One-single physical exercise session after object recognition learning promotes memory persistence through hippocampal noradrenergic mechanisms.

Science.gov (United States)

da Silva de Vargas, Liane; Neves, Ben-Hur Souto das; Roehrs, Rafael; Izquierdo, Iván; Mello-Carpes, Pâmela

2017-06-30

Previously we showed the involvement of the hippocampal noradrenergic system in the consolidation and persistence of object recognition (OR) memory. Here we show that one-single physical exercise session performed immediately after learning promotes OR memory persistence and increases norepinephrine levels in the hippocampus. Additionally, effects of exercise on memory are avoided by an intra-hippocampal beta-adrenergic antagonist infusion. Taken together, these results suggest that exercise effects on memory can be related to noradrenergic mechanisms and acute physical exercise can be a non-pharmacological intervention to assist memory consolidation and persistence, with few or no side effects. Copyright © 2017 Elsevier B.V. All rights reserved.

Tackling the Survey: A Learning-by-Induction Design

Science.gov (United States)

Witte, Anne E.

2017-01-01

Free online survey tools provide a practical learning-by-induction platform for business communication instructors interested in trying out an advanced multidisciplinary survey activity coupled with an innovative teaching design. More than just building skills in marketing, survey projects marshal a wider set of thinking and doing activities that…

Technological learning in energy-environment-economy modelling: A survey

International Nuclear Information System (INIS)

Kahouli-Brahmi, Sondes

2008-01-01

This paper aims at providing an overview and a critical analysis of the technological learning concept and its incorporation in energy-environment-economy models. A special emphasis is put on surveying and discussing, through the so-called learning curve, both studies estimating learning rates in the energy field and studies incorporating endogenous technological learning in bottom-up and top-down models. The survey of learning rate estimations gives special attention to interpreting and explaining the sources of variability of estimated rates, which is shown to be mainly inherent in R and D expenditures, the problem of omitted variable bias, the endogeneity relationship and the role of spillovers. Large-scale models survey show that, despite some methodological and computational complexity related to the non-linearity and the non-convexity associated with the learning curve incorporation, results of the numerous modelling experiments give several new insights with regard to the analysis of the prospects of specific technological options and their cost decrease potential (bottom-up models), and with regard to the analysis of strategic considerations, especially inherent in the innovation and energy diffusion process, in particular the energy sector's endogenous responses to environment policy instruments (top-down models)

Promoting Student Learning and Productive Persistence in Developmental Mathematics: Research Frameworks Informing the Carnegie Pathways

Science.gov (United States)

Edwards, Ann R.; Beattie, Rachel L.

2016-01-01

This paper focuses on two research-based frameworks that inform the design of instruction and promote student success in accelerated, developmental mathematics pathways. These are Learning Opportunities--productive struggle on challenging and relevant tasks, deliberate practice, and explicit connections, and Productive Persistence--promoting…

Prediction of persistent post-surgery pain by preoperative cold pain sensitivity: biomarker development with machine-learning-derived analysis.

Science.gov (United States)

Lötsch, J; Ultsch, A; Kalso, E

2017-10-01

To prevent persistent post-surgery pain, early identification of patients at high risk is a clinical need. Supervised machine-learning techniques were used to test how accurately the patients' performance in a preoperatively performed tonic cold pain test could predict persistent post-surgery pain. We analysed 763 patients from a cohort of 900 women who were treated for breast cancer, of whom 61 patients had developed signs of persistent pain during three yr of follow-up. Preoperatively, all patients underwent a cold pain test (immersion of the hand into a water bath at 2-4 °C). The patients rated the pain intensity using a numerical ratings scale (NRS) from 0 to 10. Supervised machine-learning techniques were used to construct a classifier that could predict patients at risk of persistent pain. Whether or not a patient rated the pain intensity at NRS=10 within less than 45 s during the cold water immersion test provided a negative predictive value of 94.4% to assign a patient to the "persistent pain" group. If NRS=10 was never reached during the cold test, the predictive value for not developing persistent pain was almost 97%. However, a low negative predictive value of 10% implied a high false positive rate. Results provide a robust exclusion of persistent pain in women with an accuracy of 94.4%. Moreover, results provide further support for the hypothesis that the endogenous pain inhibitory system may play an important role in the process of pain becoming persistent. © The Author 2017. Published by Oxford University Press on behalf of the British Journal of Anaesthesia.

Learning and the persistence of appetite: extinction and the motivation to eat and overeat.

Science.gov (United States)

Bouton, Mark E

2011-04-18

The modern world is saturated with highly palatable and highly available food, providing many opportunities to associate food with environmental cues and actions (through Pavlovian and operant or instrumental learning, respectively). Basic learning processes can often increase the tendency to approach and consume food, whereas extinction, in which Pavlovian and operant behaviors decline when the reinforcer is withheld, weakens but does not erase those tendencies. Contemporary research suggests that extinction involves an inhibitory form of new learning that appears fragile because it is highly dependent on the context for expression. These ideas are supported by the phenomena of renewal, spontaneous recovery, resurgence, reinstatement, and rapid reacquisition in appetitive learning, which together may help explain why overeating may be difficult to suppress permanently, and why appetitive behavior may seem so persistent. Copyright © 2010. Published by Elsevier Inc.

Surveying Assessment in Experiential Learning: A Single Campus Study

Directory of Open Access Journals (Sweden)

Thomas Yates

2015-12-01

Full Text Available The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL at an institutional level. The origins of EL are found in the work of Dewey (1938, later modified by Kolb and Fry (1975. Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

Empirical evidence of the game-based learning advantages for online students persistence

OpenAIRE

A. Imbellone; G. Marinensi; C.M. Medaglia

2015-01-01

The paper presents the empirical results obtained from a study conducted on a game-based online course that took place in 2014 with 47 participants. The study evidenced the benefits of the learning games mechanics on learners’ willingness to continue the course. Assuming the interest for the subject of the course as a fundamental condition for student persistence within the course, it is shown how it can be significantly enhanced by the presence of both ludic and narrative game-based elements.

How long do the dead survive on the road? Carcass persistence probability and implications for road-kill monitoring surveys.

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Sara M Santos

Full Text Available BACKGROUND: Road mortality is probably the best-known and visible impact of roads upon wildlife. Although several factors influence road-kill counts, carcass persistence time is considered the most important determinant underlying underestimates of road mortality. The present study aims to describe and model carcass persistence variability on the road for different taxonomic groups under different environmental conditions throughout the year; and also to assess the effect of sampling frequency on the relative variation in road-kill estimates registered within a survey. METHODOLOGY/PRINCIPAL FINDINGS: Daily surveys of road-killed vertebrates were conducted over one year along four road sections with different traffic volumes. Survival analysis was then used to i describe carcass persistence timings for overall and for specific animal groups; ii assess optimal sampling designs according to research objectives; and iii model the influence of road, animal and weather factors on carcass persistence probabilities. Most animal carcasses persisted on the road for the first day only, with some groups disappearing at very high rates. The advisable periodicity of road monitoring that minimizes bias in road mortality estimates is daily monitoring for bats (in the morning and lizards (in the afternoon, daily monitoring for toads, small birds, small mammals, snakes, salamanders, and lagomorphs; 1 day-interval (alternate days for large birds, birds of prey, hedgehogs, and freshwater turtles; and 2 day-interval for carnivores. Multiple factors influenced the persistence probabilities of vertebrate carcasses on the road. Overall, the persistence was much lower for small animals, on roads with lower traffic volumes, for carcasses located on road lanes, and during humid conditions and high temperatures during the wet season and dry seasons, respectively. CONCLUSION/SIGNIFICANCE: The guidance given here on monitoring frequencies is particularly relevant to provide

How long do the dead survive on the road? Carcass persistence probability and implications for road-kill monitoring surveys.

Science.gov (United States)

Santos, Sara M; Carvalho, Filipe; Mira, António

2011-01-01

Road mortality is probably the best-known and visible impact of roads upon wildlife. Although several factors influence road-kill counts, carcass persistence time is considered the most important determinant underlying underestimates of road mortality. The present study aims to describe and model carcass persistence variability on the road for different taxonomic groups under different environmental conditions throughout the year; and also to assess the effect of sampling frequency on the relative variation in road-kill estimates registered within a survey. Daily surveys of road-killed vertebrates were conducted over one year along four road sections with different traffic volumes. Survival analysis was then used to i) describe carcass persistence timings for overall and for specific animal groups; ii) assess optimal sampling designs according to research objectives; and iii) model the influence of road, animal and weather factors on carcass persistence probabilities. Most animal carcasses persisted on the road for the first day only, with some groups disappearing at very high rates. The advisable periodicity of road monitoring that minimizes bias in road mortality estimates is daily monitoring for bats (in the morning) and lizards (in the afternoon), daily monitoring for toads, small birds, small mammals, snakes, salamanders, and lagomorphs; 1 day-interval (alternate days) for large birds, birds of prey, hedgehogs, and freshwater turtles; and 2 day-interval for carnivores. Multiple factors influenced the persistence probabilities of vertebrate carcasses on the road. Overall, the persistence was much lower for small animals, on roads with lower traffic volumes, for carcasses located on road lanes, and during humid conditions and high temperatures during the wet season and dry seasons, respectively. The guidance given here on monitoring frequencies is particularly relevant to provide conservation and transportation agencies with accurate numbers of road

Expectancy-value theory in persistence of learning effects in schizophrenia: role of task value and perceived competency.

Science.gov (United States)

Choi, Jimmy; Fiszdon, Joanna M; Medalia, Alice

2010-09-01

Expectancy-value theory, a widely accepted model of motivation, posits that expectations of success on a learning task and the individual value placed on the task are central determinants of motivation to learn. This is supported by research in healthy controls suggesting that beliefs of self-and-content mastery can be so influential they can predict the degree of improvement on challenging cognitive tasks even more so than general cognitive ability. We examined components of expectancy-value theory (perceived competency and task value), along with baseline arithmetic performance and neuropsychological performance, as possible predictors of learning outcome in a sample of 70 outpatients with schizophrenia randomized to 1 of 2 different arithmetic learning conditions and followed up after 3 months. Results indicated that as with nonpsychiatric samples, perceived self-competency for the learning task was significantly related to perceptions of task value attributed to the learning task. Baseline expectations of success predicted persistence of learning on the task at 3-month follow-up, even after accounting for variance attributable to different arithmetic instruction, baseline arithmetic ability, attention, and self-reports of task interest and task value. We also found that expectation of success is a malleable construct, with posttraining improvements persisting at follow-up. These findings support the notion that expectancy-value theory is operative in schizophrenia. Thus, similar to the nonpsychiatric population, treatment benefits may be enhanced and better maintained if remediation programs also focus on perceptions of self-competency for the training tasks. Treatment issues related to instilling self-efficacy in cognitive recovery programs are discussed.

Mastering NServiceBus and persistence

CERN Document Server

Helton, Rich

2014-01-01

This book is intended for developers, designers, and architects alike who wish to build C# NServiceBus enterprise architectures and learn how ESB persists data and messages to help them attain their goals. No prior knowledge of persistence in NServiceBus is required.

A SURVEY AND BIBLIOGRAPHY OF CONTEMPORARY RESEARCH ON POLITICAL LEARNING AND SOCIALIZATION.

Science.gov (United States)

DENNIS, JACK

A GENERAL SURVEY WAS MADE OF RESEARCH AND LITERATURE IN THE FIELD OF POLITICAL LEARNING AND SOCIALIZATION, AND A BIBLIOGRAPHY WAS PREPARED. THE SURVEY WAS MADE TO PROVIDE AN INDICATION OF THE MAIN CURRENTS OF STUDY OF CHILDREN'S LEARNING OF POLITICAL CONCEPTS. THE SURVEY INCLUDED MAJOR SUBSTANTIVE PROBLEMS OF POLITICAL SOCIALIZATION RESEARCH--(1)…

Empirical evidence of the game-based learning advantages for online students persistence

Directory of Open Access Journals (Sweden)

A. Imbellone

2015-07-01

Full Text Available The paper presents the empirical results obtained from a study conducted on a game-based online course that took place in 2014 with 47 participants. The study evidenced the benefits of the learning games mechanics on learners’ willingness to continue the course. Assuming the interest for the subject of the course as a fundamental condition for student persistence within the course, it is shown how it can be significantly enhanced by the presence of both ludic and narrative game-based elements.

Persistence of Women in Online Degree-Completion Programs

Directory of Open Access Journals (Sweden)

Terry Müller

2008-06-01

Full Text Available Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

How to motivate adults with low literacy and numeracy skills to engage and persist in learning: A literature review of policy interventions

Science.gov (United States)

Windisch, Hendrickje Catriona

2016-06-01

Low basic skills levels of adults are a complex policy problem which has neither straightforward causes nor solutions, and successful interventions are still relatively rare. Tackling serious literacy and numeracy weaknesses among adults is challenging, partly because the task itself is difficult, and partly because even if accomplished successfully, the returns on the investment (of expertise, time and money) are uncertain. The Survey of Adult Skills, an international investigation conducted in 22 member and two partner countries of the Organisation for Economic Co-operation and Development (OECD) as part of the Programme for the International Assessment of Adult Competencies (PIAAC), has revealed that a considerable number of adults possess only limited literacy and numeracy skills. Governments now recognise the need to upskill these adults in order to maintain national prosperity. This literature review examines current evidence on policy interventions for adults with low literacy and numeracy proficiencies to pinpoint what has so far proven to motivate adults to join and persist in basic literacy and numeracy learning. The author identifies three approaches which seem promising in helping to address individual learners' needs: (1) adapting instruction to learners' needs by means of regular assessment (formative assessment); (2) complementary e-learning (blended learning); and (3) contextualisation of basic skills provision both at work and at home (workplace learning and family literacy). The central challenge is to put the evidence to work.

Emotion in reinforcement learning agents and robots : A survey

NARCIS (Netherlands)

Moerland, T.M.; Broekens, D.J.; Jonker, C.M.

2018-01-01

This article provides the first survey of computational models of emotion in reinforcement learning (RL) agents. The survey focuses on agent/robot emotions, and mostly ignores human user emotions. Emotions are recognized as functional in decision-making by influencing motivation and action

Survey of Machine Learning Methods for Database Security

Science.gov (United States)

Kamra, Ashish; Ber, Elisa

Application of machine learning techniques to database security is an emerging area of research. In this chapter, we present a survey of various approaches that use machine learning/data mining techniques to enhance the traditional security mechanisms of databases. There are two key database security areas in which these techniques have found applications, namely, detection of SQL Injection attacks and anomaly detection for defending against insider threats. Apart from the research prototypes and tools, various third-party commercial products are also available that provide database activity monitoring solutions by profiling database users and applications. We present a survey of such products. We end the chapter with a primer on mechanisms for responding to database anomalies.

Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

OpenAIRE

Vanthournout, Gert; Gijbels, David; Coertjens, Liesje; Donche, Vincent; Van Petegem, Peter

2012-01-01

The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regu...

Classification of Listeria monocytogenes persistence in retail delicatessen environments using expert elicitation and machine learning.

Science.gov (United States)

Vangay, P; Steingrimsson, J; Wiedmann, M; Stasiewicz, M J

2014-10-01

Increasing evidence suggests that persistence of Listeria monocytogenes in food processing plants has been the underlying cause of a number of human listeriosis outbreaks. This study extracts criteria used by food safety experts in determining bacterial persistence in the environment, using retail delicatessen operations as a model. Using the Delphi method, we conducted an expert elicitation with 10 food safety experts from academia, industry, and government to classify L. monocytogenes persistence based on environmental sampling results collected over six months for 30 retail delicatessen stores. The results were modeled using variations of random forest, support vector machine, logistic regression, and linear regression; variable importance values of random forest and support vector machine models were consolidated to rank important variables in the experts' classifications. The duration of subtype isolation ranked most important across all expert categories. Sampling site category also ranked high in importance and validation errors doubled when this covariate was removed. Support vector machine and random forest models successfully classified the data with average validation errors of 3.1% and 2.2% (n = 144), respectively. Our findings indicate that (i) the frequency of isolations over time and sampling site information are critical factors for experts determining subtype persistence, (ii) food safety experts from different sectors may not use the same criteria in determining persistence, and (iii) machine learning models have potential for future use in environmental surveillance and risk management programs. Future work is necessary to validate the accuracy of expert and machine classification against biological measurement of L. monocytogenes persistence. © 2014 Society for Risk Analysis.

Security Risks and Protection in Online Learning: A Survey

Science.gov (United States)

Chen, Yong; He, Wu

2013-01-01

This paper describes a survey of online learning which attempts to determine online learning providers' awareness of potential security risks and the protection measures that will diminish them. The authors use a combination of two methods: blog mining and a traditional literature search. The findings indicate that, while scholars have…

Actively Encouraging Learning and Degree Persistence in Advanced Astrophysics Courses

Science.gov (United States)

McIntosh, Daniel H.

2018-01-01

The need to grow and diversify the STEM workforce remains a critical national challenge. Less than 40% of college students interested in STEM achieve a bachelor's degree. These numbers are even more dire for women and URMs, underscoring a serious concern about the country's ability to remain competitive in science and tech. A major factor is persistent performance gaps in rigorous 'gateway' and advanced STEM courses for majors from diverse backgrounds leading to discouragement, a sense of exclusion, and high dropout rates. Education research has clearly demonstrated that interactive-engagement (`active learning') strategies increase performance, boost confidence, and help build positive 'identity' in STEM. Likewise, the evidence shows that traditional science education practices do not help most students gain a genuine understanding of concepts nor the necessary skill set to succeed in their disciplines. Yet, lecture-heavy courses continue to dominate the higher-ed curriculum, thus, reinforcing the tired notion that only a small percentage of 'special' students have the inherent ability to achieve a STEM degree. In short, very capable students with less experience and confidence in science, who belong to groups that traditionally are less identified with STEM careers, are effectively and efficiently 'weeded out' by traditional education practices. I will share specific examples for how I successfully incorporate active learning in advanced astrophysics courses to encourage students from all backgrounds to synthesize complex ideas, build bedrock conceptual frameworks, gain technical communication skills, and achieve mastery learning outcomes all necessary to successfully complete rigorous degrees like astrophysics. By creating an inclusive and active learning experience in junior-level extragalactic and stellar interiors/atmospheres courses, I am helping students gain fluency in their chosen major and the ability to 'think like a scientist', both critical to

Discovering online learning barriers: survey of health educational stakeholders in dentistry.

Science.gov (United States)

Schönwetter, D; Reynolds, P

2013-02-01

Given the exponential explosion of online learning tools and the challenge to harness their influence in dental education, there is a need to determine the current status of online learning tools being adopted at dental schools, the barriers that thwart the potential of adopting these and to capture this information from each of the various stakeholders involved in dental online learning (administrators, instructors, students and software/hardware technicians). The aims of this exploratory study are threefold: first, to understand which online learning tools are currently being adopted at dental schools; second, to determine the barriers in adopting online learning in dental education; and third, to identify a way of better preparing stakeholders in their quest to encourage others at their institutions to adopt online learning tools. Seventy-two participants representing eight countries and 13 stakeholder groups in dentistry were invited to complete the online Survey of Barriers in Online Learning Education in Health Professional Schools. The survey was created for this study but generic to all healthcare education domains. Twenty participants completed the survey. demonstrated that many online learning tools are being successfully adopted at dental schools, but computer-based assessment tools are the least successful. Added to this are challenges of support and resources for online learning tools. Participants offered suggestions of creating a blended (online and face-to-face) tutorial aimed at assisting stakeholders to help their dental schools in adopting online learning tools The information from this study is essential in helping us to better prepare the next generation of dental providers in terms of adopting online learning tools. This paper will not only provide strategies of how best to proceed, but also inspire participants with the necessary tools to move forward as they assist their clients with adopting and sustaining online learning tools and models

Survey on Multimedia Technologies for Mobile Learning Applications

Directory of Open Access Journals (Sweden)

Paul POCATILU

2009-01-01

Full Text Available Mobile technologies are developing very fast. This paper presents a survey on multimedia technologies for mobile learning applications, focusing on multimedia programming techniques for Windows Mobile, Symbian, and Java ME.

Context-aware Recommender Systems for Learning: a Survey and Future Challenges

NARCIS (Netherlands)

Verbert, Katrien; Manouselis, Nikos; Xavier, Ochoa; Wolpers, Martin; Drachsler, Hendrik; Ivana, Bosnic; Erik, Duval

2011-01-01

Verbert, K., Manouselis, N., Xavier, O., Wolpers, M., Drachsler, H., Bosnic, I., & Duval, E. (accepted). Context-aware Recommender Systems for Learning: a Survey and Future Challenges. IEEE Transactions on Learning Technologies (TLT).

Effects of Dispositional Ability Conceptions, Manipulated Learning Environments, and Intrinsic Motivation on Persistence and Performance: An Interaction Approach

Science.gov (United States)

Li, Weidong; Lee, Amelia M.; Solmon, Melinda

2008-01-01

The present study used an interaction approach to investigate how individuals' dispositions about ability as incremental or fixed (entity), manipulated learning environments, and intrinsic motivation affect persistence and performance on a challenging, novel motor skill. Seventy-two female college students who were assigned to either an…

Persistent angina

DEFF Research Database (Denmark)

Jespersen, L.; Abildstrom, S. Z.; Hvelplund, Anders

2013-01-01

To evaluate persistent angina in stable angina pectoris with no obstructive coronary artery disease (CAD) compared to obstructive CAD and its relation to long-term anxiety, depression, quality of life (QOL), and physical functioning. We invited 357 patients (men = 191; women = 166; response rate 83......-obstructive CAD or normal coronary arteries than in patients with obstructive CAD. Persistent angina symptoms were associated with long-term anxiety, depression, impaired physical functioning, and QOL irrespective of the degree of CAD. Contrary to common perception, excluding obstructive CAD in stable angina does...... %) with no prior cardiovascular disease who had a first-time coronary angiography (CAG) in 2008-2009 due to suspected stable angina to participate in a questionnaire survey in 2011 with the Seattle Angina Questionnaire and the Hospital Anxiety and Depression Scale as key elements. Long-term persistent angina (i...

Development and Validation of Culture-Sensitive Physics Learning Environment Survey (CS-PLES

Directory of Open Access Journals (Sweden)

Marie Paz E. Morales

2014-05-01

Full Text Available The study combined qualitative approaches with quantitative research design to come up with a survey instrument called Culture-Sensitive Physics Learning Environment Survey (CS-PLES.This survey instrument is intended to extract the learners’ beliefs and expectations on the integration of culture and language in the teaching and learning process of physics concepts. Significant contribution of the instrument can be traced to establishing and defining the constructs and categories on how curriculum localization and context-based science learning can be developed aligned with students’ expectations and beliefs. The development process employed non-conventional processes adopted from literature which included pilot study to identify pre-deterministic constructs and specific categories for the items to be included in the survey. Data analysis included descriptive statistics and factor analysis to establish the categories or constructs of the survey instruments. Reliability measures of the instrument and its respective constructs were established for standardization. These categories were intended to aid researchers for an in-depth analysis when the instrument is administered for its purpose. The raw statistical categories were qualitatively paralleled with the pre-deterministic constructs to establish congruence of the survey tool to Instructional Congruence Framework (ICF.

Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey.

Directory of Open Access Journals (Sweden)

Melanie Kleynen

Full Text Available A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts' opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point.A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70% and trends (≥ 50%. A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey.Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner's abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36. Most experts agreed with the summary figure (64.7%; n = 22/34.The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.

The oral health of people with learning disabilities - a user-friendly questionnaire survey.

Science.gov (United States)

Owens, J; Jones, K; Marshman, Z

2017-03-01

To conduct a user-friendly questionnaire survey of the oral health and service needs of adults with learning disabilities. Researchers collaborated with local self-advocacy services to develop a questionnaire adapted from one used in a regional postal survey. The questionnaire, which covered dental status, oral health and dental services use, was sent to a random sample of people from the learning disability case register. Of 2,000 questionnaires mailed, 117 were returned undelivered and 625 were completed (response rate 31.3%). The self-reported dental status of people with learning disabilities appeared similar to that of the 2008 postal survey of the general population in Sheffield. The major difference in dental status was 11.5% of people with learning disabilities wore upper dentures and 7.2% wore lower dentures, compared to 21.2% and 12.1% of the general population in Sheffield. Using the case register as a recruitment instrument may have excluded people with learning disabilities not registered. Time and finances only permitted one mailing. Analysis on the basis of deprivation could not be conducted. Contrary to current practice, it is possible to include people with learning disabilities in oral health surveys. A multidisciplinary team was essential for enabling the progression and implementation of inclusive research and for people with learning disabilities and their supporters to engage meaningfully. This level of collaboration appears necessary if we are committed to ensuring that people with learning disabilities and their supporters are made visible to policy and decision-makers. Copyright© 2017 Dennis Barber Ltd

E-learning in graduate medical education: survey of residency program directors.

Science.gov (United States)

Wittich, Christopher M; Agrawal, Anoop; Cook, David A; Halvorsen, Andrew J; Mandrekar, Jayawant N; Chaudhry, Saima; Dupras, Denise M; Oxentenko, Amy S; Beckman, Thomas J

2017-07-11

E-learning-the use of Internet technologies to enhance knowledge and performance-has become a widely accepted instructional approach. Little is known about the current use of e-learning in postgraduate medical education. To determine utilization of e-learning by United States internal medicine residency programs, program director (PD) perceptions of e-learning, and associations between e-learning use and residency program characteristics. We conducted a national survey in collaboration with the Association of Program Directors in Internal Medicine of all United States internal medicine residency programs. Of the 368 PDs, 214 (58.2%) completed the e-learning survey. Use of synchronous e-learning at least sometimes, somewhat often, or very often was reported by 85 (39.7%); 153 programs (71.5%) use asynchronous e-learning at least sometimes, somewhat often, or very often. Most programs (168; 79%) do not have a budget to integrate e-learning. Mean (SD) scores for the PD perceptions of e-learning ranged from 3.01 (0.94) to 3.86 (0.72) on a 5-point scale. The odds of synchronous e-learning use were higher in programs with a budget for its implementation (odds ratio, 3.0 [95% CI, 1.04-8.7]; P = .04). Residency programs could be better resourced to integrate e-learning technologies. Asynchronous e-learning was used more than synchronous, which may be to accommodate busy resident schedules and duty-hour restrictions. PD perceptions of e-learning are relatively moderate and future research should determine whether PD reluctance to adopt e-learning is based on unawareness of the evidence, perceptions that e-learning is expensive, or judgments about value versus effectiveness.

Empirical Assessment of College Student-Athletes' Persistence in E-Learning Courses: A Case Study of a U.S. National Association of Intercollegiate Athletics (NAIA) Institution

Science.gov (United States)

Nichols, Anthony J.; Levy, Yair

2009-01-01

In recent years, the application of Information Technologies (IT) has fostered a tremendous growth in e-learning courses at colleges and universities in the United States. Subsequently, some colleges and universities have reported dropout rates of over 60% in e-learning courses. This research investigated persistence in e-learning courses of 187…

Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

Science.gov (United States)

Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

2015-07-01

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories-Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, motivation, assessment and resources, have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed.

Understanding mild persistent asthma in children

DEFF Research Database (Denmark)

Bisgaard, Hans; Szefler, Stanley J

2005-01-01

Limitations in asthma prevalence studies and difficulties in diagnosing pediatric asthma lead to uncertainty over the full extent of mild persistent asthma in children and adolescents. Although recent surveys have reported that the majority of pediatric patients with asthma in the United States...... and Europe have symptoms consistent with mild disease, these surveys have limitations in design. Thus, the true prevalence of mild asthma remains unknown. It is unclear whether children with mild persistent asthma progress to more severe asthma, but the risk of severe asthma exacerbations seems...... to be unrelated to the symptom severity. Clinical studies restricted to pediatric patients with mild asthma are limited, but available data do suggest substantial morbidity of mild persistent asthma in this population and support inhaled corticosteroid intervention. There is a need for further investigation...

Active and passive spatial learning in human navigation: acquisition of survey knowledge.

