95% CI) initial knowledge assessment score was 7.63 (7.17 to 8.09) for the ARS group (N=45) and 6.39 (5.81 to 6.97) for the control group (N=47), p=0.001. Similarly, the second knowledge assessment mean score was 6.95 (6.38 to 7.52) for the ARS group and 5.88 (5.29 to 6.47) for the control group, p=0.001. The ARS group also reported higher levels of engagement and enjoyment. Embedding three ARS questions within a 30 min lecture increased students' knowledge immediately after the lecture and 2 weeks later. We hypothesise that this increase was due to forced information retrieval by students during the learning process, a form of the testing effect. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  1. Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries

    NARCIS (Netherlands)

    Nistor, Nicolae; Dascalu, Mihai; Stavarache, Lucia Larise; Serafin, Yvonne; Trausan-Matu, Stefan

    2016-01-01

    Nistor, N., Dascalu, M., Stavarache, L.L., Serafin, Y., & Trausan-Matu, S. (2015). Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries. In G. Conole, T. Klobucar, C. Rensing, J. Konert & É. Lavoué (Eds.), 10th European Conf. on Technology Enhanced

  2. Surprise responses in the human brain demonstrate statistical learning under high concurrent cognitive demand

    Science.gov (United States)

    Garrido, Marta Isabel; Teng, Chee Leong James; Taylor, Jeremy Alexander; Rowe, Elise Genevieve; Mattingley, Jason Brett

    2016-06-01

    The ability to learn about regularities in the environment and to make predictions about future events is fundamental for adaptive behaviour. We have previously shown that people can implicitly encode statistical regularities and detect violations therein, as reflected in neuronal responses to unpredictable events that carry a unique prediction error signature. In the real world, however, learning about regularities will often occur in the context of competing cognitive demands. Here we asked whether learning of statistical regularities is modulated by concurrent cognitive load. We compared electroencephalographic metrics associated with responses to pure-tone sounds with frequencies sampled from narrow or wide Gaussian distributions. We showed that outliers evoked a larger response than those in the centre of the stimulus distribution (i.e., an effect of surprise) and that this difference was greater for physically identical outliers in the narrow than in the broad distribution. These results demonstrate an early neurophysiological marker of the brain's ability to implicitly encode complex statistical structure in the environment. Moreover, we manipulated concurrent cognitive load by having participants perform a visual working memory task while listening to these streams of sounds. We again observed greater prediction error responses in the narrower distribution under both low and high cognitive load. Furthermore, there was no reliable reduction in prediction error magnitude under high-relative to low-cognitive load. Our findings suggest that statistical learning is not a capacity limited process, and that it proceeds automatically even when cognitive resources are taxed by concurrent demands.

  3. Service Learning: Providing the Building Blocks for a Socially Responsible Nursing Role

    Science.gov (United States)

    Johnson, Judith M.

    2013-01-01

    An explanatory correlational study was conducted to explore whether and to what extent a relationship between hours of participation in service learning and commitment to social responsibility exists for students enrolled in pre-licensure baccalaureate-nursing programs currently participating in the Nursing Licensure Compact. The convenience…

  4. Service Learning as a Response to Community/School Engagement: Towards a Pedagogy of Engagement

    Science.gov (United States)

    Alexander, Gregg; Khabanyane, Mokhethi

    2013-01-01

    The promulgation of the White Paper on Higher Education (1997) necessitated Higher Education Institutions (HEis) in South Africa to avail their expertise in their human resources and physical infrastructure for service learning and community engagement initiatives, in the interest of demonstrating social responsibility, collaborative partnerships…

  5. Learning "Social Responsibility" in the Workplace: Conjuring, Unsettling, and Folding Boundaries

    Science.gov (United States)

    Fenwick, Tara

    2011-01-01

    This article proceeds from the argument that while the discourse of social responsibility (SR) is increasingly evident in pedagogies circulating through the workplace, its actual practices tend to be obscured beneath complex tensions and moral precepts presented as self-evident. Through an examination of individuals' learning of SR in the…

  6. How Do School Librarians Perceive Dispositions for Learning and Social Responsibility?

    Science.gov (United States)

    Arnone, Marilyn

    2010-01-01

    This article discusses the implication of the study involving school librarians regarding how they perceive dispositions for learning and social responsibility. It also presents descriptive results of the most common areas discussed by participants, and provides anecdotal data from the transcripts and some subjective impressions of the researcher.…

  7. Preservice Training in Response to Intervention: Learning by Doing an Interdisciplinary Field Experience

    Science.gov (United States)

    Hawkins, Renee O.; Kroeger, Stephen D.; Musti-Rao, Shobana; Barnett, David W.; Ward, Justine E.

    2008-01-01

    Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of…

  8. Auditory Magnetoencephalographic Frequency-Tagged Responses Mirror the Ongoing Segmentation Processes Underlying Statistical Learning.

    Science.gov (United States)

    Farthouat, Juliane; Franco, Ana; Mary, Alison; Delpouve, Julie; Wens, Vincent; Op de Beeck, Marc; De Tiège, Xavier; Peigneux, Philippe

    2017-03-01

    Humans are highly sensitive to statistical regularities in their environment. This phenomenon, usually referred as statistical learning, is most often assessed using post-learning behavioural measures that are limited by a lack of sensibility and do not monitor the temporal dynamics of learning. In the present study, we used magnetoencephalographic frequency-tagged responses to investigate the neural sources and temporal development of the ongoing brain activity that supports the detection of regularities embedded in auditory streams. Participants passively listened to statistical streams in which tones were grouped as triplets, and to random streams in which tones were randomly presented. Results show that during exposure to statistical (vs. random) streams, tritone frequency-related responses reflecting the learning of regularities embedded in the stream increased in the left supplementary motor area and left posterior superior temporal sulcus (pSTS), whereas tone frequency-related responses decreased in the right angular gyrus and right pSTS. Tritone frequency-related responses rapidly developed to reach significance after 3 min of exposure. These results suggest that the incidental extraction of novel regularities is subtended by a gradual shift from rhythmic activity reflecting individual tone succession toward rhythmic activity synchronised with triplet presentation, and that these rhythmic processes are subtended by distinct neural sources.

  9. Forum: Learning Outcomes in Communication. Responses. On the Importance of Communication Research

    Science.gov (United States)

    Vangelisti, Anita L.

    2016-01-01

    Anita Vangelisti writes in this response that although the recommendations set forward in this "Forum" are well thought out and important additions to the discussion, teacher-scholars in the field of communication can, and should, do more. She agrees that there is a need to identify and describe learning outcomes in communication, and…

  10. Principled Neglect and Compliance: Responses to NCLB and the CCSS at an Expeditionary Learning Middle School

    Science.gov (United States)

    Stern, Rebecca

    2016-01-01

    This qualitative study explored educators' sense making of and responses to No Child Left Behind and the Common Core State Standards at one urban Expeditionary Learning middle school. Sense-making theory (Spillane, Reiser, & Reimer, 2002) and inquiry as stance (Cochran-Smith & Lytle, 2009) were used as complementary conceptual frameworks…

  11. Complementary Research on Student Geoscience Learning at Grand Canyon by Means of In-situ and Virtual Modalities

    Science.gov (United States)

    Semken, S. C.; Ruberto, T.; Mead, C.; Bruce, G.; Buxner, S.; Anbar, A. D.

    2016-12-01

    Education through exploration—typically in the field—is fundamental in geoscience. But not all students enjoy equal access to field-based learning, while technological advances afford ever more immersive, rich, and student-centered virtual field experiences. No virtual modalities yet conceived can supplant field-based learning, but logistical and financial contraints can render them the only practical option for enabling most students to explore pedagogically powerful but inaccessible places located across and even beyond Earth. We are producers of a growing portfolio of immersive virtual field trips (iVFTs) situated around the globe, and engaged in research on iVFT effectiveness. Our methods are more complementary than comparative, given that virtual and in-situ modalities have distinct advantages and disadvantages. In the case of iVFTs, these factors have not yet been well-studied. We conducted a mixed-methods complementary study in an introductory historical-geology class (n = 120) populated mostly by non-majors and representing the diversity of our large urban Southwestern research university. For the same course credit, students chose either an in-person field trip (ipFT) to Grand Canyon National Park (control group) or an online Grand Canyon iVFT (experimental group) to be done in the same time interval. We collected quantitative and qualitative data from both groups before, during, and after both interventions. Learning outcomes based on content elements of the Trail of Time Exhibition at Grand Canyon were assessed using pre/post concept sketching and formative inquiry exercises. Student attitudes and novelty-space factors were assessed pre- and post-intervention using the PANAS instrument of Watson and Clark and with questionnaires tailored to each modality. Coding and comparison of pre/post concept sketches showed improved conceptual knowledge in both groups, but more so in the experimental (iVFT) group. Emergent themes from the pre/post questionnaires

  12. THE MEANS OF FORMATION OF MUSIC TEACHER PROFESSIONAL COMPETENCE IN THE PROCESS OF LEARNING OF CONDUCTING AND CHORAL DISCIPLINES

    Directory of Open Access Journals (Sweden)

    Taras Pukhalskyi

    2016-09-01

    Full Text Available The article deals with the means of conducting and choral disciplines, which help the efficiency of training of future music teachers. Taking into consideration training and educational components of formation process of professional competence, the means of conducting and choral disciplines are classified as knowledge and skills integration, the organizational and pedagogical skills development, the communicative skills development, the realization of individual approach, the performing skills development, the educational influence and creative self- efficacy. It was established that the effective implementation of these means in the formation of music teachers’ professional competence is possible in close cooperation of choral disciplines (choir disciplines, choral conducting, choral arrangements, choral class and practical work with the choir is organized.

  13. Distance educational technologies as means of increase of student’s motivation in the learning of general physics course

    Science.gov (United States)

    Gubkin, M. K.; Ivanov, D. A.; Ivanova, I. V.; Spivak, V. S.

    2017-11-01

    The Department of General physics and nuclear fusion, National Research University “Moscow Power Engineering Institute”, developed a set of tests (over 1000 questions) for the current control of knowledge of students in the section “Electricity and magnetism” of the General physics course using the internet distance learning system “Prometheus” (fourth generation). Under this section of the proposed test tasks are divided into sections corresponding to the topics section. These tasks include quality issues, design tasks, tasks with a choice of answers (one of many, many of many), the job with the selection region in the figure, tasks with detailed answer. The variety of tasks allows the teacher not only to objectively assess the student acquired knowledge but also to develop his problem-solving skills, to learn to be fluent in theory. The results of testing conducted for several years, show the high interest of students in the repeated independent execution of tasks and correlate well with the results of intermediate certification (exams).

  14. Students' approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory.

    Science.gov (United States)

    Zhao, Yue; Kuan, Hoi Kei; Chung, Joyce O K; Chan, Cecilia K Y; Li, William H C

    2018-07-01

    The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ). Survey research design was used in the study. A sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study. Factor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment. Two subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure. Findings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure

  15. Artificial Intelligence, Machine Learning, Deep Learning, and Cognitive Computing: What Do These Terms Mean and How Will They Impact Health Care?

    Science.gov (United States)

    Bini, Stefano A

    2018-02-27

    This article was presented at the 2017 annual meeting of the American Association of Hip and Knee Surgeons to introduce the members gathered as the audience to the concepts behind artificial intelligence (AI) and the applications that AI can have in the world of health care today. We discuss the origin of AI, progress to machine learning, and then discuss how the limits of machine learning lead data scientists to develop artificial neural networks and deep learning algorithms through biomimicry. We will place all these technologies in the context of practical clinical examples and show how AI can act as a tool to support and amplify human cognitive functions for physicians delivering care to increasingly complex patients. The aim of this article is to provide the reader with a basic understanding of the fundamentals of AI. Its purpose is to demystify this technology for practicing surgeons so they can better understand how and where to apply it. Copyright © 2018 Elsevier Inc. All rights reserved.

  16. Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

    Science.gov (United States)

    Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

    2017-08-01

    The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self

  17. Differential response of hippocampal subregions to stress and learning.

    Directory of Open Access Journals (Sweden)

    Darby F Hawley

    affective responses.

  18. How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders

    Science.gov (United States)

    Varelas, Maria; Pieper, Lynne; Arsenault, Amy; Pappas, Christine C.; Keblawe-Shamah, Neveen

    2014-01-01

    In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing…

  19. Learned helplessness: effects of response requirement and interval between treatment and testing.

    Science.gov (United States)

    Hunziker, M H L; Dos Santos, C V

    2007-11-01

    Three experiments investigated learned helplessness in rats manipulating response requirements, shock duration, and intervals between treatment and testing. In Experiment 1, rats previously exposed to uncontrollable or no shocks were tested under one of four different contingencies of negative reinforcement: FR 1 or FR 2 escape contingency for running, and FR1 escape contingency for jumping (differing for the maximum shock duration of 10s or 30s). The results showed that the uncontrollable shocks produced a clear operant learning deficit (learned helplessness effect) only when the animals were tested under the jumping FR 1 escape contingency with 10-s max shock duration. Experiment 2 isolated of the effects of uncontrollability from shock exposure per se and showed that the escape deficit observed using the FR 1 escape jumping response (10-s shock duration) was produced by the uncontrollability of shock. Experiment 3 showed that using the FR 1 jumping escape contingency in the test, the learned helplessness effect was observed one, 14 or 28 days after treatment. These results suggest that running may not be an appropriate test for learned helplessness, and that many diverging results found in the literature might be accounted for by the confounding effects of respondent and operant contingencies present when running is required of rats.

  20. Automatic Quality Inspection of Percussion Cap Mass Production by Means of 3D Machine Vision and Machine Learning Techniques

    Science.gov (United States)

    Tellaeche, A.; Arana, R.; Ibarguren, A.; Martínez-Otzeta, J. M.

    The exhaustive quality control is becoming very important in the world's globalized market. One of these examples where quality control becomes critical is the percussion cap mass production. These elements must achieve a minimum tolerance deviation in their fabrication. This paper outlines a machine vision development using a 3D camera for the inspection of the whole production of percussion caps. This system presents multiple problems, such as metallic reflections in the percussion caps, high speed movement of the system and mechanical errors and irregularities in percussion cap placement. Due to these problems, it is impossible to solve the problem by traditional image processing methods, and hence, machine learning algorithms have been tested to provide a feasible classification of the possible errors present in the percussion caps.

  1. How does feedback in mini-CEX affect students' learning response?

    Science.gov (United States)

    Sudarso, Sulistiawati; Rahayu, Gandes Retno; Suhoyo, Yoyo

    2016-12-19

    This study was aimed to explore students' learning response toward feedback during mini-CEX encounter. This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill. Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.

  2. Impaired Expected Value Computations Coupled With Overreliance on Stimulus-Response Learning in Schizophrenia.

    Science.gov (United States)

    Hernaus, Dennis; Gold, James M; Waltz, James A; Frank, Michael J

    2018-04-03

    While many have emphasized impaired reward prediction error signaling in schizophrenia, multiple studies suggest that some decision-making deficits may arise from overreliance on stimulus-response systems together with a compromised ability to represent expected value. Guided by computational frameworks, we formulated and tested two scenarios in which maladaptive representations of expected value should be most evident, thereby delineating conditions that may evoke decision-making impairments in schizophrenia. In a modified reinforcement learning paradigm, 42 medicated people with schizophrenia and 36 healthy volunteers learned to select the most frequently rewarded option in a 75-25 pair: once when presented with a more deterministic (90-10) pair and once when presented with a more probabilistic (60-40) pair. Novel and old combinations of choice options were presented in a subsequent transfer phase. Computational modeling was employed to elucidate contributions from stimulus-response systems (actor-critic) and expected value (Q-learning). People with schizophrenia showed robust performance impairments with increasing value difference between two competing options, which strongly correlated with decreased contributions from expected value-based learning (Q-learning). Moreover, a subtle yet consistent contextual choice bias for the probabilistic 75 option was present in people with schizophrenia, which could be accounted for by a context-dependent reward prediction error in the actor-critic. We provide evidence that decision-making impairments in schizophrenia increase monotonically with demands placed on expected value computations. A contextual choice bias is consistent with overreliance on stimulus-response learning, which may signify a deficit secondary to the maladaptive representation of expected value. These results shed new light on conditions under which decision-making impairments may arise. Copyright © 2018 Society of Biological Psychiatry. Published by

  3. How does feedback in mini-CEX affect students’ learning response?

    Science.gov (United States)

    Rahayu, Gandes Retno; Suhoyo, Yoyo

    2016-01-01

    Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill. Conclusions Feedback content and the way of providing feedback on mini-CEX stimulates the students’ internal processes to do a follow-up on feedback. However, another external factor also affects the students’ decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students’ learning response. PMID:28008136

  4. Touchscreen assays of learning, response inhibition, and motivation in the marmoset (Callithrix jacchus).

    Science.gov (United States)

    Kangas, Brian D; Bergman, Jack; Coyle, Joseph T

    2016-05-01

    Recent developments in precision gene editing have led to the emergence of the marmoset as an experimental subject of considerable interest and translational value. A better understanding of behavioral phenotypes of the common marmoset will inform the extent to which forthcoming transgenic mutants are cognitively intact. Therefore, additional information regarding their learning, inhibitory control, and motivational abilities is needed. The present studies used touchscreen-based repeated acquisition and discrimination reversal tasks to examine basic dimensions of learning and response inhibition. Marmosets were trained daily to respond to one of the two simultaneously presented novel stimuli. Subjects learned to discriminate the two stimuli (acquisition) and, subsequently, with the contingencies switched (reversal). In addition, progressive ratio performance was used to measure the effort expended to obtain a highly palatable reinforcer varying in magnitude and, thereby, provide an index of relative motivational value. Results indicate that rates of both acquisition and reversal of novel discriminations increased across successive sessions, but that rate of reversal learning remained slower than acquisition learning, i.e., more trials were needed for mastery. A positive correlation was observed between progressive ratio break point and reinforcement magnitude. These results closely replicate previous findings with squirrel monkeys, thus providing evidence of similarity in learning processes across nonhuman primate species. Moreover, these data provide key information about the normative phenotype of wild-type marmosets using three relevant behavioral endpoints.

  5. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

    Science.gov (United States)

    León-del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

    2018-01-01

    Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG). Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution. PMID:29593622

  6. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

    Directory of Open Access Journals (Sweden)

    Benito León-del-Barco

    2018-03-01

    Full Text Available Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG. Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain. The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

  7. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire.

    Science.gov (United States)

    León-Del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

    2018-01-01

    Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members' responsibility is a necessary condition for the team's success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG) . Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

  8. Object Recognition in Clutter: Cortical Responses Depend on the Type of Learning

    Directory of Open Access Journals (Sweden)

    Jay eHegdé

    2012-06-01

    Full Text Available Theoretical studies suggest that the visual system uses prior knowledge of visual objects to recognize them in visual clutter, and posit that the strategies for recognizing objects in clutter may differ depending on whether or not the object was learned in clutter to begin with. We tested this hypothesis using functional magnetic resonance imaging (fMRI of human subjects. We trained subjects to recognize naturalistic, yet novel objects in strong or weak clutter. We then tested subjects’ recognition performance for both sets of objects in strong clutter. We found many brain regions that were differentially responsive to objects during object recognition depending on whether they were learned in strong or weak clutter. In particular, the responses of the left fusiform gyrus reliably reflected, on a trial-to-trial basis, subjects’ object recognition performance for objects learned in the presence of strong clutter. These results indicate that the visual system does not use a single, general-purpose mechanism to cope with clutter. Instead, there are two distinct spatial patterns of activation whose responses are attributable not to the visual context in which the objects were seen, but to the context in which the objects were learned.

  9. Is the auditory evoked P2 response a biomarker of learning?

    Directory of Open Access Journals (Sweden)

    Kelly eTremblay

    2014-02-01

    Full Text Available Even though auditory training exercises for humans have been shown to improve certain perceptual skills of individuals with and without hearing loss, there is a lack of knowledge pertaining to which aspects of training are responsible for the perceptual gains, and which aspects of perception are changed. To better define how auditory training impacts brain and behavior, electroencephalography and magnetoencephalography have been used to determine the time course and coincidence of cortical modulations associated with different types of training. Here we focus on P1-N1-P2 auditory evoked responses (AEP, as there are consistent reports of gains in P2 amplitude following various types of auditory training experiences; including music and speech-sound training. The purpose of this experiment was to determine if the auditory evoked P2 response is a biomarker of learning. To do this, we taught native English speakers to identify a new pre-voiced temporal cue that is not used phonemically in the English language so that coinciding changes in evoked neural activity could be characterized. To differentiate possible effects of repeated stimulus exposure and a button-pushing task from learning itself, we examined modulations in brain activity in a group of participants who learned to identify the pre-voicing contrast and compared it to participants, matched in time, and stimulus exposure, that did not. The main finding was that the amplitude of the P2 auditory evoked response increased across repeated EEG sessions for all groups, regardless of any change in perceptual performance. What’s more, these effects were retained for months. Changes in P2 amplitude were attributed to changes in neural activity associated with the acquisition process and not the learned outcome itself. A further finding was the expression of a late negativity (LN wave 600-900 ms post-stimulus onset, post-training, exclusively for the group that learned to identify the pre

  10. When Middle Really Means "Top" or "Bottom": An Analysis of the 16PF5 Using Bock's Nominal Response Model.

    Science.gov (United States)

    Murray, Aja Louise; Booth, Tom; Molenaar, Dylan

    2016-01-01

    When self-report items with a Likert-type scale include a middle response option (e.g., Unsure, Neither agree nor disagree, or ?), this middle option is assumed to measure a level of the trait intermediate between the high and low response categories. In this study, we tested this assumption in the 16 Personality Factor Questionnaire, Version 5 (16PF5) by fitting Bock's nominal response model in the U.S. and UK standardization samples of the 16PF5. We found that in many cases, the middle option was indicative of higher levels of the latent trait than the ostensibly highest response option. In certain other cases, it was indicative of lower levels of the latent trait than the ostensibly lowest response option. This undermines the use of a simple successive integer scoring scheme where responses in adjacent response categories are assigned scores of 0, 1, and 2. Recommendations for alternative scoring schemes are provided. Results also suggested that certain personality traits, especially neurotic traits, are associated with a tendency toward selecting the middle option.

  11. Systemic or Intra-Amygdala Infusion of the Benzodiazepine, Midazolam, Impairs Learning, but Facilitates Re-Learning to Inhibit Fear Responses in Extinction

    Science.gov (United States)

    Hart, Genevra; Harris, Justin A.; Westbrook, R. Frederick

    2010-01-01

    A series of experiments used rats to study the effect of a systemic or intra-amygdala infusion of the benzodiazepine, midazolam, on learning and re-learning to inhibit context conditioned fear (freezing) responses. Rats were subjected to two context-conditioning episodes followed by extinction under drug or vehicle, or to two cycles of context…

  12. Public Policies for Corporate Social Responsibility in Four Nordic Countries: Harmony of Goals and Conflict of Means

    NARCIS (Netherlands)

    Midttun, A.; Gjølberg, M.; Kourula, A.; Sweet, S.; Vallentin, S.