Science.gov (United States)

Chrastil, Elizabeth R; Warren, William H

2013-09-01

It seems intuitively obvious that active exploration of a new environment would lead to better spatial learning than would passive visual exposure. It is unclear, however, which components of active learning contribute to spatial knowledge, and previous literature is decidedly mixed. This experiment tests the contributions of 4 components to metric survey knowledge: visual, vestibular, and podokinetic information and cognitive decision making. In the learning phase, 6 groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking, (b) being pushed in a wheelchair, or (c) watching a video, crossed with (1) making decisions about their path or (2) being guided through the maze. In the test phase, survey knowledge was assessed by having participants walk a novel shortcut from a starting object to the remembered location of a test object, with the maze removed. Performance was slightly better than chance in the passive video condition. The addition of vestibular information did not improve performance in the wheelchair condition, but the addition of podokinetic information significantly improved angular accuracy in the walking condition. In contrast, there was no effect of decision making in any condition. The results indicate that visual and podokinetic information significantly contribute to survey knowledge, whereas vestibular information and decision making do not. We conclude that podokinetic information is the primary component of active learning for the acquisition of metric survey knowledge. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Automatic vetting of planet candidates from ground based surveys: Machine learning with NGTS

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Armstrong, David J.; Günther, Maximilian N.; McCormac, James; Smith, Alexis M. S.; Bayliss, Daniel; Bouchy, François; Burleigh, Matthew R.; Casewell, Sarah; Eigmüller, Philipp; Gillen, Edward; Goad, Michael R.; Hodgkin, Simon T.; Jenkins, James S.; Louden, Tom; Metrailler, Lionel; Pollacco, Don; Poppenhaeger, Katja; Queloz, Didier; Raynard, Liam; Rauer, Heike; Udry, Stéphane; Walker, Simon R.; Watson, Christopher A.; West, Richard G.; Wheatley, Peter J.

2018-05-01

State of the art exoplanet transit surveys are producing ever increasing quantities of data. To make the best use of this resource, in detecting interesting planetary systems or in determining accurate planetary population statistics, requires new automated methods. Here we describe a machine learning algorithm that forms an integral part of the pipeline for the NGTS transit survey, demonstrating the efficacy of machine learning in selecting planetary candidates from multi-night ground based survey data. Our method uses a combination of random forests and self-organising-maps to rank planetary candidates, achieving an AUC score of 97.6% in ranking 12368 injected planets against 27496 false positives in the NGTS data. We build on past examples by using injected transit signals to form a training set, a necessary development for applying similar methods to upcoming surveys. We also make the autovet code used to implement the algorithm publicly accessible. autovet is designed to perform machine learned vetting of planetary candidates, and can utilise a variety of methods. The apparent robustness of machine learning techniques, whether on space-based or the qualitatively different ground-based data, highlights their importance to future surveys such as TESS and PLATO and the need to better understand their advantages and pitfalls in an exoplanetary context.

Exploring E-Learning Acceptance among University Students in Thailand: A National Survey

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Teo, Timothy; Ruangrit, Nammon; Khlaisang, Jintavee; Thammetar, Thapanee; Sunphakitjumnong, Kobkul

2014-01-01

This study surveys the e-learning acceptance of university students in Thailand. One thousand nine hundred and eighty-one (1,981) participants completed the E-Learning Acceptance Measure (Teo, 2010) which measures three constructs that predict e-learning acceptance (tutor quality, perceived usefulness, and facilitating conditions). Data analysis…

Understanding Sample Surveys: Selective Learning about Social Science Research Methods

Science.gov (United States)

Currin-Percival, Mary; Johnson, Martin

2010-01-01

We investigate differences in what students learn about survey methodology in a class on public opinion presented in two critically different ways: with the inclusion or exclusion of an original research project using a random-digit-dial telephone survey. Using a quasi-experimental design and data obtained from pretests and posttests in two public…

Online Learning for Mobile Technology Applications in Health Surveys

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

Online Learning for Mobile Technology Applications in Health Surveys. In light of ... to develop a globally accessible asynchronous Internet-based training packaged backed by a real-time coaching service. Project ID. 105932. Project status.

Emotion in reinforcement learning agents and robots: A survey

OpenAIRE

Moerland, T.M.; Broekens, D.J.; Jonker, C.M.

2018-01-01

This article provides the first survey of computational models of emotion in reinforcement learning (RL) agents. The survey focuses on agent/robot emotions, and mostly ignores human user emotions. Emotions are recognized as functional in decision-making by influencing motivation and action selection. Therefore, computational emotion models are usually grounded in the agent's decision making architecture, of which RL is an important subclass. Studying emotions in RL-based agents is useful for ...

A Survey on Teaching and Learning Recursive Programming

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Rinderknecht, Christian

2014-01-01

We survey the literature about the teaching and learning of recursive programming. After a short history of the advent of recursion in programming languages and its adoption by programmers, we present curricular approaches to recursion, including a review of textbooks and some programming methodology, as well as the functional and imperative…

Blended learning in ethics education: a survey of nursing students.

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Hsu, Li-Ling

2011-05-01

Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students' satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students' satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences - mostly items ranged from 3.27-3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87-4.19. Nearly 57.8% of the participants rated the course 'extremely helpful' or 'very helpful.' This study showed statistically significant correlations (r=0.43) between students' satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical

The Design and Validation of the Colorado Learning Attitudes about Science Survey

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Adams, W. K.; Perkins, K. K.; Dubson, M.; Finkelstein, N. D.; Wieman, C. E.

2005-09-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey data.

Students' perceptions of their learning experiences: A repeat regional survey of healthcare students.

Science.gov (United States)

Hamshire, Claire; Barrett, Neil; Langan, Mark; Harris, Edwin; Wibberley, Christopher

2017-02-01

Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. Nine universities in the North West of England. A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing

Testing a machine-learning algorithm to predict the persistence and severity of major depressive disorder from baseline self-reports.

Science.gov (United States)

Kessler, R C; van Loo, H M; Wardenaar, K J; Bossarte, R M; Brenner, L A; Cai, T; Ebert, D D; Hwang, I; Li, J; de Jonge, P; Nierenberg, A A; Petukhova, M V; Rosellini, A J; Sampson, N A; Schoevers, R A; Wilcox, M A; Zaslavsky, A M

2016-10-01

Heterogeneity of major depressive disorder (MDD) illness course complicates clinical decision-making. Although efforts to use symptom profiles or biomarkers to develop clinically useful prognostic subtypes have had limited success, a recent report showed that machine-learning (ML) models developed from self-reports about incident episode characteristics and comorbidities among respondents with lifetime MDD in the World Health Organization World Mental Health (WMH) Surveys predicted MDD persistence, chronicity and severity with good accuracy. We report results of model validation in an independent prospective national household sample of 1056 respondents with lifetime MDD at baseline. The WMH ML models were applied to these baseline data to generate predicted outcome scores that were compared with observed scores assessed 10-12 years after baseline. ML model prediction accuracy was also compared with that of conventional logistic regression models. Area under the receiver operating characteristic curve based on ML (0.63 for high chronicity and 0.71-0.76 for the other prospective outcomes) was consistently higher than for the logistic models (0.62-0.70) despite the latter models including more predictors. A total of 34.6-38.1% of respondents with subsequent high persistence chronicity and 40.8-55.8% with the severity indicators were in the top 20% of the baseline ML-predicted risk distribution, while only 0.9% of respondents with subsequent hospitalizations and 1.5% with suicide attempts were in the lowest 20% of the ML-predicted risk distribution. These results confirm that clinically useful MDD risk-stratification models can be generated from baseline patient self-reports and that ML methods improve on conventional methods in developing such models.

A survey on deep learning in medical image analysis.

Science.gov (United States)

Litjens, Geert; Kooi, Thijs; Bejnordi, Babak Ehteshami; Setio, Arnaud Arindra Adiyoso; Ciompi, Francesco; Ghafoorian, Mohsen; van der Laak, Jeroen A W M; van Ginneken, Bram; Sánchez, Clara I

2017-12-01

Deep learning algorithms, in particular convolutional networks, have rapidly become a methodology of choice for analyzing medical images. This paper reviews the major deep learning concepts pertinent to medical image analysis and summarizes over 300 contributions to the field, most of which appeared in the last year. We survey the use of deep learning for image classification, object detection, segmentation, registration, and other tasks. Concise overviews are provided of studies per application area: neuro, retinal, pulmonary, digital pathology, breast, cardiac, abdominal, musculoskeletal. We end with a summary of the current state-of-the-art, a critical discussion of open challenges and directions for future research. Copyright © 2017 Elsevier B.V. All rights reserved.

Propofol Exposure in Pregnant Rats Induces Neurotoxicity and Persistent Learning Deficit in the Offspring

Directory of Open Access Journals (Sweden)

Ming Xiong

2014-05-01

Full Text Available Propofol is a general anesthetic widely used in surgical procedures, including those in pregnant women. Preclinical studies suggest that propofol may cause neuronal injury to the offspring of primates if it is administered during pregnancy. However, it is unknown whether those neuronal changes would lead to long-term behavioral deficits in the offspring. In this study, propofol (0.4 mg/kg/min, IV, 2 h, saline, or intralipid solution was administered to pregnant rats on gestational day 18. We detected increased levels of cleaved caspase-3 in fetal brain at 6 h after propofol exposure. The neuronal density of the hippocampus of offspring was reduced significantly on postnatal day 10 (P10 and P28. Synaptophysin levels were also significantly reduced on P28. Furthermore, exploratory and learning behaviors of offspring rats (started at P28 were assessed in open-field trial and eight-arm radial maze. The offspring from propofol-treated dams showed significantly less exploratory activity in the open-field test and less spatial learning in the eight-arm radial maze. Thus, this study suggested that propofol exposure during pregnancy in rat increased cleaved caspsase-3 levels in fetal brain, deletion of neurons, reduced synaptophysin levels in the hippocampal region, and persistent learning deficits in the offspring.

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

Science.gov (United States)

Gledhill, Laura; Dale, Vicki H M; Powney, Sonya; Gaitskell-Phillips, Gemma H L; Short, Nick R M

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

Technology in the Pharmacy Learning Environment: Surveys of Use and Misuse

Directory of Open Access Journals (Sweden)

Kimberley J. Begley

2015-01-01

Full Text Available The use of technology in the classroom may have positive and negative effects on learning. The purpose of this investigation was twofold: to identify the effect technology is having on the pharmacy learning environment; and, to assess students' use of technology during class time for non-academic purposes. This study included a national cross-sectional survey as well as a single, college-specific survey. The national survey had a faculty response rate of 71.2%. Of the responders, approximately 61% identified significant problems related to students' use of technology in the pharmacy learning environment. Cell phones were a recognized concern and more than 90% of programs have chosen to restrict cell phone use in the classroom. The single college survey examining technology use during class for non-academic purposes had a student response rate of 87% and faculty response rate of 100%. Students and faculty members disagreed regarding the negative effects of technology use during class for non-academic purposes. Notably, 16% of students acknowledged their in-class use of technology for non-academic purposes had been disruptive to their learning, as compared to 95.7% of faculty. According to students, common reasons for off-task technology use included checking e-mail/text messages (75.1%, lack of engagement (58.1%, multitasking (56.2%, and accessing social media sites (33%. Faculty and students were asked about enforcement of technology policy. More faculty than students supported policy enforcement by faculty (65.2% versus 22.8%, respectively; p<0.001 as well as policy enforcement by students (78.3% versus 31.9%, respectively; p<0.001. Overall, technology use during class for non-academic purposes was common. Many schools and colleges of pharmacy are developing approaches to address these evolving issues by revising their technology use policies.   Type: Original Research

The Survey on Barriers of Oral English Learning for College Students in China

Science.gov (United States)

Wei, Yuehong; Zhang, Li

2013-01-01

With the development of society, oral English teaching and learning has been the top in English teaching and learning in china. This paper reports a survey conducted at North China Electric Power University on the barriers for learners of oral English learning in China. Questionnaires with both close-ended and open-ended questions were distributed…

College students with dyslexia: persistent linguistic deficits and foreign language learning.

Science.gov (United States)

Downey, D M; Snyder, L E; Hill, B

2000-01-01

The first of these two studies compared college students with dyslexia enrolled in modified Latin and Spanish classes and non-dyslexic students enrolled in regular foreign language classes on measures of foreign language aptitude, word decoding, spelling, phonological awareness and word repetition. The groups did not differ on age or grade point average. Analyses indicated that students with dyslexia performed significantly poorer on the foreign language aptitude measures as well as on both phonological tasks, reading and spelling. In the second study, students with learning disabilities who were enrolled in a modified Latin class were not significantly different from their peers in a regular Latin class on grade point average or on performance on a proficiency examination at the end of the second semester. The data suggest that while phonological processing deficits persist into adulthood, students with dyslexia are able to acquire appropriate skills and information to successfully complete the University's foreign language requirement in classes modified to meet their needs.

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

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

2011-08-31

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

TALIS 2013 Technical Report: Teaching and Learning International Survey

Science.gov (United States)

OECD Publishing, 2013

2013-01-01

Effective teaching and teachers are key to producing high-performing students worldwide. So how can countries prepare teachers to face the diverse challenges in today's schools? The Teaching and Learning International Survey (TALIS) helps answer this question. TALIS asks teachers and schools about their working conditions and the learning…

[E-learning in nuclear medicine - a nationwide survey in Germany].

Science.gov (United States)

Freudenberg, L S; Nattland, A; Jonas, G; Beyer, T; Bockisch, A

2010-01-01

To assess available e-learning concepts and programmes for nuclear medicine at university hospitals in Germany. All (34) departments of nuclear medicine at German university hospitals were asked to participate in an anonymized online survey. Questions were categorized into four topics: 1.) clinic and education; 2.) on-site strategies for e-learning; 3.) available e-learning offers and 4.) free text comments on experiences and expectations. All input was reviewed descriptively; free text was analyzed analytically. The response rate was 56% (19/34). 13/19 responses indicated well-defined e-learning strategies, mainly to support frontal teaching courses. Future e-learning perspectives focus on clinical case studies with sufficient imaging materials. Only 7/19 university hospitals operate a centralized e-learning platform (e. g. Moodle). The acceptance of the available e-learning options by the students is considered relatively poor. Today e-learning concepts for nuclear medicine are available at selected university hospitals only. All responders wish to expand on e-learning but many report the lack of administrative support to do so. These data could be regarded as a basis for discussions of inter-university teaching scenarios.

Heterogeneus Inflation Expectations Learning and Market Outcomes

OpenAIRE

Carlos Madeira; Basit Zafar

2012-01-01

Using the panel component of the Michigan Survey of Consumers we estimate a learning model of inflation expectations, allowing for heterogeneous use of both private information and lifetime inflation experience. We find that women, ethnic minorities, and less educated agents have a higher degree of heterogeneity in their private information, and are slower to update their expectations. During the 2000s, consumers believe inflation to be more persistent in the short term, but temporary fluctua...

Combining satellite remote sensing and surveys to understand persistent yield variation--- a case study in North China Plain

Science.gov (United States)

Zhao, Y.; Lobell, D. B.; Chen, X.

2015-12-01

A large gap between maize yields on average farmers' fields and the highest yields achieved by either experiment or farmers is typical throughout the developing world, including in the North China Plain (NCP). This maize yield gap as identified by previous studies indicates large opportunities for raising yield by improving agronomy. Quzhou county is typical of the winter-wheat summer-maize system in NCP where the average plot size is as small as 0.25 hectares. To analyze this cropping system amidst the challenge of substantial heterogeneity, we identified fields that were either persistently higher or lower yielding according to the remote sensing yield estimates, and then conducted detailed field surveys. We found irrigation facility to be a major constraint to yield both in terms of irrigation water quality and farmers' access to wells. In total, improving the access to unsalty water would be associated with a 0.32t/ha (4.2%) increase in multi-year average yield. In addition, farmers' method of choosing cultivar, which likely relates to their overall knowledge level, significantly explained yield variation. In particular, those choosing cultivars according to technician advice, personal experiences and high yielding neighbors' advice had on average higher yield than farmers that either followed seed sellers' advice or collectively purchased seeds. Overall, the study presents a generalizable methodology of assessing yield gap as well as its persistent factors using a combination of satellite and survey data.

The Enigmatic Persistence of Anorexia Nervosa

Science.gov (United States)

Walsh, B. Timothy

2014-01-01

Objective In this review, based on recent advances in cognitive neuroscience, the author presents a formulation in which the marked persistence of anorexia nervosa can be usefully understood as a well-ingrained maladaptive habit. Method The author reviewed the relevant literature on the development and course of anorexia nervosa and interpreted critical features in light of developments in cognitive neuroscience. Results Anorexia nervosa is a well characterized disorder with remarkable persistence both across history and among affected individuals. Food restriction, the salient behavioral feature of the disorder, often begins innocently but gradually takes on a life of its own. Over time, it becomes highly entrenched and resistant to change through either psychological or pharmacological treatment. Cognitive neuroscience has described two related but distinct processes that underlie the acquisition of new patterns of behavior, namely, action-outcome and stimulus-response learning. It is likely that both processes are engaged in the development of anorexia nervosa and that stimulus-response learning (that is, habit formation) is critical to the persistence of the dieting behavior. Conclusions The formulation of the dieting behavior characteristic of anorexia nervosa as a well-entrenched habit provides a basis for understanding the striking persistence of this disorder. This model helps explain the resistance of anorexia nervosa to interventions that have established efficacy in related disorders and implies that addressing the dieting behavior is critical, especially early in the course of the illness, before it has become ingrained. PMID:23429750

Persistent Artefacts in an Online Classroom: The Value of a Dynamic Learning Archive | Artefacts persistants dans une salle de classe en ligne : la valeur d’une archive dynamique de l’apprentissage

Directory of Open Access Journals (Sweden)

Stuart C. Berry

2016-04-01

Full Text Available This paper summarizes a multi-year research project that examines the use and value of visible and persistent artefacts within an online learning environment. This study is framed within elements of a business management theory. Changes to an online learning environment are documented as well as an examination of the impact of these changes on the learning process. The study also shows the impact of learner engagement with artefacts over the life of multiple iterations of a course within this socially networked online learning space. Two significant outcomes emerged: 1. How the use of a socially networked online learning environment can offer a rich and supportive place for teaching and learning; and 2. That students in this study support the inclusion of an archive containing artefacts from learners in prior iterations of a course. The connection between the inclusion of this archive and the impact of a socially networked online learning environment will be demonstrated throughout. Cet article résume un projet de recherche sur plusieurs années, examinant l’utilisation et la valeur des artefacts visibles et persistants au sein d’un environnement d’apprentissage en ligne. Cette étude a été structurée selon des éléments d’une théorie de la gestion des affaires. Les modifications à l’environnement d’apprentissage en ligne sont documentées, ainsi que l’examen de l’incidence de ces modifications sur le processus d’apprentissage. L’étude montre aussi l’impact de l’engagement de l’apprenant avec les artefacts sur plusieurs itérations d’un cours dans un espace d’apprentissage en ligne doté de réseaux sociaux. Deux résultats importants ont émergé : 1. un espace d’apprentissage en ligne doté de réseaux sociaux peut offrir un endroit riche et soutenant pour l’enseignement et l’apprentissage; et 2. les étudiants dans cette étude sont favorables à l’inclusion d’une archive rassemblant les

Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

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Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.

2015-01-01

The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…

Learning Race from Face: A Survey.

Science.gov (United States)

Fu, Siyao; He, Haibo; Hou, Zeng-Guang

2014-12-01

Faces convey a wealth of social signals, including race, expression, identity, age and gender, all of which have attracted increasing attention from multi-disciplinary research, such as psychology, neuroscience, computer science, to name a few. Gleaned from recent advances in computer vision, computer graphics, and machine learning, computational intelligence based racial face analysis has been particularly popular due to its significant potential and broader impacts in extensive real-world applications, such as security and defense, surveillance, human computer interface (HCI), biometric-based identification, among others. These studies raise an important question: How implicit, non-declarative racial category can be conceptually modeled and quantitatively inferred from the face? Nevertheless, race classification is challenging due to its ambiguity and complexity depending on context and criteria. To address this challenge, recently, significant efforts have been reported toward race detection and categorization in the community. This survey provides a comprehensive and critical review of the state-of-the-art advances in face-race perception, principles, algorithms, and applications. We first discuss race perception problem formulation and motivation, while highlighting the conceptual potentials of racial face processing. Next, taxonomy of feature representational models, algorithms, performance and racial databases are presented with systematic discussions within the unified learning scenario. Finally, in order to stimulate future research in this field, we also highlight the major opportunities and challenges, as well as potentially important cross-cutting themes and research directions for the issue of learning race from face.

An Updated Global Picture of Cigarette Smoking Persistence among Adults

Science.gov (United States)

Troost, Jonathan P.; Barondess, David A.; Storr, Carla L.; Wells, J. Elisabeth; Al-Hamzawi, Ali Obaid; Andrade, Laura Helena; Bromet, Evelyn; Bruffaerts, Ronny; Florescu, Silvia; de Girolamo, Giovanni; de Graaf, Ron; Gureje, Oye; Haro, Josep Maria; Hu, Chiyi; Huang, Yueqin; Karam, Aimee N.; Kessler, Ronald C.; Lepine, Jean-Pierre; Matschinger, Herbert; Medina-Mora, Maria Elena; O'Neill, Siobhan; Posada-Villa, Jose; Sagar, Rajesh; Takeshima, Tadashi; Tomov, Toma; Williams, David R.; Anthony, James C.

2012-01-01

Background Cross-national variance in smoking prevalence is relatively well documented. The aim of this study is to estimate levels of smoking persistence across 21 countries with a hypothesized inverse relationship between country income level and smoking persistence. Methods Data from the World Health Organization World Mental Health Survey Initiative were used to estimate cross-national differences in smoking persistence–the proportion of adults who started to smoke and persisted in smoking by the date of the survey. Result There is large variation in smoking persistence from 25% (Nigeria) to 85% (China), with a random-effects meta-analytic summary estimate of 55% with considerable cross-national variation. (Cochran's heterogeneity Q statistic=6,845; p<0.001). Meta-regressions indicated observed differences are not attributable to differences in country income level, age distribution of smokers, or how recent the onset of smoking began within each country. Conclusion While smoking should remain an important public health issue in any country where smokers are present, this report identifies several countries with higher levels of smoking persistence (namely, China and India). PMID:23626929

The persistent stereotype: children's images of scientists

Science.gov (United States)

Emens McAdam, Janice

1990-03-01

Through their reading children learn to regard scientists as eccentrics. It is shown that this stereotype has persisted for over thirty years and affects many adult attitudes. Some methods of breaking the author-reader cycle are suggested.

Analysis of the Survey Results About University Students' Perception of Benefits of Supporting E-Learning Education

Directory of Open Access Journals (Sweden)

Michal Stričík

2017-12-01

Full Text Available The paper deals with the analysis of the answers to the results of the questionnaire survey on the e-learning system used at the Faculty of Business Economics of the University of Economics in Bratislava with seat in Košice, used at the Faculty in Košice and the workplace in Michalovce. The results of the survey point to the fact that respondents appreciate the use of e-learning form of education compared to its classical form (78 % of respondents and the possibility of studying at any time (64 % of respondents. Part of the survey was focused on the analysis of the areas in which students have learned to improve their skills and knowledge on the basis of working with the e-learning system. Improvements were felt by respondents mainly in the field of the subject, communication area and informatics. As part of e-learning, respondents particularly saw room for improvement in expanding the e-learning portal content, for example, by lectures, more volumes, and by compilation of study materials requiring inclusion of other subjects into the system. Proper use of e-learning education will help to increase the quality and competitiveness of the provision of education more effectively, thereby increasing the satisfaction of students and meeting their commitments to society.

A survey on Barrett's esophagus analysis using machine learning.

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de Souza, Luis A; Palm, Christoph; Mendel, Robert; Hook, Christian; Ebigbo, Alanna; Probst, Andreas; Messmann, Helmut; Weber, Silke; Papa, João P

2018-05-01

This work presents a systematic review concerning recent studies and technologies of machine learning for Barrett's esophagus (BE) diagnosis and treatment. The use of artificial intelligence is a brand new and promising way to evaluate such disease. We compile some works published at some well-established databases, such as Science Direct, IEEEXplore, PubMed, Plos One, Multidisciplinary Digital Publishing Institute (MDPI), Association for Computing Machinery (ACM), Springer, and Hindawi Publishing Corporation. Each selected work has been analyzed to present its objective, methodology, and results. The BE progression to dysplasia or adenocarcinoma shows a complex pattern to be detected during endoscopic surveillance. Therefore, it is valuable to assist its diagnosis and automatic identification using computer analysis. The evaluation of the BE dysplasia can be performed through manual or automated segmentation through machine learning techniques. Finally, in this survey, we reviewed recent studies focused on the automatic detection of the neoplastic region for classification purposes using machine learning methods. Copyright © 2018 Elsevier Ltd. All rights reserved.

Post-Retrieval Late Process Contributes to Persistence of Reactivated Fear Memory

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Nakayama, Daisuke; Yamasaki, Yoshiko; Matsuki, Norio; Nomura, Hiroshi

2013-01-01

Several studies have demonstrated the mechanisms involved in memory persistence after learning. However, little is known about memory persistence after retrieval. In this study, a protein synthesis inhibitor, anisomycin, was infused into the basolateral amygdala of mice 9.5 h after retrieval of contextual conditioned fear. Anisomycin attenuated…

Evaluation of Colorado Learning Attitudes about Science Survey

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Douglas, K. A.; Yale, M. S.; Bennett, D. E.; Haugan, M. P.; Bryan, L. A.

2014-12-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a widely used instrument designed to measure student attitudes toward physics and learning physics. Previous research revealed a fairly complex factor structure. In this study, exploratory and confirmatory factor analyses were conducted on data from an undergraduate introductory physics course (n =3844 ) to determine whether a more parsimonious factor structure exists. Exploratory factor analysis results indicate that many of the items from the original CLASS have poor psychometric properties and could not be used in a revised factor structure. The cross validation showed acceptable fit statistics for a three factor model found in the exploratory factor analysis. This research suggests that a more optimum measurement of students' attitudes about physics and learning physics is obtained with a 15-item instrument, which describes the factors of personal application, personal effort, and problem solving. The proposed revised version of the CLASS offers researchers the opportunity to test a shortened version of the instrument that may be able to provide information about students' attitudes in the areas of personal application of physics, personal effort in a physics course, and approaches to problem solving.

Evaluation of Colorado Learning Attitudes about Science Survey

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K. A. Douglas

2014-11-01

Full Text Available The Colorado Learning Attitudes about Science Survey (CLASS is a widely used instrument designed to measure student attitudes toward physics and learning physics. Previous research revealed a fairly complex factor structure. In this study, exploratory and confirmatory factor analyses were conducted on data from an undergraduate introductory physics course (n=3844 to determine whether a more parsimonious factor structure exists. Exploratory factor analysis results indicate that many of the items from the original CLASS have poor psychometric properties and could not be used in a revised factor structure. The cross validation showed acceptable fit statistics for a three factor model found in the exploratory factor analysis. This research suggests that a more optimum measurement of students’ attitudes about physics and learning physics is obtained with a 15-item instrument, which describes the factors of personal application, personal effort, and problem solving. The proposed revised version of the CLASS offers researchers the opportunity to test a shortened version of the instrument that may be able to provide information about students’ attitudes in the areas of personal application of physics, personal effort in a physics course, and approaches to problem solving.

Machine learning and next-generation asteroid surveys

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Nugent, Carrie R.; Dailey, John; Cutri, Roc M.; Masci, Frank J.; Mainzer, Amy K.

2017-10-01

Next-generation surveys such as NEOCam (Mainzer et al., 2016) will sift through tens of millions of point source detections daily to detect and discover asteroids. This requires new, more efficient techniques to distinguish between solar system objects, background stars and galaxies, and artifacts such as cosmic rays, scattered light and diffraction spikes.Supervised machine learning is a set of algorithms that allows computers to classify data on a training set, and then apply that classification to make predictions on new datasets. It has been employed by a broad range of fields, including computer vision, medical diagnoses, economics, and natural language processing. It has also been applied to astronomical datasets, including transient identification in the Palomar Transient Factory pipeline (Masci et al., 2016), and in the Pan-STARRS1 difference imaging (D. E. Wright et al., 2015).As part of the NEOCam extended phase A work we apply machine learning techniques to the problem of asteroid detection. Asteroid detection is an ideal application of supervised learning, as there is a wealth of metrics associated with each extracted source, and suitable training sets are easily created. Using the vetted NEOWISE dataset (E. L. Wright et al., 2010, Mainzer et al., 2011) as a proof-of-concept of this technique, we applied the python package sklearn. We report on reliability, feature set selection, and the suitability of various algorithms.

No Exit: Predicting Student Persistence. AIR 1990 Annual Forum Paper.

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Beil, Cheryl; Shope, Janet H.

A longitudinal study was conducted to determine the factors influencing college student persistence in remaining in school. Persistence was examined at two points: after the first year and 4 years after enrollment. The study was conducted at an urban university using the American College Testing's Entering Student Survey and Student Opinion…

Persistence of Value-Driven Attentional Capture

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Anderson, Brian A.; Yantis, Steven

2013-01-01

Stimuli that have previously been associated with the delivery of reward involuntarily capture attention when presented as unrewarded and task-irrelevant distractors in a subsequent visual search task. It is unknown how long such effects of reward learning on attention persist. One possibility is that value-driven attentional biases are plastic…

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

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Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science

Presynaptic learning and memory with a persistent firing neuron and a habituating synapse: a model of short term persistent habituation.

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Ramanathan, Kiruthika; Ning, Ning; Dhanasekar, Dhiviya; Li, Guoqi; Shi, Luping; Vadakkepat, Prahlad

2012-08-01

Our paper explores the interaction of persistent firing axonal and presynaptic processes in the generation of short term memory for habituation. We first propose a model of a sensory neuron whose axon is able to switch between passive conduction and persistent firing states, thereby triggering short term retention to the stimulus. Then we propose a model of a habituating synapse and explore all nine of the behavioral characteristics of short term habituation in a two neuron circuit. We couple the persistent firing neuron to the habituation synapse and investigate the behavior of short term retention of habituating response. Simulations show that, depending on the amount of synaptic resources, persistent firing either results in continued habituation or maintains the response, both leading to longer recovery times. The effectiveness of the model as an element in a bio-inspired memory system is discussed.

The existence and persistence of household financial hardship

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Brown, S.; Ghosh, P.; Taylor, K.

2012-01-01

We investigate the existence and persistence of financial hardship at the household level using data from the British Household Panel Survey. Our modelling strategy makes three important contributions to the existing literature on household finances. Firstly, we model nine different types of household financial problems within a joint framework, allowing for correlation in the random effects across the nine equations. Secondly, we develop a dynamic framework in order to model the persistence ...

How learning style affects evidence-based medicine: a survey study.

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Zwolsman, Sandra E; van Dijk, Nynke; Verhoeven, Anita A H; de Ruijter, Wouter; Wieringa-de Waard, Margreet

2011-10-08

Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour). In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style). The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2) were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3) were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19). Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59) for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.

How learning style affects evidence-based medicine: a survey study

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de Ruijter Wouter

2011-10-01

Full Text Available Abstract Background Learning styles determine how people manage new information. Evidence-based medicine (EBM involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour. Methods In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style. Results The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2 were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3 were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19. Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59 for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. Conclusions We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.

Classroom Technology in Business Schools: A Survey of Installations and Attitudes toward Teaching and Learning

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Parker, Betty; Burnie, David

2009-01-01

A survey of administrators and faculty of AACSB-accredited business schools provided insights into current classroom technology infrastructure, attitudes towards technology and learning, and the use of web course tools in business school classrooms. The results of the survey provided four major findings: business schools are utilizing high levels…

Analysis of the Survey Results About University Students' Perception of Benefits of Supporting E-Learning Education

OpenAIRE

Michal Stričík; Monika Čonková

2017-01-01

The paper deals with the analysis of the answers to the results of the questionnaire survey on the e-learning system used at the Faculty of Business Economics of the University of Economics in Bratislava with seat in Košice, used at the Faculty in Košice and the workplace in Michalovce. The results of the survey point to the fact that respondents appreciate the use of e-learning form of education compared to its classical form (78 % of respondents) and the possibility of studying at any time ...

Factors Affecting Learning Among Undergraduate Nursing Students: Cross-Sectional Survey

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Linu Sara George

2017-11-01

Full Text Available Introduction: Nursing education expects the students to be competent enough to render quality care for their patients in hospital as well as community setting. To reach the level of expected competency, the students must undergo vigorous training during their undergraduate education. The learning experience of the students is influenced by many factors. Aim: To identify the factors, affecting learning as perceived by the students. Materials and Methods: This descriptive survey was conducted among 414 undergraduate nursing students enrolled in selected Nursing Colleges. Background information was collected using Demographic Proforma and the factors affecting learning were identified using Likert Scale. Factors were identified by exploratory factor analysis using extraction method of principal component analysis with varimax rotation. Results: Majority (73.7% of the samples were between 22-25 years of age, 93.2% were females, most (38.9% were studying in the fourth year of nursing, 50% of the students enrolled in the study had chosen nursing as a career due to job security in future, 58.7% students did not spent time every day for their studies and majority (89.1% had English as their medium of instruction in Pre-university college. Factor analysis identified five factors (Learning environment, Supportive services, Teacher characteristics, Learner challenges and Personal factors that affect the student learning. Conclusion: From the present study it can be concluded that perception of students do have an influence on factors affecting learning. The study findings will help the faculty members to bring in changes for the best learning outcome.

Experiential learning in high energy physics: a survey of students at the LHC

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Camporesi, Tiziano; Catalano, Gelsomina; Florio, Massimo; Giffoni, Francesco

2017-03-01

More than 36 000 students and post-docs will be involved until 2025 in research at the Large Hadron Collider (LHC) mainly through international collaborations. To what extent they value the skills acquired? Do students expect that their learning experience will have an impact on their professional future? By drawing from earlier literature on experiential learning, we have designed a survey of current and former students at LHC. To quantitatively measure the students’ perceptions, we compare the salary expectations of current students with the assessment of those now employed in different jobs. Survey data are analysed by ordered logistic regression models, which allow multivariate statistical analyses with limited dependent variables. Results suggest that experiential learning at LHC positively correlates with both current and former students’ salary expectations. Those already employed clearly confirm the expectations of current students. At least two not mutually exclusive explanations underlie the results. First, the training at LHC is perceived to provide students valuable skills, which in turn affect the salary expectations; secondly, the LHC research experience per se may act as signal in the labour market. Respondents put a price tag on their learning experience, a ‘LHC salary premium’ ranging from 5% to 12% compared with what they would have expected for their career without such an experience at CERN.

Implementation of a study to examine the persistence of Ebola virus in the body fluids of Ebola virus disease survivors in Sierra Leone: Methodology and lessons learned.

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Deen, Gibrilla Fadlu; McDonald, Suzanna L R; Marrinan, Jaclyn E; Sesay, Foday R; Ervin, Elizabeth; Thorson, Anna E; Xu, Wenbo; Ströher, Ute; Ongpin, Patricia; Abad, Neetu; Ariyarajah, Archchun; Malik, Tasneem; Liu, Hongtu; Ross, Christine; Durski, Kara N; Gaillard, Philippe; Morgan, Oliver; Formenty, Pierre; Knust, Barbara; Broutet, Nathalie; Sahr, Foday

2017-09-01

The 2013-2016 West African Ebola virus disease epidemic was unprecedented in terms of the number of cases and survivors. Prior to this epidemic there was limited data available on the persistence of Ebola virus in survivors' body fluids and the potential risk of transmission, including sexual transmission. Given the urgent need to determine the persistence of Ebola virus in survivors' body fluids, an observational cohort study was designed and implemented during the epidemic response operation in Sierra Leone. This publication describes study implementation methodology and the key lessons learned. Challenges encountered during implementation included unforeseen duration of follow-up, complexity of interpreting and communicating laboratory results to survivors, and the urgency of translating research findings into public health practice. Strong community engagement helped rapidly implement the study during the epidemic. The study was conducted in two phases. The first phase was initiated within five months of initial protocol discussions and assessed persistence of Ebola virus in semen of 100 adult men. The second phase assessed the persistence of virus in multiple body fluids (semen or vaginal fluid, menstrual blood, breast milk, and urine, rectal fluid, sweat, saliva, tears), of 120 men and 120 women. Data from this study informed national and global guidelines in real time and demonstrated the need to implement semen testing programs among Ebola virus disease survivors. The lessons learned and study tools developed accelerated the implementation of such programs in Ebola virus disease affected countries, and also informed studies examining persistence of Zika virus. Research is a vital component of the public health response to an epidemic of a poorly characterized disease. Adequate resources should be rapidly made available to answer critical research questions, in order to better inform response efforts.

Postflood persistence and recolonization of endangered tidewater goby populations

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Lafferty, Kevin D.; Swift, Camm C.; Ambrose, Richard F.

1999-01-01

Before-and-after surveys at several southern California sites indicated that populations of endangered tidewater goby Eucyclogobius newberryi persisted through heavy flooding in 1995. This was contrary to our expectations that flooding might have led to extirpation in some smaller wetlands. There was also no significant change in tidewater goby density before and after the flooding. Several apparent recolonization events coincided with the flood, suggesting that flooding may be important for the long-term persistence of the species.

Systematic Survey of Serine Hydrolase Activity in Mycobacterium tuberculosis Defines Changes Associated with Persistence

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Ortega, Corrie; Anderson, Lindsey N.; Frando, Andrew; Sadler, Natalie C.; Brown, Robert W.; Smith, Richard D.; Wright, Aaron T.; Grundner, Christoph

2016-02-01

The transition between replication and non-replication underlies much of Mycobacterium tuberculosis (Mtb) pathogenicity, as non- or slowly replicating Mtb are responsible for persistence and poor treatment outcomes. Therapeutic targeting of non-replicating, persistent populations is a priority for tuberculosis treatment, but only few drug targets in non-replicating Mtb are currently known. Here, we directly measure the activity of the highly diverse and druggable serine hydrolases (SHs) during active replication and non-replication by activity-based proteomics. We predict serine hydrolase activity for 78 proteins, including 27 proteins with previously unknown function, and identify 37 SHs that remain active even in the absence of replication, providing a set of candidate persistence targets. Non-replication was associated with large shifts in the activity of the majority of SHs. These activity changes were largely independent of SH abundance, indicating extensive post-translational regulation. By probing a large cross-section of druggable Mtb enzyme space during replication and non-replication, we identify new SHs and suggest new persistence targets.

New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey

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Adams, W. K.; Perkins, K. K.; Podolefsky, N. S.; Dubson, M.; Finkelstein, N. D.; Wieman, C. E.

2006-06-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures the following: that most teaching practices cause substantial drops in student scores; that a student’s likelihood of becoming a physics major correlates with their “Personal Interest” score; and that, for a majority of student populations, women’s scores in some categories, including “Personal Interest” and “Real World Connections,” are significantly different from men’s scores.

Survey of findings in patients having persistent heartburn on proton pump inhibitor therapy.

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Mandaliya, R; DiMarino, A J; Cohen, S

2016-01-01

In patients with refractory heartburn while on proton pump inhibitor (PPI) therapy, changing drugs or increasing treatment to a twice a day (b.i.d.) dose has become a common practice. This study aims to study patients with persistent heartburn while on PPI therapy and to determine if persistent symptom indicates the need for more aggressive or different therapy. A retrospective review of impedance-pH tracings on PPI therapy (q.d. or b.i.d.) for patients with persistent heartburn was performed. DeMeester score, impedance, and symptom sensitive index (SSI) were used as indices. Statistical analyses were performed using chi-squared test with Yates correction and paired t-test. One hundred consecutive patients, (female 50%, male 50%, mean age 54 [range 16-83] years) were studied on q.d. (n = 45) or b.i.d. PPI (n = 55). Only 20% of the patients had abnormal DeMeester score; 41% had an abnormal impedance score and 56% had abnormal SSI; 29% had all indices normal. There was no difference between patients taking q.d. versus b.i.d. PPI for abnormal DeMeester score (22 vs. 18%), impedance (38 vs. 44%) and SSI (53 vs. 58%); P = 0.80, 0.69, and 0.77, respectively. In 56 patients with positive SSI, symptoms were due to acid reflux in 8 (14%) patients, nonacid reflux in 31 (55%) patients, and combined acid and nonacid reflux in 17 (30%) patients. Patients with persistent heartburn on PPI therapy show a variety of disorders: (i) acid reflux (20%); (ii) nonacid reflux (26%); (iii) positive SSI (56%); (iv) all normal indices (29%). These studies indicate that persistent heartburn on PPI therapy is a complex problem that may not respond to simply increasing acid inhibition. © 2014 International Society for Diseases of the Esophagus.

Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools.

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Back, David Alexander; Behringer, Florian; Harms, Tina; Plener, Joachim; Sostmann, Kai; Peters, Harm

2015-09-03

The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools. A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means. The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties. While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning

Structural Relationships among E-Learners' Sense of Presence, Usage, Flow, Satisfaction, and Persistence

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Joo, Young Ju; Joung, Sunyoung; Kim, Eun Kyung

2013-01-01

This study aimed to investigate the structural relationships among teaching presence, cognitive presence, usage, learning flow, satisfaction, and learning persistence in corporate e-learners. The research participants were 462 e-learners registered for cyber-lectures through an electronics company in South Korea. The extrinsic variables were sense…

Learning, technology and intellectual property: a survey of the philosophies and preferences of our trainees and peers.

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Bedoya, Maria A; Back, Susan J; Scanlon, Mary H; Delgado, Jorge; Darge, Kassa; Reid, Janet R

2016-12-01

Increasing workloads threaten the quality of teaching in academic radiology practices. There is a wealth of unfiltered educational resources for radiology on the internet. As a digital native, today's radiology trainee may have differing opinions from teachers about learning and intellectual property. To identify the preferences and philosophies regarding learning, technology and intellectual property toward the future development of an innovative radiology curriculum. An electronic survey with 22 questions was sent to 2,010 members of the Society for Pediatric Radiology and 100 radiology trainees. Three hundred sixty-one of the 2,110 surveys were returned. All questions were completed in 342 surveys. Fifty-three respondents were trainees (residents and fellows) and 289 respondents were radiologists (teachers). Time needed for a single learning activity in both groups is learning environments were point-of-care and outside work hours for both groups. Ideal lecture durations were 31-45 min for trainees and 21-30 min for teachers (P=0.001). Adoption of new technology showed late majority and laggard trends for both groups (P=0.296). Interest in gadgets was greater in trainees (17%) than teachers (2%) (Peducational materials (P=0.028); 27% versus 13%, respectively, disagreed with dissemination of those materials beyond the institution (P=0.013). While millennial trainees are adult learners with a stronger comfort with technology, learning styles of trainees and teachers are more similar than was previously believed. Trainees and teachers hold conflicting philosophies about intellectual property. Results herein speak favorably for revising our teaching portfolio to include practical learning materials of short duration available at point-of-care.

Gender Role Conflict, Professional Role Confidence, and Intentional Persistence in Engineering Students in China

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Yang, Xueyan; Wang, Xinhong; Zhang, Lin; Weidman, John C.

2017-01-01

In the current study, the relationship between gender role conflict, professional role confidence, and intentional persistence was examined using data from a survey of male and female Chinese engineering students. Intentional persistence was significantly associated with gender role conflict and professional role confidence; however, the pattern…

Persistence of environmental DNA in freshwater ecosystems.

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Tony Dejean

Full Text Available The precise knowledge of species distribution is a key step in conservation biology. However, species detection can be extremely difficult in many environments, specific life stages and in populations at very low density. The aim of this study was to improve the knowledge on DNA persistence in water in order to confirm the presence of the focus species in freshwater ecosystems. Aquatic vertebrates (fish: Siberian sturgeon and amphibian: Bullfrog tadpoles were used as target species. In control conditions (tanks and in the field (ponds, the DNA detectability decreases with time after the removal of the species source of DNA. DNA was detectable for less than one month in both conditions. The density of individuals also influences the dynamics of DNA detectability in water samples. The dynamics of detectability reflects the persistence of DNA fragments in freshwater ecosystems. The short time persistence of detectable amounts of DNA opens perspectives in conservation biology, by allowing access to the presence or absence of species e.g. rare, secretive, potentially invasive, or at low density. This knowledge of DNA persistence will greatly influence planning of biodiversity inventories and biosecurity surveys.

The Impact of Network Embeddedness on Student Persistence

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Zwolak, Justyna; Brewe, Eric; Inspire Team

Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In particular, in order to improve student learning (among other things), the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards a more interactive approach using, e.g., clicker questions, modeling instruction (MI), and other engagement strategies. A current, major challenge for universities is to increase student retention. I am examining the use of network analysis to investigate academic and social experiences of students in and beyond the classroom. There is a compelling case that transformed physics classes, such as ones that use MI, promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results connecting the MI approach to network structures in the students' interactions and how students' position impacts persistence in taking a subsequent MI vs. traditional lecture-based course.

A survey-based analysis of life-long learning patterns of young entrepreneurs

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Rînciog Johana

2017-07-01

Full Text Available Our approach, in this paper, is focused on life-long learning tools that are available for young Romanian entrepreneurs, in their early career stages. Life-long learning in the case of entrepreneurs is not a topic widely covered in scientific literature up to this moment. Most of the scientific papers related to entrepreneurship focus on the idea of innovation and creativity that characterizes entrepreneurship. On the other side, the scientific literature that considers life-long learning, discusses the case of employees or managers, who are required to improve their knowledge and skills in order to perform at the work place. For the current paper, it was aimed to survey the lifelong learning tools available to young Romanian people and to evaluate their efficiency with the help of interviews with young entrepreneurs on their educational path. Otherwise stated, we intended to provide more insights on the learning methods and practices of entrepreneurs, and to establish whether the current formal education represents a strong basis for entrepreneurs’ life-long learning. The research that we performed revealed that young Romanian entrepreneurs practice indeed a lifelong learning based not as much on formal education, as on learning by practicing and networking. Starting from the observations obtained, it was conceived, based on current European best practices and projective discussions with the same young entrepreneurs, a set of life-long learning initiatives that may be promoted in the entrepreneurial community, and we identify the actual steps to be taken by life-long learning education providers in order to implement these initiatives. This paper’s conclusions serve as both a state of the art analysis, in a field which is vital for entrepreneurs surviving in competitive environments, and as a prospective guide for improving the present market of life-long learning programs.

Persistent increased PKMζ in long-term and remote spatial memory.

Science.gov (United States)

Hsieh, Changchi; Tsokas, Panayiotis; Serrano, Peter; Hernández, A Iván; Tian, Dezhi; Cottrell, James E; Shouval, Harel Z; Fenton, André Antonio; Sacktor, Todd Charlton

2017-02-01

PKMζ is an autonomously active PKC isoform that is thought to maintain both LTP and long-term memory. Whereas persistent increases in PKMζ protein sustain the kinase's action in LTP, the molecular mechanism for the persistent action of PKMζ during long-term memory has not been characterized. PKMζ inhibitors disrupt spatial memory when introduced into the dorsal hippocampus from 1day to 1month after training. Therefore, if the mechanisms of PKMζ's persistent action in LTP maintenance and long-term memory were similar, persistent increases in PKMζ would last for the duration of the memory, far longer than most other learning-induced gene products. Here we find that spatial conditioning by aversive active place avoidance or appetitive radial arm maze induces PKMζ increases in dorsal hippocampus that persist from 1day to 1month, coinciding with the strength and duration of memory retention. Suppressing the increase by intrahippocampal injections of PKMζ-antisense oligodeoxynucleotides prevents the formation of long-term memory. Thus, similar to LTP maintenance, the persistent increase in the amount of autonomously active PKMζ sustains the kinase's action during long-term and remote spatial memory maintenance. Copyright © 2016. Published by Elsevier Inc.

Findings from a Clinical Learning Needs Survey at Ireland's first children's hospice.

Science.gov (United States)

Quinn, Claire; Hillis, Rowan

2015-12-01

Caring for children with life-limiting conditions places exceptional demands on health professionals. Staff require the optimal skills and expertise necessary to provide the highest quality of care and to achieve this it is essential to understand their learning requirements. The aim is to share the main findings from a Clinical Learning Needs Survey conducted at LauraLynn, currently Ireland's only children's hospice. To date no other Irish service has conducted a formal identification of professional learning and development needs specific to the Irish context. The findings from the study assist workforce planning by providing a glimpse into the immediate study needs of staff working in a children's palliative care setting. The study had two main aims: a) Assist clinical staff within one organisation to identify their own professional learning priorities in children's palliative care and b) Inform the design and delivery of a responsive suite of workshops, programmes and study sessions for children's palliative care. The study identified the key learning needs as end-of-life care, palliative emergencies, communication skill development and bereavement support. These findings are similar to those found internationally and demonstrate the commitment of a new organisation to ensure that specific employee learning requirements are met if the organisation and wider specialty of Irish children's palliative care is to continue its evolution.

A Literature Survey for Earliness/Tardiness Scheduling Problems with Learning Effect

Directory of Open Access Journals (Sweden)

Mesut Cemil İŞLER

2009-02-01

Full Text Available When a task or work is done continuously, there will be an experience so following times needs of required resources (manpower, materials, etc. will be reduced. This learning curve described first by Wright. Wright determined how workmanship costs decreased while proceed plain increasing. This investigations correctness found consistent by plain producers. Learning effect is an effect that, works can be done in shorter time in the rate of repeat of work with repeating same or similar works in production process. Nowadays classical production systems adapted more acceptable systems with new approaches. Just in time production system (JIT philosophy is one of the most important production system philosophies. JIT which is known production without stock stands on using all product resources optimum. Minimization problem of Earliness/Tardiness finishing penalty, which we can describe Just in time scheduling, appeared by inspired from JIT philosophy. In this study, there is literature survey which directed to earliness/tardiness performance criteria and learning effect processing in scheduling and as a result of this it is obtained some establishing for literature.

Indicators of choking risk in adults with learning disabilities: a questionnaire survey and interview study.

Science.gov (United States)

Thacker, Alice; Abdelnoor, Adam; Anderson, Claire; White, Sarah; Hollins, Sheila

2008-01-01

Feeding and swallowing impairments are key predictors of increased morbidity and mortality in adults with learning disabilities. This postal survey and interview study sought to identify risk factors in adults with learning disabilities who have histories of choking. A total of 2000 questionnaires were sent to carers of all adults with learning disabilities registered as service users by three local health authorities. (A 'service user' may be using any specialist learning disability health or social care facility with day, residential or therapeutic services). Of the 674 service users for whom surveys were returned, 47 were living in hospital, 396 were living in residential or group homes and 208 were living with relatives, or in their own homes. Eighteen subjects who had reported serious or repeated episodes of choking were interviewed in depth in their residences or workplaces. Responses were subjected to frequency analyses. Personal characteristics were analysed. Choking patterns were differentiated by food texture. A total of 34% of questionnaires on 674 service users were returned; 42% of respondents reported one or more choking episodes. There was a significantly greater occurrence of choking among people with more severe learning disability, with Down syndrome, people who had an incomplete dentition or were taking a greater number of psychotropic drugs. Antisocial eating habits learnt in institutional settings presented an additional choking hazard for some individuals. Choking is a serious hazard for many adults with learning disabilities. This study establishes many of the characteristics associated with swallowing problems in this population. Clinicians and carers should benefit from awareness of these predictors, leading to better management of eating behaviours and habits. A choking and swallowing risk assessment should be included in routine health assessments of adults with learning disability, paying especial attention to the condition of a person

Kinesthetic Learning Style Preferences: A Survey of Indonesian EFL Learners by Gender

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Peptia Asrining Tyas

2017-04-01

Full Text Available This study investigated predominant learning style of 3rd semester students of English Language Education Program in Faculty of Cultural Studies at Universitas Brawijaya according to gender. Purposive sampling was used for this research and the sampling in this research was 100 students consist of 34 male students and 66 female students taken from 3rd semester English Department students of Faculty of Cultural Studies at Universitas Brawijaya. All participants were administered an Indonesian translated version of Reid’s (1984 Perceptual Learning Style Preference Questionnaire consisting of Visual, Auditory, Kinesthetic, Tactile, Group, and Individual, included 30 items. This study used quantitative survey design and Microsoft Excel 2007 as the analysis software. The validity and the reliability of this research were calculated by SPSS v.21. The result indicated that predominant male’s learning style was Kinesthetic and estimated by 14 male students (41% while female students become Kinesthetic and Group and estimated the same percentage, 21 students (332% for Kinesthetic and 21 (32% students for Group. The result of the study also shows that both male and female tend to be Kinesthetic. It is suggested that to the English department to adjust the academic activities with the learning styles to enhance educational achievement and encouraging students take responsibility in their whole learning.

A survey of university students' perceptions of learning management systems in a low-resource setting using a technology acceptance model.

Science.gov (United States)

Chipps, Jennifer; Kerr, Jane; Brysiewicz, Petra; Walters, Fiona

2015-02-01

Learning management systems have been widely advocated for the support of distance learning. In low-resource settings, the uptake of these systems by students has been mixed. This study aimed to identify, through the use of the Technology Acceptance Model, the individual, organizational, and technological factors that could be influencing the use of learning management systems. A simple quantitative descriptive survey was conducted of nursing and health science students at a university in South Africa as part of their first exposure to a learning management system. A total of 274 respondents (56.7%) completed the survey questionnaire, made up of 213 nursing respondents (87.7%) and 61 health sciences respondents (25%). Overall, the respondents found the learning management system easy to use and useful for learning. There were significant differences between the two groups of respondents, with the respondents from health sciences being both younger and more computer literate. The nursing respondents, who received more support and orientations, reported finding the learning management system more useful. Recommendations are made for training and support to ensure uptake.

A Survey Study of Autonomous Learning by Chinese Non-English Major Post-Graduates

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Xu, Jianping

2009-01-01

This thesis reports a survey study of the autonomous L2 learning by 100 first-year non-English-major Chinese post-graduates via the instruments of a questionnaire and semi-structured interview after the questionnaire. It attends to address the following research question: To what extent do Chinese postgraduate students conduct autonomous L2…

Learning by Drilling: Interfirm Learning and Relationship Persistence in the Texas Oilpatch

OpenAIRE

Ryan Kellogg

2011-01-01

This article examines learning-by-doing that is specific not just to individual firms but to pairs of firms working together in a contracting relationship. Using data from the oil and gas industry, I find that the productivity of an oil production company and its drilling contractor increases with their joint experience. This learning is relationship-specific: drilling rigs cannot fully appropriate the productivity gains acquired through experience with one production company to their work fo...

Assessing the Learning Environment for Medical Students: An Evaluation of a Novel Survey Instrument in Four Medical Schools.

Science.gov (United States)

Pololi, Linda H; Evans, Arthur T; Nickell, Leslie; Reboli, Annette C; Coplit, Lisa D; Stuber, Margaret L; Vasiliou, Vasilia; Civian, Janet T; Brennan, Robert T

2017-06-01

A practical, reliable, and valid instrument is needed to measure the impact of the learning environment on medical students' well-being and educational experience and to meet medical school accreditation requirements. From 2012 to 2015, medical students were surveyed at the end of their first, second, and third year of studies at four medical schools. The survey assessed students' perceptions of the following nine dimensions of the school culture: vitality, self-efficacy, institutional support, relationships/inclusion, values alignment, ethical/moral distress, work-life integration, gender equity, and ethnic minority equity. The internal reliability of each of the nine dimensions was measured. Construct validity was evaluated by assessing relationships predicted by our conceptual model and prior research. Assessment was made of whether the measurements were sensitive to differences over time and across institutions. Six hundred and eighty-six students completed the survey (49 % women; 9 % underrepresented minorities), with a response rate of 89 % (range over the student cohorts 72-100 %). Internal consistency of each dimension was high (Cronbach's α 0.71-0.86). The instrument was able to detect significant differences in the learning environment across institutions and over time. Construct validity was supported by demonstrating several relationships predicted by our conceptual model. The C-Change Medical Student Survey is a practical, reliable, and valid instrument for assessing the learning environment of medical students. Because it is sensitive to changes over time and differences across institution, results could potentially be used to facilitate and monitor improvements in the learning environment of medical students.

Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?

Science.gov (United States)

Skinner, Ellen A; Pitzer, Jennifer R; Steele, Joel S

2016-12-01

How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Student beliefs and learning environments: Developing a survey of factors related to conceptual change

Science.gov (United States)

Hanrahan, Mary

1994-12-01

This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance, based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a constructivist approach to teaching.

Q-Learning and p-persistent CSMA based rendezvous protocol for cognitive radio networks operating with shared spectrum activity

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Watson, Clifton L.; Biswas, Subir

2014-06-01

With an increasing demand for spectrum, dynamic spectrum access (DSA) has been proposed as viable means for providing the flexibility and greater access to spectrum necessary to meet this demand. Within the DSA concept, unlicensed secondary users temporarily "borrow" or access licensed spectrum, while respecting the licensed primary user's rights to that spectrum. As key enablers for DSA, cognitive radios (CRs) are based on software-defined radios which allow them to sense, learn, and adapt to the spectrum environment. These radios can operate independently and rapidly switch channels. Thus, the initial setup and maintenance of cognitive radio networks are dependent upon the ability of CR nodes to find each other, in a process known as rendezvous, and create a link on a common channel for the exchange of data and control information. In this paper, we propose a novel rendezvous protocol, known as QLP, which is based on Q-learning and the p-persistent CSMA protocol. With the QLP protocol, CR nodes learn which channels are best for rendezvous and thus adapt their behavior to visit those channels more frequently. We demonstrate through simulation that the QLP protocol provides a rendevous capability for DSA environments with different dynamics of PU activity, while attempting to achieve the following performance goals: (1) minimize the average time-to-rendezvous, (2) maximize system throughput, (3) minimize primary user interference, and (4) minimize collisions among CR nodes.