    2015-01-01

    Corporate social responsibility (CSR) was historically a business-oriented idea that companies should voluntarily improve their social and environmental practices. More recently, CSR has increasingly attracted governments’ attention, and is now promoted in public policy, especially in the European

  13. Differences in maintenance of mean blood glucose (BG and their association with response to “recognizing hunger”

    Directory of Open Access Journals (Sweden)

    Ciampolini M

    2011-05-01

    Full Text Available Mario Ciampolini1, Massimiliano Sifone21Preventive Gastroenterology Unit, Department of Paediatrics, Università di Firenze, Florence, Italy; 2Department of Statistics, Università di Firenze, Florence, ItalyBackground: Meals begin and end subjectively. We trained healthy subjects to recognize initial hunger as a preprandial target for meal consumption, and to create a “recognizing hunger” or initial hunger meal pattern.Objective: Training subjects to “recognize hunger” lowers blood glucose (BG and improves energy balance, and lowers metabolic risks and bodyweight. A minority may have low BG and low metabolic risks at recruitment, but the others may recover this favorable condition by training.Methods: In a 7-day food diary, subjects reported their preprandial BG measurements; BG and energy availability by blood were assessed at the lowest BG during the day, and diary-mean BG thus characterized the individual meal pattern (daily energy intake. We analyzed the same diaries of a recent paper on a global, randomized comparison of subjects trained in “recognizing hunger” with control subjects. This time, we checked whether subjects who had maintained low BG (LBG subgroup at recruitment were able to decrease mean BG and metabolic risk factors during “hunger recognition” like those who presented high BG (HBG subgroup.Results: At recruitment, the BG means of 120 investigated subjects were within mean confidence limits of ± 3.84 mg/dL, and we could stratify subjects in ten small strata of which each significantly differed by mean BG. Mean BG was stable in each control subject over five months; the mean absolute change being 6.0 ± 4.6 mg/dL. Only three out of 34 trained subjects who had lower mean BG than 81.8 mg/dL significantly decreased mean BG, whereas 41 out of 55 subjects whose mean BG was greater than 81.8 mg/dL significantly decreased mean BG after training (P < 0.0001. At recruitment, the LBG subgroup showed significantly lower

  14. Developing the Many-Sided Background of the Preschool Children Learning Activities by means of Algorismic Skills Development

    Directory of Open Access Journals (Sweden)

    L. V. Voronina

    2013-01-01

    Full Text Available The paper deals with the current problem of modern education – developing the many-sided background for preschool children’s learning activities. At the given stage it is necessary to develop the algorithmic skills – the capability of and readiness for solving different kinds of problems in the strict sequence of operations according to the given patterns. Such algorithmic skills have a meta-disciplinary character and can be developed in class and at home. The paper highlights the algorithmic skills components (personal, regulatory, cognitive and communicative and the key indicators of their formation. The method for developing the algorithmic skills of preschool children is given including the three age related stages: ability to perform the linear algorithms (middle group, working with the branched cyclic algorithms (senior group, mastering the acquired skills and ability to perform some self- dependent tasks (preparatory group. The paper is addressed to the specialists working in the preschool educational sphere: preschool teachers, methodists, psychologists, directors of kindergartens. 

  15. Prediction of chemotherapeutic response in bladder cancer using K-means clustering of dynamic contrast-enhanced (DCE)-MRI pharmacokinetic parameters.

    Science.gov (United States)

    Nguyen, Huyen T; Jia, Guang; Shah, Zarine K; Pohar, Kamal; Mortazavi, Amir; Zynger, Debra L; Wei, Lai; Yang, Xiangyu; Clark, Daniel; Knopp, Michael V

    2015-05-01

    To apply k-means clustering of two pharmacokinetic parameters derived from 3T dynamic contrast-enhanced magnetic resonance imaging (DCE-MRI) to predict the chemotherapeutic response in bladder cancer at the mid-cycle timepoint. With the predetermined number of three clusters, k-means clustering was performed on nondimensionalized Amp and kep estimates of each bladder tumor. Three cluster volume fractions (VFs) were calculated for each tumor at baseline and mid-cycle. The changes of three cluster VFs from baseline to mid-cycle were correlated with the tumor's chemotherapeutic response. Receiver-operating-characteristics curve analysis was used to evaluate the performance of each cluster VF change as a biomarker of chemotherapeutic response in bladder cancer. The k-means clustering partitioned each bladder tumor into cluster 1 (low kep and low Amp), cluster 2 (low kep and high Amp), cluster 3 (high kep and low Amp). The changes of all three cluster VFs were found to be associated with bladder tumor response to chemotherapy. The VF change of cluster 2 presented with the highest area-under-the-curve value (0.96) and the highest sensitivity/specificity/accuracy (96%/100%/97%) with a selected cutoff value. The k-means clustering of the two DCE-MRI pharmacokinetic parameters can characterize the complex microcirculatory changes within a bladder tumor to enable early prediction of the tumor's chemotherapeutic response. © 2014 Wiley Periodicals, Inc.

  16. Model-Based Collaborative Filtering Analysis of Student Response Data: Machine-Learning Item Response Theory

    Science.gov (United States)

    Bergner, Yoav; Droschler, Stefan; Kortemeyer, Gerd; Rayyan, Saif; Seaton, Daniel; Pritchard, David E.

    2012-01-01

    We apply collaborative filtering (CF) to dichotomously scored student response data (right, wrong, or no interaction), finding optimal parameters for each student and item based on cross-validated prediction accuracy. The approach is naturally suited to comparing different models, both unidimensional and multidimensional in ability, including a…

  17. A Mock Randomized Controlled Trial With Audience Response Technology for Teaching and Learning Epidemiology.

    Science.gov (United States)

    Baker, Philip R A; Francis, Daniel P; Cathcart, Abby

    2017-04-01

    The study's objective was to apply and assess an active learning approach to epidemiology and critical appraisal. Active learning comprised a mock, randomized controlled trial (RCT) conducted with learners in 3 countries. The mock trial consisted of blindly eating red Smarties candy (intervention) compared to yellow Smarties (control) to determine whether red Smarties increase happiness. Audience response devices were employed with the 3-fold purposes to produce outcome data for analysis of the effects of red Smarties, identify baseline and subsequent changes in participant's knowledge and confidence in understanding of RCTs, and assess the teaching approach. Of those attending, 82% (117 of 143 learners) participated in the trial component. Participating in the mock trial was a positive experience, and the use of the technology aided learning. The trial produced data that learners analyzed in "real time" during the class. The mock RCT is a fun and engaging approach to teaching RCTs and helping students to develop skills in critical appraisal.

  18. Evaluating the effectiveness of personal response system technology on millennial student learning.

    Science.gov (United States)

    McCurry, Mary K; Hunter Revell, Susan M

    2011-08-01

    As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

  19. Human place and response learning: navigation strategy selection, pupil size and gaze behavior.

    Science.gov (United States)

    de Condappa, Olivier; Wiener, Jan M

    2016-01-01

    In this study, we examined the cognitive processes and ocular behavior associated with on-going navigation strategy choice using a route learning paradigm that distinguishes between three different wayfinding strategies: an allocentric place strategy, and the egocentric associative cue and beacon response strategies. Participants approached intersections of a known route from a variety of directions, and were asked to indicate the direction in which the original route continued. Their responses in a subset of these test trials allowed the assessment of strategy choice over the course of six experimental blocks. The behavioral data revealed an initial maladaptive bias for a beacon response strategy, with shifts in favor of the optimal configuration place strategy occurring over the course of the experiment. Response time analysis suggests that the configuration strategy relied on spatial transformations applied to a viewpoint-dependent spatial representation, rather than direct access to an allocentric representation. Furthermore, pupillary measures reflected the employment of place and response strategies throughout the experiment, with increasing use of the more cognitively demanding configuration strategy associated with increases in pupil dilation. During test trials in which known intersections were approached from different directions, visual attention was directed to the landmark encoded during learning as well as the intended movement direction. Interestingly, the encoded landmark did not differ between the three navigation strategies, which is discussed in the context of initial strategy choice and the parallel acquisition of place and response knowledge.

  20. 學習的意義感:建立、失落及再創生 Meaning of Learning: Construction, Loss, and Reconstruction

    Directory of Open Access Journals (Sweden)

    黃莉 Li-Li Huang

    2017-03-01

    Full Text Available 本研究旨在探究華人學習意義感之建立、失落及再創生之歷程。研究採用質性研究法,針對17 位成人(九位男性和八位女性)進行深度訪談,研究者再以Baumeister(1991)的「意義連結論」、Park 與Folkman(1997)的「整體意義」與「情境意義」,以及華人的「讀書文化腳本文化」為形式理論,對受訪者的自我敘說資料二度詮釋並揭露其存在處境的置身結構。資料分析結果顯示,此歷程包含四部分,首先,意義的建立主要透過連結,例如,與自我的 連結、與生命及世界信念的連結、與學習信念的連結。接著,意義的失落則來自斷鏈、存在的空虛、與學習信念脫鈎。意義失落後,會將意義暫時擱置,讓自己回歸到現實,設下停損點,並試者去看到未來的各種可能性。最後再藉著轉化與代償而得以再創造新的學習意義感。本研究最後也討論文化之意涵、敘說研究之限制及未來可發展之方向。 The aim of this study was to explore the processes and mechanisms of the construction, loss, and reconstruction of meaning in the context of learning. A qualitative method was implemented, and 17 adults (9 men and 8 women were interviewed. Baumeister’s (1991 connection theory of meaning-making, Park and Folkman’s (1997 global meaning and situational meaning theory, and the Chinese cultural script of learning were all adopted as formal theories for the secondary interpretation of the participants’ self-narrative data, and also for the disclosure of the situational structures of existential contexts. The results showed the process to consist of four parts. First, connection is the key mechanism of meaning-building; for example, connecting with oneself/others or with one’s own beliefs about life and the world, or with belief in learning. Second, loss of meaning is a result of disconnection, such as disconnecting

  1. Radiation dose reduction in digital breast tomosynthesis (DBT) by means of deep-learning-based supervised image processing

    Science.gov (United States)

    Liu, Junchi; Zarshenas, Amin; Qadir, Ammar; Wei, Zheng; Yang, Limin; Fajardo, Laurie; Suzuki, Kenji

    2018-03-01

    To reduce cumulative radiation exposure and lifetime risks for radiation-induced cancer from breast cancer screening, we developed a deep-learning-based supervised image-processing technique called neural network convolution (NNC) for radiation dose reduction in DBT. NNC employed patched-based neural network regression in a convolutional manner to convert lower-dose (LD) to higher-dose (HD) tomosynthesis images. We trained our NNC with quarter-dose (25% of the standard dose: 12 mAs at 32 kVp) raw projection images and corresponding "teaching" higher-dose (HD) images (200% of the standard dose: 99 mAs at 32 kVp) of a breast cadaver phantom acquired with a DBT system (Selenia Dimensions, Hologic, CA). Once trained, NNC no longer requires HD images. It converts new LD images to images that look like HD images; thus the term "virtual" HD (VHD) images. We reconstructed tomosynthesis slices on a research DBT system. To determine a dose reduction rate, we acquired 4 studies of another test phantom at 4 different radiation doses (1.35, 2.7, 4.04, and 5.39 mGy entrance dose). Structural SIMilarity (SSIM) index was used to evaluate the image quality. For testing, we collected half-dose (50% of the standard dose: 32+/-14 mAs at 33+/-5 kVp) and full-dose (standard dose: 68+/-23 mAs at 33+/-5 kvp) images of 10 clinical cases with the DBT system at University of Iowa Hospitals and Clinics. NNC converted half-dose DBT images of 10 clinical cases to VHD DBT images that were equivalent to full dose DBT images. Our cadaver phantom experiment demonstrated 79% dose reduction.

  2. Scale-free memory model for multiagent reinforcement learning. Mean field approximation and rock-paper-scissors dynamics

    Science.gov (United States)

    Lubashevsky, I.; Kanemoto, S.

    2010-07-01

    A continuous time model for multiagent systems governed by reinforcement learning with scale-free memory is developed. The agents are assumed to act independently of one another in optimizing their choice of possible actions via trial-and-error search. To gain awareness about the action value the agents accumulate in their memory the rewards obtained from taking a specific action at each moment of time. The contribution of the rewards in the past to the agent current perception of action value is described by an integral operator with a power-law kernel. Finally a fractional differential equation governing the system dynamics is obtained. The agents are considered to interact with one another implicitly via the reward of one agent depending on the choice of the other agents. The pairwise interaction model is adopted to describe this effect. As a specific example of systems with non-transitive interactions, a two agent and three agent systems of the rock-paper-scissors type are analyzed in detail, including the stability analysis and numerical simulation. Scale-free memory is demonstrated to cause complex dynamics of the systems at hand. In particular, it is shown that there can be simultaneously two modes of the system instability undergoing subcritical and supercritical bifurcation, with the latter one exhibiting anomalous oscillations with the amplitude and period growing with time. Besides, the instability onset via this supercritical mode may be regarded as “altruism self-organization”. For the three agent system the instability dynamics is found to be rather irregular and can be composed of alternate fragments of oscillations different in their properties.

  3. The effects of short-term and long-term learning on the responses of lateral intraparietal neurons to visually presented objects.

    Science.gov (United States)

    Sigurdardottir, Heida M; Sheinberg, David L

    2015-07-01

    The lateral intraparietal area (LIP) is thought to play an important role in the guidance of where to look and pay attention. LIP can also respond selectively to differently shaped objects. We sought to understand to what extent short-term and long-term experience with visual orienting determines the responses of LIP to objects of different shapes. We taught monkeys to arbitrarily associate centrally presented objects of various shapes with orienting either toward or away from a preferred spatial location of a neuron. The training could last for less than a single day or for several months. We found that neural responses to objects are affected by such experience, but that the length of the learning period determines how this neural plasticity manifests. Short-term learning affects neural responses to objects, but these effects are only seen relatively late after visual onset; at this time, the responses to newly learned objects resemble those of familiar objects that share their meaning or arbitrary association. Long-term learning affects the earliest bottom-up responses to visual objects. These responses tend to be greater for objects that have been associated with looking toward, rather than away from, LIP neurons' preferred spatial locations. Responses to objects can nonetheless be distinct, although they have been similarly acted on in the past and will lead to the same orienting behavior in the future. Our results therefore indicate that a complete experience-driven override of LIP object responses may be difficult or impossible. We relate these results to behavioral work on visual attention.

  4. Arc mRNA induction in striatal efferent neurons associated with response learning.

    Science.gov (United States)

    Daberkow, D P; Riedy, M D; Kesner, R P; Keefe, K A

    2007-07-01

    The dorsal striatum is involved in motor-response learning, but the extent to which distinct populations of striatal efferent neurons are differentially involved in such learning is unknown. Activity-regulated, cytoskeleton-associated (Arc) protein is an effector immediate-early gene implicated in synaptic plasticity. We examined arc mRNA expression in striatopallidal vs. striatonigral efferent neurons in dorsomedial and dorsolateral striatum of rats engaged in reversal learning on a T-maze motor-response task. Male Sprague-Dawley rats learned to turn right or left for 3 days. Half of the rats then underwent reversal training. The remaining rats were yoked to rats undergoing reversal training, such that they ran the same number of trials but ran them as continued-acquisition trials. Brains were removed and processed using double-label fluorescent in situ hybridization for arc and preproenkephalin (PPE) mRNA. In the reversal, but not the continued-acquisition, group there was a significant relation between the overall arc mRNA signal in dorsomedial striatum and the number of trials run, with rats reaching criterion in fewer trials having higher levels of arc mRNA expression. A similar relation was seen between the numbers of PPE(+) and PPE(-) neurons in dorsomedial striatum with cytoplasmic arc mRNA expression. Interestingly, in behaviourally activated animals significantly more PPE(-) neurons had cytoplasmic arc mRNA expression. These data suggest that Arc in both striatonigral and striatopallidal efferent neurons is involved in striatal synaptic plasticity mediating motor-response learning in the T-maze and that there is differential processing of arc mRNA in distinct subpopulations of striatal efferent neurons.

  5. Learned helplessness in the rat: effect of response topography in a within-subject design.

    Science.gov (United States)

    dos Santos, Cristiano Valerio; Gehm, Tauane; Hunziker, Maria Helena Leite

    2011-02-01

    Three experiments investigated learned helplessness in rats manipulating response topography within-subject and different intervals between treatment and tests among groups. In Experiment 1, rats previously exposed to inescapable shocks were tested under an escape contingency where either jumping or nose poking was required to terminate shocks; tests were run either 1, 14 or 28 days after treatment. Most rats failed to jump, as expected, but learned to nose poke, regardless of the interval between treatment and tests and order of testing. The same results were observed in male and female rats from a different laboratory (Experiment 2) and despite increased exposure to the escape contingencies using a within-subject design (Experiment 3). Furthermore, no evidence of helplessness reversal was observed, since animals failed to jump even after having learned to nose-poke in a previous test session. These results are not consistent with a learned helplessness hypothesis, which claims that shock (un)controllability is the key variable responsible for the effect. They are nonetheless consistent with the view that inescapable shocks enhance control by irrelevant features of the relationship between the environment and behavior. Copyright © 2010 Elsevier B.V. All rights reserved.

  6. Precision Interval Estimation of the Response Surface by Means of an Integrated Algorithm of Neural Network and Linear Regression

    Science.gov (United States)

    Lo, Ching F.

    1999-01-01

    The integration of Radial Basis Function Networks and Back Propagation Neural Networks with the Multiple Linear Regression has been accomplished to map nonlinear response surfaces over a wide range of independent variables in the process of the Modem Design of Experiments. The integrated method is capable to estimate the precision intervals including confidence and predicted intervals. The power of the innovative method has been demonstrated by applying to a set of wind tunnel test data in construction of response surface and estimation of precision interval.

  7. Differential response to gepirone but not to chlordiazepoxide in malnourished rats subjected to learned helplessness.

    Science.gov (United States)

    Camargo, L M M; Nascimento, A B; Almeida, S S

    2008-01-01

    The learned helplessness (LH) paradigm is characterized by learning deficits resulting from inescapable events. The aims of the present study were to determine if protein-calorie malnutrition (PCM) alters learning deficits induced by LH and if the neurochemical changes induced by malnutrition alter the reactivity to treatment with GABA-ergic and serotonergic drugs during LH. Well-nourished (W) and PCM Wistar rats (61 days old) were exposed or not to inescapable shocks (IS) and treated with gepirone (GEP, 0.0-7.5 mg/kg, intraperitoneally, N = 128) or chlordiazepoxide (0.0-7.5 mg/kg, intraperitoneally, N = 128) 72 h later, 30 min before the test session (30 trials of escape learning). The results showed that rats exposed to IS had higher escape latency than non-exposed rats (12.6 +/- 2.2 vs 4.4 +/- 0.8 s) and that malnutrition increased learning impairment produced by LH. GEP increased the escape latency of W animals exposed or non-exposed to IS, but did not affect the response of PCM animals, while chlordiazepoxide reduced the escape deficit of both W and PCM rats. The data suggest that PCM animals were more sensitive to the impairment produced by LH and that PCM led to neurochemical changes in the serotonergic system, resulting in hyporeactivity to the anxiogenic effects of GEP in the LH paradigm.

  8. Differential response to gepirone but not to chlordiazepoxide in malnourished rats subjected to learned helplessness

    Directory of Open Access Journals (Sweden)

    L.M.M Camargo

    2008-01-01

    Full Text Available The learned helplessness (LH paradigm is characterized by learning deficits resulting from inescapable events. The aims of the present study were to determine if protein-calorie malnutrition (PCM alters learning deficits induced by LH and if the neurochemical changes induced by malnutrition alter the reactivity to treatment with GABA-ergic and serotonergic drugs during LH. Well-nourished (W and PCM Wistar rats (61 days old were exposed or not to inescapable shocks (IS and treated with gepirone (GEP, 0.0-7.5 mg/kg, intraperitoneally, N = 128 or chlordiazepoxide (0.0-7.5 mg/kg, intraperitoneally, N = 128 72 h later, 30 min before the test session (30 trials of escape learning. The results showed that rats exposed to IS had higher escape latency than non-exposed rats (12.6 ± 2.2 vs 4.4 ± 0.8 s and that malnutrition increased learning impairment produced by LH. GEP increased the escape latency of W animals exposed or non-exposed to IS, but did not affect the response of PCM animals, while chlordiazepoxide reduced the escape deficit of both W and PCM rats. The data suggest that PCM animals were more sensitive to the impairment produced by LH and that PCM led to neurochemical changes in the serotonergic system, resulting in hyporeactivity to the anxiogenic effects of GEP in the LH paradigm.

  9. The Learning Science through Theatre Initiative in the Context of Responsible Research and Innovation

    Directory of Open Access Journals (Sweden)

    Zacharoula Smyrnaiou

    2017-10-01

    Full Text Available Fostering Responsible Research and Innovation (RRI is the next big step in the methodological teaching of Science. This is the solution towards an open classroom and innovation system of learning. The school science teaching needs to become more engaging. Science education should be an essential component of a learning continuum not only in classroom, but also for all, from pre- school to active engaged citizenship. "The Learning Science Through Theatre" Initiative creates a network of knowledge and collaboration between different communities by learning about science through other disciplines and learning about other disciplines through science. Forty Three (43 theatrical performances during the school years 2014-2016 were organized by secondary school students (2000 subjects which embed both scientific concepts and cultural/ social elements which are expressed by embodied, verbal interaction and analogies. The methodology constitutes a merging of qualitative, quantitative and grounded theory analysis. The data were classified into categories and they were cross- checked by registrations forms, filled by the teachers. Results show that the acquisition of knowledge is successful with the co- existence of multiple semiotic systems and the theatrical performances are compatible with the principles of RRI.

  10. Diabetic Driving Studies-Part 3: A Comparison of Mean Brake Response Time Between Neuropathic Diabetic Drivers With and Without Foot Pathology.

    Science.gov (United States)

    Sansosti, Laura E; Spiess, Kerianne E; Meyr, Andrew J

    We have previously demonstrated an abnormally delayed mean brake response time and an increased frequency of abnormally delayed brake responses in a group of neuropathic diabetic drivers compared with a control group of drivers with neither diabetes nor lower extremity neuropathy. The objective of the present case-control study was to compare the mean brake response time between neuropathic diabetic drivers with and without specific diabetic foot pathology. The braking performances of the participants were evaluated using a computerized driving simulator with specific measurement of the mean brake response time and the frequency of abnormally delayed brake responses. We analyzed a control group of 20 active drivers with type 2 diabetes, lower extremity neuropathy, and no history of diabetic foot pathology and an experimental group of 20 active drivers with type 2 diabetes, lower extremity neuropathy, and a history of diabetic foot pathology (ulceration, amputation, and/or Charcot neuroarthropathy) from an urban U.S. podiatric medical clinic. Neuropathic diabetic drivers without a history of specific foot pathology demonstrated an 11.11% slower mean brake response time (0.790 ± 0.223 versus 0.711 ± 0.135 second; p time slower than a suggested threshold of 0.70 second. The results of the present investigation provide evidence that diabetic patients across a spectrum of lower extremity sensorimotor neuropathy and foot pathology demonstrate abnormal automobile brake responses and might be at risk of impaired driving function. Copyright © 2017 American College of Foot and Ankle Surgeons. Published by Elsevier Inc. All rights reserved.

  11. Wellness Programs and Means of Getting Employees to Stay Healthy: A Response to Kristin Van Busum and Soeren Mattke

    Directory of Open Access Journals (Sweden)

    Bahaudin G. Mujtaba

    2014-01-01

    Full Text Available This is a short writing in response to the “Financial Incentives: Only One Piece of the Workplace Wellness Puzzle” (1 by Kristin Van Busum and Soeren Mattke of the RAND Health Advisory Services, RAND Corporation, in Boston.

  12. “Toward socially responsible agents: integrating attachment and learning in emotional decision-making,”

    OpenAIRE

    M. Ben Moussa and N. Magnenat-Thalmann

    2013-01-01

    Our goal is to create socially responsible agents either robots or virtual humans. In this paper we present an integration of emotions attachment and learning in emotional decision making to achieve this goal. Based on emerging psychological theories we aim at building human like emotional decision making where emotions play a central role in selecting the next action to be performed by the agent. Here we present our own approach for emotion appraisal where we use emotional attachment as an i...