Database functionality for learning objects

NARCIS (Netherlands)

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

2005-01-01

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

Peer-to-Peer Learning and the Army Learning Model

Science.gov (United States)

2012-06-08

education will be delivered to the current and future force. This thesis examined the salient areas proposed by the ALM and its impact on P2P learning ...The Army Learning Model is the new educational model that develops adaptive leaders in an era of persistent conflict. Life-long, individual

Personalized Learning Instructional Staff Survey Results (Spring 2014). Working Paper WR-1062-BMGF

Science.gov (United States)

Siler-Evans, Kyle; Steiner, Elizabeth D.; Hamilton, Laura S.; Pane, John F.

2014-01-01

The purpose of this document is to descriptively summarize instructional staff responses to a survey administered by RAND in 23 personalized learning (PL) schools in Spring 2014. This work was performed at the request of the Bill & Melinda Gates Foundation (BMGF), as part of a multi-year evaluation contract. The 23 schools were selected from a…

Photometric classification of type Ia supernovae in the SuperNova Legacy Survey with supervised learning

Energy Technology Data Exchange (ETDEWEB)

Möller, A. [Research School of Astronomy and Astrophysics, Australian National University, Canberra, ACT 2611 (Australia); Ruhlmann-Kleider, V.; Leloup, C.; Neveu, J.; Palanque-Delabrouille, N.; Rich, J. [Irfu, SPP, CEA Saclay, F-91191 Gif sur Yvette Cedex (France); Carlberg, R. [Department of Astronomy and Astrophysics, University of Toronto, 50 St. George Street, Toronto, ON M5S 3H8 (Canada); Lidman, C. [Australian Astronomical Observatory, North Ryde, NSW 2113 (Australia); Pritchet, C., E-mail: anais.moller@anu.edu.au, E-mail: vanina.ruhlmann-kleider@cea.fr, E-mail: clement.leloup@cea.fr, E-mail: jneveu@lal.in2p3.fr, E-mail: nathalie.palanque-delabrouille@cea.fr, E-mail: james.rich@cea.fr, E-mail: raymond.carlberg@utoronto.ca, E-mail: chris.lidman@aao.gov.au, E-mail: pritchet@uvic.ca [Department of Physics and Astronomy, University of Victoria, P.O. Box 3055, Victoria, BC V8W 3P6 (Canada)

2016-12-01

In the era of large astronomical surveys, photometric classification of supernovae (SNe) has become an important research field due to limited spectroscopic resources for candidate follow-up and classification. In this work, we present a method to photometrically classify type Ia supernovae based on machine learning with redshifts that are derived from the SN light-curves. This method is implemented on real data from the SNLS deferred pipeline, a purely photometric pipeline that identifies SNe Ia at high-redshifts (0.2 < z < 1.1). Our method consists of two stages: feature extraction (obtaining the SN redshift from photometry and estimating light-curve shape parameters) and machine learning classification. We study the performance of different algorithms such as Random Forest and Boosted Decision Trees. We evaluate the performance using SN simulations and real data from the first 3 years of the Supernova Legacy Survey (SNLS), which contains large spectroscopically and photometrically classified type Ia samples. Using the Area Under the Curve (AUC) metric, where perfect classification is given by 1, we find that our best-performing classifier (Extreme Gradient Boosting Decision Tree) has an AUC of 0.98.We show that it is possible to obtain a large photometrically selected type Ia SN sample with an estimated contamination of less than 5%. When applied to data from the first three years of SNLS, we obtain 529 events. We investigate the differences between classifying simulated SNe, and real SN survey data. In particular, we find that applying a thorough set of selection cuts to the SN sample is essential for good classification. This work demonstrates for the first time the feasibility of machine learning classification in a high- z SN survey with application to real SN data.

Photometric classification of type Ia supernovae in the SuperNova Legacy Survey with supervised learning

International Nuclear Information System (INIS)

Möller, A.; Ruhlmann-Kleider, V.; Leloup, C.; Neveu, J.; Palanque-Delabrouille, N.; Rich, J.; Carlberg, R.; Lidman, C.; Pritchet, C.

2016-01-01

In the era of large astronomical surveys, photometric classification of supernovae (SNe) has become an important research field due to limited spectroscopic resources for candidate follow-up and classification. In this work, we present a method to photometrically classify type Ia supernovae based on machine learning with redshifts that are derived from the SN light-curves. This method is implemented on real data from the SNLS deferred pipeline, a purely photometric pipeline that identifies SNe Ia at high-redshifts (0.2 < z < 1.1). Our method consists of two stages: feature extraction (obtaining the SN redshift from photometry and estimating light-curve shape parameters) and machine learning classification. We study the performance of different algorithms such as Random Forest and Boosted Decision Trees. We evaluate the performance using SN simulations and real data from the first 3 years of the Supernova Legacy Survey (SNLS), which contains large spectroscopically and photometrically classified type Ia samples. Using the Area Under the Curve (AUC) metric, where perfect classification is given by 1, we find that our best-performing classifier (Extreme Gradient Boosting Decision Tree) has an AUC of 0.98.We show that it is possible to obtain a large photometrically selected type Ia SN sample with an estimated contamination of less than 5%. When applied to data from the first three years of SNLS, we obtain 529 events. We investigate the differences between classifying simulated SNe, and real SN survey data. In particular, we find that applying a thorough set of selection cuts to the SN sample is essential for good classification. This work demonstrates for the first time the feasibility of machine learning classification in a high- z SN survey with application to real SN data.

Problem-based learning in pharmacology:a survey of department heads in Taiwan, China

Institute of Scientific and Technical Information of China (English)

Ying-tung LAU

2004-01-01

Problem-based learning (PBL) requires active student participation and the use of clinical cases as a trigger to learn within a given area. It has gained much attention as a pedagogic alternative in the course of reform in medica education due to information overload. From discipline-based consideration, it is interesting to understand the views of department heads of pharmacology about implementing PBL for their medical students. According to a general survey from the heads of the department of pharmacology across medical schools in Taiwan, we found that although serious reservation about the approach remains, many departments indeed look forward to including PBL component in their pharmacology curriculum.

The relationship between workplace learning and midwives' and nurses' self-reported competence: a cross-sectional survey.

Science.gov (United States)

Takase, Miyuki; Yamamoto, Masako; Sato, Yoko; Niitani, Mayumi; Uemura, Chizuru

2015-12-01

Nurses have to maintain and improve their nursing competence in order to provide the best patient care possible. Workplace learning has the potential to improve nursing competence. Previous studies have examined the effect of training on competence development. However, the effects of other aspects of learning, such as learning from practice, feedback, reflection, and from others have not been investigated previously. Furthermore, it is uncertain what methods of learning nurses with different clinical experience adopt and how these learning methods relate to their self-reported competence. The objectives of this study were to identify the methods of learning used by less and more experienced nurses, and to explore what methods of workplace learning would be associated with the self-reported competence of both groups of nurses. A cross-sectional survey design was utilised. The study was conducted at two university-affiliated hospitals in Japan. A convenience sample of 954 nurses/midwives (hereafter referred to as nurses), who were involved in direct patient care, were recruited and 494 nurses returned usable questionnaires. A survey method was used to collect data. The Holistic Nursing Competence Scale, the Learning Experience Scale and the Japanese version of Rosenberg's Self-esteem Scale, along with demographic questions, were included in the questionnaire. Hierarchical regression analysis was conducted to investigate the relationship between learning and nurses' self-evaluation of competence. This analysis was carried out for less experienced nurses (≤5 years of clinical experience) and experienced nurses (>5 years of experience). The results showed that learning was correlated with the levels of competence that nurses considered they had. When the specific types of learning were examined in relation to self-reported competence, there were a similarity and differences between less and more experienced nurses. For both groups of nurses, learning through

Students' network integration vs. persistence in introductory physics courses

Science.gov (United States)

Zwolak, Justyna; Brewe, Eric

2017-01-01

Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In order to improve student learning, among other things, the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards more interactive, engagement-based strategies. A current, major challenge for universities is to increase student retention. While students' academic and social integration into an institution seems to be vital for student retention, research on the effect of interpersonal interactions is rare. I use of network analysis to investigate academic and social experiences of students in and beyond the classroom. In particular, there is a compelling case that transformed physics classes, such as Modeling Instruction (MI), promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results on pattern development in networks of MI students' interactions throughout the semester, as well as the effect of students' position within the network on their persistence in physics.

Measuring Social Relations in New Classroom Spaces: Development and Validation of the Social Context and Learning Environments (SCALE) Survey

Science.gov (United States)

Walker, J. D.; Baepler, Paul

2017-01-01

This study addresses the need for reliable and valid information concerning how innovative classrooms on college and university campuses affect teaching and learning. The Social Context and Learning Environments (SCALE) survey was developed though a three-stage process involving approximately 1300 college students. Exploratory and confirmatory…

Teaching and Learning International Survey (TALIS) 2013: U.S. Technical Report. NCES 2015-010

Science.gov (United States)

Strizek, Gregory A.; Tourkin, Steve; Erberber, Ebru

2014-01-01

This technical report is designed to provide researchers with an overview of the design and implementation of the Teaching and Learning International Survey (TALIS) 2013. This information is meant to supplement that presented in OECD publications by describing those aspects of TALIS 2013 that are unique to the United States. Chapter 2 provides…

Cannabinoid exposure during zebra finch sensorimotor vocal learning persistently alters expression of endocannabinoid signaling elements and acute agonist responsiveness

Directory of Open Access Journals (Sweden)

Lichtman Aron H

2011-01-01

Full Text Available Abstract Background Previously we have found that cannabinoid treatment of zebra finches during sensorimotor stages of vocal development alters song patterns produced in adulthood. Such persistently altered behavior must be attributable to changes in physiological substrates responsible for song. We are currently working to identify the nature of such physiological changes, and to understand how they contribute to altered vocal learning. One possibility is that developmental agonist exposure results in altered expression of elements of endocannabinoid signaling systems. To test this hypothesis we have studied effects of the potent cannabinoid receptor agonist WIN55212-2 (WIN on endocannabinoid levels and densities of CB1 immunostaining in zebra finch brain. Results We found that late postnatal WIN treatment caused a long-term global disregulation of both levels of the endocannabinoid, 2-arachidonyl glycerol (2-AG and densities of CB1 immunostaining across brain regions, while repeated cannabinoid treatment in adults produced few long-term changes in the endogenous cannabinoid system. Conclusions Our findings indicate that the zebra finch endocannabinoid system is particularly sensitive to exogenous agonist exposure during the critical period of song learning and provide insight into susceptible brain areas.

Why STEM Learning Communities Work: The Development of Psychosocial Learning Factors through Social Interaction

Science.gov (United States)

Carrino, Stephanie Sedberry; Gerace, William J.

2016-01-01

STEM learning communities facilitate student academic success and persistence in science disciplines. This prompted us to explore the underlying factors that make learning communities successful. In this paper, we report findings from an illustrative case study of a 2-year STEM-based learning community designed to identify and describe these…

CoCoRaHS (The Community Collaborative Rain, Hail and Snow Network): Analysis of Participant Survey Data to Uncover Learning through Participation

Science.gov (United States)

Holzer, M. A.; Zimmerman, T.; Doesken, N. J.; Reges, H. W.; Newman, N.; Turner, J.; Schwalbe, Z.

2010-12-01

CoCoRaHS (The Community Collaborative Rain, Hail and Snow network) is based out of Fort Collins Colorado and is an extremely successful citizen science project with over 15,000 volunteers collecting valuable precipitation data. Forecasters and scientists use data from this dense network to illuminate and illustrate the high small-scale variability of precipitation across the nation. This presentation will discuss the results of a survey of CoCoRaHS participants as related to 1) citizen scientists’ motivation and learning; 2) the challenges of identifying how people learn science in citizen science projects; and 3) a potential research-based framework for how people learn through engaging in the data collection within in a citizen science project. A comprehensive survey of 14,500 CoCoRaHS observers was recently conducted to uncover participant perceptions of numerous aspects of the CoCoRaHS program, including its goal of increasing climate literacy. The survey yielded a response rate of over 50%, and included measures of motivation, engagement and learning. In relationship to motivation and learning, the survey revealed that most (57.1%) observers would make precipitation observations regardless of being a CoCoRaHS volunteer, therefore their motivation is related to their inherent level of interest in weather. Others are motivated by their desire to learn more about weather and climate, they want to contribute to a scientific project, they think its fun, and/or it provides a sense of community. Because so many respondents already had knowledge and interest in weather and climate, identifying how and what people learn through participating was a challenge. However, the narrow project focus of collecting and reporting of local precipitation assisted in identifying aspects of learning. For instance, most (46.4%) observers said they increased their knowledge about the local variability in precipitation even though they had been collecting precipitation data for many

Hold it! The influence of lingering rewards on choice diversification and persistence.

Science.gov (United States)

Schulze, Christin; van Ravenzwaaij, Don; Newell, Ben R

2017-11-01

Learning to choose adaptively when faced with uncertain and variable outcomes is a central challenge for decision makers. This study examines repeated choice in dynamic probability learning tasks in which outcome probabilities changed either as a function of the choices participants made or independently of those choices. This presence/absence of sequential choice-outcome dependencies was implemented by manipulating a single task aspect between conditions: the retention/withdrawal of reward across individual choice trials. The study addresses how people adapt to these learning environments and to what extent they engage in 2 choice strategies often contrasted as paradigmatic examples of striking violation of versus nominal adherence to rational choice: diversification and persistent probability maximizing, respectively. Results show that decisions approached adaptive choice diversification and persistence when sufficient feedback was provided on the dynamic rules of the probabilistic environments. The findings of divergent behavior in the 2 environments indicate that diversified choices represented a response to the reward retention manipulation rather than to the mere variability of outcome probabilities. Choice in both environments was well accounted for by the generalized matching law, and computational modeling-based strategy analyses indicated that adaptive choice arose mainly from reliance on reinforcement learning strategies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning by Drilling: Inter-Firm Learning and Relationship Persistence in the Texas Oilpatch

OpenAIRE

Ryan Kellogg

2009-01-01

This paper examines the importance of learning-by-doing that is specific not just to individual firms, but to pairs of firms working together in a contracting relationship. Using new, detailed data from the oil and gas industry, I find that the joint productivity of an oil production company and its drilling contractor is enhanced significantly as they accumulate experience working together. This learning is relationship-specific: drilling rigs generally cannot fully appropriate the productiv...

Dematerialization: Variety, caution, and persistence.

Science.gov (United States)

Ausubel, Jesse H; Waggoner, Paul E

2008-09-02

Dematerialization, represented by declining consumption per GDP of energy or of goods, offers some hope for rising environmental quality with development. The declining proportion of income spent on staples as affluence grows, which income elasticity <1.0 measures, makes dematerialization widespread. Further, as learning improves efficiency of resource use, the intensity of environmental impact per production of staples often declines. We observe that combinations of low income elasticity for staples and of learning by producers cause a variety of dematerializations and declining intensities of impact, from energy use and carbon emission to food consumption and fertilizer use, globally and in countries ranging from the United States and France to China, India, Brazil, and Indonesia. Because dematerialization and intensity of impact are ratios of parameters that may be variously defined and are sometimes difficult to estimate, their fluctuations must be interpreted cautiously. Nevertheless, substantial declining intensity of impact, and especially, dematerialization persisted between 1980 and 2006.

Air emission in France. Metropolitan area persistent organic pollutants; Emissions dans l'air en France. Metropole produits organiques persistants

Energy Technology Data Exchange (ETDEWEB)

NONE

2002-04-01

Substances and index currently in survey are: Persistent Organic Pollutants (POP): dioxines et furans (Diox), Polycyclic Aromatic Hydrocarbons (PAHs), poly-chloro-biphenyls (PCBs) and hexa-chloro-benzene (HCB). Density ratios relating to population, area, gross product, primary energy consumption, etc. Annual emissions are provided for each substance since 1990. Dates corresponding to the maximum and minimum values are also included. Results are provisional for 2001. (author)

Persistence of undergraduate women in STEM fields

Science.gov (United States)

Pedone, Maggie Helene

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women's persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin's Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM

Resident learning across the full range of core competencies through a transitions of care curriculum.

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Pavon, Juliessa M; Pinheiro, Sandro O; Buhr, Gwendolen T

2018-01-01

The authors developed a Transitions of Care (TOC) curriculum to teach and measure learner competence in performing TOC tasks for older adults. Internal medicine interns at an academic residency program received the curriculum, which consisted of experiential learning, self-study, and small group discussion. Interns completed retrospective pre/post surveys rating their confidence in performing five TOC tasks, qualitative open-ended survey questions, and a self-reflection essay. A subset of interns also completed follow-up assessments. For all five TOC tasks, the interns' confidence improved following completion of the TOC curriculum. Self-confidence persisted for up to 3 months later for some but not all tasks. According to the qualitative responses, the TOC curriculum provided interns with learning experiences and skills integral to performing safe care transitions. The TOC curriculum and a mixed-method assessment approach effectively teaches and measures learner competency in TOC across all six Accreditation Council for Graduate Medical Education competency domains.

The Effects of Self-Determination on Learning Outcomes in a Blended Learning

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Joo, Young Ju; Lim, Kyu Yon; Han, Sang Yoon; Ham, Yoo Kyoung; Kang, Aran

2013-01-01

The purpose of the paper is to examine whether the sub-constructs of self-determination, that is, learners' perceived level of autonomy, competence, and relatedness, predict learning flow, persistence, and achievement in a blended learning context. Participants are 102 adult learners who voluntarily registered for a Chinese language learning…

Impaired reward processing in the human prefrontal cortex distinguishes between persistent and remittent attention deficit hyperactivity disorder.

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Wetterling, Friedrich; McCarthy, Hazel; Tozzi, Leonardo; Skokauskas, Norbert; O'Doherty, John P; Mulligan, Aisling; Meaney, James; Fagan, Andrew J; Gill, Michael; Frodl, Thomas

2015-11-01

Symptoms of attention deficit hyperactivity disorder (ADHD) in children often persist into adulthood and can lead to severe antisocial behavior. However, to-date it remains unclear whether neuro-functional abnormalities cause ADHD, which in turn can then provide a marker of persistent ADHD. Using event-related functional magnetic resonance imaging (fMRI), we measured blood oxygenation level dependent (BOLD) signal changes in subjects during a reversal learning task in which choice of the correct stimulus led to a probabilistically determined 'monetary' reward or punishment. Participants were diagnosed with ADHD during their childhood (N=32) and were paired with age, gender, and education matched healthy controls (N=32). Reassessment of the ADHD group as adults resulted in a split between either persistent (persisters, N=17) or remitted ADHDs (remitters, N=15). All three groups showed significantly decreased activation in the medial prefrontal cortex (PFC) and the left striatum during punished correct responses, however only remitters and controls presented significant psycho-physiological interaction between these fronto-striatal reward and outcome valence networks. Comparing persisters to remitters and controls showed significantly inverted responses to punishment (Pdifferent areas of the PFC for remitters compared with controls, suggesting that remitters might have learned compensation strategies to overcome their ADHD symptoms. Thus, fMRI helps understanding the neuro-functional basis of ADHD related behavior differences and differentiates between persistent and remittent ADHD. © 2015 Wiley Periodicals, Inc.

The California Baseline Methane Survey

Science.gov (United States)

Duren, R. M.; Thorpe, A. K.; Hopkins, F. M.; Rafiq, T.; Bue, B. D.; Prasad, K.; Mccubbin, I.; Miller, C. E.

2017-12-01

The California Baseline Methane Survey is the first systematic, statewide assessment of methane point source emissions. The objectives are to reduce uncertainty in the state's methane budget and to identify emission mitigation priorities for state and local agencies, utilities and facility owners. The project combines remote sensing of large areas with airborne imaging spectroscopy and spatially resolved bottom-up data sets to detect, quantify and attribute emissions from diverse sectors including agriculture, waste management, oil and gas production and the natural gas supply chain. Phase 1 of the project surveyed nearly 180,000 individual facilities and infrastructure components across California in 2016 - achieving completeness rates ranging from 20% to 100% per emission sector at < 5 meters spatial resolution. Additionally, intensive studies of key areas and sectors were performed to assess source persistence and variability at times scales ranging from minutes to months. Phase 2 of the project continues with additional data collection in Spring and Fall 2017. We describe the survey design and measurement, modeling and analysis methods. We present initial findings regarding the spatial, temporal and sectoral distribution of methane point source emissions in California and their estimated contribution to the state's total methane budget. We provide case-studies and lessons learned about key sectors including examples where super-emitters were identified and mitigated. We summarize challenges and recommendations for future methane research, inventories and mitigation guidance within and beyond California.

Perceptions of intrinsically and extrinsically motivated distance education students of the barriers to persistence

Directory of Open Access Journals (Sweden)

G. P. Fourie

1998-06-01

Full Text Available The aim of the study was to investigate the influence of intrinsic and extrinsic motivation on the perceptions held by distance education students of the barriers to persistence. A review of the literature on attrition in traditional and distance education and motivation to learn in adults - with specific reference to intrinsic and extrinsic motivation, as well as barriers to persistence - is presented. The "Barriers to Persistence Questionnaire" (BPQ, consisting of 97 items, was developed. It was administered, in combination with Maritz's (1980 86 item "Motivation to Learn Questionnaire" (MLQ to 212 adults enrolled for management development programmes via distance education. Statistically significant differences were found between predominantly intrinsically motivated students and those students who were predominantly extrinsically motivated. The implications of the findings/ as well as the implications for distance education institutions and organisations involved in distance education, are discussed. Opsomming Die doel van die studie was om die invloed van intrinsieke en ekstrinsieke motivering op die persepsies van afstandsonderrigstudente van die hindemisse tot volharding te ondersoek. 'n Literatuuroorsig ten opsigte van slytasie in tradisionele onderrig en afstandsonderrig, asook die rol van motivering in volwasse onderrig - met spesifieke verwysing na intrinsieke en ekstrinsieke motivering, asook die hindemisse tot volharding - is gedoen. Die "Barriers to Persistence Questionnaire" (BPQ is ontwikkel, bestaande uit 97 items. Dit is saam met Maritz (1980 se 86- item "Motivation to Learn Questionnaire" toegepas op 212 volwassenes wat geregistreer is vir bestuursontwikkelingsprogramme via afstandsonderrig. Statisries beduidende verskille is gevind in die persepsies van oorwegend intrinsieke en oorwegend ekstrinsieke studente. Die implikasies van die bevindinge word bespreek, asook implikasies vir afstandsonderrigmstellings en organisasies

Information persistence using XML database technology

Science.gov (United States)

Clark, Thomas A.; Lipa, Brian E. G.; Macera, Anthony R.; Staskevich, Gennady R.

2005-05-01

The Joint Battlespace Infosphere (JBI) Information Management (IM) services provide information exchange and persistence capabilities that support tailored, dynamic, and timely access to required information, enabling near real-time planning, control, and execution for DoD decision making. JBI IM services will be built on a substrate of network centric core enterprise services and when transitioned, will establish an interoperable information space that aggregates, integrates, fuses, and intelligently disseminates relevant information to support effective warfighter business processes. This virtual information space provides individual users with information tailored to their specific functional responsibilities and provides a highly tailored repository of, or access to, information that is designed to support a specific Community of Interest (COI), geographic area or mission. Critical to effective operation of JBI IM services is the implementation of repositories, where data, represented as information, is represented and persisted for quick and easy retrieval. This paper will address information representation, persistence and retrieval using existing database technologies to manage structured data in Extensible Markup Language (XML) format as well as unstructured data in an IM services-oriented environment. Three basic categories of database technologies will be compared and contrasted: Relational, XML-Enabled, and Native XML. These technologies have diverse properties such as maturity, performance, query language specifications, indexing, and retrieval methods. We will describe our application of these evolving technologies within the context of a JBI Reference Implementation (RI) by providing some hopefully insightful anecdotes and lessons learned along the way. This paper will also outline future directions, promising technologies and emerging COTS products that can offer more powerful information management representations, better persistence mechanisms and

Persistent profitability of technical analysis on foreign exchange markets?

OpenAIRE

L. MENKHOFF; M. SCHLUMBERGER

1995-01-01

The effect of technical analyses on the performance of subsequent policies and actions in the foreign exchange markets is analysed using three cases. Results show that use of technical analyses is persistently profitable. Participants, however, tend to view short-term market risk as important and thus decide to forego some of the rules derived from technical analysis. This observation does not negate the theory on efficient learning.

Post-graduation survey of the impact of geoscience service-learning courses at Wesleyan University

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OConnell, S.; Ptacek, S.; Diver, K.; Ku, T. C.; Resor, P. G.; Royer, D. L.

2016-12-01

The benefits of service-learning courses are extolled in numerous papers and include increases in student: engagement with the material and the world, self-efficacy, and awareness of personal values. This approach to education allows students to develop skills that may not be part of many lecture-style or even laboratory class formats, such as problem solving, scientific communication, group work and reflection. Service learning requires students to move to the upper level of Bloom's taxonomy of cognitive skills: analyzing, evaluating, and creating. In a broader context, service learning offers two distinct benefits for the geosciences. First, service learning offers an opportunity for both the students and community to see the utility of geoscience in their lives and what geoscientists do. Considering the general lack of knowledge about geosciences this is an important public relations opportunity. Second, some studies have shown that the benefits of a service-learning approach to education results in higher performance by underrepresented minority students, students that the geosciences need to attract in an increasingly diverse society. Since 2006, four different service-learning courses have been offered by the Department of Earth & Environmental Sciences at Wesleyan University to both majors and non-majors. They are Environmental Geochemistry (core course), Geographic Information Systems (elective), Science on the Radio (first-year seminar), and Soils (elective). Almost 250 graduates have taken these courses. Graduates were surveyed to discover what they gained by taking a service-learning course and if, and how, they use the skills they learned in the course in their post-college careers.

Interactive Learning and "Clickers"

Science.gov (United States)

Rudolph, Alexander

2006-12-01

A growing body of evidence demonstrates that student understanding and retention of key concepts in science can be dramatically improved by using “Interactive Learning” techniques. Interactive learning is a way to get students more actively involved in their own learning than by simple lecture alone. I will focus on one type of interactive learning activity, known as “Think-Pair-Share”. After a brief (10-20 minute) lecture on a topic, students are asked a conceptually challenging multiple-choice question. After they answer, if there is sufficient disagreement, the students discuss the question in small groups after which they answer the same question again. Frequently, the percentage of correct answers goes up, indicating that the active role of speaking and listening, together with peer instruction, has helped students better grasp the concept being tested. If disagreement persists, or if students continue to have questions, a short, class-wide discussion can be held. Clickers provide an excellent means to collect students’ answers to “Think-Pair-Share” questions in real time. Although clickers are not essential, they do provide some advantages over alternatives such as flash cards: answers are completely anonymous (though you as instructor can record individual responses); you can display a histogram of results immediately, either before or after group discussion, providing immediate feedback; by recording the results, you can give students credit for their participation in class. In this talk, I will model “Think-Pair-Share” with the audience using clickers, show results from my classes before and after group discussions, share results of a student survey on “Think-Pair-Share” and clickers, describe other uses of clickers (e.g., taking attendance, surveys, test administration) and highlight some of the pros and cons of clickers v. flashcards.

Social and Emotional Learning: Perspectives from America's Schools. Findings from a National Survey

Science.gov (United States)

Editorial Projects in Education, 2015

2015-01-01

To better understand educators' views of social and emotional learning, the Education Week Research Center invited users of edweek.org--"Education Week'"s flagship website--to participate in an online survey in April 2015. A total of 709 people participated, with 562 deemed qualified based on self-identification as a K-12 teacher or…

Persistence of the Intuitive Conception of Living Things in Adolescence

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Babai, Reuven; Sekal, Rachel; Stavy, Ruth

2010-02-01

This study investigated whether intuitive, naive conceptions of "living things" based on objects' mobility (movement = alive) persist into adolescence and affect 10th graders' accuracy of responses and reaction times during object classification. Most of the 58 students classified the test objects correctly as living/nonliving, yet they demonstrated significantly longer reaction times for classifying plants compared to animals and for classifying dynamic objects compared to static inanimate objects. Findings indicated that, despite prior learning in biology, the intuitive conception of living things persists up to age 15-16 years, affecting related reasoning processes. Consideration of these findings may help educators in their decisions about the nature of examples they use in their classrooms.