  13. Discriminative learning of receptive fields from responses to non-Gaussian stimulus ensembles.

    Science.gov (United States)

    Meyer, Arne F; Diepenbrock, Jan-Philipp; Happel, Max F K; Ohl, Frank W; Anemüller, Jörn

    2014-01-01

    Analysis of sensory neurons' processing characteristics requires simultaneous measurement of presented stimuli and concurrent spike responses. The functional transformation from high-dimensional stimulus space to the binary space of spike and non-spike responses is commonly described with linear-nonlinear models, whose linear filter component describes the neuron's receptive field. From a machine learning perspective, this corresponds to the binary classification problem of discriminating spike-eliciting from non-spike-eliciting stimulus examples. The classification-based receptive field (CbRF) estimation method proposed here adapts a linear large-margin classifier to optimally predict experimental stimulus-response data and subsequently interprets learned classifier weights as the neuron's receptive field filter. Computational learning theory provides a theoretical framework for learning from data and guarantees optimality in the sense that the risk of erroneously assigning a spike-eliciting stimulus example to the non-spike class (and vice versa) is minimized. Efficacy of the CbRF method is validated with simulations and for auditory spectro-temporal receptive field (STRF) estimation from experimental recordings in the auditory midbrain of Mongolian gerbils. Acoustic stimulation is performed with frequency-modulated tone complexes that mimic properties of natural stimuli, specifically non-Gaussian amplitude distribution and higher-order correlations. Results demonstrate that the proposed approach successfully identifies correct underlying STRFs, even in cases where second-order methods based on the spike-triggered average (STA) do not. Applied to small data samples, the method is shown to converge on smaller amounts of experimental recordings and with lower estimation variance than the generalized linear model and recent information theoretic methods. Thus, CbRF estimation may prove useful for investigation of neuronal processes in response to natural stimuli and

  14. Discriminative learning of receptive fields from responses to non-Gaussian stimulus ensembles.

    Directory of Open Access Journals (Sweden)

    Arne F Meyer

    Full Text Available Analysis of sensory neurons' processing characteristics requires simultaneous measurement of presented stimuli and concurrent spike responses. The functional transformation from high-dimensional stimulus space to the binary space of spike and non-spike responses is commonly described with linear-nonlinear models, whose linear filter component describes the neuron's receptive field. From a machine learning perspective, this corresponds to the binary classification problem of discriminating spike-eliciting from non-spike-eliciting stimulus examples. The classification-based receptive field (CbRF estimation method proposed here adapts a linear large-margin classifier to optimally predict experimental stimulus-response data and subsequently interprets learned classifier weights as the neuron's receptive field filter. Computational learning theory provides a theoretical framework for learning from data and guarantees optimality in the sense that the risk of erroneously assigning a spike-eliciting stimulus example to the non-spike class (and vice versa is minimized. Efficacy of the CbRF method is validated with simulations and for auditory spectro-temporal receptive field (STRF estimation from experimental recordings in the auditory midbrain of Mongolian gerbils. Acoustic stimulation is performed with frequency-modulated tone complexes that mimic properties of natural stimuli, specifically non-Gaussian amplitude distribution and higher-order correlations. Results demonstrate that the proposed approach successfully identifies correct underlying STRFs, even in cases where second-order methods based on the spike-triggered average (STA do not. Applied to small data samples, the method is shown to converge on smaller amounts of experimental recordings and with lower estimation variance than the generalized linear model and recent information theoretic methods. Thus, CbRF estimation may prove useful for investigation of neuronal processes in response to

  15. Engaging Ocean Grads As Interdisciplinary Professional Problem Solvers: Why Preparing Our Future Ocean Leaders Means Inspiring Them to Look Beyond Their Academic Learning.

    Science.gov (United States)

    Good, L. H.; Erickson, A.

    2016-02-01

    Academic learning and research experiences alone cannot prepare our emerging ocean leaders to take on the challenges facing our oceans. Developing solutions that incorporate environmental and ocean sciences necessitates an interdisciplinary approach, requiring emerging leaders to be able to work in collaborative knowledge to action systems, rather than on micro-discipline islands. Professional and informal learning experiences can enhance graduate marine education by helping learners gain the communication, collaboration, and innovative problem-solving skills necessary for them to interact with peers at the interface of science and policy. These rich experiences can also provide case-based and hands-on opportunities for graduate learners to explore real-world examples of ocean science, policy, and management in action. However, academic programs are often limited in their capacity to offer such experiences as a part of a traditional curriculum. Rather than expecting learners to rely on their academic training, one approach is to encourage and support graduates to seek professional development beyond their university's walls, and think more holistically about their learning as it relates to their career interests. During this session we discuss current thinking around the professional learning needs of emerging ocean leaders, what this means for academic epistemologies, and examine initial evaluation outcomes from activities in our cross-campus consortium model in Monterey Bay, California. This innovative model includes seven regional academic institutions working together to develop an interdisciplinary ocean community and increase access to professional development opportunities to better prepare regional ocean-interested graduate students and early career researchers as future leaders.

  16. On the best learning algorithm for web services response time prediction

    DEFF Research Database (Denmark)

    Madsen, Henrik; Albu, Razvan-Daniel; Popentiu-Vladicescu, Florin

    2013-01-01

    In this article we will examine the effect of different learning algorithms, while training the MLP (Multilayer Perceptron) with the intention of predicting web services response time. Web services do not necessitate a user interface. This may seem contradictory to most people's concept of what...... an application is. A Web service is better imagined as an application "segment," or better as a program enabler. Performance is an important quality aspect of Web services because of their distributed nature. Predicting the response of web services during their operation is very important....

  17. CONTESTING THE MEANINGS OF DISASTER: AN ANTHROPOLOGICAL STUDY ON YOGYAKARTA PEOPLE’S RESPONSES TO THE MAY 27, 2006 EARTHQUAKE

    Directory of Open Access Journals (Sweden)

    Mohammad Hasan Basri

    2014-12-01

    Full Text Available Secara geografis, Indonesia merupakan negara yang sangat berpotensi atau rawan terjadi bencana baik berupa bencana alam (natural disaster maupun bencana akibat ulah kelalaian manusia (man-made disaster. Namun sayang sekali, para akademisi dan para peneliti masih sedikit yang tertarik untuk lebih jauh mengkaji bencana utamanya dalam perpektif ilmu-ilmu sosial. Sebagai salah satu upaya memulai kajian bencana di negeri ini, thesis ini diharapkan menjadi titik awal pengembangan ilmu-ilmu sosial dalam kajian bencana. Paper ini menyimpulkan bahwa proses kontestasi pemaknaan masyarakat dalam merespon bencana gempa dipengaruhi oleh tiga aspek, yaitu agama (religious meaning, Budaya Jawa (Javanese meaning, dan penjelasan sains (scientific meaning. Walaupun ketiga aspek tersebut saling mempengaruhi satu sama lain, berdasarkan respon masyarakat Wonokromo, aspek agama sangat mendominasi pikiran mereka. Ada empat variasi pemaknaan yang didasarkan pada aspek agama, yakni bencana sebagai hukuman, cobaan, tes, dan surat cinta dari Tuhan. Respon ini secara implisit masih problematis terutama jika dikaitkan dengan masalah theodicy (problem of evil di dalam teologi dan proses pemulihan bencana karena pandangan seperti ini cenderung memojokkan korban (blaming the victims.

  18. Children's Everyday Learning by Assuming Responsibility for Others: Indigenous Practices as a Cultural Heritage Across Generations.

    Science.gov (United States)

    Fernández, David Lorente

    2015-01-01

    This chapter uses a comparative approach to examine the maintenance of Indigenous practices related with Learning by Observing and Pitching In in two generations--parent generation and current child generation--in a Central Mexican Nahua community. In spite of cultural changes and the increase of Western schooling experience, these practices persist, to different degrees, as a Nahua cultural heritage with close historical relations to the key value of cuidado (stewardship). The chapter explores how children learn the value of cuidado in a variety of everyday activities, which include assuming responsibility in many social situations, primarily in cultivating corn, raising and protecting domestic animals, health practices, and participating in family ceremonial life. The chapter focuses on three main points: (1) Cuidado (assuming responsibility for), in the Nahua socio-cultural context, refers to the concepts of protection and "raising" as well as fostering other beings, whether humans, plants, or animals, to reach their potential and fulfill their development. (2) Children learn cuidado by contributing to family endeavors: They develop attention and self-motivation; they are capable of responsible actions; and they are able to transform participation to achieve the status of a competent member of local society. (3) This collaborative participation allows children to continue the cultural tradition and to preserve a Nahua heritage at a deeper level in a community in which Nahuatl language and dress have disappeared, and people do not identify themselves as Indigenous. © 2015 Elsevier Inc. All rights reserved.

  19. Machine learning for predicting the response of breast cancer to neoadjuvant chemotherapy.

    Science.gov (United States)

    Mani, Subramani; Chen, Yukun; Li, Xia; Arlinghaus, Lori; Chakravarthy, A Bapsi; Abramson, Vandana; Bhave, Sandeep R; Levy, Mia A; Xu, Hua; Yankeelov, Thomas E

    2013-01-01

    To employ machine learning methods to predict the eventual therapeutic response of breast cancer patients after a single cycle of neoadjuvant chemotherapy (NAC). Quantitative dynamic contrast-enhanced MRI and diffusion-weighted MRI data were acquired on 28 patients before and after one cycle of NAC. A total of 118 semiquantitative and quantitative parameters were derived from these data and combined with 11 clinical variables. We used Bayesian logistic regression in combination with feature selection using a machine learning framework for predictive model building. The best predictive models using feature selection obtained an area under the curve of 0.86 and an accuracy of 0.86, with a sensitivity of 0.88 and a specificity of 0.82. With the numerous options for NAC available, development of a method to predict response early in the course of therapy is needed. Unfortunately, by the time most patients are found not to be responding, their disease may no longer be surgically resectable, and this situation could be avoided by the development of techniques to assess response earlier in the treatment regimen. The method outlined here is one possible solution to this important clinical problem. Predictive modeling approaches based on machine learning using readily available clinical and quantitative MRI data show promise in distinguishing breast cancer responders from non-responders after the first cycle of NAC.

  20. Learning from Katrina: environmental health observations from the SWCPHP response team in Houston.

    Science.gov (United States)

    Elledge, Brenda L; Boatright, Daniel T; Woodson, Paul; Clinkenbeard, Rodney E; Brand, Michael W

    2007-09-01

    Hurricane Katrina provided an opportunity to observe the public health and medical care response system in practice and provided vital lessons about identifying and learning critical response measures as well as about ineffective investments of time and effort. The Southwest Center for Public Health Preparedness (SWCPHP) response team, while working among evacuees housed at Reliant Park in Houston, Texas, made a number of observations related to environmental public health. This summary reports firsthand observations which are, to a great extent, supported by the Federal Response to Hurricane Katrina: Lessons Learned report, and it provides a contextual backdrop for improvement in the areas of volunteer and citizen preparedness training and education. Katrina provided an opportunity to see public health in a highly stressed practice setting and to identify and reinforce the fundamental tenets of public health with which all individuals responding to an event should be familiar. Knowledge gained from Katrina should be integrated into future efforts related to disaster response planning; specifically, it is imperative that volunteers receive standardized training in the areas of incident command systems (ICS), basic hygiene, transmission of disease, and food and water safety principles.

  1. An effective means for damage detection of bridges using the contact-point response of a moving test vehicle

    Science.gov (United States)

    Zhang, Bin; Qian, Yao; Wu, Yuntian; Yang, Y. B.

    2018-04-01

    To further the technique of indirect measurement, the contact-point response of a moving test vehicle is adopted for the damage detection of bridges. First, the contact-point response of the vehicle moving over the bridge is derived both analytically and in central difference form (for field use). Then, the instantaneous amplitude squared (IAS) of the driving component of the contact-point response is calculated by the Hilbert transform, making use of its narrow-band feature. The IAS peaks serve as the key parameter for damage detection. In the numerical simulation, a damage (crack) is modeled by a hinge-spring unit. The feasibility of the proposed method to detect the location and severity of a damage or multi damages of the bridge is verified. Also, the effects of surface roughness, vehicle speed, measurement noise and random traffic are studied. In the presence of ongoing traffic, the damages of the bridge are identified from the repeated or invariant IAS peaks generated for different traffic flows by the same test vehicle over the bridge.

  2. Dynamic sensorimotor planning during long-term sequence learning: the role of variability, response chunking and planning errors.

    Science.gov (United States)

    Verstynen, Timothy; Phillips, Jeff; Braun, Emily; Workman, Brett; Schunn, Christian; Schneider, Walter

    2012-01-01

    Many everyday skills are learned by binding otherwise independent actions into a unified sequence of responses across days or weeks of practice. Here we looked at how the dynamics of action planning and response binding change across such long timescales. Subjects (N = 23) were trained on a bimanual version of the serial reaction time task (32-item sequence) for two weeks (10 days total). Response times and accuracy both showed improvement with time, but appeared to be learned at different rates. Changes in response speed across training were associated with dynamic changes in response time variability, with faster learners expanding their variability during the early training days and then contracting response variability late in training. Using a novel measure of response chunking, we found that individual responses became temporally correlated across trials and asymptoted to set sizes of approximately 7 bound responses at the end of the first week of training. Finally, we used a state-space model of the response planning process to look at how predictive (i.e., response anticipation) and error-corrective (i.e., post-error slowing) processes correlated with learning rates for speed, accuracy and chunking. This analysis yielded non-monotonic association patterns between the state-space model parameters and learning rates, suggesting that different parts of the response planning process are relevant at different stages of long-term learning. These findings highlight the dynamic modulation of response speed, variability, accuracy and chunking as multiple movements become bound together into a larger set of responses during sequence learning.

  3. A Model for Screening Twice-Exceptional Students (Gifted with Learning Disabilities) within a Response to Intervention Paradigm

    Science.gov (United States)

    McCallum, R. Steve; Bell, Sherry Mee; Coles, Jeremy Thomas; Miller, Kelli Caldwell; Hopkins, Michael B.; Hilton-Prillhart, Angela

    2013-01-01

    The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to…

  4. On-Line, Self-Learning, Predictive Tool for Determining Payload Thermal Response

    Science.gov (United States)

    Jen, Chian-Li; Tilwick, Leon

    2000-01-01

    This paper will present the results of a joint ManTech / Goddard R&D effort, currently under way, to develop and test a computer based, on-line, predictive simulation model for use by facility operators to predict the thermal response of a payload during thermal vacuum testing. Thermal response was identified as an area that could benefit from the algorithms developed by Dr. Jeri for complex computer simulations. Most thermal vacuum test setups are unique since no two payloads have the same thermal properties. This requires that the operators depend on their past experiences to conduct the test which requires time for them to learn how the payload responds while at the same time limiting any risk of exceeding hot or cold temperature limits. The predictive tool being developed is intended to be used with the new Thermal Vacuum Data System (TVDS) developed at Goddard for the Thermal Vacuum Test Operations group. This model can learn the thermal response of the payload by reading a few data points from the TVDS, accepting the payload's current temperature as the initial condition for prediction. The model can then be used as a predictive tool to estimate the future payload temperatures according to a predetermined shroud temperature profile. If the error of prediction is too big, the model can be asked to re-learn the new situation on-line in real-time and give a new prediction. Based on some preliminary tests, we feel this predictive model can forecast the payload temperature of the entire test cycle within 5 degrees Celsius after it has learned 3 times during the beginning of the test. The tool will allow the operator to play "what-if' experiments to decide what is his best shroud temperature set-point control strategy. This tool will save money by minimizing guess work and optimizing transitions as well as making the testing process safer and easier to conduct.

  5. Genotypic Diversity and Short-term Response to Shading Stress in a Threatened Seagrass: Does Low Diversity Mean Low Resilience?

    Directory of Open Access Journals (Sweden)

    Suzanna M. Evans

    2017-08-01

    Full Text Available Seagrasses that are predominantly clonal often have low levels of genetic variation within populations and predicting their response to changing conditions requires an understanding of whether genetic variation confers increased resistance to environmental stressors. A higher level of genetic diversity is assumed to benefit threatened species due to the increased likelihood of those populations having genotypes that can persist under environmental change. To test this idea, we conducted an in situ shading experiment with six geographically distinct meadows of the threatened seagrass Posidonia australis that vary in genetic diversity. Different genotypes within meadows varied widely in their physiological and growth responses to reduced light during a simulated short-term turbidity event. The majority of meadows were resistant to the sudden reduction in light availability, but a small subset of meadows with low genotypic diversity were particularly vulnerable to the early effects of shading, showing substantially reduced growth rates after only 3 weeks. Using the photosynthetic performance (maximum quantum yield of known genotypes, we simulated meadows of varying genetic diversity to show that higher diversity can increase meadow resilience to stress by ensuring a high probability of including a high-performing genotype. These results support the hypothesis that complementarity among genotypes enhances the adaptive capacity of a population, and have significant implications for the conservation of declining P. australis meadows close to the species range edge on the east coast of Australia, where the genotypic diversity is low.

  6. Simulation of the Mechanical Response of the 11T Magnet by Means of COMSOL-MpCCI-ANSYS Coupling

    CERN Document Server

    Wilczek, Michal

    2017-01-01

    This report covers the work during my Summer Student internship at CERN as a part of the STEAM group (Simulation of Transient Effects in Accelerator Magnets) in the Technology Department, Machine Protection and Electrical Integrity group. I was responsible for the development of the ANSYS APDL model of the 11T superconducting magnet serving as a proof of concept for magneto-thermo-mechanical co-simulations of quench propagation in COMSOL and ANSYS software. The aforementioned co-simulation estimates the magnetic, thermal, and mechanical response of the magnet during the discharge process, while protected by a recently developed method, called Coupling-Loss Induced Quench (CLIQ). The already existing STEAM framework performs field/circuit coupling of a magneto-thermal field models previously developed by the STEAM. The next task of the group aimed at combining magneto-thermal field solution with the mechanical simulations. Such a coupling is of interest for the High-Luminosity upgrade of the Large Hadron Colli...

  7. Genotypic Diversity and Short-term Response to Shading Stress in a Threatened Seagrass: Does Low Diversity Mean Low Resilience?

    Science.gov (United States)

    Evans, Suzanna M; Vergés, Adriana; Poore, Alistair G B

    2017-01-01

    Seagrasses that are predominantly clonal often have low levels of genetic variation within populations and predicting their response to changing conditions requires an understanding of whether genetic variation confers increased resistance to environmental stressors. A higher level of genetic diversity is assumed to benefit threatened species due to the increased likelihood of those populations having genotypes that can persist under environmental change. To test this idea, we conducted an in situ shading experiment with six geographically distinct meadows of the threatened seagrass Posidonia australis that vary in genetic diversity. Different genotypes within meadows varied widely in their physiological and growth responses to reduced light during a simulated short-term turbidity event. The majority of meadows were resistant to the sudden reduction in light availability, but a small subset of meadows with low genotypic diversity were particularly vulnerable to the early effects of shading, showing substantially reduced growth rates after only 3 weeks. Using the photosynthetic performance (maximum quantum yield) of known genotypes, we simulated meadows of varying genetic diversity to show that higher diversity can increase meadow resilience to stress by ensuring a high probability of including a high-performing genotype. These results support the hypothesis that complementarity among genotypes enhances the adaptive capacity of a population, and have significant implications for the conservation of declining P. australis meadows close to the species range edge on the east coast of Australia, where the genotypic diversity is low.

  8. Combining Human Computing and Machine Learning to Make Sense of Big (Aerial) Data for Disaster Response.

    Science.gov (United States)

    Ofli, Ferda; Meier, Patrick; Imran, Muhammad; Castillo, Carlos; Tuia, Devis; Rey, Nicolas; Briant, Julien; Millet, Pauline; Reinhard, Friedrich; Parkan, Matthew; Joost, Stéphane

    2016-03-01

    Aerial imagery captured via unmanned aerial vehicles (UAVs) is playing an increasingly important role in disaster response. Unlike satellite imagery, aerial imagery can be captured and processed within hours rather than days. In addition, the spatial resolution of aerial imagery is an order of magnitude higher than the imagery produced by the most sophisticated commercial satellites today. Both the United States Federal Emergency Management Agency (FEMA) and the European Commission's Joint Research Center (JRC) have noted that aerial imagery will inevitably present a big data challenge. The purpose of this article is to get ahead of this future challenge by proposing a hybrid crowdsourcing and real-time machine learning solution to rapidly process large volumes of aerial data for disaster response in a time-sensitive manner. Crowdsourcing can be used to annotate features of interest in aerial images (such as damaged shelters and roads blocked by debris). These human-annotated features can then be used to train a supervised machine learning system to learn to recognize such features in new unseen images. In this article, we describe how this hybrid solution for image analysis can be implemented as a module (i.e., Aerial Clicker) to extend an existing platform called Artificial Intelligence for Disaster Response (AIDR), which has already been deployed to classify microblog messages during disasters using its Text Clicker module and in response to Cyclone Pam, a category 5 cyclone that devastated Vanuatu in March 2015. The hybrid solution we present can be applied to both aerial and satellite imagery and has applications beyond disaster response such as wildlife protection, human rights, and archeological exploration. As a proof of concept, we recently piloted this solution using very high-resolution aerial photographs of a wildlife reserve in Namibia to support rangers with their wildlife conservation efforts (SAVMAP project, http://lasig.epfl.ch/savmap ). The

  9. From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project

    Science.gov (United States)

    Lavine, Marc H.; Roussin, Christopher J.

    2012-01-01

    The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

  10. Extending Basic Learning Opportunities: Challenge and Response. UNESCO-UNICEF Co-operative Programme Digest No. 16.

    Science.gov (United States)

    Prakasha, Veda; And Others

    This digest focuses on problems encountered in the expansion of facilities for universal primary education and responses being developed to overcome these problems. The central message of the document is that nonformal structures of learning and community involvement play a key role in the expansion of basic learning opportunities in the…

  11. Social media as a student response system: new evidence on learning impact

    Directory of Open Access Journals (Sweden)

    Chelsea Liu

    2018-04-01

    Full Text Available The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1 ‘what encourages students to actively utilise social media in their learning process?’ and (2 ‘what pedagogical advantages are offered by social media in enhancing students’ learning experiences?’ Results of a student survey administered at the end of the course show that (1 students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2 Twitter activities encourage students to participate in active learning, (3 Twitter provides a platform enabling two-way student–instructor communication and (4 students find Twitter activities helpful regardless of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning–teaching process.

  12. Dissociable brain systems mediate vicarious learning of stimulus-response and action-outcome contingencies.

    Science.gov (United States)

    Liljeholm, Mimi; Molloy, Ciara J; O'Doherty, John P

    2012-07-18

    Two distinct strategies have been suggested to support action selection in humans and other animals on the basis of experiential learning: a goal-directed strategy that generates decisions based on the value and causal antecedents of action outcomes, and a habitual strategy that relies on the automatic elicitation of actions by environmental stimuli. In the present study, we investigated whether a similar dichotomy exists for actions that are acquired vicariously, through observation of other individuals rather than through direct experience, and assessed whether these strategies are mediated by distinct brain regions. We scanned participants with functional magnetic resonance imaging while they performed an observational learning task designed to encourage either goal-directed encoding of the consequences of observed actions, or a mapping of observed actions to conditional discriminative cues. Activity in different parts of the action observation network discriminated between the two conditions during observational learning and correlated with the degree of insensitivity to outcome devaluation in subsequent performance. Our findings suggest that, in striking parallel to experiential learning, neural systems mediating the observational acquisition of actions may be dissociated into distinct components: a goal-directed, outcome-sensitive component and a less flexible stimulus-response component.

  13. Preparedness and Emergency Response Learning Centers: supporting the workforce for national health security.

    Science.gov (United States)

    Richmond, Alyson L; Sobelson, Robyn K; Cioffi, Joan P

    2014-01-01

    The importance of a competent and prepared national public health workforce, ready to respond to threats to the public's health, has been acknowledged in numerous publications since the 1980s. The Preparedness and Emergency Response Learning Centers (PERLCs) were funded by the Centers for Disease Control and Prevention in 2010 to continue to build upon a decade of focused activities in public health workforce preparedness development initiated under the Centers for Public Health Preparedness program (http://www.cdc.gov/phpr/cphp/). All 14 PERLCs were located within Council on Education for Public Health (CEPH) accredited schools of public health. These centers aimed to improve workforce readiness and competence through the development, delivery, and evaluation of targeted learning programs designed to meet specific requirements of state, local, and tribal partners. The PERLCs supported organizational and community readiness locally, regionally, or nationally through the provision of technical consultation and dissemination of specific, practical tools aligned with national preparedness competency frameworks and public health preparedness capabilities. Public health agencies strive to address growing public needs and a continuous stream of current and emerging public health threats. The PERLC network represented a flexible, scalable, and experienced national learning system linking academia with practice. This system improved national health security by enhancing individual, organizational, and community performance through the application of public health science and learning technologies to frontline practice.

  14. New combinations of ‘flipped classroom with just in time teaching’ and learning analytics of student responses

    Directory of Open Access Journals (Sweden)

    Alfredo Prieto Martín

    2018-01-01

    Full Text Available The results obtained thanks to the flipped classroom with ‘just I¡in time’ teaching method are reviewed. This method allowed to know what the students did not understand after trying to study the instructive materials assigned to them. To achieve that the students work before class methods of marketing and gamification were developed. Methods for the analysis of student responses were also developed. The JiTT method allowes the teacher know in advance those aspects that are most interesting or most dificult to understand for the students as well as their most urgent doubts. Finally, we have developed methods to use the urgent doubts of the students to generate formative feedback and activities to do in the classroom. In the method named “flipped learning forte” the teacher answer the urgent doubts of his students. In the method named ‘flip in colours’ the teacher classify the doubts by their posible utility in the classroom using a color code. With the combined application of these methods in university courses the failure rate of the students has decreased and the mean grade in the exams for the assessment of learning has increased in more than one standard deviation. The rate of students that attain the level of mastery has increased, as well as the student evaluations about the teachers of these courses. Finally, the reasons underlying the efficacy of the proposed flipped method are discussed.

  15. Stress Induces a Shift Towards Striatum-Dependent Stimulus-Response Learning via the Mineralocorticoid Receptor.

    Science.gov (United States)

    Vogel, Susanne; Klumpers, Floris; Schröder, Tobias Navarro; Oplaat, Krista T; Krugers, Harm J; Oitzl, Melly S; Joëls, Marian; Doeller, Christian F; Fernández, Guillén

    2017-05-01

    Stress is assumed to cause a shift from flexible 'cognitive' memory to more rigid 'habit' memory. In the spatial memory domain, stress impairs place learning depending on the hippocampus whereas stimulus-response learning based on the striatum appears to be improved. While the neural basis of this shift is still unclear, previous evidence in rodents points towards cortisol interacting with the mineralocorticoid receptor (MR) to affect amygdala functioning. The amygdala is in turn assumed to orchestrate the stress-induced shift in memory processing. However, an integrative study testing these mechanisms in humans is lacking. Therefore, we combined functional neuroimaging of a spatial memory task, stress-induction, and administration of an MR-antagonist in a full-factorial, randomized, placebo-controlled between-subjects design in 101 healthy males. We demonstrate that stress-induced increases in cortisol lead to enhanced stimulus-response learning, accompanied by increased amygdala activity and connectivity to the striatum. Importantly, this shift was prevented by an acute administration of the MR-antagonist spironolactone. Our findings support a model in which the MR and the amygdala play an important role in the stress-induced shift towards habit memory systems, revealing a fundamental mechanism of adaptively allocating neural resources that may have implications for stress-related mental disorders.

  16. Optimal and Learning-Based Demand Response Mechanism for Electric Water Heater System

    Directory of Open Access Journals (Sweden)

    Bo Lin

    2017-10-01

    Full Text Available This paper investigates how to develop a learning-based demand response approach for electric water heater in a smart home that can minimize the energy cost of the water heater while meeting the comfort requirements of energy consumers. First, a learning-based, data-driven model of an electric water heater is developed by using a nonlinear autoregressive network with external input (NARX using neural network. The model is updated daily so that it can more accurately capture the actual thermal dynamic characteristics of the water heater especially in real-life conditions. Then, an optimization problem, based on the NARX water heater model, is formulated to optimize energy management of the water heater in a day-ahead, dynamic electricity price framework. A genetic algorithm is proposed in order to solve the optimization problem more efficiently. MATLAB (R2016a is used to evaluate the proposed learning-based demand response approach through a computational experiment strategy. The proposed approach is compared with conventional method for operation of an electric water heater. Cost saving and benefits of the proposed water heater energy management strategy are explored.

  17. Immigrant Children Promoting Environmental Care: Enhancing Learning, Agency and Integration through Culturally-Responsive Environmental Education

    Science.gov (United States)

    Blanchet-Cohen, Natasha; Reilly, Rosemary C.

    2017-01-01

    This paper examines the potential of culturally-responsive environmental education to engage immigrant early adolescents. Our study suggests that environmental involvement can become a means and an end for children to bridge their school and home in agential ways. Drawing from a multi-phase study involving focus groups with children, parents, and…

  18. Secondary school learners' perceptions of responsible citizenship as taught in the life orientation learning area: a case study

    OpenAIRE

    2008-01-01

    In this study, secondary school learners perceptions of Responsible Citizenship as taught in the Life Orientation learning area are explored. Citizen Education, which is set out in Learning Outcome Two of the Life Orientation Curriculum, forms the basis of the programme used to conduct this study. An international as well as a national perspective of Responsible Citizenship and the teaching thereof is explicated with special reference being made to the Further Education and Training Band. The...

  19. Arguing for an immersive method: Reflexive meaning-making, the visible researcher, and moral responses to gameplay

    Directory of Open Access Journals (Sweden)

    Joanna Cuttell

    2015-06-01

    Full Text Available This article argues for the adoption of an immersive-participatory method when analysing interactive media. It builds upon and extends existing theorisations of immersion and applies them to the development of new methods of analysis. This paper theorises immersion during gameplay as an affective, embodied state, which is both active and passive and achieved via both visual and imaginative engagement with the game world and haptic communication with the player character. This article’s argument is fourfold: firstly, it situates and negotiates the tensions surrounding the major debates, discussions and analyses in the study of immersion, both within gaming and in wider contexts; secondly, it argues for the inclusion of a participatory immersive method to be undertaken by the researcher when analysing media (especially interactive media such as video games; thirdly, it outlines the ways in which this method could be implemented by researchers, and finally, it draws on examples from my own research journal and discusses the possibility of a moral habitus which allows the player to engage in violent gameplay without experiencing the moral dissonance that can disrupt immersive states. Ultimately, this article aims to render the position of the researcher visible in order that we might gain critical purchase on the immersive praxis of gaming and the ethical/political responses of the player. In so doing, it is hoped that this article will aid theoretical and methodological innovation in this field and provoke discussion in a wider media studies context.

  20. Low frequency steady-state brain responses modulate large scale functional networks in a frequency-specific means.

    Science.gov (United States)

    Wang, Yi-Feng; Long, Zhiliang; Cui, Qian; Liu, Feng; Jing, Xiu-Juan; Chen, Heng; Guo, Xiao-Nan; Yan, Jin H; Chen, Hua-Fu

    2016-01-01

    Neural oscillations are essential for brain functions. Research has suggested that the frequency of neural oscillations is lower for more integrative and remote communications. In this vein, some resting-state studies have suggested that large scale networks function in the very low frequency range (frequency characteristics of brain networks because both resting-state studies and conventional frequency tagging approaches cannot simultaneously capture multiple large scale networks in controllable cognitive activities. In this preliminary study, we aimed to examine whether large scale networks can be modulated by task-induced low frequency steady-state brain responses (lfSSBRs) in a frequency-specific pattern. In a revised attention network test, the lfSSBRs were evoked in the triple network system and sensory-motor system, indicating that large scale networks can be modulated in a frequency tagging way. Furthermore, the inter- and intranetwork synchronizations as well as coherence were increased at the fundamental frequency and the first harmonic rather than at other frequency bands, indicating a frequency-specific modulation of information communication. However, there was no difference among attention conditions, indicating that lfSSBRs modulate the general attention state much stronger than distinguishing attention conditions. This study provides insights into the advantage and mechanism of lfSSBRs. More importantly, it paves a new way to investigate frequency-specific large scale brain activities. © 2015 Wiley Periodicals, Inc.

  1. Teaching social responsibility through community service-learning in predoctoral dental education.

    Science.gov (United States)

    Brondani, Mario A

    2012-05-01

    Social responsibility refers to one's sense of duty to the society in which he or she lives. The Professionalism and Community Service (PACS) dental module at the University of British Columbia is based upon community service-learning and helps dental students to understand the challenges faced by vulnerable segments of the population as they actively reflect on experiences gathered from didactic and experiential activities. This article aims to illustrate the extent to which PACS has fostered awareness of social responsibility through the British Columbia Ministry of Education's Performance Standards Framework for Social Responsibility. Reflections were gathered from students in all four years of the D.M.D. program and were analyzed thematically in three categories of the framework: Contribution to the Classroom and Community, Value of Diversity in the Community, and Exercise of Responsibilities. The constant comparison analysis of the reflective qualitative data revealed that the students directly or indirectly addressed these three categories in their reflections as they synthesized their understanding of community issues and their collaborative roles as socially responsible members of the dental profession. Follow-up studies are needed to explore the impact of community-based dental education upon students' perceptions and understanding of social responsibility and professionalism regarding underserved communities.

  2. Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models

    Science.gov (United States)

    Fettahlıoğlu, Pınar; Aydoğdu, Mustafa

    2018-04-01

    The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally responsible behaviours among pre-service science teachers. Experimental activities were implemented for 14 weeks for 52 class hours in an environmental education class within a science teaching department. A mixed method was used as a research design; particularly, a special type of Concurrent Nested Strategy was applied. The quantitative portion was based on the one-group pre-test and post-test models, and the qualitative portion was based on the holistic multiple-case study method. The quantitative portion of the research was conducted with 34 third-year pre-service science teachers studying at a state university. The qualitative portion of the study was conducted with six pre-service science teachers selected among the 34 pre-service science teachers based on the pre-test results obtained from an environmentally responsible behaviour scale. t tests for dependent groups were used to analyse quantitative data. Both descriptive and content analyses of the qualitative data were performed. The results of the study showed that the use of the argumentation and problem-based learning approaches significantly contributed to the development of environmentally responsible behaviours among pre-service science teachers.

  3. Training socially responsive health care graduates: is service learning an effective educational approach?

    Science.gov (United States)

    Mc Menamin, Ruth; Mc Grath, Margaret; Cantillon, Peter; Mac Farlane, Anne

    2014-04-01

    Health care educators strive to train graduates who are socially responsive and can act as "change agents" for communities they serve. Service learning (SL) is increasingly being used to teach the social aspects of health care and develop students' social responsiveness. However, the effectiveness of SL as an educational intervention has not been established. To assess the evidence for the effectiveness of SL. Seven electronic databases were searched up to 2012 and included all articles on SL for pre-professional health care students. Hand searching was also conducted. A total of 1485 articles were identified, 53 fulfilled the search and quality appraisal criteria and were reviewed across six domains of potential SL effects: (i) personal and interpersonal development; (ii) understanding and applying knowledge; (iii) engagement, curiosity and reflective practice; (iv) critical thinking; (v) perspective transformation and (vi) citizenship. While SL experiences appear highly valued by educators and students the effectiveness of SL remains unclear. SL is different from other forms of experiential learning because it explicitly aims to establish reciprocity between all partners and increase students' social responsiveness. Impact studies based on the interpretative paradigm, aligned with the principles of social accountability and including all stakeholder perspectives are necessary.

  4. Item response theory and factor analysis as a mean to characterize occurrence of response shift in a longitudinal quality of life study in breast cancer patients

    Science.gov (United States)

    2014-01-01

    Background The occurrence of response shift (RS) in longitudinal health-related quality of life (HRQoL) studies, reflecting patient adaptation to disease, has already been demonstrated. Several methods have been developed to detect the three different types of response shift (RS), i.e. recalibration RS, 2) reprioritization RS, and 3) reconceptualization RS. We investigated two complementary methods that characterize the occurrence of RS: factor analysis, comprising Principal Component Analysis (PCA) and Multiple Correspondence Analysis (MCA), and a method of Item Response Theory (IRT). Methods Breast cancer patients (n = 381) completed the EORTC QLQ-C30 and EORTC QLQ-BR23 questionnaires at baseline, immediately following surgery, and three and six months after surgery, according to the “then-test/post-test” design. Recalibration was explored using MCA and a model of IRT, called the Linear Logistic Model with Relaxed Assumptions (LLRA) using the then-test method. Principal Component Analysis (PCA) was used to explore reconceptualization and reprioritization. Results MCA highlighted the main profiles of recalibration: patients with high HRQoL level report a slightly worse HRQoL level retrospectively and vice versa. The LLRA model indicated a downward or upward recalibration for each dimension. At six months, the recalibration effect was statistically significant for 11/22 dimensions of the QLQ-C30 and BR23 according to the LLRA model (p ≤ 0.001). Regarding the QLQ-C30, PCA indicated a reprioritization of symptom scales and reconceptualization via an increased correlation between functional scales. Conclusions Our findings demonstrate the usefulness of these analyses in characterizing the occurrence of RS. MCA and IRT model had convergent results with then-test method to characterize recalibration component of RS. PCA is an indirect method in investigating the reprioritization and reconceptualization components of RS. PMID:24606836

  5. Ridge, Bulk, and Medium Response: How to Kill Models and Learn Something in the Process

    International Nuclear Information System (INIS)

    Nagle, J.L.

    2009-01-01

    In these proceedings, we highlight experimental data (published and preliminary) related to jet quenching and the response of the medium to this deposited energy. Signatures in two- and three-particle hadron correlations indicate interesting structures near the trigger particle in azimuth and over a broad range in pseudo-rapidity, often termed 'the ridge', and conical-like structures separated in azimuth opposite to the trigger particle. We review numerous theoretical interpretations of the ridge in particular with a critical eye for the key properties that allow one to discriminate between, or rule out, certain physical pictures and models (and hopefully learn something in the process).

  6. Lessons learned from the Fukushima Dai-ichi accident and responses in NRA regulatory requirements

    International Nuclear Information System (INIS)

    Fuketa, Toyoshi

    2014-01-01

    The author would like to present significant lessons learned from the TEPCO’s Fukushima Dai-ichi accident and responses in regulatory requirements developed by the Nuclear Regulation Authority for power-producing light water reactors. The presentation will cover prevention of structures, systems and components failures, measures to prevent common cause failures, prevention of core damage, mitigation of severe accidents, emergency preparedness, continuous improvement of safety, use of probabilistic risk assessment, and post-accident regulation on the Fukushima Dai-ichi. (author)

  7. Discovering Pediatric Asthma Phenotypes on the Basis of Response to Controller Medication Using Machine Learning.

    Science.gov (United States)

    Ross, Mindy K; Yoon, Jinsung; van der Schaar, Auke; van der Schaar, Mihaela

    2018-01-01

    Pediatric asthma has variable underlying inflammation and symptom control. Approaches to addressing this heterogeneity, such as clustering methods to find phenotypes and predict outcomes, have been investigated. However, clustering based on the relationship between treatment and clinical outcome has not been performed, and machine learning approaches for long-term outcome prediction in pediatric asthma have not been studied in depth. Our objectives were to use our novel machine learning algorithm, predictor pursuit (PP), to discover pediatric asthma phenotypes on the basis of asthma control in response to controller medications, to predict longitudinal asthma control among children with asthma, and to identify features associated with asthma control within each discovered pediatric phenotype. We applied PP to the Childhood Asthma Management Program study data (n = 1,019) to discover phenotypes on the basis of asthma control between assigned controller therapy groups (budesonide vs. nedocromil). We confirmed PP's ability to discover phenotypes using the Asthma Clinical Research Network/Childhood Asthma Research and Education network data. We next predicted children's asthma control over time and compared PP's performance with that of traditional prediction methods. Last, we identified clinical features most correlated with asthma control in the discovered phenotypes. Four phenotypes were discovered in both datasets: allergic not obese (A + /O - ), obese not allergic (A - /O + ), allergic and obese (A + /O + ), and not allergic not obese (A - /O - ). Of the children with well-controlled asthma in the Childhood Asthma Management Program dataset, we found more nonobese children treated with budesonide than with nedocromil (P = 0.015) and more obese children treated with nedocromil than with budesonide (P = 0.008). Within the obese group, more A + /O + children's asthma was well controlled with nedocromil than with budesonide (P = 0.022) or with placebo

  8. Lessons Learned from Protective Immune Responses to Optimize Vaccines against Cryptosporidiosis.

    Science.gov (United States)

    Lemieux, Maxime W; Sonzogni-Desautels, Karine; Ndao, Momar

    2017-12-24

    In developing countries, cryptosporidiosis causes moderate-to-severe diarrhea and kills thousands of infants and toddlers annually. Drinking and recreational water contaminated with Cryptosporidium spp. oocysts has led to waterborne outbreaks in developed countries. A competent immune system is necessary to clear this parasitic infection. A better understanding of the immune responses required to prevent or limit infection by this protozoan parasite is the cornerstone of development of an effective vaccine. In this light, lessons learned from previously developed vaccines against Cryptosporidium spp. are at the foundation for development of better next-generation vaccines. In this review, we summarize the immune responses elicited by naturally and experimentally-induced Cryptosporidium spp. infection and by several experimental vaccines in various animal models. Our aim is to increase awareness about the immune responses that underlie protection against cryptosporidiosis and to encourage promotion of these immune responses as a key strategy for vaccine development. Innate and mucosal immunity will be addressed as well as adaptive immunity, with an emphasis on the balance between T H 1/T H 2 immune responses. Development of more effective vaccines against cryptosporidiosis is needed to prevent Cryptosporidium spp.-related deaths in infants and toddlers in developing countries.

  9. Lessons Learned from Protective Immune Responses to Optimize Vaccines against Cryptosporidiosis

    Directory of Open Access Journals (Sweden)

    Maxime W. Lemieux

    2017-12-01

    Full Text Available In developing countries, cryptosporidiosis causes moderate-to-severe diarrhea and kills thousands of infants and toddlers annually. Drinking and recreational water contaminated with Cryptosporidium spp. oocysts has led to waterborne outbreaks in developed countries. A competent immune system is necessary to clear this parasitic infection. A better understanding of the immune responses required to prevent or limit infection by this protozoan parasite is the cornerstone of development of an effective vaccine. In this light, lessons learned from previously developed vaccines against Cryptosporidium spp. are at the foundation for development of better next-generation vaccines. In this review, we summarize the immune responses elicited by naturally and experimentally-induced Cryptosporidium spp. infection and by several experimental vaccines in various animal models. Our aim is to increase awareness about the immune responses that underlie protection against cryptosporidiosis and to encourage promotion of these immune responses as a key strategy for vaccine development. Innate and mucosal immunity will be addressed as well as adaptive immunity, with an emphasis on the balance between TH1/TH2 immune responses. Development of more effective vaccines against cryptosporidiosis is needed to prevent Cryptosporidium spp.-related deaths in infants and toddlers in developing countries.

  10. Implicit learning of predictable sound sequences modulates human brain responses at different levels of the auditory hierarchy

    Directory of Open Access Journals (Sweden)

    Françoise eLecaignard

    2015-09-01

    Full Text Available Deviant stimuli, violating regularities in a sensory environment, elicit the Mismatch Negativity (MMN, largely described in the Event-Related Potential literature. While it is widely accepted that the MMN reflects more than basic change detection, a comprehensive description of mental processes modulating this response is still lacking. Within the framework of predictive coding, deviance processing is part of an inference process where prediction errors (the mismatch between incoming sensations and predictions established through experience are minimized. In this view, the MMN is a measure of prediction error, which yields specific expectations regarding its modulations by various experimental factors. In particular, it predicts that the MMN should decrease as the occurrence of a deviance becomes more predictable. We conducted a passive oddball EEG study and manipulated the predictability of sound sequences by means of different temporal structures. Importantly, our design allows comparing mismatch responses elicited by predictable and unpredictable violations of a simple repetition rule and therefore departs from previous studies that investigate violations of different time-scale regularities. We observed a decrease of the MMN with predictability and interestingly, a similar effect at earlier latencies, within 70 ms after deviance onset. Following these pre-attentive responses, a reduced P3a was measured in the case of predictable deviants. We conclude that early and late deviance responses reflect prediction errors, triggering belief updating within the auditory hierarchy. Beside, in this passive study, such perceptual inference appears to be modulated by higher-level implicit learning of sequence statistical structures. Our findings argue for a hierarchical model of auditory processing where predictive coding enables implicit extraction of environmental regularities.

  11. Responsive eLearning exercises to enhance student interaction with metabolic pathways.

    Science.gov (United States)

    Roesler, William J; Dreaver-Charles, Kristine

    2018-05-01

    Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):223-229, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

  12. Networks and learning: communities, practices and the metaphor of networks–a response

    Directory of Open Access Journals (Sweden)

    Chris Jones

    2004-12-01

    Full Text Available I am pleased to have the opportunity to react to Bruce Ingraham's response to my article ‘Networks and learning: communities, practices and the metaphor of networks' (Jones, 2004. It is rare to have a dialogue with someone who has taken the time and trouble to consider what you have written for a journal. All too often reviewing is a one-way process with the reviewer remaining anonymous. It is all the more pleasant to have a response to what you have written that gets to grips with some of the issues that the author also finds troubling. It is in that spirit that I write this reaction to Ingraham; it is an opportunity for me to develop some of the points he has identified as problematic in the original article. I want to concentrate on two main issues, firstly the network metaphor itself and secondly the usefulness of abstraction and representations of various types.

  13. Learning from Stakeholder Pressure and Embeddedness: The Roles of Absorptive Capacity in the Corporate Social Responsibility of Dutch Agribusinesses

    NARCIS (Netherlands)

    Ingenbleek, Paul; Dentoni, Domenico

    2016-01-01

    In spite of much research on corporate social responsibility (CSR) responses to secondary stakeholders (i.e., social movements, activists, media, civil society and non-governmental organizations), the debate on how companies learn from pressure and collaboration with these societal groups is still

  14. Promoting the Development of Civic Responsibility: Infusing Service-Learning Practices in First-Year "Success" Courses

    Science.gov (United States)

    Mayhew, Matthew J.; Engberg, Mark E.

    2011-01-01

    The purpose of this study was to examine whether first-year success courses that conceptually integrated a serving-learning component influenced the development of civic responsibility, operationally defined as charitable and social justice responsibility. We longitudinally assessed 173 students enrolled in 10 first-year success courses, 5 with…

  15. The Meaning of Meaning, Etc.

    Science.gov (United States)

    Nilsen, Don L. F.

    This paper attempts to dispel a number of misconceptions about the nature of meaning, namely that: (1) synonyms are words that have the same meanings, (2) antonyms are words that have opposite meanings, (3) homonyms are words that sound the same but have different spellings and meanings, (4) converses are antonyms rather than synonyms, (5)…

  16. Statistical Learning and Adaptive Decision-Making Underlie Human Response Time Variability in Inhibitory Control

    Directory of Open Access Journals (Sweden)

    Ning eMa

    2015-08-01

    Full Text Available Response time (RT is an oft-reported behavioral measure in psychological and neurocognitive experiments, but the high level of observed trial-to-trial variability in this measure has often limited its usefulness. Here, we combine computational modeling and psychophysics to examine the hypothesis that fluctuations in this noisy measure reflect dynamic computations in human statistical learning and corresponding cognitive adjustments. We present data from the stop-signal task, in which subjects respond to a go stimulus on each trial, unless instructed not to by a subsequent, infrequently presented stop signal. We model across-trial learning of stop signal frequency, P(stop, and stop-signal onset time, SSD (stop-signal delay, with a Bayesian hidden Markov model, and within-trial decision-making with an optimal stochastic control model. The combined model predicts that RT should increase with both expected P(stop and SSD. The human behavioral data (n=20 bear out this prediction, showing P(stop and SSD both to be significant, independent predictors of RT, with P(stop being a more prominent predictor in 75% of the subjects, and SSD being more prominent in the remaining 25%. The results demonstrate that humans indeed readily internalize environmental statistics and adjust their cognitive/behavioral strategy accordingly, and that subtle patterns in RT variability can serve as a valuable tool for validating models of statistical learning and decision-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.