Urban partnership agreement and congestion reduction demonstration programs : lessons learned on congestion pricing from the Seattle and Atlanta household travel behavior surveys.

Science.gov (United States)

2014-04-01

This paper presents lessons learned from household traveler surveys administered in Seattle and Atlanta as part of the evaluation of the Urban Partnership Agreement and Congestion Reduction Demonstration Programs. The surveys use a two-stage panel su...

Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: A cross-sectional survey.

Science.gov (United States)

McKenna, Lisa; Copnell, Beverley; Butler, Ashleigh E; Lau, Rosalind

2018-01-01

Graduate entry programs leading to registration are gaining momentum in nursing. These programs attract student cohorts with professional, cultural, gender and age diversity. As a consequence of this diversity, such accelerated programs challenge traditional pedagogical methods used in nursing and require different approaches. To date, however, there has been limited research on the learning styles of students undertaking these programs to inform academics involved in their delivery. Kolb's Experiential Learning model has been used widely in a variety of educational settings because it is based on the theory of experiential learning. More recently VARK (Visual, Aural, Read/write and Kinaesthetic) model has become popular. The aim of this study was to investigate the learning styles of two cohorts of graduate entry nursing students undertaking an accelerated masters-level program. This was a cross-sectional survey of two cohorts of Master of Nursing Practice students enrolled at a large Australian university. The students were more inclined toward converging (practical) and least toward concrete experience (experiencing) learning styles. The majority of students were more inclined toward kinaesthetic and least toward aural learning style. Findings have implications for academics engaged in teaching graduate entry nursing students. Copyright © 2017. Published by Elsevier Ltd.

A SURVEY OF SEMI-SUPERVISED LEARNING

OpenAIRE

Amrita Sadarangani *, Dr. Anjali Jivani

2016-01-01

Semi Supervised Learning involves using both labeled and unlabeled data to train a classifier or for clustering. Semi supervised learning finds usage in many applications, since labeled data can be hard to find in many cases. Currently, a lot of research is being conducted in this area. This paper discusses the different algorithms of semi supervised learning and then their advantages and limitations are compared. The differences between supervised classification and semi-supervised classific...

Determining If Phylogenetic Relatedness of Listeria Monocytogenes Isolates Corresponds to Persistence in Poultry Processing Plants Using Whole-Genome Sequencing

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Introduction: Controlling Listeria monocytogenes on ready-to-eat meat and poultry products and in food processing facilities is challenging. Surveys have found that some L. monocytogenes types are more persistent in processing facilities than others, but the reason is unknown. It is possible persist...

Learning Opportunities for Group Learning

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Gil, Alfonso J.; Mataveli, Mara

2017-01-01

Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

Survey on deep learning for radiotherapy.

Science.gov (United States)

Meyer, Philippe; Noblet, Vincent; Mazzara, Christophe; Lallement, Alex

2018-05-17

More than 50% of cancer patients are treated with radiotherapy, either exclusively or in combination with other methods. The planning and delivery of radiotherapy treatment is a complex process, but can now be greatly facilitated by artificial intelligence technology. Deep learning is the fastest-growing field in artificial intelligence and has been successfully used in recent years in many domains, including medicine. In this article, we first explain the concept of deep learning, addressing it in the broader context of machine learning. The most common network architectures are presented, with a more specific focus on convolutional neural networks. We then present a review of the published works on deep learning methods that can be applied to radiotherapy, which are classified into seven categories related to the patient workflow, and can provide some insights of potential future applications. We have attempted to make this paper accessible to both radiotherapy and deep learning communities, and hope that it will inspire new collaborations between these two communities to develop dedicated radiotherapy applications. Copyright © 2018 Elsevier Ltd. All rights reserved.

[Persistent diarrhea

Science.gov (United States)

Andrade, J A; Moreira, C; Fagundes Neto, U

2000-07-01

INTRODUCTION: Persistent diarrhea has high impact on infantile morbidity and mortality rates in developing countries. Several studies have shown that 3 to 20% of acute diarrheal episodes in children under 5 years of age become persistent. DEFINITION: Persistent diarrhea is defined as an episode that lasts more than 14 days. ETIOLOGY: The most important agents isolated in persistent diarrhea are: Enteropathogenic E. coli (EPEC), Salmonella, Enteroaggregative E. coli (EAEC), Klebisiella and Cryptosporidium. CLINICAL ASPECTS: In general, the clinical characteristics of patients with persistent diarrhea do not change with the pathogenic agent. Persistent diarrhea seems to represent the final result of a several insults a infant suffers that predisposes to a more severe episode of diarrhea due to a combination of host factors and high rates of enviromental contamination. Therefore, efforts should be made to promptly treat all episodes of diarrhea with apropriate follow-up. THERAPY: The aim of the treatment is to restore hydroelectrolytic deficits and to replace losses until the diarrheal ceases. It is possible in the majority of the cases, using oral rehydration therapy and erly an appropriate type of diet. PREVENTION: It is imperative that management strategies also focus on preventive aspects. The most effective diarrheal prevention strategy in young infants worldwide is promotion of exclusive breast feeding.

Inference in models with adaptive learning

NARCIS (Netherlands)

Chevillon, G.; Massmann, M.; Mavroeidis, S.

2010-01-01

Identification of structural parameters in models with adaptive learning can be weak, causing standard inference procedures to become unreliable. Learning also induces persistent dynamics, and this makes the distribution of estimators and test statistics non-standard. Valid inference can be

More Poor Kids in More Poor Places: Children Increasingly Live where Poverty Persists. Issue Brief Number 38

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Mattingly, Marybeth J.; Johnson, Kenneth M.; Schaefer, Andrew

2011-01-01

The authors of this brief examine child poverty rates using decennial census data from 1980, 1990, and 2000, as well as American Community Survey five-year estimates between 2005 and 2009, to identify those counties where child poverty has persisted. They find persistent child poverty in nearly twice as many U.S. counties as those that report high…

Parent Beliefs about the Causes of Learning and Developmental Problems among Children with Autism Spectrum Disorder: Results from a National Survey

Science.gov (United States)

Zuckerman, Katharine E.; Lindly, Olivia J.; Sinche, Brianna

2016-01-01

This study aimed to assess variation in parent beliefs about causes of learning and developmental problems in U.S. children with autism spectrum disorder, using data from a nationally representative survey. Results showed that beliefs about a genetic/hereditary cause of learning/developmental problems were most common, but nearly as many parents…

Workplace Learning by Action Learning: A Practical Example.

Science.gov (United States)

Miller, Peter

2003-01-01

An action learning approach to help managers enhance learning capacity involved a performance management seminar, work by action learning sets, implementation of a new performance management instrument with mentoring by action learning facilitators, and evaluation. Survey responses from 392 participants revealed satisfaction with managerial…

Comparing Dropouts and Persistence in E-Learning Courses

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Levy, Yair

2007-01-01

Several studies have been conducted related to dropouts from on-campus and distance education courses. However, no clear definition of dropout from academic courses was provided. Consequently, this study proposes a clear and precise definition of dropout from academic courses in the context of e-learning courses. Additionally, it is documented in…

A survey on social networks to determine requirements for Learning Networks for professional development of university staff

NARCIS (Netherlands)

Brouns, Francis; Berlanga, Adriana; Fetter, Sibren; Bitter-Rijpkema, Marlies; Van Bruggen, Jan; Sloep, Peter

2009-01-01

Brouns, F., Berlanga, A. J., Fetter, S., Bitter-Rijpkema, M. E., Van Bruggen, J. M., & Sloep, P. B. (2011). A survey on social networks to determine requirements for Learning Networks for professional development of university staff. International Journal of Web Based Communities, 7(3), 298-311.

Can Parents Influence Children's Mathematics Achievement and Persistence in STEM Careers?

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Ing, Marsha

2014-01-01

This study explores the relationship between parental motivational practices, Children's mathematics achievement trajectories, and persistence in science, technology, engineering, and mathematics (STEM) careers. Nationally representative longitudinal survey data were analyzed using latent growth curve analysis. Findings indicate that…

The First Year of College: Understanding Student Persistence in Engineering

Science.gov (United States)

Hayden, Marina Calvet

This research study aimed to expand our understanding of the factors that influence student persistence in engineering. The unique experiences of engineering students were examined as they transitioned into and navigated their first year of college at a public research university in California. Most students provided similar responses with respect to the way they experienced the transition to college and social life. There was, however, wide student response variation regarding their experience of academic life and academic policies, as well as in their level of pre-college academic preparation and financial circumstances. One key finding was that students' experiences during the first year of college varied widely based on the extent to which they had acquired organizational and learning skills prior to college. The study used a mixed methods approach. Quantitative and qualitative data were collected through an online survey and one-on-one interviews conducted with freshman students near the end of their first year of college. The theoretical foundations of this study included Astin's Theory of Student Involvement and Tinto's Theory of Student Departure. The design of the study was guided by these theories which emphasize the critical importance of student involvement with the academic and social aspects of college during the first year of college.

Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation

Science.gov (United States)

Liao, Hsiang-Ann; Edlin, Margot; Ferdenzi, Anita Cuttita

2014-01-01

This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that…

Does stress remove the HDAC brakes for the formation and persistence of long-term memory?

Science.gov (United States)

White, André O.; Wood, Marcelo A.

2013-01-01

It has been known for numerous decades that gene expression is required for long-lasting forms of memory. In the past decade, the study of epigenetic mechanisms in memory processes has revealed yet another layer of complexity in the regulation of gene expression. Epigenetic mechanisms do not only provide complexity in the protein regulatory complexes that control coordinate transcription for specific cell function, but the epigenome encodes critical information that integrates experience and cellular history for specific cell functions as well. Thus, epigenetic mechanisms provide a unique mechanism of gene expression regulation for memory processes. This may be why critical negative regulators of gene expression, such as histone deacetylases (HDACs), have powerful effects on the formation and persistence of memory. For example, HDAC inhibition has been shown to transform a subthreshold learning event into robust long-term memory and also generate a form of long-term memory that persists beyond the point at which normal long-term memory fails. A key question that is explored in this review, from a learning and memory perspective, is whether stress-dependent signaling drives the formation and persistence of long-term memory via HDAC-dependent mechanisms. PMID:24149059

Teachers' level of ICT integration in teaching and learning: A survey in Malaysian private preschool

Science.gov (United States)

Kamaruddin, Kamarulzaman; Abdullah, Che Anuar Che; Idris, Mohd Noor; Nawi, Mohd Nasrun Mohd

2017-10-01

The purpose of this study is to investigate the level of ICT integration in teaching and learning in private preschool in Malaysia. A total 61 teachers from 10 private preschools in the district of Mualim in the state of Perak Malaysia were randomly chosen in this survey research. The findings revealed that most of the teachers were knowledgeable about the educational ICT application. However, the findings revealed that the teachers' level of ICT integration is still at the low level. This is based on the results of a study that most of the teachers are normal users and ICT application was used for their own work rather than using it in their teaching and learning in the classroom. In addition, the findings indicated that teachers' awareness towards the important of ICT in teaching and learning is not encouraging and this issue is related to the training provided, equipment and time constraints that hinder the integration of ICT.

Mindset Matters: Supporting Student Persistence Through The Developmental Mathematics Pipeline

OpenAIRE

Kiser, Tracey Nicole

2016-01-01

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

La evaluación de la persistencia basada en una tarea (The assessment of persistence based on an acquisition-extinction learning task

Directory of Open Access Journals (Sweden)

José Manuel Hernández López

2011-04-01

Full Text Available The aim of the present study was to design an objective task to assess persistence as a personality variable. The conditions for assessing behavioral persistence were analyzed according to the concepts of motivational persistence, obstinate persistence and exploratory persistence. A free operant procedure with an acquisition and an extinction phase was used as a possible context for assessing persistence. The results show that the designed task enabled the measurement of the three variables of persistence in the sample studied. Internal consistency indexes were .928 for motivational persistence, .683 and .580 for the two indicators of obstinate persistence, and .905 for exploratory persistence. The relationships between each persistence variable and the initial motivation of the participants are consistent with those described in the literature.

Survey of Analysis of Crime Detection Techniques Using Data Mining and Machine Learning

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Prabakaran, S.; Mitra, Shilpa

2018-04-01

Data mining is the field containing procedures for finding designs or patterns in a huge dataset, it includes strategies at the convergence of machine learning and database framework. It can be applied to various fields like future healthcare, market basket analysis, education, manufacturing engineering, crime investigation etc. Among these, crime investigation is an interesting application to process crime characteristics to help the society for a better living. This paper survey various data mining techniques used in this domain. This study may be helpful in designing new strategies for crime prediction and analysis.

Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care - a qualitative study.

Directory of Open Access Journals (Sweden)

Taryn Young

Full Text Available Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes.We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling.Implementing clinically integrated EBHC curricula requires institutional

National survey of the levels of persistent organochlorine pesticides in the breast milk of mothers in China

International Nuclear Information System (INIS)

Zhou Pingping; Wu Yongning; Yin Shian; Li Jingguang; Zhao Yunfeng; Zhang Lei; Chen Huijing; Liu Yinping; Yang Xin; Li Xiaowei

2011-01-01

The occurrence of persistent organochlorine pesticides (OCPs) in breast milk samples collected from mothers from twelve provinces in mainland China was investigated. Dichlorodiphenyltrichloroethanes (DDTs) were the most prevalent agent, followed by HCHs and HCB, whereas levels of chlordane compounds, drins and mirex were lower. The relatively lower DDE/DDT ratio in the Fujian rural area suggested more recent exposure to DDT than in other areas. The mean level of DDTs in breast milk from the southern China was higher than those from northern China (p < 0.05). A positive correlation was observed between concentration of DDTs in human milk and consumption of animal-origin food, suggesting that this parameter could play an important part in influencing OCPs burdens in lactating women. The mean estimated daily intakes of different OCPs for breastfed infants were lower than the tolerable daily intake. - Research highlights: →Among the OCPs analyzed, DDTs were the most prevalent agent.→ Lower DDE/DDT ratio in the Fujian rural area suggested recent intake of DDT.→ Animal food consumptions were correlated to DDTs concentrations in breast milk.→ The mean EDIs of various OCPs by Chinese infants were lower than the TDI guidelines. - A survey of concentrations of OCPs in breast milk helps identify background concentrations in the Chinese population.

Medial prefrontal cortex dopamine controls the persistent storage of aversive memories

Science.gov (United States)

Gonzalez, María C.; Kramar, Cecilia P.; Tomaiuolo, Micol; Katche, Cynthia; Weisstaub, Noelia; Cammarota, Martín; Medina, Jorge H.

2014-01-01

Medial prefrontal cortex (mPFC) is essential for initial memory processing and expression but its involvement in persistent memory storage has seldom been studied. Using the hippocampus dependent inhibitory avoidance learning task and the hippocampus-independent conditioned taste aversion paradigm together with specific dopamine receptor agonists and antagonists we found that persistence but not formation of long-term aversive memories requires dopamine D1/D5 receptors activation in mPFC immediately after training and, depending on the task, between 6 and 12 h later. Our results indicate that besides its well-known participation in retrieval and early consolidation, mPFC also modulates the endurance of long-lasting aversive memories regardless of whether formation of the aversive mnemonic trace requires the participation of the hippocampus. PMID:25506318

Serious Fun: Life-Deep Learning of Koi Hobbyists

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Liu, Chi-Chang

2012-01-01

Hobby activities can be viewed through the lens of informal, free-choice learning. A wide range of hobbies combine fun and learning-intensive practices, and can contribute to scientific literacy. Hobby learning involves clear goal orientation, persistence and effort, and often results in more richly and strongly connected knowledge; traits highly…

Surveying Education

DEFF Research Database (Denmark)

Enemark, Stig

2009-01-01

In relation to surveying education there is one big question to be asked: Is the role of the surveyors changing? In a global perspective the answer will be "Yes". There is a big swing that could be entitled "From Measurement to Management". This does not imply that measurement is no longer....... In surveying education there are a range of other challenges to be faced. These relate to the focus on learning to learn; the need for flexible curriculum to deal with constant change; the move towards introducing virtual academy; the demand for creating a quality culture; and the perspective of lifelong...... on an efficient interaction between education, research, and professional practice....

An Online Cross-Sectional Comparison of Women With Symptoms of Persistent Genital Arousal, Painful Persistent Genital Arousal, and Chronic Vulvar Pain.

Science.gov (United States)

Jackowich, Robyn A; Pink, Leah; Gordon, Allan; Poirier, Évéline; Pukall, Caroline F

2018-04-01

Persistent genital arousal disorder (PGAD) is an understudied condition characterized by unwanted physiologic genital arousal in the absence of subjective sexual arousal. Markos and Dinsmore (Int J STD AIDS 2013;24:852-858) theorized that PGAD shares a number of similarities with vulvodynia (unexplained chronic vulvar pain [CVP]), including symptom characteristics and comorbidities. To compare medical histories, symptom characteristics, pain characteristics, and daily functioning among women with persistent genital pain (PGA) (n = 42), painful PGA (n = 37), and CVP (n = 42) symptoms. An online cross-sectional survey was conducted from October 2015 through April 2016. Self-report measures of symptoms, diagnosed medical conditions, pain characteristics (McGill Pain Questionnaire), catastrophizing (Pain Catastrophizing Scale), and daily functioning (Functional Status Questionnaire) were collected. All 3 groups reported similar medical diagnoses and high frequencies of other chronic pelvic pain conditions. Women in all 3 groups reported comparable ages at symptom onset and timing of symptom expression (ie, constant vs intermittent). Women in the 2 PGA groups reported significantly greater feelings of helplessness than women in the CVP group. Women in the painful PGA and CVP groups endorsed significantly more sensory terms to describe their symptoms compared with women in the PGA group, whereas women in the painful PGA group reported significantly more affective terms to describe their symptoms compared with women in the CVP group. Women in the 2 PGA groups reported that their symptoms interfered significantly with most areas of daily functioning. Given the similarities between PGA and CVP symptoms, women with PGA may benefit from similar assessment, treatment, and research approaches. Limitations of the present study include its sole use of self-report measures; the presence of PGA or CVP symptoms was not confirmed by clinical assessment. However, the anonymous

Why Social Exclusion Persists among Older People in Australia

Directory of Open Access Journals (Sweden)

Riyana Miranti

2015-07-01

Full Text Available The existing literature on social exclusion among older people, though relatively limited, suggests that disadvantage among older people is cumulative in nature. Some aspects of disadvantage starting at early life stages have long-term consequences. As such, older people with disadvantages may be subject to higher risks of persistent social exclusion. This article aims to improve understanding of social exclusion and its persistence among senior Australians in three ways. Firstly, the incidence of social exclusion among older people is analysed using selected indicators. Secondly, the study examines whether an older person experiencing social exclusion at one time is more likely to experience it again (persistence. Thirdly, it investigates what factors may be protecting older people from social exclusion. The analysis is conducted using the first eight waves of the Household, Income and Labour Dynamics in Australia (HILDA Survey. The sample of older people is disaggregated into a younger group (55–64 years at wave 1 and an older group (65+ years. The article suggests that higher education and income, as well as better health conditions and previous employment experiences, are important protective factors from social exclusion for older Australians.

Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey.

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Atkins, Salla; Yan, Weirong; Meragia, Elnta; Mahomed, Hassan; Rosales-Klintz, Senia; Skinner, Donald; Zwarenstein, Merrick

2016-01-01

As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [ p =0.0067, odds ratio (OR)=0.192; 95% confidence interval (CI): 0.058-0.633], male gender of student ( p =0.0474, OR=0.255; 95% CI: 0.066-0.985), not experiencing technical problems ( p learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student

[Place of persistence trouble during oral contraception and subsequent use of emergency contraception].

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Jamin, C; Lachowsky, M

2015-10-01

In order to improve the understanding of hormonal contraceptive failures, this study evaluates the persistence of oral contraception and the use of emergency contraception (EC) during persistence incidents. We made the hypothesis of the existence of a strong link between the risk of unplanned pregnancies and these two parameters. In this study, we also evaluated women's perception of EC in order to elucidate the reasons of EC insufficient use. One survey was carried out on Internet on a representative sample of women, aged 16-45. In this survey, 3775 French women were interviewed (source-population). We defined a target population of 2415 fertile women who had heterosexual intercourse during the last 12 months, and a population of 760 women at risk of unintended pregnancy who had unprotected sexual intercourse during the last 12 months(risk-population). A little more than 30% of the target population, meaning 20% of the source-population (n=745) stopped their contraceptive method temporarily for an average time of two months. Almost 60% of women had a risk of unwanted pregnancy during this period without contraception, which is 59% of the risk-population. Only 20% of women among the population at risk used EC. The main reasons given for EC insufficient use were the misperception of the risk of pregnancy, the lack of knowledge about EC and its way of use. For the first time, this survey shows that 13% of women (of the source population) decide to stop temporarily their contraceptive method for an average time of two months per year. Fifty-nine percent of unplanned pregnancy situations are due to this poor contraception persistence. Although there is a need to reduce the risk of women being at risk, it seems also highly desirable to overcome the consequences of this poor persistence. Giving information about EC and a systematic prescription during contraception consultations would lead to an increased use of EC. Copyright © 2014 Elsevier Masson SAS. All rights

Mobile Assisted Language Learning (MALL – A Brief Survey

Directory of Open Access Journals (Sweden)

Maaruf Ali

2018-04-01

Full Text Available This paper gives an overview of electronic learning (E-Learning and mobile learning (M-Learning adoption and diffusion trends, as well as their particular traits, characteristics and issues, especially in terms of cross-cultural and universal usability. E-Learning and M-Learning models using web services and cloud computing, as well as associated security concerns are all addressed. The benefits and enhancements that accrue from using mobile and other internet devices for the purposes of learning in academia are discussed. The differences between traditional classroom-based learning, distance learning, E-Learning and M-Learning models are compared and some conclusions are drawn.

Assessing learning styles of Saudi dental students using Kolb's Learning Style Inventory.

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ALQahtani, Dalal A; Al-Gahtani, Sara M

2014-06-01

Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.

Avatar Web-Based Self-Report Survey System Technology for Public Health Research: Technical Outcome Results and Lessons Learned.

Science.gov (United States)

Savel, Craig; Mierzwa, Stan; Gorbach, Pamina M; Souidi, Samir; Lally, Michelle; Zimet, Gregory; Interventions, Aids

2016-01-01

This paper reports on a specific Web-based self-report data collection system that was developed for a public health research study in the United States. Our focus is on technical outcome results and lessons learned that may be useful to other projects requiring such a solution. The system was accessible from any device that had a browser that supported HTML5. Report findings include: which hardware devices, Web browsers, and operating systems were used; the rate of survey completion; and key considerations for employing Web-based surveys in a clinical trial setting.

When Nontraditional Is Traditional: A Faculty Dialogue with Graduating Community College Students about Persistence

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Clark, Lisa

2012-01-01

Nontraditional characteristics of community college students contribute to a sense of belonging and a sense of common struggle, uniting students in their uniqueness to persist. These diverse students, combined with faculty and peer encouragement, provide a learning environment conducive to completion. As community college educators, we have the…

The Experience and Persistence of College Students in STEM Majors

Science.gov (United States)

Xu, Yonghong Jade

2018-01-01

In this study, an online survey was constructed based on the extant literature on college student success. The survey was used to collect data from a sample of college students in science, technology, engineering, and math (STEM) majors in order to examine their learning experiences and to identify the factors that may influence their persistence…

Representability of algebraic topology for biomolecules in machine learning based scoring and virtual screening.

Science.gov (United States)

Cang, Zixuan; Mu, Lin; Wei, Guo-Wei

2018-01-01

This work introduces a number of algebraic topology approaches, including multi-component persistent homology, multi-level persistent homology, and electrostatic persistence for the representation, characterization, and description of small molecules and biomolecular complexes. In contrast to the conventional persistent homology, multi-component persistent homology retains critical chemical and biological information during the topological simplification of biomolecular geometric complexity. Multi-level persistent homology enables a tailored topological description of inter- and/or intra-molecular interactions of interest. Electrostatic persistence incorporates partial charge information into topological invariants. These topological methods are paired with Wasserstein distance to characterize similarities between molecules and are further integrated with a variety of machine learning algorithms, including k-nearest neighbors, ensemble of trees, and deep convolutional neural networks, to manifest their descriptive and predictive powers for protein-ligand binding analysis and virtual screening of small molecules. Extensive numerical experiments involving 4,414 protein-ligand complexes from the PDBBind database and 128,374 ligand-target and decoy-target pairs in the DUD database are performed to test respectively the scoring power and the discriminatory power of the proposed topological learning strategies. It is demonstrated that the present topological learning outperforms other existing methods in protein-ligand binding affinity prediction and ligand-decoy discrimination.

Representability of algebraic topology for biomolecules in machine learning based scoring and virtual screening

Science.gov (United States)

Mu, Lin

2018-01-01

This work introduces a number of algebraic topology approaches, including multi-component persistent homology, multi-level persistent homology, and electrostatic persistence for the representation, characterization, and description of small molecules and biomolecular complexes. In contrast to the conventional persistent homology, multi-component persistent homology retains critical chemical and biological information during the topological simplification of biomolecular geometric complexity. Multi-level persistent homology enables a tailored topological description of inter- and/or intra-molecular interactions of interest. Electrostatic persistence incorporates partial charge information into topological invariants. These topological methods are paired with Wasserstein distance to characterize similarities between molecules and are further integrated with a variety of machine learning algorithms, including k-nearest neighbors, ensemble of trees, and deep convolutional neural networks, to manifest their descriptive and predictive powers for protein-ligand binding analysis and virtual screening of small molecules. Extensive numerical experiments involving 4,414 protein-ligand complexes from the PDBBind database and 128,374 ligand-target and decoy-target pairs in the DUD database are performed to test respectively the scoring power and the discriminatory power of the proposed topological learning strategies. It is demonstrated that the present topological learning outperforms other existing methods in protein-ligand binding affinity prediction and ligand-decoy discrimination. PMID:29309403

Conditions of persistent oil on beaches in Prince William Sound 26 years after the Exxon Valdez spill

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Lindeberg, Mandy R.; Maselko, Jacek; Heintz, Ron A.; Fugate, Corey J.; Holland, Larry

2018-01-01

On March 24, 1989, the Exxon Valdez grounded on Bligh Reef in Prince William Sound, Alaska, spilling an estimated 10.8 million gallons of crude oil. Contrary to early projections, subsequent studies over several decades have shown subsurface oil persisting on impacted beaches. Here we present findings from a lingering oil survey conducted during the summer of 2015 at a small set of beaches in Prince William Sound known to have persistent subsurface Exxon Valdez oil. The objectives of the survey were to estimate how much oil remains at these sites, the oil composition, and oil retention rates compared to previous studies. Results from the survey found lingering oil was present at 8 of 9 sites that were revisited. Surveys revealed little evidence of change in oil area or mass over the last 14 years, nor has there been a change in the distribution of oiling intensities or their location on the beach. Detailed analysis of the oil indicated it has not weathered since 2001. Subsurface oils collected in 2015 have enriched concentrations of phenanthrenes and chrysenes relative to oil originating in the cargo hold indicating that buried oil has retained some toxic potential over the last two decades, but it is not currently bioavailable. Subsurface oil appears to be sequestered in sediments and protected from hydrological washing and low oxygen and nutrient levels inhibiting biodegradation. These findings are consistent with previous surveys and predictive geomorphic models suggesting the estimated 0.6% Exxon Valdez oil remaining is sequestered and not bioavailable unless disturbed and will likely persist in the environment on a decadal scale.

Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course

Science.gov (United States)

Sarantopoulos, Helen D.

Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information. Methodology. The study design was descriptive and ex post facto. The sample consisted of a total of 332 Latino/Hispanic students enrolled in General Biology 3. Major findings. The study revealed that Latino/Hispanic students enrolled in introductory biology at a large urban community college scored higher for the learning preference element of structure. Students twenty-five years and older scored higher for the learning preference elements of light, design, persistence, responsibility, and morning time (p learning-style preferences were found between second English language learners and those who learned English as their primary language (p tactile (p learning-style model and instruments and on recent learning-style research articles on ethnically diverse groups of adult learners; and (2) Instructors should plan their instruction to incorporate the learning-style preferences of their students.