  17. Statistical learning and adaptive decision-making underlie human response time variability in inhibitory control.

    Science.gov (United States)

    Ma, Ning; Yu, Angela J

    2015-01-01

    Response time (RT) is an oft-reported behavioral measure in psychological and neurocognitive experiments, but the high level of observed trial-to-trial variability in this measure has often limited its usefulness. Here, we combine computational modeling and psychophysics to examine the hypothesis that fluctuations in this noisy measure reflect dynamic computations in human statistical learning and corresponding cognitive adjustments. We present data from the stop-signal task (SST), in which subjects respond to a go stimulus on each trial, unless instructed not to by a subsequent, infrequently presented stop signal. We model across-trial learning of stop signal frequency, P(stop), and stop-signal onset time, SSD (stop-signal delay), with a Bayesian hidden Markov model, and within-trial decision-making with an optimal stochastic control model. The combined model predicts that RT should increase with both expected P(stop) and SSD. The human behavioral data (n = 20) bear out this prediction, showing P(stop) and SSD both to be significant, independent predictors of RT, with P(stop) being a more prominent predictor in 75% of the subjects, and SSD being more prominent in the remaining 25%. The results demonstrate that humans indeed readily internalize environmental statistics and adjust their cognitive/behavioral strategy accordingly, and that subtle patterns in RT variability can serve as a valuable tool for validating models of statistical learning and decision-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.

  18. Extinction produces context inhibition and multiple-context extinction reduces response recovery in human predictive learning.

    Science.gov (United States)

    Glautier, Steven; Elgueta, Tito; Nelson, James Byron

    2013-12-01

    Two experiments with human participants were used to investigate recovery of an extinguished learned response after a context change using ABC designs. In an ABC design, the context changes over the three successive stages of acquisition (context A), extinction (context B), and test (context C). In both experiments, we found reduced recovery in groups that had extinction in multiple contexts, and that the extinction contexts acquired inhibitory strength. These results confirm those of previous investigations, that multiple-context extinction can produce less response recovery than single-context extinction, and they also provide new evidence for the involvement of contextual inhibitory processes in extinction in humans. The foregoing results are broadly in line with a protection-from-extinction account of response recovery. Yet, despite the fact that we detected contextual inhibition, predictions based on protection-from-extinction were not fully reliable for the single- and multiple-context group differences that we observed in (1) rates of extinction and (2) the strength of context inhibition. Thus, although evidence was obtained for a protection-from-extinction account of response recovery, this account can not explain all of the data.

  19. Personal Protective Equipment Supply Chain: Lessons Learned from Recent Public Health Emergency Responses.

    Science.gov (United States)

    Patel, Anita; D'Alessandro, Maryann M; Ireland, Karen J; Burel, W Greg; Wencil, Elaine B; Rasmussen, Sonja A

    Personal protective equipment (PPE) that protects healthcare workers from infection is a critical component of infection control strategies in healthcare settings. During a public health emergency response, protecting healthcare workers from infectious disease is essential, given that they provide clinical care to those who fall ill, have a high risk of exposure, and need to be assured of occupational safety. Like most goods in the United States, the PPE market supply is based on demand. The US PPE supply chain has minimal ability to rapidly surge production, resulting in challenges to meeting large unexpected increases in demand that might occur during a public health emergency. Additionally, a significant proportion of the supply chain is produced off-shore and might not be available to the US market during an emergency because of export restrictions or nationalization of manufacturing facilities. Efforts to increase supplies during previous public health emergencies have been challenging. During the 2009 H1N1 influenza pandemic and the 2014 Ebola virus epidemic, the commercial supply chain of pharmaceutical and healthcare products quickly became critical response components. This article reviews lessons learned from these responses from a PPE supply chain and systems perspective and examines ways to improve PPE readiness for future responses.

  20. Dependency, self-criticism and negative affective responses following imaginary rejection and failure threats: meaning-making processes as moderators or mediators.

    Science.gov (United States)

    Besser, Avi; Priel, Beatriz

    2011-01-01

    This study evaluated the intervening role of meaning-making processes in emotional responses to negative life events based on Blatt's (1974, 2004) formulations concerning the role of personality predispositions in depression. In a pre/post within-subject study design, a community sample of 233 participants reacted to imaginary scenarios of interpersonal rejection and achievement failure. Meaning-making processes relating to threats to self-definition and interpersonal relatedness were examined following the exposure to the scenarios. The results indicated that the personality predisposition of Dependency, but not Self-Criticism predicted higher levels of negative affect following the interpersonal rejection event, independent of baseline levels of negative affect. This effect was mediated by higher levels of negative meaning-making processes related to the effect of the interpersonal rejection scenario on Dependent individuals' senses of interpersonal relatedness and self-worth. In addition, both Self-Criticism and Dependency predicted higher levels of negative affect following the achievement failure event, independent of baseline levels of negative affect. Finally, the effect of Self-Criticism was mediated by higher levels of negative meaning-making processes related to the effect of the achievement failure scenario on self-critical individuals' senses of self-definition.

  1. SU-D-BRB-05: Quantum Learning for Knowledge-Based Response-Adaptive Radiotherapy

    Energy Technology Data Exchange (ETDEWEB)

    El Naqa, I; Ten, R [Haken University of Michigan, Ann Arbor, MI (United States)

    2016-06-15

    Purpose: There is tremendous excitement in radiotherapy about applying data-driven methods to develop personalized clinical decisions for real-time response-based adaptation. However, classical statistical learning methods lack in terms of efficiency and ability to predict outcomes under conditions of uncertainty and incomplete information. Therefore, we are investigating physics-inspired machine learning approaches by utilizing quantum principles for developing a robust framework to dynamically adapt treatments to individual patient’s characteristics and optimize outcomes. Methods: We studied 88 liver SBRT patients with 35 on non-adaptive and 53 on adaptive protocols. Adaptation was based on liver function using a split-course of 3+2 fractions with a month break. The radiotherapy environment was modeled as a Markov decision process (MDP) of baseline and one month into treatment states. The patient environment was modeled by a 5-variable state represented by patient’s clinical and dosimetric covariates. For comparison of classical and quantum learning methods, decision-making to adapt at one month was considered. The MDP objective was defined by the complication-free tumor control (P{sup +}=TCPx(1-NTCP)). A simple regression model represented state-action mapping. Single bit in classical MDP and a qubit of 2-superimposed states in quantum MDP represented the decision actions. Classical decision selection was done using reinforcement Q-learning and quantum searching was performed using Grover’s algorithm, which applies uniform superposition over possible states and yields quadratic speed-up. Results: Classical/quantum MDPs suggested adaptation (probability amplitude ≥0.5) 79% of the time for splitcourses and 100% for continuous-courses. However, the classical MDP had an average adaptation probability of 0.5±0.22 while the quantum algorithm reached 0.76±0.28. In cases where adaptation failed, classical MDP yielded 0.31±0.26 average amplitude while the

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

    OpenAIRE

    Zoladz, Phillip R.; Diamond, David M.

    2008-01-01

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

  3. Intersubjective meaning making

    DEFF Research Database (Denmark)

    Davidsen, Jacob

    of single-touch screen interaction among 8-9 year-old children presented here, shows that while the constraints of single-touch screens does not support equality of interaction at the verbal and the physical level, there seems to be an intersubjective learning outcome. More precisely, the constraints...... of single-touch screens offer support for intersubjective meaning making in its ability of constraining the interaction. By presenting a short embodied interaction analysis of 22 seconds of collaboration, I illustrate how an embodied interaction perspective on intersubjective meaning making can tell...... a different story about touch-screen supported collaborative learning....

  4. Learning deficits expressed as delayed extinction of a conditioned running response following perinatal exposure to vinclozolin.

    Science.gov (United States)

    André, Susan M; Markowski, Vincent P

    2006-01-01

    Vinclozolin (Vz) is one member of a group of fungicides whose metabolites are androgen receptor antagonists. These fungicides have been shown to block androgen-driven development and compromise reproductive function. The current study sought to determine if Vz also affects learning following exposure to low doses during the perinatal period. To test this, an androgen-dependent behavior was examined, the extinction of a previously reinforced running response. Pregnant Long-Evans rats were administered a daily oral dose of 0, 1.5, 3, 6 or 12 mg/kg Vz from the 14th day of gestation through postnatal day 3. After reaching adulthood, male and female offspring were trained to run through a short alleyway for food reinforcement. Acquisition of the response was not affected by Vz exposure. However, males required more trials than females for response extinction once food was no longer available in the apparatus. Males exposed to 6 or 12 mg/kg Vz failed to show any extinction by the end of the procedure, while the lowest dose of Vz appeared to facilitate extinction in both male and female offspring. These results demonstrate that endocrine disrupting antiandrogens can alter nervous system development in addition to the reproductive system.

  5. Learned helplessness and responses to nerve blocks in chronic low back pain patients.

    Science.gov (United States)

    Chapman, S L; Brena, S F

    1982-01-01

    In a double-blind study, 67 chronic low back pain patients received 4 lumbar sympathetic nerve blocks, two given with bupivacaine and two given with saline. It was hypothesized that patients showing evidence of 'learned helplessness,' as measured by dependence on habit-forming medications for the pain, low activity levels, and elevated MMPI scores on Hypochondriasis, Depression and Hysteria would show the least reduction in subjective pain intensity following injections with both bupivacaine and saline. It also was hypothesized that placebo responses would be greatest in patients who had a high educational level, were divorced, and had no pending disability claims. Responses 30 min following nerve blocks failed to correlate with these variables. However, decreases in subjective pain intensity 24 h following both types of nerve blocks were greater in patients who showed low levels of pain behavior, who were divorced, and who had no pending disability claims. Decreased pain 24 h following saline injections was significantly related to low scores on the Lie, Defensiveness, Hypochondriasis, and Hysteria scales of the MMPI and to reduced subjective pain intensity following a 6 week comprehensive outpatient pain rehabilitation program. It was concluded that chronic pain patients who are fixed in their focus on pain, high in pain-related behaviors, and low in responsibilities are less likely to respond favorably to nerve blocks and that medical treatment for them needs to be paired with therapies designed to reduce their helplessness.

  6. Uncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging

    Directory of Open Access Journals (Sweden)

    Mark Antoniou

    2017-12-01

    Full Text Available One of the great challenges facing humankind in the 21st century is preserving healthy brain function in our aging population. Individuals over 60 are the fastest growing age group in the world, and by 2050, it is estimated that the number of people over the age of 60 will triple. The typical aging process involves cognitive decline related to brain atrophy, especially in frontal brain areas and regions that subserve declarative memory, loss of synaptic connections, and the emergence of neuropathological symptoms associated with dementia. The disease-state of this age-related cognitive decline is Alzheimer’s disease and other dementias, which may cause older adults to lose their independence and rely on others to live safely, burdening family members and health care systems in the process. However, there are two lines of research that offer hope to those seeking to promote healthy cognitive aging. First, it has been observed that lifestyle variables such as cognitive leisure activities can moderate the risk of Alzheimer’s disease, which has led to the development of plasticity-based interventions for older adults designed to protect against the adverse effects of cognitive decline. Second, there is evidence that lifelong bilingualism acts as a safeguard in preserving healthy brain function, possibly delaying the incidence of dementia by several years. In previous work, we have suggested that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. Here, we will outline potential future lines of research that may uncover the mechanism responsible for the emergence of language learning related brain advantages, such as language typology, bi- vs. multi-lingualism, age of acquisition, and the elements that are likely to result in the largest

  7. Uncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging

    Science.gov (United States)

    Antoniou, Mark; Wright, Sarah M.

    2017-01-01

    One of the great challenges facing humankind in the 21st century is preserving healthy brain function in our aging population. Individuals over 60 are the fastest growing age group in the world, and by 2050, it is estimated that the number of people over the age of 60 will triple. The typical aging process involves cognitive decline related to brain atrophy, especially in frontal brain areas and regions that subserve declarative memory, loss of synaptic connections, and the emergence of neuropathological symptoms associated with dementia. The disease-state of this age-related cognitive decline is Alzheimer’s disease and other dementias, which may cause older adults to lose their independence and rely on others to live safely, burdening family members and health care systems in the process. However, there are two lines of research that offer hope to those seeking to promote healthy cognitive aging. First, it has been observed that lifestyle variables such as cognitive leisure activities can moderate the risk of Alzheimer’s disease, which has led to the development of plasticity-based interventions for older adults designed to protect against the adverse effects of cognitive decline. Second, there is evidence that lifelong bilingualism acts as a safeguard in preserving healthy brain function, possibly delaying the incidence of dementia by several years. In previous work, we have suggested that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. Here, we will outline potential future lines of research that may uncover the mechanism responsible for the emergence of language learning related brain advantages, such as language typology, bi- vs. multi-lingualism, age of acquisition, and the elements that are likely to result in the largest gains. PMID:29326636

  8. Learning to Learn.

    Science.gov (United States)

    Weiss, Helen; Weiss, Martin

    1988-01-01

    The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

  9. Intra-individual gait patterns across different time-scales as revealed by means of a supervised learning model using kernel-based discriminant regression.

    Directory of Open Access Journals (Sweden)

    Fabian Horst

    Full Text Available Traditionally, gait analysis has been centered on the idea of average behavior and normality. On one hand, clinical diagnoses and therapeutic interventions typically assume that average gait patterns remain constant over time. On the other hand, it is well known that all our movements are accompanied by a certain amount of variability, which does not allow us to make two identical steps. The purpose of this study was to examine changes in the intra-individual gait patterns across different time-scales (i.e., tens-of-mins, tens-of-hours.Nine healthy subjects performed 15 gait trials at a self-selected speed on 6 sessions within one day (duration between two subsequent sessions from 10 to 90 mins. For each trial, time-continuous ground reaction forces and lower body joint angles were measured. A supervised learning model using a kernel-based discriminant regression was applied for classifying sessions within individual gait patterns.Discernable characteristics of intra-individual gait patterns could be distinguished between repeated sessions by classification rates of 67.8 ± 8.8% and 86.3 ± 7.9% for the six-session-classification of ground reaction forces and lower body joint angles, respectively. Furthermore, the one-on-one-classification showed that increasing classification rates go along with increasing time durations between two sessions and indicate that changes of gait patterns appear at different time-scales.Discernable characteristics between repeated sessions indicate continuous intrinsic changes in intra-individual gait patterns and suggest a predominant role of deterministic processes in human motor control and learning. Natural changes of gait patterns without any externally induced injury or intervention may reflect continuous adaptations of the motor system over several time-scales. Accordingly, the modelling of walking by means of average gait patterns that are assumed to be near constant over time needs to be reconsidered in the

  10. Intra-individual gait patterns across different time-scales as revealed by means of a supervised learning model using kernel-based discriminant regression.

    Science.gov (United States)

    Horst, Fabian; Eekhoff, Alexander; Newell, Karl M; Schöllhorn, Wolfgang I

    2017-01-01

    Traditionally, gait analysis has been centered on the idea of average behavior and normality. On one hand, clinical diagnoses and therapeutic interventions typically assume that average gait patterns remain constant over time. On the other hand, it is well known that all our movements are accompanied by a certain amount of variability, which does not allow us to make two identical steps. The purpose of this study was to examine changes in the intra-individual gait patterns across different time-scales (i.e., tens-of-mins, tens-of-hours). Nine healthy subjects performed 15 gait trials at a self-selected speed on 6 sessions within one day (duration between two subsequent sessions from 10 to 90 mins). For each trial, time-continuous ground reaction forces and lower body joint angles were measured. A supervised learning model using a kernel-based discriminant regression was applied for classifying sessions within individual gait patterns. Discernable characteristics of intra-individual gait patterns could be distinguished between repeated sessions by classification rates of 67.8 ± 8.8% and 86.3 ± 7.9% for the six-session-classification of ground reaction forces and lower body joint angles, respectively. Furthermore, the one-on-one-classification showed that increasing classification rates go along with increasing time durations between two sessions and indicate that changes of gait patterns appear at different time-scales. Discernable characteristics between repeated sessions indicate continuous intrinsic changes in intra-individual gait patterns and suggest a predominant role of deterministic processes in human motor control and learning. Natural changes of gait patterns without any externally induced injury or intervention may reflect continuous adaptations of the motor system over several time-scales. Accordingly, the modelling of walking by means of average gait patterns that are assumed to be near constant over time needs to be reconsidered in the context of

  11. Efficient discovery of responses of proteins to compounds using active learning

    Science.gov (United States)

    2014-01-01

    Background Drug discovery and development has been aided by high throughput screening methods that detect compound effects on a single target. However, when using focused initial screening, undesirable secondary effects are often detected late in the development process after significant investment has been made. An alternative approach would be to screen against undesired effects early in the process, but the number of possible secondary targets makes this prohibitively expensive. Results This paper describes methods for making this global approach practical by constructing predictive models for many target responses to many compounds and using them to guide experimentation. We demonstrate for the first time that by jointly modeling targets and compounds using descriptive features and using active machine learning methods, accurate models can be built by doing only a small fraction of possible experiments. The methods were evaluated by computational experiments using a dataset of 177 assays and 20,000 compounds constructed from the PubChem database. Conclusions An average of nearly 60% of all hits in the dataset were found after exploring only 3% of the experimental space which suggests that active learning can be used to enable more complete characterization of compound effects than otherwise affordable. The methods described are also likely to find widespread application outside drug discovery, such as for characterizing the effects of a large number of compounds or inhibitory RNAs on a large number of cell or tissue phenotypes. PMID:24884564

  12. Engagement Means Everyone

    Science.gov (United States)

    Patton, Carol

    2012-01-01

    Employee engagement is not just HR's responsibility. While HR is responsible for the process of measuring and driving engagement, improving it is actually everyone's responsibility. And that means reducing the barriers to productivity to drive business performance. Training departments can play a pivotal role. Their job is to enhance curriculum or…

  13. USE OF MULTIPLE RESPONSE QUESTIONS (MRQS DURING LECTURE SESSIONS AS A TOOL TO ENHANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Rosh

    2015-12-01

    Full Text Available INTRODUCTION Lecture classes are time tested solid method of teaching and have lot of advantages and few disadvantages. The main drawback is its unidirectional monotonous nature and many a time students fail to concentrate and understand especially when the sessions are long, and from the students’ point of view, many are boring too. Lecture sessions are still continued because of its various advantages. There are many methods tried to improve efficacy and effectiveness of lecture sessions including reinforcement, questions and discussions. There are many studies incorporating multiple choice questions (MCQs in lecture sessions for this purpose, with positive results. These sessions evoke creative thinking and enhance learning. For this purpose MCQs are to be prepared with care considering the areas to be covered. In order to make lecture classes more impressive, interesting and effective, we tried introducing a short multiple response session in between, along with some rewards for correct responses in terms of study materials. AIMS AND OBJECTIVES To study the impact of incorporation of MRQs during theory sessions to enhance the efficacy of teaching- learning process MATERIAL AND METHODS Study was conducted in a private medical college in Calicut. We surveyed 169 MBBS students initially with questionnaire covering various aspects of a lecture classes in general. For the next 6 months we incorporated MRQs in routine theory classes. Survey was then conducted again on the same group using same questionnaire and the results were compared. Scores were given according to performance, a maximum of 5 per question. RESULTS After 6 months the data showed substantial improvement in the understanding pattern of students. The average score regarding the usefulness increased from 3.57 to 3.91. After the intervention a substantial number agreed that the sessions have become more interesting, the score changed from 2.99 to 3.87. This also increased the

  14. Embedding responsible conduct in learning and research into an Australian undergraduate curriculum.

    Science.gov (United States)

    Fernandes, Lynette B

    2017-01-02

    Responsible conduct in learning and research (RCLR) was progressively introduced into the pharmacology curriculum for undergraduate science students at The University of Western Australia. In the second year of this undergraduate curriculum, a lecture introduces students to issues such as the use of animals in teaching and responsible conduct of research. Third year student groups deliver presentations on topics including scientific integrity and the use of human subjects in research. Academic and research staff attending these presentations provide feedback and participate in discussions. Students enrolled in an optional capstone Honours year complete an online course on the responsible conduct of research and participate in an interactive movie. Once RCLR became established in the curriculum, a survey of Likert-scaled and open-ended questions examined student and staff perceptions. Data were expressed as Approval (% of responses represented by Strongly Agree and Agree). RCLR was found to be relevant to the study of pharmacology (69-100% Approval), important for one's future career (62-100% Approval), and stimulated further interest in this area (32-75% Approval). Free entry comments demonstrated the value of RCLR and constructive suggestions for improvement have now been incorporated. RCLR modules were found to be a valuable addition to the pharmacology undergraduate curriculum. This approach may be used to incorporate ethics into any science undergraduate curriculum, with the use of discipline-specific topics. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):53-59, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

  15. Using E-Portfolios in a Field Experience Placement: Examining Student-Teachers' Attitudes towards Learning in Relationship to Personal Value, Control and Responsibility

    Science.gov (United States)

    Shroff, Ronnie H.; Trent, John; Ng, Eugenia M. W.

    2013-01-01

    This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. A research model is presented based on research into ownership of learning. The student e-portfolio…

  16. Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction

    Directory of Open Access Journals (Sweden)

    Maura Alicia Matesic

    2008-06-01

    Full Text Available The appearance of Personal Response Systems (PRS or “clickers” in universityclassrooms has opened an avenue for new forms of communication betweeninstructors and students in large-enrolment classes. Because it allows instructorsto pose questions and receive tabulated responses from students in real-time,proponents of this technology herald it as an innovative means for encouraginghigher levels of participation, fostering student engagement, and streamlining theassessment process. Having already been experimentally deployed acrossdisciplines ranging from business to the arts and sciences, it is also beginning tobe used in the context of information literacy instruction. In this project weemployed the technology not to transfer actual skills, but to advertise theexistence of online library guides, promote the use of the library within thecontext of the course itself, and “provoke” students to adopt a more activeapproach to research as a recursive process. Our findings suggest that studentsadapt easily to the use of this technology and feel democratically empowered torespond to their instructors in a variety of ways that include anonymous clickerresponses as well as more traditional means such as the raising of hands andposing questions verbally. The particular value of this study was to show thatthese broader findings seem equally applicable to pedagogical settings in whichlearning objectives are built around and integrated with the principles ofinformation literacy.

  17. GWAS-based machine learning approach to predict duloxetine response in major depressive disorder.

    Science.gov (United States)

    Maciukiewicz, Malgorzata; Marshe, Victoria S; Hauschild, Anne-Christin; Foster, Jane A; Rotzinger, Susan; Kennedy, James L; Kennedy, Sidney H; Müller, Daniel J; Geraci, Joseph

    2018-04-01

    Major depressive disorder (MDD) is one of the most prevalent psychiatric disorders and is commonly treated with antidepressant drugs. However, large variability is observed in terms of response to antidepressants. Machine learning (ML) models may be useful to predict treatment outcomes. A sample of 186 MDD patients received treatment with duloxetine for up to 8 weeks were categorized as "responders" based on a MADRS change >50% from baseline; or "remitters" based on a MADRS score ≤10 at end point. The initial dataset (N = 186) was randomly divided into training and test sets in a nested 5-fold cross-validation, where 80% was used as a training set and 20% made up five independent test sets. We performed genome-wide logistic regression to identify potentially significant variants related to duloxetine response/remission and extracted the most promising predictors using LASSO regression. Subsequently, classification-regression trees (CRT) and support vector machines (SVM) were applied to construct models, using ten-fold cross-validation. With regards to response, none of the pairs performed significantly better than chance (accuracy p > .1). For remission, SVM achieved moderate performance with an accuracy = 0.52, a sensitivity = 0.58, and a specificity = 0.46, and 0.51 for all coefficients for CRT. The best performing SVM fold was characterized by an accuracy = 0.66 (p = .071), sensitivity = 0.70 and a sensitivity = 0.61. In this study, the potential of using GWAS data to predict duloxetine outcomes was examined using ML models. The models were characterized by a promising sensitivity, but specificity remained moderate at best. The inclusion of additional non-genetic variables to create integrated models may improve prediction. Copyright © 2017. Published by Elsevier Ltd.

  18. Not saying I am happy does not mean I am not: cultural influences on responses to positive affect items in the CES-D.

    Science.gov (United States)

    Jang, Yuri; Kwag, Kyung Hwa; Chiriboga, David A

    2010-11-01

    Given the emphasis on modesty and self-effacement in Asian societies, the present study explored differential item responses for 2 positive affect items (5 = Hopeful and 8 = Happy) on a short form of the Center for Epidemiologic Studies-Depression scale. The samples consisted of elderly non-Hispanic Whites (n = 450), Korean Americans (n = 519), and Koreans (n = 2,030). Multiple Indicator Multiple Cause models were estimated to identify the impact of group membership on responses to the positive affect items while controlling for the latent trait of depressive symptoms. The data revealed that Koreans and Korean Americans were less likely than non-Hispanic Whites to endorse the positive affect items. Compared with Korean Americans who were more acculturated to mainstream American culture, those who were less acculturated were less likely to endorse the positive affect items. Our findings support the notion that the way in which people endorse depressive symptoms is substantially influenced by cultural orientation. These findings call into question the common use of simple mean comparisons and a universal cutoff point across diverse cultural groups.

  19. Teachers and Students' Perceptions of a Hybrid Sport Education and Teaching for Personal and Social Responsibility Learning Unit

    Science.gov (United States)

    Fernandez-Rio, Javier; Menendez-Santurio, Jose Ignacio

    2017-01-01

    Purpose: The purpose of this study was to assess students and teachers' perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility. Method: Seventy-one students and three physical education teachers…

  20. The Traffic in Meaning

    Science.gov (United States)

    Kramsch, Claire

    2006-01-01

    This paper was addressed to an American audience in response to Mary Louise Pratt's Una Lecture, "English-only "vs." National Security: Language and contemporary geopolitics", at the University of California, Berkeley on March 16, 2004. It makes the point that it is not enough for Americans to learn foreign languages; they must also understand…

  1. The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach

    Science.gov (United States)

    Rebeschi, Lisa M.

    2013-01-01

    Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning strategies…

  2. TECHNICAL AND PEDAGOGICAL SERVICE QUALITY OF E-LEARNING: a research framework for the development of a systematic means of identification and adaptation testing

    Directory of Open Access Journals (Sweden)

    Chaminda Chiran Jayasundara

    2009-11-01

    Full Text Available This paper discusses a research framework that can be applied to develop and measure technical and pedagogical service quality of e-leaning in Sri Lankan phenomenon. This study is an in-depth empirical investigation which seeks to build up an instrument to predict technical and pedagogical service quality of e-learning in Sri Lanka. The specific objectives are to investigate what comprises technical and pedagogical service quality of e-learning: to establish a deeper understanding of the phenomenon to identify effective technical and pedagogical dimensions of: e-learning on user perspectives and finally to develop a scale: to fill the gap detected in the area of assessing/measuring Technical and pedagogical service quality of e- Leaning which can be used by designers and practitioners in the field of e-learning. A comprehensive methodology will be used to design the instrument.

  3. Practitioner research to promote practice development: the continued development by means of practitioner research of a multidisciplinary learning environment within neurorehabilitation care for older persons

    Directory of Open Access Journals (Sweden)

    Cyrilla van der Donk

    2015-11-01

    Full Text Available Background: Continuous innovation is required to help clinical practice adapt to healthcare demand and there is a pressing need for sufficient numbers of professionals trained to work in this ever-changing context. New environments for learning are needed to enhance the development of these skills for existing and future care professionals. This article gives an account of how practitioner research was used to further develop a multidisciplinary learning environment for students of the Institute of Health Studies and the Institute of Nursing Studies of HAN University of Applied Sciences in a department specialising in neurorehabilitation for older persons from ZZG Herstelhotel, a public hospital offering long-term residential care in the Netherlands. Aim: The aim of the study was to pursue the development of the learning environment by exploring stakeholders’ visions of their ideal multidisciplinary learning environment. Method: Practitioner research was chosen as a methodology as it deliberately seeks to generate local knowledge and theories through exploring different perspectives, and to encourage learning and reflection. A research group was formed consisting of the first author and three practice supervisors. A mixed-methods approach was used by the research group. First, a selection of relevant publications was reviewed by the group. This was followed by learning sessions in which students, supervisors and managers were invited to dream and design on the basis of their own experiences, thereby linking up with the constructionist-based change approach of Appreciative Inquiry. Results: A collective view of the characteristics of a workbased learning environment was developed by students, supervisors and managers. These characteristics were placed in one of four ideal perspectives: the core professional competencies to be acquired; the resources available; the learning culture; and the supervision. Not all students valued multidisciplinary

  4. Helping reasoners succeed in the Wason selection task: when executive learning discourages heuristic response but does not necessarily encourage logic.

    Directory of Open Access Journals (Sweden)

    Sandrine Rossi

    Full Text Available Reasoners make systematic logical errors by giving heuristic responses that reflect deviations from the logical norm. Influential studies have suggested first that our reasoning is often biased because we minimize cognitive effort to surpass a cognitive conflict between heuristic response from system 1 and analytic response from system 2 thinking. Additionally, cognitive control processes might be necessary to inhibit system 1 responses to activate a system 2 response. Previous studies have shown a significant effect of executive learning (EL on adults who have transferred knowledge acquired on the Wason selection task (WST to another isomorphic task, the rule falsification task (RFT. The original paradigm consisted of teaching participants to inhibit a classical matching heuristic that sufficed the first problem and led to significant EL transfer on the second problem. Interestingly, the reasoning tasks differed in inhibiting-heuristic metacognitive cost. Success on the WST requires half-suppression of the matching elements. In contrast, the RFT necessitates a global rejection of the matching elements for a correct answer. Therefore, metacognitive learning difficulty most likely differs depending on whether one uses the first or second task during the learning phase. We aimed to investigate this difficulty and various matching-bias inhibition effects in a new (reversed paradigm. In this case, the transfer effect from the RFT to the WST could be more difficult because the reasoner learns to reject all matching elements in the first task. We observed that the EL leads to a significant reduction in matching selections on the WST without increasing logical performances. Interestingly, the acquired metacognitive knowledge was too "strictly" transferred and discouraged matching rather than encouraging logic. This finding underlines the complexity of learning transfer and adds new evidence to the pedagogy of reasoning.

  5. Helping reasoners succeed in the Wason selection task: when executive learning discourages heuristic response but does not necessarily encourage logic.

    Science.gov (United States)

    Rossi, Sandrine; Cassotti, Mathieu; Moutier, Sylvain; Delcroix, Nicolas; Houdé, Olivier

    2015-01-01

    Reasoners make systematic logical errors by giving heuristic responses that reflect deviations from the logical norm. Influential studies have suggested first that our reasoning is often biased because we minimize cognitive effort to surpass a cognitive conflict between heuristic response from system 1 and analytic response from system 2 thinking. Additionally, cognitive control processes might be necessary to inhibit system 1 responses to activate a system 2 response. Previous studies have shown a significant effect of executive learning (EL) on adults who have transferred knowledge acquired on the Wason selection task (WST) to another isomorphic task, the rule falsification task (RFT). The original paradigm consisted of teaching participants to inhibit a classical matching heuristic that sufficed the first problem and led to significant EL transfer on the second problem. Interestingly, the reasoning tasks differed in inhibiting-heuristic metacognitive cost. Success on the WST requires half-suppression of the matching elements. In contrast, the RFT necessitates a global rejection of the matching elements for a correct answer. Therefore, metacognitive learning difficulty most likely differs depending on whether one uses the first or second task during the learning phase. We aimed to investigate this difficulty and various matching-bias inhibition effects in a new (reversed) paradigm. In this case, the transfer effect from the RFT to the WST could be more difficult because the reasoner learns to reject all matching elements in the first task. We observed that the EL leads to a significant reduction in matching selections on the WST without increasing logical performances. Interestingly, the acquired metacognitive knowledge was too "strictly" transferred and discouraged matching rather than encouraging logic. This finding underlines the complexity of learning transfer and adds new evidence to the pedagogy of reasoning.

  6. The Development of Automaticity in Short-Term Memory Search: Item-Response Learning and Category Learning

    Science.gov (United States)

    Cao, Rui; Nosofsky, Robert M.; Shiffrin, Richard M.

    2017-01-01

    In short-term-memory (STM)-search tasks, observers judge whether a test probe was present in a short list of study items. Here we investigated the long-term learning mechanisms that lead to the highly efficient STM-search performance observed under conditions of consistent-mapping (CM) training, in which targets and foils never switch roles across…

  7. Historical imagination, narrative learning and nursing practice: graduate nursing students' reader-responses to a nurse's storytelling from the past.

    Science.gov (United States)

    Wood, Pamela J

    2014-09-01

    Storytelling and narrative are widely used in nurse education and the value of narrative-based curricula, such as those governed by narrative pedagogy, is well recognised. Storytelling stimulates students' imagination, a central feature of narrative learning. One form of story and imagination yet to be fully considered by educators is the historical story and historical imagination. The use of historical storytelling creates a temporal dissonance between the story and reader that stimulates readers' imagination and response, and enables them to gain rich insights which can be applied to the present. Reader-response theory can support educators when using narrative and storytelling. This article presents an analysis of graduate nursing students' reader-responses to a nurse's story from the past. This narrative learning group used their historical imagination in responding to the story and prompted and challenged each other in their interpretation and in translating their responses to their current nursing practice. The article discusses this analysis within the context of reader-response theory and its potential application to narrative-based learning in nurse education. Historical stories stimulate historical imagination and offer a different frame of reference for students' development of textual competence and for applying insights to the present. Copyright © 2014 Elsevier Ltd. All rights reserved.

  8. The effects of response cost and species-typical behaviors on a daily time-place learning task.

    Science.gov (United States)

    Deibel, Scott H; Thorpe, Christina M

    2013-03-01

    Two theories that have been hypothesized to mediate acquisition in daily time-place learning (TPL) tasks were investigated in a free operant daily TPL task: the response cost hypothesis and the species-typical behavior hypothesis. One lever at the end of one of the choice arms of a T-maze provided food in the morning, and 6 h later, a lever in the other choice arm provided food. Four groups were used to assess the effect of two possible sources of response cost: physical effort of the task and costs associated with foraging ecology. One group was used to assess the effect of explicitly allowing for species-typical behaviors. If only first arm choice data were considered, there was little evidence of learning. However, both first press and percentage of presses on the correct lever prior to the first reinforcement revealed evidence of TPL in most rats tested. Unexpectedly, the high response cost groups for both of the proposed sources did not perform better than the low response cost groups. The groups that allowed animals to display species-typical behaviors performed the worst. Skip session probe trials confirmed that the majority of the rats that acquired the task were using a circadian timing strategy. The results from the present study suggest that learning in free operant daily TPL tasks might not be dependent on response cost.

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

    Science.gov (United States)

    Zoladz, Phillip R; Diamond, David M

    2008-10-16

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

  10. Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

    Science.gov (United States)

    Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

    2007-01-01

    With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.

  11. Bladder cancer treatment response assessment in CT urography using two-channel deep-learning network

    Science.gov (United States)

    Cha, Kenny H.; Hadjiiski, Lubomir M.; Chan, Heang-Ping; Samala, Ravi K.; Cohan, Richard H.; Caoili, Elaine M.; Weizer, Alon Z.; Alva, Ajjai

    2018-02-01

    We are developing a CAD system for bladder cancer treatment response assessment in CT. We trained a 2- Channel Deep-learning Convolution Neural Network (2Ch-DCNN) to identify responders (T0 disease) and nonresponders to chemotherapy. The 87 lesions from 82 cases generated 18,600 training paired ROIs that were extracted from segmented bladder lesions in the pre- and post-treatment CT scans and partitioned for 2-fold cross validation. The paired ROIs were input to two parallel channels of the 2Ch-DCNN. We compared the 2Ch-DCNN with our hybrid prepost- treatment ROI DCNN method and the assessments by 2 experienced abdominal radiologists. The radiologist estimated the likelihood of stage T0 after viewing each pre-post-treatment CT pair. Receiver operating characteristic analysis was performed and the area under the curve (AUC) and the partial AUC at sensitivity AUC0.9) were compared. The test AUCs were 0.76+/-0.07 and 0.75+/-0.07 for the 2 partitions, respectively, for the 2Ch-DCNN, and were 0.75+/-0.08 and 0.75+/-0.07 for the hybrid ROI method. The AUCs for Radiologist 1 were 0.67+/-0.09 and 0.75+/-0.07 for the 2 partitions, respectively, and were 0.79+/-0.07 and 0.70+/-0.09 for Radiologist 2. For the 2Ch-DCNN, the AUC0.9s were 0.43 and 0.39 for the 2 partitions, respectively, and were 0.19 and 0.28 for the hybrid ROI method. For Radiologist 1, the AUC0.9s were 0.14 and 0.34 for partition 1 and 2, respectively, and were 0.33 and 0.23 for Radiologist 2. Our study demonstrated the feasibility of using a 2Ch-DCNN for the estimation of bladder cancer treatment response in CT.

  12. Testing social learning of anti-predator responses in juvenile jackdaws: the importance of accounting for levels of agitation

    Science.gov (United States)

    Lee, Victoria E.; Thornton, Alex

    2018-01-01

    Social learning is often assumed to help young animals respond appropriately to potential threats in the environment. We brought wild, juvenile jackdaws briefly into captivity to test whether short exposures to conspecific vocalizations are sufficient to promote anti-predator learning. Individuals were presented with one of two models—a stuffed fox representing a genuine threat, or a toy elephant simulating a novel predator. Following an initial baseline presentation, juveniles were trained by pairing models with either adult mobbing calls, indicating danger, or contact calls suggesting no danger. In a final test phase with no playbacks, birds appeared to have habituated to the elephant, regardless of training, but responses to the fox remained high throughout, suggesting juveniles already recognized it as a predator before the experiment began. Training with mobbing calls did seem to generate elevated escape responses, but this was likely to be a carry-over effect of the playback in the previous trial. Overall, we found little evidence for social learning. Instead, individuals' responses were mainly driven by their level of agitation immediately preceding each presentation. These results highlight the importance of accounting for agitation in studies of anti-predator learning, and whenever animals are held in captivity for short periods. PMID:29410861

  13. Testing social learning of anti-predator responses in juvenile jackdaws: the importance of accounting for levels of agitation.

    Science.gov (United States)

    McIvor, Guillam E; Lee, Victoria E; Thornton, Alex

    2018-01-01

    Social learning is often assumed to help young animals respond appropriately to potential threats in the environment. We brought wild, juvenile jackdaws briefly into captivity to test whether short exposures to conspecific vocalizations are sufficient to promote anti-predator learning. Individuals were presented with one of two models-a stuffed fox representing a genuine threat, or a toy elephant simulating a novel predator. Following an initial baseline presentation, juveniles were trained by pairing models with either adult mobbing calls, indicating danger, or contact calls suggesting no danger. In a final test phase with no playbacks, birds appeared to have habituated to the elephant, regardless of training, but responses to the fox remained high throughout, suggesting juveniles already recognized it as a predator before the experiment began. Training with mobbing calls did seem to generate elevated escape responses, but this was likely to be a carry-over effect of the playback in the previous trial. Overall, we found little evidence for social learning. Instead, individuals' responses were mainly driven by their level of agitation immediately preceding each presentation. These results highlight the importance of accounting for agitation in studies of anti-predator learning, and whenever animals are held in captivity for short periods.

  14. Response to palatability after area postrema lesions: a result of learned aversions.

    Science.gov (United States)

    Tomoyasu, N; Kenney, N J

    1989-11-01

    The role of palatability, novelty, and food aversion in determining changes of food choice after ablation of the area postrema and caudal-medial aspect of the nucleus of the solitary tract (AP/cmNTS) is examined through a series of studies utilizing 24-h, two-food choice tests. On test days, the food that the animal has ingested since the time of lesioning or sham surgery is presented along with a novel food that varies in palatability. The results indicate that postlesion diet history is the major determinant of food choice by lesioned rats. Lesioned rats consistently take less of their familiar postlesion food than diet-matched controls, suggesting that the lesioned rats have developed an aversion to that food. Over-ingestion of the novel food may occur, but this outcome is not reliable. No indication that the animals' response to food palatability is affected by AP/cmNTS ablation was found. Learned aversion to a food ingested after AP/cmNTS ablation may account not only for changes of food preference after the lesion but also may be involved in the hypophagia and weight loss resulting from the ablation.

  15. Time and Associative Learning.

    Science.gov (United States)

    Balsam, Peter D; Drew, Michael R; Gallistel, C R

    2010-01-01

    In a basic associative learning paradigm, learning is said to have occurred when the conditioned stimulus evokes an anticipatory response. This learning is widely believed to depend on the contiguous presentation of conditioned and unconditioned stimulus. However, what it means to be contiguous has not been rigorously defined. Here we examine the empirical bases for these beliefs and suggest an alternative view based on the hypothesis that learning about the temporal relationships between events determines the speed of emergence, vigor and form of conditioned behavior. This temporal learning occurs very rapidly and prior to the appearance of the anticipatory response. The temporal relations are learned even when no anticipatory response is evoked. The speed with which an anticipatory response emerges is proportional to the informativeness of the predictive cue (CS) regarding the rate of occurrence of the predicted event (US). This analysis gives an account of what we mean by "temporal pairing" and is in accord with the data on speed of acquisition and basic findings in the cue competition literature. In this account, learning depends on perceiving and encoding temporal regularities rather than stimulus contiguities.

  16. Structural acoustic response of a shape memory alloy hybrid composite panel (lessons learned)

    Science.gov (United States)

    Turner, Travis L.

    2002-07-01

    This study presents results from an effort to fabricate a shape memory alloy hybrid composite (SMAHC) panel specimen and test the structure for dynamic response and noise transmission characteristics under the action of thermal and random acoustic loads. A method for fabricating a SMAHC laminate with bi-directional SMA reinforcement is described. Glass-epoxy unidirectional prepreg tape and Nitinol ribbon comprise the material system. Thermal activation of the Nitinol actuators was achieved through resistive heating. The experimental hardware required for mechanical support of the panel/actuators and for establishing convenient electrical connectivity to the actuators is presented. Other experimental apparatus necessary for controlling the panel temperature and acquiring structural acoustic data are also described. Deficiency in the thermal control system was discovered in the process of performing the elevated temperature tests. Discussion of the experimental results focuses on determining the causes for the deficiency and establishing means for rectifying the problem.

  17. Non-inductive components of electromagnetic signals associated with L'Aquila earthquake sequences estimated by means of inter-station impulse response functions

    Directory of Open Access Journals (Sweden)

    C. Di Lorenzo

    2011-04-01

    Full Text Available On 6 April 2009 at 01:32:39 UT a strong earthquake occurred west of L'Aquila at the very shallow depth of 9 km. The main shock local magnitude was Ml = 5.8 (Mw = 6.3. Several powerful aftershocks occurred the following days. The epicentre of the main shock occurred 6 km away from the Geomagnetic Observatory of L'Aquila, on a fault 15 km long having a NW-SE strike, about 140°, and a SW dip of about 42°. For this reason, L'Aquila seismic events offered very favourable conditions to detect possible electromagnetic emissions related to the earthquake. The data used in this work come from the permanent geomagnetic Observatories of L'Aquila and Duronia. Here the results concerning the analysis of the residual magnetic field estimated by means of the inter-station impulse response functions in the frequency band from 0.3 Hz to 3 Hz are shown.

  18. Prediction of Individual Response to Electroconvulsive Therapy via Machine Learning on Structural Magnetic Resonance Imaging Data.

    Science.gov (United States)

    Redlich, Ronny; Opel, Nils; Grotegerd, Dominik; Dohm, Katharina; Zaremba, Dario; Bürger, Christian; Münker, Sandra; Mühlmann, Lisa; Wahl, Patricia; Heindel, Walter; Arolt, Volker; Alferink, Judith; Zwanzger, Peter; Zavorotnyy, Maxim; Kugel, Harald; Dannlowski, Udo

    2016-06-01

    Electroconvulsive therapy (ECT) is one of the most effective treatments for severe depression. However, biomarkers that accurately predict a response to ECT remain unidentified. To investigate whether certain factors identified by structural magnetic resonance imaging (MRI) techniques are able to predict ECT response. In this nonrandomized prospective study, gray matter structure was assessed twice at approximately 6 weeks apart using 3-T MRI and voxel-based morphometry. Patients were recruited through the inpatient service of the Department of Psychiatry, University of Muenster, from March 11, 2010, to March 27, 2015. Two patient groups with acute major depressive disorder were included. One group received an ECT series in addition to antidepressants (n = 24); a comparison sample was treated solely with antidepressants (n = 23). Both groups were compared with a sample of healthy control participants (n = 21). Binary pattern classification was used to predict ECT response by structural MRI that was performed before treatment. In addition, univariate analysis was conducted to predict reduction of the Hamilton Depression Rating Scale score by pretreatment gray matter volumes and to investigate ECT-related structural changes. One participant in the ECT sample was excluded from the analysis, leaving 67 participants (27 men and 40 women; mean [SD] age, 43.7 [10.6] years). The binary pattern classification yielded a successful prediction of ECT response, with accuracy rates of 78.3% (18 of 23 patients in the ECT sample) and sensitivity rates of 100% (13 of 13 who responded to ECT). Furthermore, a support vector regression yielded a significant prediction of relative reduction in the Hamilton Depression Rating Scale score. The principal findings of the univariate model indicated a positive association between pretreatment subgenual cingulate volume and individual ECT response (Montreal Neurological Institute [MNI] coordinates x = 8, y = 21, z = -18

  19. Experiential learning implementation based on joint responsibility in women's cooperative development (Case study on Farmer Women Cooperative, Sumedang, West Java)

    Science.gov (United States)

    Suseno, Gijanto Purbo; Nataliningsih

    2017-09-01

    Cooperative extension is one form of non-formal education. The follow up of cooperative extension is a coaching that aims to cooperative boards and members apply the knowledge and skills acquired during extension. Learning from the experience (experience learning) of others combined with the concept of joint responsibility is expected to develop the participation of cooperative members as indicated by the repayment of loans on time. The research was conducted at Sumedang Farmer Women Cooperative of West Java with the stages of cooperative extension and coaching for 6 months so it can be evaluated its impact. The results showed that from 30 extension participants who stated willingness to be a member of joint responsibility group as many as 15 people (50%), which then divided into 3 groups of mutual responsibility with member of each group is 5 people. The result of impact evaluation showed the development of group dynamics of the joint liability shown by 9 people (60%) developing business, 3 people (20%) business stagnant and 3 (20%) less profitable business. Implementation of experiental learning based on the concept of mutual responsibility encourages the improvement of entrepreneurship and cooperative skills and the ability of members to pay loan installments on cooperatives in a timely manner.