Planning flexible learning to match the needs of consumers: a national survey.

Science.gov (United States)

Ayer, S; Smith, C

1998-05-01

The injection of market forces into the National Health Service (NHS) has led to nurse education being viewed as a commodity which educational institutions supply and NHS employers purchase. Conscious of the costs of paying for courses within this new consumer culture, NHS trusts and other health service employers are increasingly looking for cost-effective flexible training to educate their workforce quickly and efficiently. Parallel to this is the accelerated demand for continuing professional development (CPD) brought about by the inception of the UKCC's Post-Registration Education and Practice Project (PREPP). Both registered and enrolled nurses are finding they need professional updating and skills and thus increased access to courses. The increased demand for education and training brought about by these changes cannot be met through traditional methods alone, requiring educational institutions to re-appraise their methods of delivery and introduce more flexible approaches to learning. There is every evidence that this is now the case with open learning, distance learning and flexible approaches to learning ever growing in popularity as providers of nurse education recognize the benefits such approaches offer. The emphasis is on meeting the diverse needs of the health care employers and individuals by providing education that is flexible, learner-centred and customer focused. This paper presents the findings of a national survey to ascertain how providers of flexible education plan educational programmes to meet the needs of their customers. Based on data collected from 120 educational institutions within the higher education, health and social care and private sectors, it highlights: the ways in which flexible learning programmes and courses are delivered; what aspects of flexibility are considered important when designing programmes to meet the needs of prospective customers; and what approaches are used to assess demand for flexible education. The study

Intent to Persist in College Freshmen: The Role of Self-Efficacy and Mentorship

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Baier, Stefanie T.; Markman, Barry S.; Pernice-Duca, Francesca M.

2016-01-01

We surveyed 237 first-time college students to examine the extent to which social-cognitive factors--self-efficacy, perceptions of mentorship, high school GPA, ACT scores, first-semester college GPA, and demographic characteristics-- influence freshmen's intent to persist. Standard multiple regression and MANOVA were conducted to determine the…

Increasing HIV and decreasing syphilis prevalence in a context of persistently high unprotected anal intercourse, six consecutive annual surveys among men who have sex with men in Guangzhou, China, 2008 to 2013.

Science.gov (United States)

Zhong, Fei; Liang, Boheng; Xu, Huifang; Cheng, Weibin; Fan, Lirui; Han, Zhigang; Liang, Caiyun; Gao, Kai; Mai, Huixia; Qin, Faju; Zhao, Jinkou; Ling, Li

2014-01-01

Previous studies have reported a possibly increasing HIV prevalence among men who have sex with men (MSM) in China. However there have been limited systematic analyses of existing surveillance data to learn the trend of HIV prevalence and factors driving the trend. The aims of this study were to examine the trend of HIV prevalence among MSM in Guangzhou and to explore the role of unprotected anal intercourse (UAI) in the trend. Snow-ball sampling was applied in the subject recruitment for the annual serological and behavioral surveys among MSM from 2008 to 2013. Data collected in the behavioral survey include demographic information, HIV related sexual behavior with men and women, access to HIV prevention services, and symptoms of sexually transmitted infections. Chi-square test was used to analyze the trend of HIV prevalence. Multivariate logistic regression was conducted to test the factors associated with HIV infection. HIV prevalence increased significantly from 5.0% in 2008 to 11.4% in 2013 while syphilis prevalence decreased from 17.4% to 3.3% in the same period. UAI rates were high and stable in every single year, ranging from 54.5% to 62.0%. Those who were having UAI (OR = 1.80, 95% confidence interval (CI): 1.26-2.58), being migrants, having more than 10 partners, and infected with syphilis had higher risk for HIV infection. HIV epidemic is expanding in Guangzhou. The persistently high UAI may have played a major role in the increasing trend of HIV prevalence. Targeted prevention program should be conducted among MSM who are migrants, low educational level, syphilis infected, or having multiple partners to encourage HIV test and change UAI behavior. The general high UAI calls for tailored intervention program to promote healthy culture and form a safe sex social norm in the MSM community.

Loss of catecholaminergic neuromodulation of persistent forms of hippocampal synaptic plasticity with increasing age

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Hannah Twarkowski

2016-09-01

Full Text Available Neuromodulation by means of the catecholaminergic system is a key component of motivation-driven learning and behaviorally modulated hippocampal synaptic plasticity. In particular, dopamine acting on D1/D5 receptors and noradrenaline acting on beta-adrenergic receptors exert a very potent regulation of forms of hippocampal synaptic plasticity that last for very long-periods of time (>24h, and occur in conjunction with novel spatial learning. Antagonism of these receptors not only prevents long-term potentiation (LTP and long-term depression (LTD, but prevents the memory of the spatial event that, under normal circumstances, leads to the perpetuation of these plasticity forms. Spatial learning behavior that normally comes easily to rats, such as object-place learning and spatial reference learning, becomes increasingly impaired with aging. Middle-aged animals display aging-related deficits of specific, but not all, components of spatial learning, and one possibility is that this initial manifestation of decrements in learning ability that become manifest in middle-age relate to changes in motivation, attention and/or the regulation by neuromodulatory systems of these behavioral states.Here, we compared the regulation by dopaminergic D1/D5 and beta-adrenergic receptors of persistent LTP in young (2-4 month old and middle-aged (8-14 month old rats. We observed in young rats, that weak potentiation that typically lasts for ca. 2h could be strengthened into persistent (>24h LTP by pharmacological activation of either D1/D5 or beta-adrenergic receptors. By contrast, no such facilitation occurred in middle-aged rats. This difference was not related to an ostensible learning deficit: a facilitation of weak potentiation into LTP by spatial learning was possible both in young and middle-aged rats. It was also not directly linked to deficits in LTP: strong afferent stimulation resulted in equivalent LTP in both age groups. We postulate that this change in

Machine learning from hard x-ray surveys: applications to magnetic cataclysmic variable studies

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Scaringi, Simone

2009-11-01

Within this thesis are discussed two main topics of contemporary astrophysics. The first is that of machine learning algorithms for astronomy whilst the second is that of magnetic cataclysmic variables (mCVs). To begin, an overview is given of ISINA: INTEGRAL Scouce Identifiction Network Algorithm. This machine learning algorithm, using random forests, is applied to the IBIS/ISGRI data set in order to ease the production of unbiased future soft gamma-ray source catalogues. The feature extraction process on an initial candidate list is described together with feature merging. Three trainng and testing sets are created in order to deal with the diverse time-scales encountered when dealing with the gamma-ray sky: one dealing with faint persistent source recognition, one dealing with strong persistent sources and a final one dealing with transients. For the latter, a new transient detection technique is introduced and described: the transient matrix. Finally the performance of the network is assessed and discussed using the testing set and some illustrative source examples. ISINA is also compared to the more conventional approach of visual inspection. Next mCVs are discussed, and in particular the properties arising from a hard X-ray selected sample which has proven remarkably efficient in detecting intermediate polars and asynchronous polars, two of the rarest type of cataclysmic variables (CVs). This thesis focuses particularly on the link between hard X-ray properties and spin/orbital periods. To this end, a new sample of these objects is constructed by cross-corelating candidate sources detected in INTEGRAL/IBIS observations against catalogues of known CVs. Also included in the analysis are hard X-ray Observations from Swift/BAT and SUZAKU/HXD in order to make the study more complete. It is found that most hard X-ray detected mCVs have Pspin/Porb<0.1 above the period gap. In this respect, attention is given to the very low number of detected systems in any ban

Learner characteristics involved in distance learning

Energy Technology Data Exchange (ETDEWEB)

Cernicek, A.T.; Hahn, H.A.

1991-01-01

Distance learning represents a strategy for leveraging resources to solve educational and training needs. Although many distance learning programs have been developed, lessons learned regarding differences between distance learning and traditional education with respect to learner characteristics have not been well documented. Therefore, we conducted a survey of 20 distance learning professionals. The questionnaire was distributed to experts attending the second Distance Learning Conference sponsored by Los Alamos National Laboratory. This survey not only acquired demographic information from each of the respondents but also identified important distance learning student characteristics. Significant distance learner characteristics, which were revealed statistically and which influence the effectiveness of distance learning, include the following: reading level, student autonomy, and self-motivation. Distance learning cannot become a more useful and effective method of instruction without identifying and recognizing learner characteristics. It will be important to consider these characteristics when designing all distance learning courses. This paper will report specific survey findings and their implications for developing distance learning courses. 9 refs., 6 tabs.

Patience, Persistence and Pragmatism: Experiences and Lessons Learnt from the Implementation of Clinically Integrated Teaching and Learning of Evidence-Based Health Care – A Qualitative Study

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Young, Taryn; Rohwer, Anke; van Schalkwyk, Susan; Volmink, Jimmy; Clarke, Mike

2015-01-01

Background Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC) knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes. Methods and Findings We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling. Conclusions Implementing clinically integrated EBHC curricula

Uranium-Bearing Evaporite Mineralization Influencing Plume Persistence. Literature Review and DOE-LM Site Surveys

International Nuclear Information System (INIS)

2016-01-01

This report on evaporite mineralization was completed as an Ancillary Work Plan for the Applied Studies and Technology program under the U.S. Department of Energy (DOE) Office of Legacy Management (LM). This study reviews all LM sites under Title I and Title II of the Uranium Mill Tailings Radiation Control Act (UMTRCA) and one Decontamination and Decommissioning site to provide (1) a summary of which sites have evaporite deposits, (2) any available quantitative geochemical and mineralogical analyses, and (3) references to relevant reports. In this study, 'evaporite' refers to any secondary mineral precipitate that occurs due to a loss of water through evaporative processes. This includes efflorescent salt crusts, where this term refers to a migration of dissolved constituents to the surface with a resulting salt crust, where 'salt' can refer to any secondary precipitate, regardless of constituents. The potential for the formation of evaporites at LM sites has been identified, and may have relevance to plume persistence issues. Evaporite deposits have the potential to concentrate and store contaminants at LM sites that could later be re-released. These deposits can also provide a temporary storage mechanism for carbonate, chloride, and sulfate salts along with uranium and other contaminants of concern (COCs). Identification of sites with evaporites will be used in a new technical task plan (TTP), Persistent Secondary Contaminant Sources (PeSCS), for any proposed additional sampling and analyses. This additional study is currently under development and will focus on determining if the dissolution of evaporites has the potential to hinder natural flushing strategies and impact plume persistence. This report provides an initial literature review on evaporites followed by details for each site with identified evaporites. The final summary includes a table listing of all relevant LM sites regardless of evaporite identification.

Uranium-Bearing Evaporite Mineralization Influencing Plume Persistence. Literature Review and DOE-LM Site Surveys

Energy Technology Data Exchange (ETDEWEB)

None, None

2016-05-01

This report on evaporite mineralization was completed as an Ancillary Work Plan for the Applied Studies and Technology program under the U.S. Department of Energy (DOE) Office of Legacy Management (LM). This study reviews all LM sites under Title I and Title II of the Uranium Mill Tailings Radiation Control Act (UMTRCA) and one Decontamination and Decommissioning site to provide (1) a summary of which sites have evaporite deposits, (2) any available quantitative geochemical and mineralogical analyses, and (3) references to relevant reports. In this study, “evaporite” refers to any secondary mineral precipitate that occurs due to a loss of water through evaporative processes. This includes efflorescent salt crusts, where this term refers to a migration of dissolved constituents to the surface with a resulting salt crust, where “salt” can refer to any secondary precipitate, regardless of constituents. The potential for the formation of evaporites at LM sites has been identified, and may have relevance to plume persistence issues. Evaporite deposits have the potential to concentrate and store contaminants at LM sites that could later be re-released. These deposits can also provide a temporary storage mechanism for carbonate, chloride, and sulfate salts along with uranium and other contaminants of concern (COCs). Identification of sites with evaporites will be used in a new technical task plan (TTP), Persistent Secondary Contaminant Sources (PeSCS), for any proposed additional sampling and analyses. This additional study is currently under development and will focus on determining if the dissolution of evaporites has the potential to hinder natural flushing strategies and impact plume persistence. This report provides an initial literature review on evaporites followed by details for each site with identified evaporites. The final summary includes a table listing of all relevant LM sites regardless of evaporite identification.

Does stress remove the HDAC brakes for the formation and persistence of long-term memory?

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White, André O; Wood, Marcelo A

2014-07-01

It has been known for numerous decades that gene expression is required for long-lasting forms of memory. In the past decade, the study of epigenetic mechanisms in memory processes has revealed yet another layer of complexity in the regulation of gene expression. Epigenetic mechanisms do not only provide complexity in the protein regulatory complexes that control coordinate transcription for specific cell function, but the epigenome encodes critical information that integrates experience and cellular history for specific cell functions as well. Thus, epigenetic mechanisms provide a unique mechanism of gene expression regulation for memory processes. This may be why critical negative regulators of gene expression, such as histone deacetylases (HDACs), have powerful effects on the formation and persistence of memory. For example, HDAC inhibition has been shown to transform a subthreshold learning event into robust long-term memory and also generate a form of long-term memory that persists beyond the point at which normal long-term memory fails. A key question that is explored in this review, from a learning and memory perspective, is whether stress-dependent signaling drives the formation and persistence of long-term memory via HDAC-dependent mechanisms. Copyright © 2013 Elsevier Inc. All rights reserved.

Comprehensive survey of deep learning in remote sensing: theories, tools, and challenges for the community

Science.gov (United States)

Ball, John E.; Anderson, Derek T.; Chan, Chee Seng

2017-10-01

In recent years, deep learning (DL), a rebranding of neural networks (NNs), has risen to the top in numerous areas, namely computer vision (CV), speech recognition, and natural language processing. Whereas remote sensing (RS) possesses a number of unique challenges, primarily related to sensors and applications, inevitably RS draws from many of the same theories as CV, e.g., statistics, fusion, and machine learning, to name a few. This means that the RS community should not only be aware of advancements such as DL, but also be leading researchers in this area. Herein, we provide the most comprehensive survey of state-of-the-art RS DL research. We also review recent new developments in the DL field that can be used in DL for RS. Namely, we focus on theories, tools, and challenges for the RS community. Specifically, we focus on unsolved challenges and opportunities as they relate to (i) inadequate data sets, (ii) human-understandable solutions for modeling physical phenomena, (iii) big data, (iv) nontraditional heterogeneous data sources, (v) DL architectures and learning algorithms for spectral, spatial, and temporal data, (vi) transfer learning, (vii) an improved theoretical understanding of DL systems, (viii) high barriers to entry, and (ix) training and optimizing the DL.

Evidence-Based Higher Education - Is the Learning Styles 'Myth' Important?

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Newton, Philip M; Miah, Mahallad

2017-01-01

The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a 'myth.' In this study, we used a survey of academics in UK Higher Education ( n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that 'debunking' Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.

The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

Science.gov (United States)

Semsar, Katharine; Knight, Jennifer K.; Birol, Gülnur; Smith, Michelle K.

2011-01-01

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. PMID:21885823

The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology.

Science.gov (United States)

Semsar, Katharine; Knight, Jennifer K; Birol, Gülnur; Smith, Michelle K

2011-01-01

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.

The Development, Validation and Use of the Rural and Remote Teaching, Working, Living and Learning Environment Survey (RRTWLLES)

Science.gov (United States)

Dorman, Jeffrey; Kennedy, Joy; Young, Janelle

2015-01-01

Research in rural and remote schools and communities of Queensland resulted in the development and validation of the Rural and Remote Teaching, Working, Living and Learning Environment Survey (RRTWLLES). Samples of 252 teachers and 191 community members were used to validate the structure of this questionnaire. It was developed within the standard…

Task Demands in OSCEs Influence Learning Strategies.

Science.gov (United States)

Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc

2017-01-01

Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with

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

Science.gov (United States)

Vedder-Weiss, Dana; Fortus, David

2018-02-01

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

KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL

OpenAIRE

Jonāne, Lolita

2018-01-01

The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative  and quantitative methods  - experienced teacher’s survey and student-trainee survey  after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involve...

Prefrontal control of cerebellum-dependent associative motor learning.

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Chen, Hao; Yang, Li; Xu, Yan; Wu, Guang-yan; Yao, Juan; Zhang, Jun; Zhu, Zhi-ru; Hu, Zhi-an; Sui, Jian-feng; Hu, Bo

2014-02-01

Behavioral studies have demonstrated that both medial prefrontal cortex (mPFC) and cerebellum play critical roles in trace eyeblink conditioning. However, little is known regarding the mechanism by which the two brain regions interact. By use of electrical stimulation of the caudal mPFC as a conditioned stimulus, we show evidence that persistent outputs from the mPFC to cerebellum are necessary and sufficient for the acquisition and expression of a trace conditioned response (CR)-like response. Specifically, the persistent outputs of caudal mPFC are relayed to the cerebellum via the rostral part of lateral pontine nuclei. Moreover, interfering with persistent activity by blockade of the muscarinic Ach receptor in the caudal mPFC impairs the expression of learned trace CRs. These results suggest an important way for the caudal mPFC to interact with the cerebellum during associative motor learning.

Affective Load and Engagement in Second Life: Experiencing Urgent, Persistent, and Long-Term Information Needs

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Nahl, Diane

2010-01-01

New users of virtual environments face a steep learning curve, requiring persistence and determination to overcome challenges experienced while acclimatizing to the demands of avatar-mediated behavior. Concurrent structured self-reports can be used to monitor the personal affective and cognitive struggles involved in virtual world adaptation to…

Exploring Online Students' Self-Regulated Learning with Self-Reported Surveys and Log Files: A Data Mining Approach

Science.gov (United States)

Cho, Moon-Heum; Yoo, Jin Soung

2017-01-01

Many researchers who are interested in studying students' online self-regulated learning (SRL) have heavily relied on self-reported surveys. Data mining is an alternative technique that can be used to discover students' SRL patterns from large data logs saved on a course management system. The purpose of this study was to identify students' online…

Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

Science.gov (United States)

Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

2018-05-01

The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

Different Levels of Leadership for Learning: Investigating Differences between Teachers Individually and Collectively Using Multilevel Factor Analysis of the 2011-2012 Schools and Staffing Survey

Science.gov (United States)

Boyce, Jared; Bowers, Alex J.

2018-01-01

This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey. This study used…

Childhood maltreatment, personality disorders and 3-year persistence of adult alcohol and nicotine dependence in a national sample.

Science.gov (United States)

Elliott, Jennifer C; Stohl, Malka; Wall, Melanie M; Keyes, Katherine M; Skodol, Andrew E; Eaton, Nicholas R; Shmulewitz, Dvora; Goodwin, Renee D; Grant, Bridget F; Hasin, Deborah S

2016-05-01

Persistent cases of alcohol and nicotine dependence are associated with considerable morbidity and mortality, and are predicted by childhood maltreatment and personality disorders. Our aim was to test whether personality disorders (individually or conjointly) mediate the relationship between childhood maltreatment and the persistence of dependence. Personality disorders, modeled dimensionally, were tested as mediators of the relationship between childhood maltreatment and the 3-year persistence of alcohol and nicotine dependence in participants in the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) who had current alcohol and nicotine dependence in their baseline interview. Individual personality disorders were assessed in separate models. Then, those that were significant were examined jointly in multiple mediator models to determine their total and unique effects. A large, nationally representative US survey. Participants ≥ 18 years who completed baseline and 3-year follow-up NESARC interviews who had baseline alcohol dependence (n = 1172; 68% male) or nicotine dependence (n = 4017; 52.9% male). Alcohol Use Disorder and Associated Disabilities Interview Schedule (AUDADIS-IV) measures of childhood maltreatment, personality disorders and alcohol/nicotine dependence. Individual models indicated that many personality disorders mediated the relationship between childhood maltreatment and the 3-year persistence of alcohol and nicotine dependence (each explaining 6-46% of the total effect, Ps Personality disorder symptoms (especially borderline and antisocial) help explain the association between childhood maltreatment and persistent alcohol and nicotine dependence. © 2016 Society for the Study of Addiction.

Student Employment and Persistence: Evidence of Effect Heterogeneity of Student Employment on College Dropout

Science.gov (United States)

Choi, Yool

2018-01-01

This study explores how student employment affects college persistence and how these effects differ by individual likelihood of participating in student employment. I analyze data from the National Longitudinal Survey of Youth 1997 using propensity score matching and stratification-multilevel analysis. This study finds that engaging in intense…

Adult literacy, learning identities and pedagogic practice

OpenAIRE

Crowther, Jim; Maclachlan, Kathy; Tett, Lyn

2010-01-01

This article discusses the relationship between persistence in adult literacy and numeracy\\ud programs, changes in the participants’ attitudes to engaging in learning and pedagogic practices\\ud using data from eight Scottish literacy education organizations. It argues that literacy learning can act as a resource that enables vulnerable adults to change their dispositions to learning, achieve their goals and make a transition towards their imagined futures. Pedagogic practices that operate fro...

E-Learning Experiences of Hong Kong Students

OpenAIRE

J. Lam; R. Chan

2013-01-01

The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

Assessing Causality and Persistence in Associations between Family Dinners and Adolescent Well-Being

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Musick, Kelly; Meier, Ann

2012-01-01

Adolescents who share meals with their parents score better on a range of well-being indicators. Using 3 waves of the National Longitudinal Survey of Adolescent Health (N = 17,977), the authors assessed the causal nature of these associations and the extent to which they persist into adulthood. They examined links between family dinners and…

Autonomous Learning from a Social Cognitive Perspective

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Ponton, Michael K.; Rhea, Nancy E.

2006-01-01

The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article…

Radiologists' preferences for just-in-time learning.

Science.gov (United States)

Kahn, Charles E; Ehlers, Kevin C; Wood, Beverly P

2006-09-01

Effective learning can occur at the point of care, when opportunities arise to acquire information and apply it to a clinical problem. To assess interest in point-of-care learning, we conducted a survey to explore radiologists' attitudes and preferences regarding the use of just-in-time learning (JITL) in radiology. Following Institutional Review Board approval, we invited 104 current radiology residents and 86 radiologists in practice to participate in a 12-item Internet-based survey to assess their attitudes toward just-in-time learning. Voluntary participation in the survey was solicited by e-mail; respondents completed the survey on a web-based form. Seventy-nine physicians completed the questionnaire, including 47 radiology residents and 32 radiologists in practice; the overall response rate was 42%. Respondents generally expressed a strong interest for JITL: 96% indicated a willingness to try such a system, and 38% indicated that they definitely would use a JITL system. They expressed a preference for learning interventions of 5-10 min in length. Current and recent radiology trainees have expressed a strong interest in just-in-time learning. The information from this survey should be useful in pursuing the design of learning interventions and systems for delivering just-in-time learning to radiologists.

Provision of Learning and Teaching Materials for Pupils with Visual Impairment: Results from a National Survey in Zambia

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Akakandelwa, Akakandelwa; Munsanje, Joseph

2012-01-01

The aim of this study was to determine the provision of learning and teaching materials for pupils with visual impairment in basic and high schools of Zambia. A survey approach utilizing a questionnaire, interviews and a review of the literature was adopted for the study. The findings demonstrated that most schools in Zambia did not provide…

Numeric invariants from multidimensional persistence

Energy Technology Data Exchange (ETDEWEB)

Skryzalin, Jacek [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Carlsson, Gunnar [Stanford Univ., Stanford, CA (United States)

2017-05-19

In this paper, we analyze the space of multidimensional persistence modules from the perspectives of algebraic geometry. We first build a moduli space of a certain subclass of easily analyzed multidimensional persistence modules, which we construct specifically to capture much of the information which can be gained by using multidimensional persistence over one-dimensional persistence. We argue that the global sections of this space provide interesting numeric invariants when evaluated against our subclass of multidimensional persistence modules. Lastly, we extend these global sections to the space of all multidimensional persistence modules and discuss how the resulting numeric invariants might be used to study data.

Persistent Aerial Tracking

KAUST Repository

Mueller, Matthias

2016-01-01

persistent, robust and autonomous object tracking system for unmanned aerial vehicles (UAVs) called Persistent Aerial Tracking (PAT). A computer vision and control strategy is applied to a diverse set of moving objects (e.g. humans, animals, cars, boats, etc

The role of rewarding and novel events in facilitating memory persistence in a separate spatial memory task

Science.gov (United States)

Salvetti, Beatrice; Morris, Richard G.M.; Wang, Szu-Han

2014-01-01

Many insignificant events in our daily life are forgotten quickly but can be remembered for longer when other memory-modulating events occur before or after them. This phenomenon has been investigated in animal models in a protocol in which weak memories persist longer if exploration in a novel context is introduced around the time of memory encoding. This study aims to understand whether other types of rewarding or novel tasks, such as rewarded learning in a T-maze and novel object recognition, can also be effective memory-modulating events. Rats were trained in a delayed matching-to-place task to encode and retrieve food locations in an event arena. Weak encoding with only one food pellet at the sample location induced memory encoding but forgetting over 24 h. When this same weak encoding was followed by a rewarded task in a T-maze, the memory persisted for 24 h. Moreover, the same persistence of memory over 24 h could be achieved by exploration in a novel box or by a rewarded T-maze task after a “non-rewarded” weak encoding. When the one-pellet weak encoding was followed by novel object exploration, the memory did not persist at 24 h. Together, the results confirm that place encoding is possible without explicit reward, and that rewarded learning in a separate task lacking novelty can be an effective memory-modulating event. The behavioral and neurobiological implications are discussed. PMID:24429424

How Long Do the Dead Survive on the Road? Carcass Persistence Probability and Implications for Road-Kill Monitoring Surveys

OpenAIRE

Santos, Sara; Carvalho, Filipe; Mira, António

2011-01-01

Background: Road mortality is probably the best-known and visible impact of roads upon wildlife. Although several factors influence road-kill counts, carcass persistence time is considered the most important determinant underlying underestimates of road mortality. The present study aims to describe and model carcass persistence variability on the road for different taxonomic groups under different environmental conditions throughout the year; and also to assess the eff...

Persistent hyperdopaminergia decreases the peak frequency of hippocampal theta oscillations during quiet waking and REM sleep.

Directory of Open Access Journals (Sweden)

Kafui Dzirasa

Full Text Available Long-term changes in dopaminergic signaling are thought to underlie the pathophysiology of a number of psychiatric disorders. Several conditions are associated with cognitive deficits such as disturbances in attention processes and learning and memory, suggesting that persistent changes in dopaminergic signaling may alter neural mechanisms underlying these processes. Dopamine transporter knockout (DAT-KO mice exhibit a persistent five-fold increase in extracellular dopamine levels. Here, we demonstrate that DAT-KO mice display lower hippocampal theta oscillation frequencies during baseline periods of waking and rapid-eye movement sleep. These altered theta oscillations are not reversed via treatment with the antidopaminergic agent haloperidol. Thus, we propose that persistent hyperdopaminergia, together with secondary alterations in other neuromodulatory systems, results in lower frequency activity in neural systems responsible for various cognitive processes.

Student Outcomes of Eco-Restoration Service-Learning Experiences in Urban Woodlands

Science.gov (United States)

Knackmuhs, Eric; Farmer, James; Reynolds, Heather L.

2017-01-01

Service learning with ecological restoration projects can positively affect participants' attitudes, behaviors, and learning, but little is known about the longevity of these effects. Furthermore, urban green spaces are an understudied, yet increasingly important, context for eco-restoration service learning. This study examined the persistence of…

Gender and race/ethnic differences in the persistence of alcohol, drug, and poly-substance use disorders.

Science.gov (United States)

Evans, Elizabeth A; Grella, Christine E; Washington, Donna L; Upchurch, Dawn M

2017-05-01

To examine gender and racial/ethnic differences in the effect of substance use disorder (SUD) type on SUD persistence. Data were provided by 1025 women and 1835 men from the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) to examine whether gender and race/ethnicity (Non-Hispanic White, Black, Hispanic) moderate the effects of DSM-IV defined past-12 month SUD type (alcohol, drug, poly-substance) on SUD persistence at 3-year follow-up, controlling for covariates. Using gender-stratified weighted binary logistic regression, we examined predictors of SUD persistence, tested an SUD type by race/ethnicity interaction term, and calculated and conducted Bonferroni corrected pairwise comparisons of predicted probabilities. SUD persistence rates at 3-year follow-up differed for SUD type by gender by race/ethnicity sub-group, and ranged from 31% to 81%. SUD persistence rates were consistently higher among poly-substance users; patterns were mixed in relation to gender and race/ethnicity. Among women, alcohol disordered Hispanics were less likely to persist than Whites. Among men, drug disordered Hispanics were less likely to persist than Whites. Also, Black men with an alcohol or drug use disorder were less likely to persist than Whites, but Black men with a poly-substance use disorder were more likely to persist than Hispanics. The effect of SUD type on SUD persistence varies by race/ethnicity, and the nature of these relationships is different by gender. Such knowledge could inform tailoring of SUD screening and treatment programs, potentially increasing their impact. Published by Elsevier B.V.