  20. Why do they not answer and do they really learn? A case study in analysing student response flows in introductory physics using an audience response system

    International Nuclear Information System (INIS)

    Jääskeläinen, Markku; Lagerkvist, Andreas

    2017-01-01

    In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase. (paper)

  1. Interactivity in the Teaching and Learning of Foreign Languages: What It Means for Resourcing and Delivery of Online and Blended Programmes

    Science.gov (United States)

    Tudini, Vincenza

    2018-01-01

    University students who enrol in foreign language (FL) programmes are motivated by various needs, but in particular the need to achieve communicative fluency, which generally requires interaction with others. This study therefore explores the notion of 'interactivity,' as conceptualised in second language learning theories and how it might be…

  2. Differentiating Children with Attention-Deficit/Hyperactivity Disorder, Conduct Disorder, Learning Disabilities and Autistic Spectrum Disorders by Means of Their Motor Behavior Characteristics

    Science.gov (United States)

    Efstratopoulou, Maria; Janssen, Rianne; Simons, Johan

    2012-01-01

    The study was designed to investigate the discriminant validity of the Motor Behavior Checklist (MBC) for distinguishing four group of children independently classified with Attention-Deficit/Hyperactivity Disorder, (ADHD; N = 22), Conduct Disorder (CD; N = 17), Learning Disabilities (LD; N = 24) and Autistic Spectrum Disorders (ASD; N = 20).…

  3. K-Means Clustering to Study How Student Reasoning Lines Can Be Modified by a Learning Activity Based on Feynman's Unifying Approach

    Science.gov (United States)

    Battaglia, Onofrio Rosario; Di Paola, Benedetto; Fazio, Claudio

    2017-01-01

    Research in Science Education has shown that often students need to learn how to identify differences and similarities between descriptive and explicative models. The development and use of explicative skills in the field of thermal science has always been a difficult objective to reach. A way to develop analogical reasoning is to use in Science…

  4. Training the Hippocampus and Amygdala of Preschool Children by Means of Priming Tasks: Should Parents Rather Focus on Learning of Facts than Reading Fairytales?

    Science.gov (United States)

    Pretorius, E.; Naude, H.; Pretorius, U.

    2005-01-01

    One of the main functions of the human brain is memory, and this forms the basis of learning and is the cornerstone of IQ. One of the important aims for both parents and educators of preschool children is to improve or develop the child's self-application of intelligence in the classroom, which indirectly involves memory capability development.…

  5. Electronic Human Resource Management: Organizational Responses to Role Conflicts Created by e-Learning

    Science.gov (United States)

    Oiry, Ewan

    2009-01-01

    Could enthusiasm for e-learning be dampened because it is detrimental to the relationships between those undergoing e-training and their direct managers or colleagues? Interviews conducted in four French banks provide material to explore this question. We see that e-learning has increasingly been adopted because it goes beyond the role limitations…

  6. Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education

    Science.gov (United States)

    Chow, Anthony S.; Croxton, Rebecca A.

    2017-01-01

    As university administrators respond to increasing demands of the educational market to offer greater opportunities for online learning, their capacity to create an economically stable, sustainable, yet rich teaching and learning environment deserves immediate and continued attention. A university-wide study involving 130 participants examined the…

  7. Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

    Science.gov (United States)

    Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

    2014-01-01

    In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

  8. LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

    Science.gov (United States)

    Caceffo, Ricardo; Azevedo, Rodolfo

    2014-01-01

    The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

  9. Effect of audience response system technology on learning outcomes in health students and professionals: an updated systematic review.

    Science.gov (United States)

    Atlantis, Evan; Cheema, Birinder S

    2015-03-01

    : Audience response system (ARS) technology is a recent innovation that is increasingly being used by health educators to improve learning outcomes. Equivocal results from previous systematic review research provide weak support for the use of ARS for improving learning outcomes at both short and long terms. This review sought to update and critically review the body of controlled experimental evidence on the use of ARS technology on learning outcomes in health students and professionals. This review searched using all identified keywords both electronic databases (CINAHL, Embase, ERIC, Medline, Science Direct, Scopus, and Web of Science) and reference lists of retrieved articles to find relevant published studies for review, from 2010 to April 2014. A descriptive synthesis of important study characteristics and effect estimates for learning outcomes was done. Three controlled trials in 321 participants from the United States were included for review. ARS knowledge retention scores were lower than the control group in one study, higher than control group provided that immediate feedback was given about each question in one study, and equivalent between intervention and control groups in another study. There is an absence of good quality evidence on effectiveness of ARS technologies for improving learning outcomes in health students and professionals.

  10. Estimation of mental effort in learning visual search by measuring pupil response.

    Directory of Open Access Journals (Sweden)

    Tatsuto Takeuchi

    Full Text Available Perceptual learning refers to the improvement of perceptual sensitivity and performance with training. In this study, we examined whether learning is accompanied by a release from mental effort on the task, leading to automatization of the learned task. For this purpose, we had subjects conduct a visual search for a target, defined by a combination of orientation and spatial frequency, while we monitored their pupil size. It is well known that pupil size reflects the strength of mental effort invested in a task. We found that pupil size increased rapidly as the learning proceeded in the early phase of training and decreased at the later phase to a level half of its maximum value. This result does not support the simple automatization hypothesis. Instead, it suggests that the mental effort and behavioral performance reflect different aspects of perceptual learning. Further, mental effort would be continued to be invested to maintain good performance at a later stage of training.

  11. Comparisons of different mean airway pressure settings during high-frequency oscillation in inflammatory response to oleic acid-induced lung injury in rabbits

    Directory of Open Access Journals (Sweden)

    Koichi Ono

    2009-03-01

    Full Text Available Koichi Ono1, Tomonobu Koizumi2, Rikimaru Nakagawa1, Sumiko Yoshikawa2, Tetsutarou Otagiri11Department of Anesthesiology and Resuscitation; 2First Department of Internal Medicine, Shinshu University School of Medicine, Matsumoto, JapanPurpose: The present study was designed to examine effects of different mean airway pressure (MAP settings during high-frequency oscillation (HFO on oxygenation and inflammatory responses to acute lung injury (ALI in rabbits.Methods: Anesthetized rabbits were mechanically ventilated with a conventional mechanical ventilation (CMV mode (tidal volume 6 ml/kg, inspired oxygen fraction [FIo2] of 1.0, respiratory rate [RR] of 30/min, positive end-expiratory pressure [PEEP] of 5 cmH2O. ALI was induced by intravenous administration of oleic acid (0.08 ml/kg and the animals were randomly allocated to the following three experimental groups; animals (n = 6 ventilated using the same mode of CMV, or animals ventilated with standard MAP (MAP 10 cmH2O, n = 7, and high MAP (15 cmH2O, n = 6 settings of HFO (Hz 15. The MAP settings were calculated by the inflation limb of the pressure-volume curve during CMV.Results: HFO with a high MAP setting significantly improved the deteriorated oxygenation during oleic acid-induced ALI and reduced wet/dry ratios, neutrophil counts and interleukin-8 concentration in bronchoalveolar lavage fluid, compared to those parameters in CMV and standard MAP-HFO.Conclusions: These findings suggest that only high MAP setting during HFO could contribute to decreased lung inflammation as well as improved oxygenation during the development of ALI.Keywords: lung protective ventilation, open lung ventilation, IL-8, neutrophil

  12. Formation of 17-18 yrs age girl students’ visual performance by means of visual training at stage of adaptation to learning loads

    Directory of Open Access Journals (Sweden)

    Bondarenko S.V.

    2015-04-01

    Full Text Available Purpose: substantiation of health related training influence of basketball and volleyball elements on functional state of 1 st year students’ visual analyzers in period of adaptation to learning loads with expressed visual component. Material: in experiment 29 students of 17-18 year age without visual pathologies participated. Indicators of visual performance were determined by correction table of Tagayeva and processed by Weston methodic. Accommodative function was tested by method of mechanical proximetry. Results: the authors worked out and tested two programs of visual training. Influence of visual trainings on visual performance’s main components (quickness, quality, integral indicators was studied as well as eye’s accommodative function (by dynamic of position of the nearest point of clear vision. Conclusions: Application of visual trainings at physical education classes permits to improve indicators of visual analyzer’s performance as well as minimize negative influence of intensive learning loads on eye’ accommodative function.

  13. Differentiating children with attention-deficit/hyperactivity disorder, conduct disorder, learning disabilities and autistic spectrum disorders by means of their motor behavior characteristics.

    Science.gov (United States)

    Efstratopoulou, Maria; Janssen, Rianne; Simons, Johan

    2012-01-01

    The study was designed to investigate the discriminant validity of the Motor Behavior Checklist (MBC) for distinguishing four group of children independently classified with Attention-Deficit/Hyperactivity Disorder, (ADHD; N=22), Conduct Disorder (CD; N=17), Learning Disabilities (LD; N=24) and Autistic Spectrum Disorders (ASD; N=20). Physical education teachers used the MBC for children to rate their pupils based on their motor related behaviors. A multivariate analysis revealed significant differences among the groups on different problem scales. The results indicated that the MBC for children may be effective in discriminating children with similar disruptive behaviors (e.g., ADHD, CD) and autistic disorders, based on their motor behavior characteristics, but not children with Learning Disabilities (LD), when used by physical education teachers in school settings. Copyright © 2011 Elsevier Ltd. All rights reserved.

  14. Tracking lexical consolidation with ERPs: Lexical and semantic-priming effects on N400 and LPC responses to newly-learned words.

    Science.gov (United States)

    Bakker, Iske; Takashima, Atsuko; van Hell, Janet G; Janzen, Gabriele; McQueen, James M

    2015-12-01

    Novel words can be recalled immediately and after little exposure, but require a post-learning consolidation period to show word-like behaviour such as lexical competition. This pattern is thought to reflect a qualitative shift from episodic to lexical representations. However, several studies have reported immediate effects of meaningful novel words on semantic processing, suggesting that integration of novel word meanings may not require consolidation. The current study synthesises and extends these findings by showing a dissociation between lexical and semantic effects on the electrophysiological (N400, LPC) response to novel words. The difference in N400 amplitude between novel and existing words (a lexical effect) decreased significantly after a 24-h consolidation period, providing novel support for the hypothesis that offline consolidation aids lexicalisation. In contrast, novel words preceded by semantically related primes elicited a more positive LPC response (a semantic-priming effect) both before and after consolidation, indicating that certain semantic effects can be observed even when words have not been fully lexicalised. We propose that novel meanings immediately start to contribute to semantic processing, but that the underlying neural processes may shift from strategic to more automatic with consolidation. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. Forum: The Lecture and Student Learning. Rethinking Lecture-Learning from Communicative Lenses: A Response to Forum Essays

    Science.gov (United States)

    Buzzanell, Patrice M.

    2017-01-01

    This response discusses why the essays in this forum are of particular interest for instructors in light of recent articles in "The Chronicle of Higher Education" and trends in student populations and higher education. "The Chronicle" recently featured several articles on innovative ways to "shake up the lecture" that…

  16. Learning

    Directory of Open Access Journals (Sweden)

    Mohsen Laabidi

    2014-01-01

    Full Text Available Nowadays learning technologies transformed educational systems with impressive progress of Information and Communication Technologies (ICT. Furthermore, when these technologies are available, affordable and accessible, they represent more than a transformation for people with disabilities. They represent real opportunities with access to an inclusive education and help to overcome the obstacles they met in classical educational systems. In this paper, we will cover basic concepts of e-accessibility, universal design and assistive technologies, with a special focus on accessible e-learning systems. Then, we will present recent research works conducted in our research Laboratory LaTICE toward the development of an accessible online learning environment for persons with disabilities from the design and specification step to the implementation. We will present, in particular, the accessible version “MoodleAcc+” of the well known e-learning platform Moodle as well as new elaborated generic models and a range of tools for authoring and evaluating accessible educational content.

  17. Disentangling beat perception from sequential learning and examining the influence of attention and musical abilities on ERP responses to rhythm.

    Science.gov (United States)

    Bouwer, Fleur L; Werner, Carola M; Knetemann, Myrthe; Honing, Henkjan

    2016-05-01

    Beat perception is the ability to perceive temporal regularity in musical rhythm. When a beat is perceived, predictions about upcoming events can be generated. These predictions can influence processing of subsequent rhythmic events. However, statistical learning of the order of sounds in a sequence can also affect processing of rhythmic events and must be differentiated from beat perception. In the current study, using EEG, we examined the effects of attention and musical abilities on beat perception. To ensure we measured beat perception and not absolute perception of temporal intervals, we used alternating loud and soft tones to create a rhythm with two hierarchical metrical levels. To control for sequential learning of the order of the different sounds, we used temporally regular (isochronous) and jittered rhythmic sequences. The order of sounds was identical in both conditions, but only the regular condition allowed for the perception of a beat. Unexpected intensity decrements were introduced on the beat and offbeat. In the regular condition, both beat perception and sequential learning were expected to enhance detection of these deviants on the beat. In the jittered condition, only sequential learning was expected to affect processing of the deviants. ERP responses to deviants were larger on the beat than offbeat in both conditions. Importantly, this difference was larger in the regular condition than in the jittered condition, suggesting that beat perception influenced responses to rhythmic events in addition to sequential learning. The influence of beat perception was present both with and without attention directed at the rhythm. Moreover, beat perception as measured with ERPs correlated with musical abilities, but only when attention was directed at the stimuli. Our study shows that beat perception is possible when attention is not directed at a rhythm. In addition, our results suggest that attention may mediate the influence of musical abilities on beat

  18. Quantitative forecasting of PTSD from early trauma responses: a Machine Learning application.

    Science.gov (United States)

    Galatzer-Levy, Isaac R; Karstoft, Karen-Inge; Statnikov, Alexander; Shalev, Arieh Y

    2014-12-01

    There is broad interest in predicting the clinical course of mental disorders from early, multimodal clinical and biological information. Current computational models, however, constitute a significant barrier to realizing this goal. The early identification of trauma survivors at risk of post-traumatic stress disorder (PTSD) is plausible given the disorder's salient onset and the abundance of putative biological and clinical risk indicators. This work evaluates the ability of Machine Learning (ML) forecasting approaches to identify and integrate a panel of unique predictive characteristics and determine their accuracy in forecasting non-remitting PTSD from information collected within 10 days of a traumatic event. Data on event characteristics, emergency department observations, and early symptoms were collected in 957 trauma survivors, followed for fifteen months. An ML feature selection algorithm identified a set of predictors that rendered all others redundant. Support Vector Machines (SVMs) as well as other ML classification algorithms were used to evaluate the forecasting accuracy of i) ML selected features, ii) all available features without selection, and iii) Acute Stress Disorder (ASD) symptoms alone. SVM also compared the prediction of a) PTSD diagnostic status at 15 months to b) posterior probability of membership in an empirically derived non-remitting PTSD symptom trajectory. Results are expressed as mean Area Under Receiver Operating Characteristics Curve (AUC). The feature selection algorithm identified 16 predictors, present in ≥ 95% cross-validation trials. The accuracy of predicting non-remitting PTSD from that set (AUC = .77) did not differ from predicting from all available information (AUC = .78). Predicting from ASD symptoms was not better then chance (AUC = .60). The prediction of PTSD status was less accurate than that of membership in a non-remitting trajectory (AUC = .71). ML methods may fill a critical gap in forecasting PTSD. The

  19. Students' attitude-related responses to inquiry learning in undergraduate kinesiology laboratory instruction

    Science.gov (United States)

    Henige, Kimberly Ann

    The purpose of this investigation was to determine whether the student attitudes are impacted when teaching methods in an undergraduate Kinesiology lab course shift from a traditional, cookbook-style, low inquiry-level to an investigative, high inquiry-level approach. Students participated in five weeks of Level 0-1 (low) inquiry activities, followed by five weeks of a Level 3 (high) inquiry project. The same Likert-scale survey was administered to students before and after each 5-week period. The attitudes measured by the survey included students' (a) attitude to scientific inquiry, (b) adoption of scientific attitudes, (c) enjoyment of science lessons, and (d) motivation in science. Repeated measures ANOVAs revealed no significant change in any of the attitude measures when the survey results from the different time points were compared. An open-ended qualitative survey was given to the students at the end of the semester and provided more insight. When asked to compare the low and high-level inquiry experiences, most students reported enjoying the higher level of inquiry more. On the other hand, most students felt they learned more during the low inquiry-level activities. The reported level of motivation in lab was about the same for both levels. When asked what they liked most about the high-level inquiry project, students favored aspects such as the independence, responsibility, and personal relevance. When asked what they liked the least, most students said there was nothing they disliked. Of the minority of students who did not like the high-level of inquiry, most claimed to be uncomfortable with the lack of structure and guidance. Other findings were that many students expressed a new or increased respect and appreciation for what scientists do. Some students experienced a decrease in their reliance on science to be true and correct. While some students thought the high-level inquiry was harder, others perceived it as being easier. These findings illustrate

  20. Public Health Response Systems In-Action: Learning from Local Health Departments’ Experiences with Acute and Emergency Incidents

    Science.gov (United States)

    Hunter, Jennifer C.; Yang, Jane E.; Crawley, Adam W.; Biesiadecki, Laura; Aragón, Tomás J.

    2013-01-01

    As part of their core mission, public health agencies attend to a wide range of disease and health threats, including those that require routine, acute, and emergency responses. While each incident is unique, the number and type of response activities are finite; therefore, through comparative analysis, we can learn about commonalities in the response patterns that could improve predictions and expectations regarding the resources and capabilities required to respond to future acute events. In this study, we interviewed representatives from more than 120 local health departments regarding their recent experiences with real-world acute public health incidents, such as infectious disease outbreaks, severe weather events, chemical spills, and bioterrorism threats. We collected highly structured data on key aspects of the incident and the public health response, particularly focusing on the public health activities initiated and community partners engaged in the response efforts. As a result, we are able to make comparisons across event types, create response profiles, and identify functional and structural response patterns that have import for future public health preparedness and response. Our study contributes to clarifying the complexity of public health response systems and our analysis reveals the ways in which these systems are adaptive to the character of the threat, resulting in differential activation of functions and partners based on the type of incident. Continued and rigorous examination of the experiences of health departments throughout the nation will refine our very understanding of what the public health response system is, will enable the identification of organizational and event inputs to performance, and will allow for the construction of rich, relevant, and practical models of response operations that can be employed to strengthen public health systems. PMID:24236137

  1. Ontario Power Generation Fukushima emergency response drill strengthens and lessons learned - Ontario Power Generation Fukushima Emergency Response Drill Highlights

    International Nuclear Information System (INIS)

    Miller, David W.

    2014-01-01

    Japan's Fukushima Daiichi severe nuclear accident in March 2011 has resulted in a reassessment of nuclear emergency response and preparedness in Canada. On May 26, 27 and 28, 2014 Ontario Power Generation (OPG) conducted the first North American full scale nuclear emergency response exercise designed to include regional, provincial and federal bodies as well as the utility. This paper describes the radiological aspects of the OPG Exercise Unified Response (ExUR) with emphasis on deployment of new Fukushima equipment on the Darlington site, management of emergency workers deplored in the vicinity of Darlington to collect environmental samples and radiation measurements, performance of dose calculations, communication of dose projections and protective actions to local, provincial and federal agencies and conduct of vehicle, truck and personnel monitoring and decontamination facilities. The ExUR involved more than 1000 personnel from local, provincial and federal bodies. Also, 200 OPG employees participated in the off-site emergency response duties. The objective of the ExUR was to test and enhance the preparedness of the utility (OPG), government and non-government agencies and communities to respond to a nuclear emergency. The types of radiological instrumentation and mobile facilities employed are highlighted in the presentation. The establishment of temporary emergency rooms with 8 beds and treatment facilities to manage potentially contaminated injuries from the nuclear emergency is also described. (author)

  2. Focus on Meaning

    DEFF Research Database (Denmark)

    Zhang, Chun; Wang Jingjing, Jenny

    recognizing new vocabulary (two-, three and four-character words) in a series of simple meaning recognition tests administered by the authors over three weeks. The test sets consist of vocabulary with target words that were given semantic and conceptual explanation by the authors in the previous week......Abstract This study examines the effect of mapping between the semantic and conceptual representation of target words 房,堂,屋, and 厅on Chinese (L2) vocabulary learning at a university class. Students (N=25) were the 2nd-year Chinese –major students at one university in Denmark. They were given tests...... of Chinese (L2) words can have a measurable effect on students’ efficacy of (Nation 2011) vocabulary learning in the classroom. The findings also reveal that conceptual representation of Chinese (L2) words reinforce the students’ reliance on L 1 by building a link between L 1semantic representations and L 2...

  3. Building on transformative learning and response shift theory to investigate health-related quality of life changes over time in individuals with chronic health conditions and disability.

    Science.gov (United States)

    Barclay-Goddard, Ruth; King, Judy; Dubouloz, Claire-Jehanne; Schwartz, Carolyn E

    2012-02-01

    A major goal of treatment for people living with chronic illness or disability is self-management leading to optimized health-related quality of life. This change process has been described in the adult education literature as transformative learning, while in health-related quality of life research, response shift has emerged as a key concept. Response shift and transformative learning literature were reviewed, and the theoretical frameworks of the 2 concepts were compared and contrasted. Response shift is described as a change in internal standards, values, or definition of a construct (eg, health-related quality of life) over time, commonly seen in individuals with chronic illness. In the context of chronic illness, transformative learning is described as a complex process of personal change including beliefs, feelings, knowledge, and values. Transformative learning is often triggered by the diagnosis of a chronic illness. This results in a critical reflection of taken-for-granted assumptions and leads to new ways of thinking, influencing personal changes in daily living. Comparing the models of response shift and transformative learning in chronic illness, the catalyst in response shift appears comparable with the trigger in transformational learning; mechanisms to process of changing; and perceived quality of life to outcomes. Both transformative learning and response shift have much to offer health care providers in understanding the learning process for the person living with chronic illness or disability to optimize their quality of life. Suggestions for future research in response shift and transformative learning in individuals with chronic health conditions and disability are proposed. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  4. Machine learning approaches for integrating clinical and imaging features in late-life depression classification and response prediction.

    Science.gov (United States)

    Patel, Meenal J; Andreescu, Carmen; Price, Julie C; Edelman, Kathryn L; Reynolds, Charles F; Aizenstein, Howard J

    2015-10-01

    Currently, depression diagnosis relies primarily on behavioral symptoms and signs, and treatment is guided by trial and error instead of evaluating associated underlying brain characteristics. Unlike past studies, we attempted to estimate accurate prediction models for late-life depression diagnosis and treatment response using multiple machine learning methods with inputs of multi-modal imaging and non-imaging whole brain and network-based features. Late-life depression patients (medicated post-recruitment) (n = 33) and older non-depressed individuals (n = 35) were recruited. Their demographics and cognitive ability scores were recorded, and brain characteristics were acquired using multi-modal magnetic resonance imaging pretreatment. Linear and nonlinear learning methods were tested for estimating accurate prediction models. A learning method called alternating decision trees estimated the most accurate prediction models for late-life depression diagnosis (87.27% accuracy) and treatment response (89.47% accuracy). The diagnosis model included measures of age, Mini-mental state examination score, and structural imaging (e.g. whole brain atrophy and global white mater hyperintensity burden). The treatment response model included measures of structural and functional connectivity. Combinations of multi-modal imaging and/or non-imaging measures may help better predict late-life depression diagnosis and treatment response. As a preliminary observation, we speculate that the results may also suggest that different underlying brain characteristics defined by multi-modal imaging measures-rather than region-based differences-are associated with depression versus depression recovery because to our knowledge this is the first depression study to accurately predict both using the same approach. These findings may help better understand late-life depression and identify preliminary steps toward personalized late-life depression treatment. Copyright © 2015 John Wiley

  5. Learning to Act Like a Lawyer: A Model Code of Professional Responsibility for Law Students

    Directory of Open Access Journals (Sweden)

    David M. Tanovich

    2009-02-01

    Full Text Available Law students are the future of the legal profession. How well prepared are they when they leave law school to assume the professional and ethical obligations that they owe themselves, the profession and the public? This question has led to a growing interest in Canada in the teaching of legal ethics. It is also led to a greater emphasis on the development of clinical and experiential learning as exemplified in the scholarship and teaching of Professor Rose Voyvodic. Less attention, however, has been placed on identifying the general ethical responsibilities of law students when not working in a clinic or other legal context. This can be seen in the presence of very few Canadian articles exploring the issue, and more significantly, in the paucity of law school discipline policies or codes of conduct that set out the professional obligations owed by law students. This article develops an idea that Professor Voyvodic and I talked about on a number of occasions. It argues that all law schools should have a code of conduct which is separate and distinct from their general University code and which resembles, with appropriate modifications, the relevant set of rules of professional responsibility law students will be bound by when called to the Bar. A student code of conduct which educates law students about their professional obligations is an important step in deterring such conduct while in law school and preparing students for ethical practice. The idea of a law school code of professional responsibility raises a number of questions. Why is it necessary for law schools to have their own student code of conduct? The article provides a threefold response. First, law students are members of the legal profession and a code of conduct should reflect this. Second, it must be relevant and comprehensive in order to ensure that it can inspire students to be ethical lawyers. And, third, as a practical matter, the last few years have witnessed a number of

  6. Learning from the UK Research Excellence Framework: Ends and Means in Research Quality Assessment, and the Reliability of Results in Education

    Science.gov (United States)

    McNay, Ian

    2015-01-01

    This article first reviews the objectives/ends of research quality assessment in several countries to draw lessons for the UK Research Excellence Framework and similar exercises. It then reviews work on performance management as a framework for reviewing the views of participants on the means to the ends--the management of their experience in…

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

    Science.gov (United States)

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

    2013-01-01

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

  8. Learning and extinction of a passive avoidance response in mice with high levels of predisposition to catalepsy.

    Science.gov (United States)

    Dubrovina, N I; Zinov'ev, D R; Zinov'eva, D V; Kulikov, A V

    2009-06-01

    This report presents results obtained from comparative analysis of learning and the dynamics of extinction of a conditioned passive avoidance response in ASC mice, which were bred for a high level of predisposition to catalepsy, and in CBA and AKR mice. The following findings were obtained: 1) impairments to the extinction of the memory of fear represent an important symptom of depression in ASC mice; 2) extinction is delayed in CBA mice; and 3) new inhibitory learning occurs quickly in AKR mice. Prolonged retention of the fear memory in ASC mice appears to be related to increased anxiety on prolonged testing without a punishment. The deficit of inhibition of the fear reaction in ASC mice allows this strain to be regarded as a genetic model of depression.