The social transmission of metacontrol policies: Mechanisms underlying the interpersonal transfer of persistence and flexibility.

Science.gov (United States)

Hommel, Bernhard; Colzato, Lorenza S

2017-10-01

Humans often face binary cognitive-control dilemmas, with the choice between persistence and flexibility being a crucial one. Tackling these dilemmas requires metacontrol, i.e., the control of the current cognitive-control policy. As predicted from functional, psychometric, neuroscientific, and modeling approaches, interindividual variability in metacontrol biases towards persistence or flexibility could be demonstrated in metacontrol-sensitive tasks. These biases covary systematically with genetic predispositions regarding mesofrontal and nigrostriatal dopaminergic functioning and the individualistic or collectivistic nature of the cultural background. However, there is also evidence for mood- and meditation-induced intraindividual variability (with negative mood and focused-attention meditation being associated with a bias towards persistence, and positive mood and open-monitoring meditation being associated with a bias towards flexibility), suggesting that genetic and cultural factors do not determine metacontrol settings entirely. We suggest a theoretical framework that explains how genetic predisposition and cultural learning can lead to the implementation of metacontrol defaults, which however can be shifted towards persistence or flexibility by situational factors. Copyright © 2017 Elsevier Ltd. All rights reserved.

Expert knowledge and data analysis for detecting advanced persistent threats

Directory of Open Access Journals (Sweden)

Moya Juan Ramón

2017-08-01

Full Text Available Critical Infrastructures in public administration would be compromised by Advanced Persistent Threats (APT which today constitute one of the most sophisticated ways of stealing information. This paper presents an effective, learning based tool that uses inductive techniques to analyze the information provided by firewall log files in an IT infrastructure, and detect suspicious activity in order to mark it as a potential APT. The experiments have been accomplished mixing real and synthetic data traffic to represent different proportions of normal and anomalous activity.

Brominated flame retardants in U.S. biosolids from the EPA national sewage sludge survey and chemical persistence in outdoor soil mesocosms

Science.gov (United States)

Venkatesan, Arjun K.; Halden, Rolf U.

2014-01-01

We determined national baseline levels and release inventories of 77 traditional and novel brominated flame retardants (BFRs) in biosolids composites (prepared from 110 samples) from the U.S. Environmental Protection Agency’s 2001 national sewage sludge survey (NSSS). Additionally, analyses were performed on archived samples from a 3-year outdoor mesocosm study to determine the environmental persistence of BFRs in biosolids-amended soil. The total polybrominated diphenylether (PBDE) concentration detected in biosolids composites was 9,400±960 μg/kg dry weight, of which deca-BDE constituted 57% followed by nona- and penta-BDE at 18 and 13%, respectively. The annual mean loading rate estimated from the detected concentrations and approximate annual biosolids production and disposal numbers in the U.S., of the sum of PBDEs and non-BDE BFRs was calculated to be 47,900–60,100 and 12,900–16,200 kg/year, of which 24,000–36,000 and 6,400–9,700 kg/year are applied on land, respectively. Mean concentration of PBDEs were higher in the 2001 samples compared to levels reported in EPA’s 2006/7 Targeted NSSS, reflecting on-going efforts in phasing-out PBDEs in the U.S. In outdoor soil mesocosms, >99% of the initial BFRs mass in the biosolids/soil mixtures (1:2) persisted over the monitoring duration of three years. Estimates of environmental releases may be refined in the future by analyzing individual rather than composited samples, and by integrating currently unavailable data on disposal of biosolids on a plant-specific basis. This study informs the risk assessment of BFRs by furnishing national inventories of BFR occurrence and environmental release via biosolids application on land. PMID:24607311

Variable Persister Gene Interactions with (pppGpp for Persister Formation in Escherichia coli

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Shuang Liu

2017-09-01

Full Text Available Persisters comprise a group of phenotypically heterogeneous metabolically quiescent bacteria with multidrug tolerance and contribute to the recalcitrance of chronic infections. Although recent work has shown that toxin-antitoxin (TA system HipAB depends on stringent response effector (pppGppin persister formation, whether other persister pathways are also dependent on stringent response has not been explored. Here we examined the relationship of (pppGpp with 15 common persister genes (dnaK, clpB, rpoS, pspF, tnaA, sucB, ssrA, smpB, recA, umuD, uvrA, hipA, mqsR, relE, dinJ using Escherichia coli as a model. By comparing the persister levels of wild type with their single gene knockout and double knockout mutants with relA, we divided their interactions into five types, namely A “dependent” (dnaK, recA, B “positive reinforcement” (rpoS, pspF, ssrA, recA, C “antagonistic” (clpB, sucB, umuD, uvrA, hipA, mqsR, relE, dinJ, D “epistasis” (clpB, rpoS, tnaA, ssrA, smpB, hipA, and E “irrelevant” (dnaK, clpB, rpoS, tnaA, sucB, smpB, umuD, uvrA, hipA, mqsR, relE, dinJ. We found that the persister gene interactions are intimately dependent on bacterial culture age, cell concentrations (diluted versus undiluted culture, and drug classifications, where the same gene may belong to different groups with varying antibiotics, culture age or cell concentrations. Together, this study represents the first attempt to systematically characterize the intricate relationships among the different mechanisms of persistence and as such provide new insights into the complexity of the persistence phenomenon at the level of persister gene network interactions.

A Correlational Study on Interactive Technology Use and Student Persistence in eLearning Classes at an Online University

Science.gov (United States)

Edwards, Carol T.

2017-01-01

The increase in enrollments in online courses in higher education have led to a corresponding decrease in student persistence. Educators in an effort to increase student persistence have included interactive technologies in some of their courses. However, there was no empirical evidence on whether the use of interactive technology in on online…

Rate and Predictors of Persistent Major Depressive Disorder in a Nationally Representative Sample.

Science.gov (United States)

Walker, Elizabeth Reisinger; Druss, Benjamin G

2015-08-01

This study examined predictors of persistent major depressive disorder over 10 years, focusing on the effects of clinical variables, physical health, and social support. Data from the National Survey of Midlife Development in the United States in 1995-1996 and 2004-2006 were analyzed. Logistic regression was used to predict non-recovery from major depression among individuals who met clinical-based criteria for major depressive disorder at baseline. Fifteen percent of the total sample was classified as having major depression in 1995-1996; of these individuals, 37 % had major depression in 2004-2006. Baseline variables that were significantly associated with persistent major depression at follow-up were being female, having never married, having two or more chronic medical conditions, experiencing activity limitation, and less contact with family. Therefore, treatment strategies focused on physical health, social support, and mental health needs are necessary to comprehensively address the factors that contribute to persistent major depressive disorder.

Shoreline type and subsurface oil persistence in the Exon Valdez spill zone of Prince William Sound, Alaska

Energy Technology Data Exchange (ETDEWEB)

Page, D.S. [Bowdoin College, Brunswick, ME (United States). Dept. of Chemistry; Boehm, P.D. [Exponent Inc., Maynard, MA (United States); Neff, J.M. [Neff and Associates, Duxbury, MA (United States)

2008-07-01

The grounding of the Exxon Valdez in Prince William Sound (PWS), Alaska in the spring of 1989 resulted in the release of 258,000 barrels of Alaska North Slope crude oil into the marine environment. Nearly 800 km of shoreline were oiled to some degree. There was an unprecedented oil spill cleanup effort following the spill. The shoreline surveys of the spill zone were synthesized in this paper in an effort to demonstrate the relationship between shoreline type and persistence of subsurface oil (SSO) residues. Shoreline surveys of surface and SSO indicate rapid initial oil loss with a decline from about 800 linear km of PWS shoreline in 1989 to about 10 km of oiled shoreline in 1992. The period of rapid loss was attributed to natural physical process, biodegradation and cleanup activities that removed accessible spill remnants from shorelines. This was followed by a slower natural average loss rate for less accessible surface and SSO deposits of about 22 per cent per year for the period 1992-2001. This paper emphasized that shoreline type plays a key role in determining SSO persistence. The geology of PWS is complex. Many of the shorelines where SSO persists have armouring layers composed of hard, dense clasts, such as the quartzite boulders and cobblestones that can protect SSO deposits. Eighteen years after the spill, persistent SSO deposits in PWS shorelines remain protected from tidal water-washing and biodegradation by a surface boulder/cobble armour and low sediment porosity. The SSO deposits are in a physical/chemical form and location where they do not pose a health risk to intertidal biological communities and animals. The surveys continue to substantiate that remaining SSO deposits in PWS continue to degrade and go away slowly. 37 refs., 5 tabs., 7 figs.

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

Science.gov (United States)

Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

2016-01-01

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

Instrument and Survey Analysis Technical Report: Program Implementation Survey. Technical Report #1112

Science.gov (United States)

Alonzo, Julie; Tindal, Gerald

2011-01-01

This technical document provides guidance to educators on the creation and interpretation of survey instruments, particularly as they relate to an analysis of program implementation. Illustrative examples are drawn from a survey of educators related to the use of the easyCBM learning system. This document includes specific sections on…

Pop, heavy metal and the blues: secondary analysis of persistent organic pollutants (POP), heavy metals and depressive symptoms in the NHANES National Epidemiological Survey.

Science.gov (United States)

Berk, Michael; Williams, Lana J; Andreazza, Ana C; Pasco, Julie A; Dodd, Seetal; Jacka, Felice N; Moylan, Steven; Reiner, Eric J; Magalhaes, Pedro V S

2014-07-18

Persistent environmental pollutants, including heavy metals and persistent organic pollutants (POPs), have a ubiquitous presence. Many of these pollutants affect neurobiological processes, either accidentally or by design. The aim of this study was to explore the associations between assayed measures of POPs and heavy metals and depressive symptoms. We hypothesised that higher levels of pollutants and metals would be associated with depressive symptoms. National Health and Nutrition Examination Survey (NHANES). A total of 15 140 eligible people were included across the three examined waves of NHANES. Depressive symptoms were assessed using the nine-item version of the Patient Health Questionnaire (PHQ-9), using a cut-off point of 9/10 as likely depression cases. Organic pollutants and heavy metals, including cadmium, lead and mercury, as well as polyfluorinated compounds (PFCs), pesticides, phenols and phthalates, were measured in blood or urine. Higher cadmium was positively associated with depression (adjusted Prevalence Ratios (PR)=1.48, 95% CI 1.16 to 1.90). Higher levels of mercury were negatively associated with depression (adjusted PR=0.62, 95% CI 0.50 to 0.78), and mercury was associated with increased fish consumption (n=5500, r=0.366, p<0.001). In addition, several PFCs (perfluorooctanoic acid, perfluorohexane sulfonic acid, perfluorodecanoic acid and perfluorononanoic acid) were negatively associated with the prevalence of depression. Cadmium was associated with an increased likelihood of depression. Contrary to hypotheses, many of persistent environmental pollutants were not associated or negatively associated with depression. While the inverse association between mercury and depressive symptoms may be explained by a protective role for fish consumption, the negative associations with other pollutants remains unclear. This exploratory study suggests the need for further investigation of the role of various agents and classes of agents in the

The Relationship between Artificial and Second Language Learning

Science.gov (United States)

Ettlinger, Marc; Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Wong, Patrick C. M.

2016-01-01

Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we…

Do students’ styles of learning affect how they adapt to learning methods and to the learning environment?

OpenAIRE

Topal, Kenan; Sarıkaya, Özlem; Basturk, Ramazan; Buke, Akile

2015-01-01

Objectives: The process of development and evaluation of undergraduate medical education programs should include analysis of learners’ characteristics, needs, and perceptions about learning methods. This study aims to evaluate medical students’ perceptions about problem-based learning methods and to compare these results with their individual learning styles.Materials and Methods: The survey was conducted at Marmara University Medical School where problem-based learning was implemented in the...

A survey on the effects of knowledge management on organizational learning: A case study of technical and vocational training organization

Directory of Open Access Journals (Sweden)

Naser Azad

2014-04-01

Full Text Available This paper presents an empirical investigation to study the effects of knowledge management on organizational learning. The study is held in headquarter of technical and vocational training organization in city of Tehran, Iran. The proposed study measures the effects of concept of management, management, knowledge tools, measurement, change management and knowledge content on organizational learning. The study designs a questionnaire in Likert scale and selects a sample of 313 people randomly from 1680 people who work for this organization in city of Tehran, Iran. Using structural equation modeling, the study has detected a positive and meaningful relationship with knowledge management on organizational learning. In our survey, knowledge content is the most important factor followed by change management.

The internal medicine clerkship and ambulatory learning experiences: results of the 2010 clerkship directors in internal medicine survey.

Science.gov (United States)

Shaheen, Amy; Papp, Klara K; Torre, Dario

2013-01-01

Education in the ambulatory setting should be an integral part of undergraduate medical education. However, previous studies have shown education in this setting has been lacking in medical school. Ambulatory education occurs on some internal medicine clerkships. The extent of this education is unclear. The purpose of this survey was to assess the structure, curriculum, assessment methods, and barriers to implementation of ambulatory education on the internal medicine clerkship. An annual survey of institutional members of the Clerkship Directors in Internal Medicine (CDIM) was done in April 2010. The data were anonymous and descriptive statistics were used to summarize responses. Free text results were analyzed using qualitative techniques. The response rate was 75%. The majority of respondents had a required ambulatory component to the clerkship. Ambulatory experiences distinct from the inpatient internal medicine experience were common (46%). Integration with either the inpatient experiences or other departmental clerkships also occurred. The majority of ambulatory educational experiences were with generalists (74%) and/or subspecialists (45%). The most common assessment tool was the National Board of Medical Examiners (NBME) ambulatory shelf exam. Thematic analysis of the question about how practice based learning was taught elicited four major themes: Not taught; taught in the context of learning evidence based medicine; taught while learning chronic disease management with quality improvement; taught while learning about health care finance. Barriers to implementation included lack of faculty and financial resources. There have been significant increases in the amount of time dedicated to ambulatory internal medicine. The numbers of medical schools with ambulatory internal medicine education has increased. Integration of the ambulatory experiences with other clerkships such as family medicine occurs. Curriculum was varied but difficulties with dissemination

Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?

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Newton, Philip M.; Miah, Mahallad

2017-01-01

The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education. PMID:28396647

Lecture Hall and Learning Design: A Survey of Variables, Parameters, Criteria and Interrelationships for Audio-Visual Presentation Systems and Audience Reception.

Science.gov (United States)

Justin, J. Karl

Variables and parameters affecting architectural planning and audiovisual systems selection for lecture halls and other learning spaces are surveyed. Interrelationships of factors are discussed, including--(1) design requirements for modern educational techniques as differentiated from cinema, theater or auditorium design, (2) general hall…

Forensic Excavation of Rock Masses: A Technique to Investigate Discontinuity Persistence

Science.gov (United States)

Shang, J.; Hencher, S. R.; West, L. J.; Handley, K.

2017-11-01

True persistence of rock discontinuities (areas with insignificant tensile strength) is an important factor controlling the engineering behaviour of fractured rock masses, but is extremely difficult to quantify using current geological survey methodologies, even where there is good rock exposure. Trace length as measured in the field or using remote measurement devices is actually only broadly indicative of persistence for rock engineering practice and numerical modelling. Visible traces of discontinuities are treated as if they were open fractures within rock mass classifications, despite many such traces being non-persistent and actually retaining considerable strength. The common assumption of 100% persistence, based on trace length, is generally extremely conservative in terms of strength and stiffness, but not always so and may lead to a wrong prediction of failure mechanism or of excavatability. Assuming full persistence would give hopelessly incorrect predictions of hydraulic conductivity. A new technique termed forensic excavation of rock masses is introduced, as a procedure for directly investigating discontinuity persistence. This technique involves non-explosive excavation of rock masses by injecting an expansive chemical splitter along incipient discontinuities. On expansion, the splitter causes the incipient traces to open as true joints. Experiments are described in which near-planar rock discontinuities, through siltstone and sandstone, were opened up by injecting the splitter into holes drilled along the lines of visible traces of the discontinuities in the laboratory and in the field. Once exposed the surfaces were examined to investigate the pre-existing persistence characteristics of the incipient discontinuities. One conclusion from this study is that visible trace length of a discontinuity can be a poor indicator of true persistence (defined for a fracture area with negligible tensile strength). An observation from this series of experiments

Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines: An Examination of Gender and Persistence

Science.gov (United States)

Lin, Guan-Yu

2016-01-01

This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors' learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura's hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three…

Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

Directory of Open Access Journals (Sweden)

Made Hery Santosa

2017-09-01

Full Text Available The 21st-century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students’ progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students’ motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.

Computer Augmented Learning; A Survey.

Science.gov (United States)

Kindred, J.

The report contains a description and summary of computer augmented learning devices and systems. The devices are of two general types programed instruction systems based on the teaching machines pioneered by Pressey and developed by Skinner, and the so-called "docile" systems that permit greater user-direction with the computer under student…

Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities

Science.gov (United States)

Ball, Christy L.

2016-01-01

How do we confront entrenched educational practices in higher education that lead to student demotivation, poor retention, and low persistence? This article argues that project-based learning that situates student voice and capacity at the center of culturally-responsive curriculum has the potential to spark student passion for problem-solving…

Public libraries and lifelong learning

DEFF Research Database (Denmark)

Nielsen, Bo Gerner; Borlund, Pia

2015-01-01

society as a result of easy and free access to information. A basic understanding of the concept is ‘learning throughout life, either continuously or periodically’. This implies that learning is not restricted to educational institutions, but can also take place in for example the public library. Public...... libraries thus may play an important role in supporting the learning process not the least because lifelong learning is characterised by the inclusion of informal elements of learning, flexible learning opportunities, and a shift towards selfdirected learning. This self-directed learning promotes active...... at teaching? The study reports on data from 12 interviews of purposely selected public librarians and a large-scale e-mail survey (questionnaire). The e-mail survey contained 28 questions and was sent to all staff members in public libraries in Denmark, and resulted in 986 responses. The results show...

Distance Learning With NASA Lewis Research Center's Learning Technologies Project

Science.gov (United States)

Petersen, Ruth

1998-01-01

The NASA Lewis Research Center's Learning Technologies Project (LTP) has responded to requests from local school district technology coordinators to provide content for videoconferencing workshops. Over the past year we have offered three teacher professional development workshops that showcase NASA Lewis-developed educational products and NASA educational Internet sites. In order to determine the direction of our involvement with distance learning, the LTP staff conducted a survey of 500 U.S. schools. We received responses from 72 schools that either currently use distance learning or will be using distance learning in 98-99 school year. The results of the survey are summarized in the article. In addition, the article provides information on distance learners, distance learning technologies, and the NASA Lewis LTP videoconferencing workshops. The LTP staff will continue to offer teacher development workshops through videoconferencing during the 98-99 school year. We hope to add workshops on new educational products as they are developed at NASA Lewis.

Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

Science.gov (United States)

Bennison, Anne; Goos, Merrilyn

2010-04-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

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

Science.gov (United States)

Jordan, Gill; Brown, Petra

2011-04-19

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

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

Directory of Open Access Journals (Sweden)

Brown Petra

2011-04-01

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

The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

Science.gov (United States)

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-05-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Inflation persistence and flexible prices

OpenAIRE

Robert Dittmar; William T. Gavin; Finn E. Kydland

2004-01-01

If the central bank follows an interest rate rule, then inflation is likely to be persistence, even when prices are fully flexible. Any shock, whether persistent or not, may lead to inflation persistence. In equilibrium, the dynamics of inflation are determined by the evolution of the spread between the real interest rate and the central bank’s target. Inflation persistence in U.S. data can be characterized by a vector autocorrelation function relating inflation and deviations of output from ...

Reinforcement Learning State-of-the-Art

CERN Document Server

Wiering, Marco

2012-01-01

Reinforcement learning encompasses both a science of adaptive behavior of rational beings in uncertain environments and a computational methodology for finding optimal behaviors for challenging problems in control, optimization and adaptive behavior of intelligent agents. As a field, reinforcement learning has progressed tremendously in the past decade. The main goal of this book is to present an up-to-date series of survey articles on the main contemporary sub-fields of reinforcement learning. This includes surveys on partially observable environments, hierarchical task decompositions, relational knowledge representation and predictive state representations. Furthermore, topics such as transfer, evolutionary methods and continuous spaces in reinforcement learning are surveyed. In addition, several chapters review reinforcement learning methods in robotics, in games, and in computational neuroscience. In total seventeen different subfields are presented by mostly young experts in those areas, and together the...

Housework and childcare in Italy: a persistent case of gender inequality

OpenAIRE

ADELE MENNITI; PIETRO DEMURTAS; SERENA ARIMA; ALESSANDRA DE ROSE

2015-01-01

This article focuses on the gender gap in housework and childcare in Italian couples. Italian women still carry out three-quarters of domestic work and two-thirds of childcare. We focus on three possible theoretical explanations for the persistence of the gendered division of labor: time availability, relative resources, and conformity with traditional gender ideology. Time Use data from the 2008/09 Survey edition have been used: we considered couples, married or in consensual unions, with at...

The differentiated impacts of organizational innovation practices on technological innovation persistence

OpenAIRE

Le Bas , Christian; Mothe , Caroline; Nguyen-Thi , Thuc Uyen

2015-01-01

International audience; Purpose – The purpose of this paper is to test the major determinants of technological (product and process) innovation persistence and provides evidence of the significant role of organizational innovation. Design/methodology/approach – Data came from two waves of the Luxembourg Community Innovation Survey (CIS): CIS2006 for 2004-2006 and CIS2008 for 2006-2008. The longitudinal data set resulted in a final sample of 287 firms. A multinomial probit model estimates the ...

Estimating the number of adults with severe and persistent mental illness who have complex, multi-agency needs.

Science.gov (United States)

Whiteford, Harvey; Buckingham, Bill; Harris, Meredith; Diminic, Sandra; Stockings, Emily; Degenhardt, Louisa

2017-08-01

A population health approach to mental health service planning requires estimates that align interventions with the needs of people with mental illness. The primary objective was to estimate the number of people in Australia living with severe and persistent mental illness who have complex, multi-agency needs. The secondary objective was to describe the possible service needs of individuals with severe mental illness. We disaggregated the estimated 12-month prevalence of adults with severe mental illness into needs-based sub-groups, using multiple data sources. Possible service needs of 1825 adults with psychotic disorders and 334 adults with severe past-year affective and/or anxiety disorders were described using data from the 2010 Survey of High Impact Psychosis and 2007 National Survey of Mental Health and Wellbeing, respectively. Using best available data, we estimated that 3.3% of adults experience a severe mental illness each year, of whom one-third (1.1% of adults) experience a persistent mental illness that requires ongoing services to address residual disability. Among those with severe and persistent mental illness, one-third of adults (0.4% or 59,000 adults in 2015) have complex needs requiring multi-agency support to maximise their health, housing, social participation and personal functioning. Survey of High Impact Psychosis data indicated that among adults with psychotic disorders, use of accommodation (40%), non-government (30%) services and receipt of income support (85%) services were common, as were possible needs for support with socialising, personal care and employment. National Survey of Mental Health and Wellbeing data indicated that among individuals with severe affective and anxiety disorders, receipt of income support (37%) was common (information on accommodation and non-government support services was not available), as were possible needs for financial management and employment support. Agreed indicators of complex, multi-agency needs

Physical trust-based persistent authentication

DEFF Research Database (Denmark)

Fujita, Masahiro; Jensen, Christian D.; Arimura, Shiori

2015-01-01

propose a new type of persistent authentication, called Persistent Authentication Based On physical Trust (PABOT). PABOT uses a context of “physical trust relationship” that is built by visual contact between users, and thus can offer a persistent authentication mechanism with better usability and higher...

How OpenLearn Supports a Business Model for OER

Science.gov (United States)

Law, Patrina; Perryman, Leigh-Anne

2017-01-01

In 2013, the Open University (OU) in the UK launched a large-scale survey of users of its OpenLearn platform for open educational resources. The survey results revealed that OpenLearn is functioning as a showcase and a taster for the OU, thereby offering informal learners a bridge to formal education. In 2014 and 2015, the OpenLearn survey was…

Assessment of persistency and bioaccumulation in pesticide registration frameworks within the Organization for Economic Cooperation and Development.

NARCIS (Netherlands)

Montforts, Mark H M M

This article describes the results of a survey conducted in 2003 on methods used by different member countries within the Organization for Economic Cooperation and Development (OECD) to evaluate persistent and bioaccumulative pesticides. The objectives were to establish the differences in taking

Indonesian students' participation in an interprofessional learning workshop.

Science.gov (United States)

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

2015-01-01

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

Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning

Science.gov (United States)

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

2016-01-01

Seamless language learning promises to be an effective learning approach that addresses the limitations of classroom-only language learning. It leverages mobile technologies to facilitate holistic and perpetual learning experiences that bridge different locations, times, technologies or social settings. Despite the emergence of studies on seamless…

The Effect of Perceptual Learning on L2 Vocabulary Learning and Retention

OpenAIRE

BEDİR, Gülay; BEKTAŞ BEDİR, Sevgi

2018-01-01

It is thought that learning styles have an effecton learning foreign language. This study aims to determine effects ofperceptual learning styles on L2 vocabulary learning and retention. Learningstyle preferences were assessed in the current study through the section ofCohen et al.’s Learning Style Survey (LSS) corresponding to the perceptualmodalities and achievement tests developed by the researcher was used to assessvocabulary learning and retention. And an open-ended question is tried toan...

Examination of Student, Program, and Institutional Support Characteristics That Relate to PGA Golf Management Students' Intent to Persist

Science.gov (United States)

Cain, Christopher

2013-01-01

The examination of student (entry characteristics, academic performance, career goals, and interaction with peers and faculty), program (programmatic interventions, academic major, and learning communities), and institutional support characteristics (financial aid and residence) that relate to cohort intent to persist are studied among 490 PGA…

Pollutant forecasting error based on persistence of wind direction

International Nuclear Information System (INIS)

Cooper, R.E.

1978-01-01

The purpose of this report is to provide a means of estimating the reliability of forecasts of downwind pollutant concentrations from atmospheric puff releases. These forecasts are based on assuming the persistence of wind direction as determined at the time of release. This initial forecast will be used to deploy survey teams, to predict population centers that may be affected, and to estimate the amount of time available for emergency response. Reliability of forecasting is evaluated by developing a cumulative probability distribution of error as a function of lapsed time following an assumed release. The cumulative error is determined by comparing the forecast pollutant concentration with the concentration measured by sampling along the real-time meteorological trajectory. It may be concluded that the assumption of meteorological persistence for emergency response is not very good for periods longer than 3 hours. Even within this period, the possibiity for large error exists due to wind direction shifts. These shifts could affect population areas totally different from those areas first indicated

Persistent orofacial muscle pain: Its synonymous terminology and presentation.

Science.gov (United States)

Spierings, Egilius L H; Mulder, Maxim J H L

2017-09-01

The purpose of the present paper is to describe the presentation of persistent orofacial muscle pain, also commonly referred to as myofascial temporomandibular disorder. In this practice survey, the authors reviewed the demographic and clinical features of 34 patients who were evaluated and diagnosed personally. The majority of the 34 patients were women (82.4%), and their age at consultation averaged 44.6 ± 12.6 (SD) years. The median pain duration was 4.0 years (range: 0.2-34 years). In 97.1% of patients, the pain occurred daily and continuously, and in 51.9% it was unilateral. Chewing or eating made the pain worse in 50% of the patients, and talking in 29.4%. On examination, tightness of the masseter muscle(s) was present in 58.8%, and tenderness in 58.8%. Persistent orofacial muscle pain mostly affects women, generally occurs daily and continuously, and is equally often unilateral and bilateral. Chewing, eating, and talking are the most common aggravating factors, and tightness or tenderness of the masseter muscle(s) is often found on examination.

Determinants of Teachers' Attitudes towards E- Learning in Tanzanian Higher Learning Institutions

Science.gov (United States)

Kisanga, Dalton H.

2016-01-01

This survey research study presents the findings on determinants of teachers' attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling. Questionnaires and documentary review were used in data collection. Data were…

Acceptance of e-learning devices by dental students.