  9. Response of E. coli AB2463 recA to fast neutron beams with mean energies in the range 4 to 27 MeV

    Energy Technology Data Exchange (ETDEWEB)

    Redpath, J L [Michael Reese Hospital, Chicago, Ill. (USA)

    1978-07-01

    The radiosensitivity of E.coli AB2463 recA, given as the reciprical of the mean lethal dose, Do/sup -1/, has been shown to be the same for four fast neutron beams with widely different energy spectra. It is proposed that this organism can be used to intercompare dosimetry on fast neutron beams with mean energies in the range 4 to 25 MeV with an accuracy of +- 5%.

  10. Using Classroom Response Technology to Create an Active Learning Environment in Marketing Classes

    Science.gov (United States)

    Muncy, James A.; Eastman, Jacqueline K.

    2012-01-01

    Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure…

  11. A Coordinated Mental Health Crisis Response: Lessons Learned from Three Colorado School Shootings

    Science.gov (United States)

    Crepeau-Hobson, Franci; Sievering, Kathryn S.; Armstrong, Charlotte; Stonis, Julie

    2012-01-01

    This article describes a crisis response framework based on the authors' first-hand experience following three Colorado school shootings. During each crisis response, one or more of the authors joined school and/or district crisis teams, providing direct assistance and leadership. The authors' experiences helped guide subsequent responses and…

  12. Lessons learned from the second Federal Radiology Emergency Response Plan Field Exercise (FFE-2)

    International Nuclear Information System (INIS)

    Adler, M.V.; Gant, K.S.; Weiss, B.H.; Wolff, W.F.; Adler, V.

    1988-01-01

    The FFE-2, held in 1987 at the Zion Nuclear Power Station, provided a large-scale, multiagency, field test of the Federal Radiological Emergency Response Plan (FRERP). The FRERP provided workable guidance for coordinating the federal response efforts and effectively supplementing the states' resources. Needs for more training for responders and clarification in portions of the response were identified

  13. Technology and Teaching: Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes

    Science.gov (United States)

    Poirier, Christopher R.; Feldman, Robert S.

    2007-01-01

    Individual response technology (IRT), in which students use wireless handsets to communicate real-time responses, permits the recording and display of aggregated student responses during class. In comparison to a traditional class that did not employ IRT, students using IRT performed better on exams and held positive attitudes toward the…

  14. Blue light filtered white light induces depression-like responses and temporary spatial learning deficits in rats.

    Science.gov (United States)

    Meng, Qinghe; Lian, Yuzheng; Jiang, Jianjun; Wang, Wei; Hou, Xiaohong; Pan, Yao; Chu, Hongqian; Shang, Lanqin; Wei, Xuetao; Hao, Weidong

    2018-04-18

    Ambient light has a vital impact on mood and cognitive functions. Blue light has been previously reported to play a salient role in the antidepressant effect via melanopsin. Whether blue light filtered white light (BFW) affects mood and cognitive functions remains unclear. The present study aimed to investigate whether BFW led to depression-like symptoms and cognitive deficits including spatial learning and memory abilities in rats, and whether they were associated with the light-responsive function in retinal explants. Male Sprague-Dawley albino rats were randomly divided into 2 groups (n = 10) and treated with a white light-emitting diode (LED) light source and BFW light source, respectively, under a standard 12 : 12 h L/D condition over 30 days. The sucrose consumption test, forced swim test (FST) and the level of plasma corticosterone (CORT) were employed to evaluate depression-like symptoms in rats. Cognitive functions were assessed by the Morris water maze (MWM) test. A multi-electrode array (MEA) system was utilized to measure electro-retinogram (ERG) responses induced by white or BFW flashes. The effect of BFW over 30 days on depression-like responses in rats was indicated by decreased sucrose consumption in the sucrose consumption test, an increased immobility time in the FST and an elevated level of plasma CORT. BFW led to temporary spatial learning deficits in rats, which was evidenced by prolonged escape latency and swimming distances in the spatial navigation test. However, no changes were observed in the short memory ability of rats treated with BFW. The micro-ERG results showed a delayed implicit time and reduced amplitudes evoked by BFW flashes compared to the white flash group. BFW induces depression-like symptoms and temporary spatial learning deficits in rats, which might be closely related to the impairment of light-evoked output signals in the retina.

  15. Sensory Responsiveness and the Effects of Equal Subjective Rewards on Tactile Learning and Memory of Honeybees

    Science.gov (United States)

    Scheiner, Ricarda; Kuritz-Kaiser, Anthea; Menzel, Randolf; Erber, Joachim

    2005-01-01

    In tactile learning, sucrose is the unconditioned stimulus and reward, which is usually applied to the antenna to elicit proboscis extension and which the bee can drink when it is subsequently applied to the extended proboscis. The conditioned stimulus is a tactile object that the bee can scan with its antennae. In this paper we describe the…

  16. Social Media and E-Learning in Response to Seismic Events: Resilient Practices

    Science.gov (United States)

    Tull, Susan; Dabner, Nicki; Ayebi-Arthur, Kofi

    2017-01-01

    The motivation to adopt innovative communication and e-learning practices in education settings can be stimulated by events such as natural disasters. Education institutions in the Pacific Rim cannot avoid the likelihood of natural disasters that could close one or more buildings on a campus and affect their ability to continue current educational…

  17. Best Response Bayesian Reinforcement Learning for Multiagent Systems with State Uncertainty

    NARCIS (Netherlands)

    Oliehoek, F.A.; Amato, C.

    2014-01-01

    It is often assumed that agents in multiagent systems with state uncertainty have full knowledge of the model of dy- namics and sensors, but in many cases this is not feasible. A more realistic assumption is that agents must learn about the environment and other agents while acting. Bayesian methods

  18. Responsibly managing students' learning experiences in student-run clinics: a virtues-based ethical framework.

    Science.gov (United States)

    Coverdale, John H; McCullough, Laurence B

    2014-01-01

    Many medical schools now offer students a distinctive clinical and learning opportunity, the student-run clinic (SRC), in which generalist physicians often play the major role. Although SRCs have become popular, they pose as-yet unexplored ethical challenges for the learning experiences of students. In SRCs students not only take on a significant administrative role especially in coordinating care, but also provide direct patient care for a clinically challenging, biopsychosocially vulnerable, medically indigent population of patients. SRCs provide an exemplar of the ethical challenges of care for such patients. The ethical framework proposed in this article emphasizes that these valued learning opportunities for students should occur in the context of professional formation, with explicit attention to developing the professional virtues, with faculty as role models for these virtues. The valued learning opportunities for students in SRCs should occur in the context of professional formation, with explicit attention to developing the professional virtues of integrity, compassion, self-effacement, self-sacrifice, and courage, which are required for the appropriate care of the vulnerable populations served by SRCs.

  19. Learner-Responsive Instructional Strategies for Adults in Accelerated Classroom Formats: Creating Inclusive Learning Environments

    Science.gov (United States)

    Gupta, Kalpana

    2012-01-01

    This study was focused on investigating inclusive learning environments in accelerated classroom formats. Three 8-week sections of an undergraduate course at Regis University were examined. Results from observations and surveys were analyzed to determine the effectiveness and consistency of 13 inclusive strategies derived from Wlodkowski and…

  20. An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

    Science.gov (United States)

    Cheng, Xusen; Wang, Xueyin; Huang, Jianqing; Zarifis, Alex

    2016-01-01

    On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply…

  1. Distant yet Near: Promoting Interdisciplinary Learning in Significantly Diverse Teams through Socially Responsible Projects

    Science.gov (United States)

    Adya, Monica; Temple, Bryan K.; Hepburn, Donald M.

    2015-01-01

    With global specialization of work units within organizations, interdisciplinary work practices comprised of collaborative efforts between technical and business teams are increasingly common in today's workplace. While higher education has responded by creating opportunities for remote teams to learn from collaborative work, occasions for…

  2. Authoritarian Learning and Authoritarian Resilience: Regime Responses to the 'Arab Awakening'

    NARCIS (Netherlands)

    Heydemann, S; Leenders, R.

    2011-01-01

    The spread of protests throughout the Arab world can be viewed as the product of social learning by Arab citizens—a wave effect facilitated by the rapid diffusion of ideas, discourses, and practices from one country to another and their adaptation to local contexts. Yet it less commonly recognized

  3. Media, Digital Technology and Learning in Sport: A Critical Response to Hodkinson, Biesta and James

    Science.gov (United States)

    Enright, Eimear; Gard, Michael

    2016-01-01

    Background: In their 2008 paper, Hodkinson, Biesta and James draw on the sociological theories of Pierre Bourdieu to construct what they claim is a "holistic" theoretical framework for understanding learning. While not an attempt to dissolve the long-standing opposition between "cognitive" and "situated" theories, the…

  4. Teachers' Mindset and Responsibilities in Using Virtual Learning Environment (VLE) in Icelandic Schools

    Science.gov (United States)

    Thorsteinsson, Gisli

    2013-01-01

    Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers'…

  5. English for Business: Student Responses to Language Learning through Social Networking Tools

    Science.gov (United States)

    García Laborda, Jesús; Litzler, Mary Frances

    2017-01-01

    This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

  6. Student Responses to Active Learning Activities with Live and Virtual Rats in Psychology Teaching Laboratories

    Science.gov (United States)

    Hunt, Maree J.; Macaskill, Anne C.

    2017-01-01

    Taking an ethical approach to using nonhuman animals in teaching requires assessment of the learning benefits of using animals and how these compare to the benefits of alternative teaching practices. It is also important to consider whether students have ethical reservations about completing exercises with animals. We compared upper level…

  7. Stress Modulates the Use of Spatial versus Stimulus-Response Learning Strategies in Humans

    Science.gov (United States)

    Philippsen, Christine; Richter, Steffen; Bohringer, Andreas; Wippich, Werner; Schachinger, Hartmut; Schwabe, Lars; Oitzl, Melly S.

    2007-01-01

    Animal studies provided evidence that stress modulates multiple memory systems, favoring caudate nucleus-based "habit" memory over hippocampus-based "cognitive" memory. However, effects of stress on learning strategy and memory consolidation were not differentiated. We specifically address the effects of psychosocial stress on the applied learning…

  8. Learning Correct Responses and Errors in the Hebb Repetition Effect: Two Faces of the Same Coin

    Science.gov (United States)

    Couture, Mathieu; Lafond, Daniel; Tremblay, Sebastien

    2008-01-01

    In a serial recall task, the "Hebb repetition effect" occurs when recall performance improves for a sequence repeated throughout the experimental session. This phenomenon has been replicated many times. Nevertheless, such cumulative learning seldom leads to perfect recall of the whole sequence, and errors persist. Here the authors report…

  9. Distance Learning Skills and Responsibilities: A Content Analysis of Job Announcements 1996-2010

    Science.gov (United States)

    Rebmann, Kristen Radsliff; Molitor, Simone; Rainey, Bonnie

    2012-01-01

    Archived job advertisements from the "International Federation of Library Associations and Institutions (IFLA) LIBJOBS" mailing list (1996-2010) were examined using content analysis. Findings suggest that distance learning (DL) skillsets as job qualifications emerged in the late 1990's and continue to be relevant today. Jobs with DL…

  10. An Overview on Evaluation of E-Learning/Training Response Time Considering Artificial Neural Networks Modeling

    Science.gov (United States)

    Mustafa, Hassan M. H.; Tourkia, Fadhel Ben; Ramadan, Ramadan Mohamed

    2017-01-01

    The objective of this piece of research is to interpret and investigate systematically an observed brain functional phenomenon which is associated with proceeding of e-learning processes. More specifically, this work addresses an interesting and challenging educational issue concerned with dynamical evaluation of elearning performance considering…

  11. Jogos pedagógicos e responsividade: ludicidade, compreensão leitora e aprendizagem / Educational games and responsiveness: playfulness, reading comprehension and learning

    Directory of Open Access Journals (Sweden)

    Nukácia Meyre Silva Araújo

    2012-06-01

    Full Text Available Este artigo, embasado em pressupostos teóricos da teoria bakhtiniana, tem o objetivo de analisar as características das atitudes responsivas de alunos de duas turmas de 1ª ano do Ensino Médio de uma escola pública em Fortaleza, durante a interação com textos em um jogo educativo voltado para o ensino de leitura em Língua Portuguesa. A análise é feita a partir de dados colhidos em um experimento-piloto que tinha como objetivo analisar a influência do uso de um Objeto de Aprendizagem (OA no desenvolvimento de estratégias de leitura.Durante a tarefa de ler, verificou-se que o OA, devido à forma como propõe a tarefa e ao uso de tecnologia interativa para a aprendizagem, desenvolveu, nos alunos-usuários do jogo, atitudes responsivas ativas durante a complementação de significados do texto.This article, based on theoretical assumptions of the Bakhtinian theory aims to analyze the characteristics of responsive attitudes of students from two high school classes at a public school in Fortaleza. The research took place during interaction with texts in an educational game for teaching reading in Portuguese. The analysis is based on data collected in a pilot experiment that aimed to analyze the influence of using a Learning Object (LO in the development of reading strategies. During the task of reading, it was verified that the LO, due to the way the task is proposed and the use of interactive technology for learning, developed, in the student-users of the game, active responsive attitudes during the complementation of meanings of the text.

  12. Hemispheric Asymmetries in Striatal Reward Responses Relate to Approach-Avoidance Learning and Encoding of Positive-Negative Prediction Errors in Dopaminergic Midbrain Regions.

    Science.gov (United States)

    Aberg, Kristoffer Carl; Doell, Kimberly C; Schwartz, Sophie

    2015-10-28

    Some individuals are better at learning about rewarding situations, whereas others are inclined to avoid punishments (i.e., enhanced approach or avoidance learning, respectively). In reinforcement learning, action values are increased when outcomes are better than predicted (positive prediction errors [PEs]) and decreased for worse than predicted outcomes (negative PEs). Because actions with high and low values are approached and avoided, respectively, individual differences in the neural encoding of PEs may influence the balance between approach-avoidance learning. Recent correlational approaches also indicate that biases in approach-avoidance learning involve hemispheric asymmetries in dopamine function. However, the computational and neural mechanisms underpinning such learning biases remain unknown. Here we assessed hemispheric reward asymmetry in striatal activity in 34 human participants who performed a task involving rewards and punishments. We show that the relative difference in reward response between hemispheres relates to individual biases in approach-avoidance learning. Moreover, using a computational modeling approach, we demonstrate that better encoding of positive (vs negative) PEs in dopaminergic midbrain regions is associated with better approach (vs avoidance) learning, specifically in participants with larger reward responses in the left (vs right) ventral striatum. Thus, individual dispositions or traits may be determined by neural processes acting to constrain learning about specific aspects of the world. Copyright © 2015 the authors 0270-6474/15/3514491-10$15.00/0.

  13. Learning-dependent and -independent enhancement of mitral/tufted cell glomerular odor responses following olfactory fear conditioning in awake mice.

    Science.gov (United States)

    Ross, Jordan M; Fletcher, Max L

    2018-04-18

    Associative fear learning produces fear toward the conditioned stimulus (CS) and often generalization, the expansion of fear from the CS to similar, unlearned stimuli. However, how fear learning affects early sensory processing of learned and unlearned stimuli in relation to behavioral fear responses to these stimuli remains unclear. We subjected male and female mice expressing the fluorescent calcium indicator GCaMP3 in olfactory bulb mitral and tufted cells to a classical olfactory fear conditioning paradigm. We then used awake, in vivo calcium imaging to quantify learning-induced changes in glomerular odor responses, which constitute the first site of olfactory processing in the brain. The results demonstrate that odor-shock pairing non-specifically enhances glomerular odor representations in a learning-dependent manner and increases representational similarity between the CS and non-conditioned odors, potentially priming the system towards generalization of learned fear. Additionally, CS-specific glomerular enhancements remain even when associative learning is blocked, suggesting two separate mechanisms lead to enhanced glomerular responses following odor-shock pairings. SIGNIFICANCE STATEMENT In the olfactory bulb (OB), odors are uniquely coded in a spatial map that represents odor identity, making the OB a unique model system for investigating how learned fear alters sensory processing. Classical fear conditioning causes fear of the conditioned stimulus (CS) and of neutral stimuli, known as generalization. Combining fear conditioning with fluorescent calcium imaging of OB glomeruli, we found enhanced glomerular responses of the CS as well as neutral stimuli in awake mice, which mirrors fear generalization. We report that CS and neutral stimuli enhancements are, respectively, learning- independent and learning-dependent. Together, these results reveal distinct mechanisms leading to enhanced OB processing of fear-inducing stimuli and provide important

  14. Measuring for enhancing high school students’ cooperative attitude and responsibilities in learning closed electrical circuits through STEM approach

    Science.gov (United States)

    Rusnayati, H.; Masripah, I.; Suwarma, I. R.

    2018-05-01

    This study conducted by the finding of the lack of students’ cooperative attitude that gained 35.29% and the students’ responsibility 29.41%. It also looks at the preliminary study that conducted by the observation group obtained the students’ cooperative attitude (34%) and student’s responsibility (30%). The purpose of this study to determine students’ cooperative attitude and responsibility at the time of learning a closed electrical circuit through STEM approach. This research method is the descriptive study with the pre-experimental design and the paradigm of one shot case study. The population of this study is the tenth-grade high school students with a sample size of 40 students that consist of 24 female and 16 male. The data collection techniques that utilized is the attitude rubric and the attitude measurement format. The result of this study showed that the percentage of students’ cooperative attitude in the first and second meeting is 83% and 81% with very high criteria. Meanwhile, the attitude of responsibility answerable for the first and second meeting was 81% and 79% with very high and high criteria. This indicates that the STEM approach can improve students’ cooperative attitude and responsibility.

  15. Do Interviewers' Health Beliefs and Habits Modify Responses to Sensitive Questions? A study using Data Collected from Pregnant women by Means of Computer-assisted Telephone Interviews

    DEFF Research Database (Denmark)

    Andersen, Anne-Marie Nybo; Olsen, Jørn

    2002-01-01

    If interviewers' personal habits or attitudes influence respondents' answers to given questions, this may lead to bias, which should be taken into consideration when analyzing data. The authors examined a potential interviewer effect in a study of pregnant women in which exposure data were obtained...... through computer-assisted telephone interviews. The authors compared interviewer characteristics for 34 interviewers with the responses they obtained in 12,910 interviews carried out for the Danish National Birth Cohort Study. Response data on smoking and alcohol consumption in the first trimester...... of pregnancy were collected during the time period October 1, 1997-February 1, 1999. Overall, the authors found little evidence to suggest that interviewers' personal habits or attitudes toward smoking and alcohol consumption during pregnancy had consequences for the responses they obtained; neither did...

  16. Learning progressions from a sociocultural perspective: response to "co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action"

    Science.gov (United States)

    Tytler, Russell

    2016-10-01

    This article discusses a case for a different, socio-cultural way of looking at learning progressions as treated in the next generation science standards (NGSS) as described by Ralph Cordova and Phyllis Balcerzak's paper "Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action". The paper is interesting for a number of reasons, and in this response I will identify different aspects of the paper and link the points made to my own research, and that of colleagues, as complementary perspectives. First, the way that the science curriculum is conceived as an expanding experience that moves from the classroom into the community, across subjects, and across time, links to theoretical positions on disciplinary literacies and notions of learning as apprenticeship into the discursive tools, or `habits of mind' as the authors put it, that underpin disciplinary practice. Second, the formulation of progression through widening communities of practice is a strong feature of the paper, and shows how children take on the role of scientists through this expanding exposure. I will link this approach to some of our own work with school—community science partnerships, drawing on the construct of boundary crossing to tease out relations between school science and professional practice. Third, the demonstration of the expansion of the children's view of what scientists do is well documented in the paper, illustrated by Figure 13 for instance. However I will, in this response, try to draw out and respond to what the paper is saying about the nature of progression; what the progression consists of, over what temporal or spatial dimensions it progresses, and how it can productively frame curriculum processes.

  17. Characterizing the Learning Effect in Response to Biofeedback Aimed at Reducing Tibial Acceleration during Running

    Directory of Open Access Journals (Sweden)

    Linda M. A. van Gelder

    2018-02-01

    Full Text Available Increased tibial acceleration has been found to be an important risk factor for tibial stress fractures. Interventions aimed at reducing this variable which found a beneficial effect include the use of biofeedback in gait retraining. However, no studies have focused on the time participants take to modify tibial acceleration, therefore we aimed to find the start of a learning plateau in this study. Six participants ran on a treadmill while multisensory feedback was given. A single-subject analysis was used to characterise the learning effects. All participants changed peak tibial acceleration within the first step of running in the feedback condition. Two participants further reduced tibial acceleration to reach a plateau within 120 steps. In four of the six participants a strong effect of the feedback was still present after a week. Further research is needed to optimise the use of biofeedback in reducing the prevalence of tibial stress fractures.

  18. Analysis of brain activity and response to colour stimuli during learning tasks: an EEG study

    Science.gov (United States)

    Folgieri, Raffaella; Lucchiari, Claudio; Marini, Daniele

    2013-02-01

    The research project intends to demonstrate how EEG detection through BCI device can improve the analysis and the interpretation of colours-driven cognitive processes through the combined approach of cognitive science and information technology methods. To this end, firstly it was decided to design an experiment based on comparing the results of the traditional (qualitative and quantitative) cognitive analysis approach with the EEG signal analysis of the evoked potentials. In our case, the sensorial stimulus is represented by the colours, while the cognitive task consists in remembering the words appearing on the screen, with different combination of foreground (words) and background colours. In this work we analysed data collected from a sample of students involved in a learning process during which they received visual stimuli based on colour variation. The stimuli concerned both the background of the text to learn and the colour of the characters. The experiment indicated some interesting results concerning the use of primary (RGB) and complementary (CMY) colours.

  19. Social media as a student response system: new evidence on learning impact

    OpenAIRE

    Chelsea Liu

    2018-01-01

    The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) ‘what encourages students to actively...

  20. Diagnosing Response Style Behavior by Means of a Latent-Class Factor Approach. Socio-Demographic Correlates of Gender Role Attitudes and Perceptions of Ethnic Discrimination Reexamined

    NARCIS (Netherlands)

    Moors, G.B.D.

    2003-01-01

    It is generally accepted that response style behavior in survey research may seriously distort the measurement of attitudes and subsequent causal models that include attitudinal dimensions. However, there in no single accepted methodological approach in dealing with this issue. This article aims at