Science.gov (United States)

Schulz, Peter; Sagheb, Keyvan; Affeldt, Harald; Klumpp, Hannah; Taylor, Kathy; Walter, Christian; Al-Nawas, Bilal

2013-01-01

E-Learning programs and their corresponding devices are increasingly employed to educate dental students during their clinical training. Recent progress made in the development of e-learning software as well as in hardware (computers, tablet PCs, smartphones) caused us to more closely investigate into the habits of dental students in dealing with these learning techniques. Dental students during their clinical training attended a survey compiled in cooperation with biostatisticians. The questionnaire probands were asked to complete based on previous surveys of similar subjects, allowing single as well as multiple answers. The data, which were obtained with respect to the learning devices students commonly employ, were compared with their internet learning activities. The e-learning devices utilized are of heterogeneous brands. Each student has access to at least one hardware type suitable for e-learning. All students held mobile devices, about 90 percent employed laptops, and about 60 percent possess smartphones. Unexceptional all participants of the survey acknowledged an unlimited internet access. In contrast, only 16 percent of students utilized tablet PCs. A detailed analysis of the survey outcome reveals that an increasing use of mobile devices (tablet PC, smartphone) facilitates internet learning activities while at the same time utilization of computers (desktop, laptop) declines. Dental students overwhelmingly accept e-learning during their clinical training. Students report outstanding preconditions to conduct e-learning as both their access to hardware and to the internet is excellent. Less satisfying is the outcome of our survey regarding the utilization of e-learning programs. Depending of the hardware employed only one-third to barely one-half of students comprise learning programs.

Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites

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Stevenson, Megan P.; Liu, Min

2010-01-01

This paper presents the results of an online survey and a usability test performed on three foreign language learning websites that use Web 2.0 technology. The online survey was conducted to gain an understanding of how current users of language learning websites use them for learning and social purposes. The usability test was conducted to gain…

e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

Science.gov (United States)

Lin, Kan-Min

2011-01-01

This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

New-found fundamentals of bacterial persistence.

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Kint, Cyrielle I; Verstraeten, Natalie; Fauvart, Maarten; Michiels, Jan

2012-12-01

Persister cells display tolerance to high doses of bactericidal antibiotics and typically comprise a small fraction of a bacterial population. Recently, evidence was provided for a causal link between therapy failure and the presence of persister cells in chronic infections, underscoring the need for research on bacterial persistence. A series of recent breakthroughs have shed light on the multiplicity of persister genes, the contribution of gene expression noise to persister formation, the importance of active responses to antibiotic tolerance and heterogeneity among persister cells. Moreover, the development of in vivo model systems has highlighted the clinical relevance of persistence. This review discusses these recent advances and how this knowledge fundamentally changes the way in which we will perceive the problem of antibiotic tolerance in years to come. Copyright © 2012 Elsevier Ltd. All rights reserved.

Evaluation of an established learning portfolio.

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Vance, Gillian; Williamson, Alyson; Frearson, Richard; O'Connor, Nicole; Davison, John; Steele, Craig; Burford, Bryan

2013-02-01

The trainee-held learning portfolio is integral to the foundation programme in the UK. In the Northern Deanery, portfolio assessment is standardised through the Annual Review of Competence Progression (ARCP) process. In this study we aimed to establish how current trainees evaluate portfolio-based learning and ARCP, and how these attitudes may have changed since the foundation programme was first introduced. Deanery-wide trainee attitudes were surveyed by an electronic questionnaire in 2009 and compared with perceptions recorded during the pilot phase (2004-2005).  Many trainees continue to view the e-portfolio negatively. Indeed, significantly fewer trainees in 2009 thought that the e-portfolio was a 'good idea' or a 'worthwhile investment of time' than in 2005. Trainees remain unconvinced about the educational value of the e-portfolio: fewer trainees in 2009 regarded it as a tool that might help focus on training or recognise individual strengths and weaknesses. Issues around unnecessary bureaucracy persist. Current trainees tend to understand how to use the e-portfolio, but many did not know how much, or what evidence to collect. Few supervisors were reported to provide useful guidance on the portfolio. ARCP encouraged portfolio completion but did not give meaningful feedback to drive future learning.   Continued support is needed for both trainees and supervisors in portfolio-building skills and in using the e-portfolio as an educational tool. Trainee-tailored feedback is needed to ensure that portfolio-based assessment promotes lifelong, self-directed and reflective learners. © Blackwell Publishing Ltd 2013.

The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

Science.gov (United States)

Bonk, Curtis J.; Kim, Kyong-Jee; Oh, Eun Jung; Teng, Ya-Ting; Son, Su Jin

2007-01-01

This paper reports survey findings related to the present and future state of blended learning in workplace learning settings across the U.S. Surveyed in this study are 118 practitioners in corporate training or elearning in various workplace settings. The findings reveal interesting perceptions by respondents regarding the benefits of and…

The Relations between Implicit Intelligence Beliefs, Autonomous Academic Motivation, and School Persistence Intentions: A Mediation Model

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Renaud-Dubé, Andréanne; Guay, Frédéric; Talbot, Denis; Taylor, Geneviève; Koestner, Richard

2015-01-01

This study attempts to test a model in which the relation between implicit theories of intelligence and students' school persistence intentions are mediated by intrinsic, identified, introjected, and external regulations. Six hundred and fifty students from a high school were surveyed. Contrary to expectations, results from ESEM analyses indicated…

Women in engineering: A case study in preparation, persistence, and response

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Winkelman, Colin Kim

This qualitative case study examined women students' perceptions of major influences on their successful completion of a Bachelor of Science degree in nine different disciplines of engineering. In-depth interviews were conducted with 13 female engineering students at an Institute of Technology over the period of a school year. The conceptual framework of analysis linked theoretical principles to categories of analysis that were correlated to three outcomes: preparation, persistence, and response. Emergent properties generated from in-depth interviews were then linked to the categories of preparation, interest-congruence, gender identity, social acceptance, campus culture, learning styles, classroom and faculty relations, sense of accomplishment, tokenism, career expectations, and family planning. Data collection was triangulated through individual interviews and a focus group with the 13 respondents and comparisons to quantitative research outcomes concerning self-confidence, persistence, satisfaction, and career expectations. The findings generally support the theories and propositions outlined in the conceptual framework constructed for this study. The most important of these findings include the impact of social conditioning on gender and academic preparation, the correlation of peer group relations to persistence, and the future expectations female students derive from their experiences over their 4 years of study. The data strongly suggest that traditional gender roles are a social conditioning process that can be overcome, permitting women to succeed in nontraditional academic career fields. Further research could build on these findings to explore social changes in attitudes about women engineers in the workplace, comparisons between men and women's persistence styles, and the importance of science and mathematics intervention programs for girls.

Development of a Survey to Examine the Factors That Motivate Secondary Education Teachers' Use of Problem-Based Learning (PBL)

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Lao, Huei-Chen

2016-01-01

In this quantitative study, a survey was developed and administered to middle and high school teachers to examine what factors motivated them to implement problem-based learning (PBL). Using Expectancy-Value Theory by Eccles et al. (1983) and Self-Determination Theory by Ryan and Deci (2000b) as the theoretical framework, this instrument measured…

Persistent homology of complex networks

International Nuclear Information System (INIS)

Horak, Danijela; Maletić, Slobodan; Rajković, Milan

2009-01-01

Long-lived topological features are distinguished from short-lived ones (considered as topological noise) in simplicial complexes constructed from complex networks. A new topological invariant, persistent homology, is determined and presented as a parameterized version of a Betti number. Complex networks with distinct degree distributions exhibit distinct persistent topological features. Persistent topological attributes, shown to be related to the robust quality of networks, also reflect the deficiency in certain connectivity properties of networks. Random networks, networks with exponential connectivity distribution and scale-free networks were considered for homological persistency analysis

Persistence of deaf students in science, technology, engineering, and mathematics undergraduate programs

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Marchut, Amber E.

Diversifying the student population and workforce under science, technology, engineering, and mathematics (STEM) is a necessity if innovations and creativity are to expand. There has not been a lot of literature regarding Deaf students in STEM especially regarding understanding how they persist in STEM undergraduate programs to successfully become STEM Bachelor of Science degree recipients. This study addresses the literature gap by investigating six students' experiences as they navigate their STEM undergraduate programs. The investigation uses narrative inquiry methodology and grounded theory method through the lens of Critical Race Theory and Critical Deaf Theory. Using videotaped interviews and observations, their experiences are highlighted using narratives portraying them as individuals surviving in a society that tends to perceive being deaf as a deficit that needs to be treated or cured. The data analysis also resulted in a conceptual model providing a description of how they persist. The crucial aspect of the conceptual model is the participants learned how to manage being deaf in a hearing-dominated society so they can reach their aspirations. The essential blocks for the persistence and managing their identities as deaf undergraduate STEMs include working harder, relying on familial support, and affirming themselves. Through the narratives and conceptual model of the six Deaf STEM undergraduates, the goal is to contribute to literature to promote a better understanding of the persistence of Deaf students, members of a marginalized group, as they pursue their dreams.

Unifying practice schedules in the timescales of motor learning and performance.

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Verhoeven, F Martijn; Newell, Karl M

2018-06-01

In this article, we elaborate from a multiple time scales model of motor learning to examine the independent and integrated effects of massed and distributed practice schedules within- and between-sessions on the persistent (learning) and transient (warm-up, fatigue) processes of performance change. The timescales framework reveals the influence of practice distribution on four learning-related processes: the persistent processes of learning and forgetting, and the transient processes of warm-up decrement and fatigue. The superposition of the different processes of practice leads to a unified set of effects for massed and distributed practice within- and between-sessions in learning motor tasks. This analysis of the interaction between the duration of the interval of practice trials or sessions and parameters of the introduced time scale model captures the unified influence of the between trial and session scheduling of practice on learning and performance. It provides a starting point for new theoretically based hypotheses, and the scheduling of practice that minimizes the negative effects of warm-up decrement, fatigue and forgetting while exploiting the positive effects of learning and retention. Copyright © 2018 Elsevier B.V. All rights reserved.

Virtual Reality and Active Videogame-Based Practice, Learning Needs, and Preferences: A Cross-Canada Survey of Physical Therapists and Occupational Therapists.

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Levac, Danielle; Glegg, Stephanie; Colquhoun, Heather; Miller, Patricia; Noubary, Farzad

2017-08-01

Describe the clinical use of virtual reality (VR)/active videogaming (AVG) by physical therapists (PTs) and occupational therapists (OTs) in Canada, identify usage barriers and facilitators, evaluate factors that predict intention to use VR/AVGs, and determine therapists' learning needs. Cross-sectional survey. Online survey of therapists in Canada who were members of 1 of 26 professional PT or OT colleges or associations using the Assessing Determinants Of Prospective Take-up of Virtual Reality (ADOPT-VR2) Instrument. We received 1071 (506 PTs, 562 OTs, 3 dual-trained) responses. Forty-six percent had clinical VR/AVG experience; only 12% reported current use, with the Wii being the most clinically accessible (41%) system. Therapists used VR/AVGs primarily in rehabilitation (32%) and hospital (29%) settings, preferentially targeting balance (39.3%) and physical activity (19.8%) outcomes. Stroke (25.8%), brain injury (15.3%), musculoskeletal (14.9%), and cerebral palsy (10.5%) populations were most frequently treated. Therapists with VR/AVG experience rated all ADOPT-VR2 constructs more highly than did those without experience (P < 0.001). Factors predictive of intention to use VR included the technology's perceived usefulness and therapist self-efficacy in VR/AVG use (P < 0.001). Highest-rated barriers to VR/AVG use were lack of funds, space, time, support staff, and appropriate clients, whereas facilitators included client motivation, therapist knowledge, and management support. Most (76%) respondents were interested in learning more. Understanding use, predictors of use, and learning needs is essential for developing knowledge translation initiatives to support clinical integration of VR/AVGs. Results of this first national survey will inform the creation of resources to support therapists in this field.

Conducting Web-based Surveys.

OpenAIRE

David J. Solomon

2001-01-01

Web-based surveying is becoming widely used in social science and educational research. The Web offers significant advantages over more traditional survey techniques however there are still serious methodological challenges with using this approach. Currently coverage bias or the fact significant numbers of people do not have access, or choose not to use the Internet is of most concern to researchers. Survey researchers also have much to learn concerning the most effective ways to conduct s...

Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey

Directory of Open Access Journals (Sweden)

Geetanjali Chilkoti

2015-01-01

Full Text Available Background: Anesthesia is a specialized branch of medicine with a very narrow margin of error. Incorporation of problem-based learning (PBL in anesthesia post-graduate (PG teaching enhances the critical thinking and problem-solving skills. It also helps in developing a broader prospective of clinical case scenarios. Case based discussions (CBD are most widely practiced out of all PBL methods in anesthesia PG teaching. Materials and Methods: We conducted an anonymous questionnaire based, cross-sectional survey among 62 anesthesia residents from various medical institutions in a city of Delhi, India. We aimed to assess the current status of PBL by assessing the student satisfaction with CBD in anesthesia PG teaching, educational objectives accomplished with CBD and effectiveness of teaching curriculum in PG teaching with suggested modifications, if any. Result and Conclusion: We observed that CBD is lacking in many important key areas of PBL e.g., formulation of objectives, communication on the content and direction of PBL, facilitation skills, supplementation of inadequacies of CBD. However, CBD seems to be a valid method of PBL in terms of the educational objectives accomplished with it but increased motivation for learning is required. Majority of the students felt that PG teaching curriculum should be centralized, with increased emphasis on open interactive sessions regarding its effectiveness.

Persistent myalgia following whiplash.

Science.gov (United States)

Dommerholt, Jan

2005-10-01

Persistent myalgia following whiplash is commonly considered the result of poor psychosocial status, illness behavior, or failing coping skills. However, there is much evidence that persistent myalgia may be due to neurophysiologic mechanisms involving peripheral and central sensitization. Myofascial trigger points may play a crucial role in maintaining sensitization. Recent research suggests that the chemical environment of myofascial trigger points is an important factor. Several consequences are reviewed when central pain mechanisms and myofascial trigger points are included in the differential diagnosis and in the management of patients with persistent pain following whiplash.

Academic Persistence of Online Students in Higher Education Impacted by Student Progress Factors and Social Media

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Lint, Anna H.

2013-01-01

This quantitative study evaluated and investigated the theoretical underpinnings of the Kember's (1995) student progress model that examines the direct or indirect effects of student persistence in online education by identifying the relationships between variables. The primary method of data collection in this study was a survey by exploring the…

Persistent luminescence nanothermometers

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Martín Rodríguez, Emma; López-Peña, Gabriel; Montes, Eduardo; Lifante, Ginés; García Solé, José; Jaque, Daniel; Diaz-Torres, Luis Armando; Salas, Pedro

2017-08-01

Persistent phosphorescence nanoparticles emitting in the red and near-infrared spectral regions are strongly demanded as contrast nanoprobes for autofluorescence free bioimaging and biosensing. In this work, we have developed Sr4Al14O25:Eu2+, Cr3+, Nd3+ nanopowders that produce persistent red phosphorescence peaking at 694 nm generated by Cr3+ ions. This emission displays temperature sensitivity in the physiological temperature range (20-60 °C), which makes these nanoparticles potentially useful as fluorescence (contactless) nanothermometers operating without requiring optical excitation. Nd3+ ions, which act as shallow electron traps for the red Cr3+ persistent emission, also display infrared emission bands, extending the fluorescence imaging capability to the second biological window. This unique combination of properties makes these nanoparticles multifunctional luminescent probes with great potential applications in nanomedicine.

Motor Skill Learning and Corticospinal Excitability

DEFF Research Database (Denmark)

Christiansen, Lasse

Background Motor skill learning (MSL) is the persistent increase in performance of a skill obtained through practice. This process is associated with changes throughout the central nervous system. One of these is a change in corticospinal excitability (CSE) assessable with Transcranial Magnetic...... a novel visuomotor skill. I hypothesized that changes in CSE accompanying long-term motor practice relate to the process of learning rather than repetitive practice on an acquired skill and investigated this by incrementally increasing task difficulty and thus postponing saturation of learning....... Furthermore, we aimed to investigate the feasibility of applying paired associative stimulation to the investigation of learning-dependent motor cortical plasticity by comparing the transient increase in CSE accompanying motor skill learning to the associative plasticity induced by pairing electrical motor...

Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room.

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Hallin, Karin; Haggstrom, Marie; Backstrom, Britt; Kristiansen, Lisbeth Porskrog

2015-09-28

Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students' team achievements in clinical judgement and emotional, sociological and physiological learning style preferences. A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed. Three significant correlations were found between the team achievements and the students' learning style preferences: significant negative correlation with 'Structure' and 'Kinesthetic' at the individual level, and positive correlation with the 'Tactile' variable. No significant correlations with students' 'Motivation', 'Persistence', 'Wish to learn alone' and 'Wish for an authoritative person present' were seen. There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.

Persistence of Gulf War oil versus intertidal morphology and sediments - one year later

International Nuclear Information System (INIS)

Montello, T.M.; Hayes, M.O.; Michel, J.; Al-Momen, A.H.; Al-Mansi, A.M.; Aurand, D.V.

1993-01-01

A study of the persistence of oil in the intertidal habitats of the Saudi Arabian coast was carried out one year after the Gulf war spill in conjunction with the National Oceanic and Atmospheric Administration ship Mt. Mitchell's ROPME Sea Cruise. A total of 10 kilometers of transects were surveyed at 20 stations, representing heavily oiled sheltered beaches, tidal flats, algal mats, halophyte saltmarshes, and mangroves at the heads of bays

The risk for persistent adult alcohol and nicotine dependence: the role of childhood maltreatment.

Science.gov (United States)

Elliott, Jennifer C; Stohl, Malka; Wall, Melanie M; Keyes, Katherine M; Goodwin, Renee D; Skodol, Andrew E; Krueger, Robert F; Grant, Bridget F; Hasin, Deborah S

2014-05-01

Alcohol and nicotine dependence are associated with considerable morbidity and mortality, especially when cases are persistent. The risk for alcohol and nicotine dependence is increased by childhood maltreatment. However, the influence of childhood maltreatment on dependence course is unknown, and is evaluated in the current study. Physical, sexual and emotional abuse, and physical and emotional neglect, were evaluated as predictors of persistent alcohol and nicotine dependence over 3 years of follow-up, with and without control for other childhood adversities. National Epidemiologic Survey on Alcohol and Related Conditions (NESARC). NESARC participants completing baseline and follow-up who met criteria at baseline for past-year alcohol dependence (n = 1172) and nicotine dependence (n = 4017). Alcohol Use Disorder and Associated Disabilities Interview Schedule (AUDADIS) measures of alcohol/nicotine dependence, childhood maltreatment and other adverse childhood experiences (e.g. parental divorce). Controlling for demographics only, physical, sexual and emotional abuse and physical neglect predicted 3-year persistence of alcohol dependence [adjusted odds ratio (AOR) = 1.50-2.99; 95% CI = 1.04-4.68] and nicotine dependence (AOR = 1.37-1.74; 95% CI = 1.13-2.11). With other childhood adversities also controlled, maltreatment types remained predictive for alcohol persistence (AOR = 1.53-3.02; 95% CI = 1.07-4.71) and nicotine persistence (AOR = 1.35-1.72; 95% CI = 1.11-2.09). Further, a greater number of maltreatment types incrementally influenced persistence risk (AOR = 1.19-1.36; 95% CI = 1.11-1.56). A history of childhood maltreatment predicts persistent adult alcohol and nicotine dependence. This association, robust to control for other childhood adversities, suggests that maltreatment (rather than a generally difficult childhood) affects the course of dependence. © 2014 Society for the Study of Addiction.

2010 driver attitudes and awareness survey.

Science.gov (United States)

2010-08-01

A basic of questions were developed that could be used in periodic surveys that track drivers attitudes and awareness concerning impaired driving, seat belt use, and speeding issues. The objective of the survey was to learn the knowledge, views, and ...

Is bacterial persistence a social trait?

Directory of Open Access Journals (Sweden)

Andy Gardner

Full Text Available The ability of bacteria to evolve resistance to antibiotics has been much reported in recent years. It is less well-known that within populations of bacteria there are cells which are resistant due to a non-inherited phenotypic switch to a slow-growing state. Although such 'persister' cells are receiving increasing attention, the evolutionary forces involved have been relatively ignored. Persistence has a direct benefit to cells because it allows survival during catastrophes-a form of bet-hedging. However, persistence can also provide an indirect benefit to other individuals, because the reduced growth rate can reduce competition for limiting resources. This raises the possibility that persistence is a social trait, which can be influenced by kin selection. We develop a theoretical model to investigate the social consequences of persistence. We predict that selection for persistence is increased when: (a cells are related (e.g. a single, clonal lineage; and (b resources are scarce. Our model allows us to predict how the level of persistence should vary with time, across populations, in response to intervention strategies and the level of competition. More generally, our results clarify the links between persistence and other bet-hedging or social behaviours.

Therapy students' recommendations of physical activity for managing persistent low back pain in older adults.

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Ryan, Cormac G; Schofield, Patricia; Martin, Denis J

2013-07-01

Negative views of older adults can lead to suboptimal care. For older adults with persistent low back pain (LBP), promotion of physical activity by health care professionals is important. Health care professionals' views of older adults are influenced by their training. This study aimed to compare recommendations for physical activity for managing persistent LBP offered by students in physiotherapy and occupational therapy to an older person vs. a younger person. In a cross-sectional online survey, participants (N = 77) randomly received a vignette of either a 40-yr-old or 70-yr-old patient with persistent LBP. Other than age, the vignettes were identical. There was no difference between the younger and older vignettes in the likelihood of participants making overall appropriate physical activity recommendations--63% vs. 59%, OR (95% CI) = 1.19 (0.48-2.99), p = .71--although there was a trend toward age bias on recommendations specific to daily activity. Postqualification education may be where ageist views need to be addressed.

Learning induces the translin/trax RNase complex to express activin receptors for persistent memory.

Science.gov (United States)

Park, Alan Jung; Havekes, Robbert; Fu, Xiuping; Hansen, Rolf; Tudor, Jennifer C; Peixoto, Lucia; Li, Zhi; Wu, Yen-Ching; Poplawski, Shane G; Baraban, Jay M; Abel, Ted

2017-09-20

Long-lasting forms of synaptic plasticity and memory require de novo protein synthesis. Yet, how learning triggers this process to form memory is unclear. Translin/trax is a candidate to drive this learning-induced memory mechanism by suppressing microRNA-mediated translational silencing at activated synapses. We find that mice lacking translin/trax display defects in synaptic tagging, which requires protein synthesis at activated synapses, and long-term memory. Hippocampal samples harvested from these mice following learning show increases in several disease-related microRNAs targeting the activin A receptor type 1C (ACVR1C), a component of the transforming growth factor-β receptor superfamily. Furthermore, the absence of translin/trax abolishes synaptic upregulation of ACVR1C protein after learning. Finally, synaptic tagging and long-term memory deficits in mice lacking translin/trax are mimicked by ACVR1C inhibition. Thus, we define a new memory mechanism by which learning reverses microRNA-mediated silencing of the novel plasticity protein ACVR1C via translin/trax.

Surviving colorectal cancer: long-term, persistent ostomy-specific concerns and adaptations.

Science.gov (United States)

Sun, Virginia; Grant, Marcia; McMullen, Carmit K; Altschuler, Andrea; Mohler, M Jane; Hornbrook, Mark C; Herrinton, Lisa J; Baldwin, Carol M; Krouse, Robert S

2013-01-01

The purpose of this article was to describe persistent ostomy-specific concerns and adaptations in long-term (>5 years) colorectal cancer survivors with ostomies. Thirty-three colorectal cancer survivors who participated in 8 gender- and health-related quality of life stratified focus groups and 130 colorectal cancer survivors who provided written comments to 2 open-ended questions on ostomy location and pouch problems participated in the study. Data were collected on health maintenance organization members in Oregon, southwestern Washington, and northern California. Qualitative data were analyzed for the 8 focus groups and written comments from 2 open-ended survey questions. Discussions from the focu s groups were recorded, transcribed, and analyzed using content analysis. Written content from the open-ended questions was derived from a mailed questionnaire on health-related quality of life in survivors with ostomies and analyzed using content analysis. Discussions related to persistent ostomy-related issues more than 5 years after formation were common. Persistent ostomy-related issues were focused on clothing restrictions and adaptations, dietary concerns, issues related to ostomy equipment and self-care, and the constant need to find solutions to adjust and readjust to living with an ostomy. Ostomy-specific concerns persist 5 years and more for long-term colorectal cancer survivors after initial ostomy formation. Adaptations tend to be individualized and based on trial and error. Findings underscore the need to develop long-term support mechanisms that survivors can access to promote better coping and adjustment to living with an ostomy.

The Latent Structure of Life-Course-Persistent Antisocial Behavior: Is Moffitt's Developmental Taxonomy a True Taxonomy?

Science.gov (United States)

Walters, Glenn D.

2011-01-01

Objective: The purpose of this study was to determine whether life-course-persistent (LCP) and adolescence-limited (AL) antisocial behavior form distinct categories or lie along a common dimension. Method: Taxometric analyses were performed on 2,175 men and women from the National Longitudinal Survey of Youth-Child Data (Center for Human Resource…

Mechanisms of Action and Persistent Neuroplasticity by Drugs of Abuse.

Science.gov (United States)

Korpi, Esa R; den Hollander, Bjørnar; Farooq, Usman; Vashchinkina, Elena; Rajkumar, Ramamoorthy; Nutt, David J; Hyytiä, Petri; Dawe, Gavin S

2015-10-01

Adaptation of the nervous system to different chemical and physiologic conditions is important for the homeostasis of brain processes and for learning and remembering appropriate responses to challenges. Although processes such as tolerance and dependence to various drugs of abuse have been known for a long time, it was recently discovered that even a single pharmacologically relevant dose of various drugs of abuse induces neuroplasticity in selected neuronal populations, such as the dopamine neurons of the ventral tegmental area, which persist long after the drug has been excreted. Prolonged (self-) administration of drugs induces gene expression, neurochemical, neurophysiological, and structural changes in many brain cell populations. These region-specific changes correlate with addiction, drug intake, and conditioned drugs effects, such as cue- or stress-induced reinstatement of drug seeking. In rodents, adolescent drug exposure often causes significantly more behavioral changes later in adulthood than a corresponding exposure in adults. Clinically the most impairing and devastating effects on the brain are produced by alcohol during fetal development. In adult recreational drug users or in medicated patients, it has been difficult to find persistent functional or behavioral changes, suggesting that heavy exposure to drugs of abuse is needed for neurotoxicity and for persistent emotional and cognitive alterations. This review describes recent advances in this important area of research, which harbors the aim of translating this knowledge to better treatments for addictions and related neuropsychiatric illnesses. Copyright © 2015 by The American Society for Pharmacology and Experimental Therapeutics.

Performance of Blended Learning in University Teaching:

Directory of Open Access Journals (Sweden)

Michael Reiss

2010-07-01

Full Text Available Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc. does not play the role of a performance driver but serves as an enabler for blended learning.

Trauma and PTSD in the WHO World Mental Health Surveys.

Science.gov (United States)

Kessler, Ronald C; Aguilar-Gaxiola, Sergio; Alonso, Jordi; Benjet, Corina; Bromet, Evelyn J; Cardoso, Graça; Degenhardt, Louisa; de Girolamo, Giovanni; Dinolova, Rumyana V; Ferry, Finola; Florescu, Silvia; Gureje, Oye; Haro, Josep Maria; Huang, Yueqin; Karam, Elie G; Kawakami, Norito; Lee, Sing; Lepine, Jean-Pierre; Levinson, Daphna; Navarro-Mateu, Fernando; Pennell, Beth-Ellen; Piazza, Marina; Posada-Villa, José; Scott, Kate M; Stein, Dan J; Ten Have, Margreet; Torres, Yolanda; Viana, Maria Carmen; Petukhova, Maria V; Sampson, Nancy A; Zaslavsky, Alan M; Koenen, Karestan C

2017-01-01

Background : Although post-traumatic stress disorder (PTSD) onset-persistence is thought to vary significantly by trauma type, most epidemiological surveys are incapable of assessing this because they evaluate lifetime PTSD only for traumas nominated by respondents as their 'worst.' Objective : To review research on associations of trauma type with PTSD in the WHO World Mental Health (WMH) surveys, a series of epidemiological surveys that obtained representative data on trauma-specific PTSD. Method : WMH Surveys in 24 countries (n = 68,894) assessed 29 lifetime traumas and evaluated PTSD twice for each respondent: once for the 'worst' lifetime trauma and separately for a randomly-selected trauma with weighting to adjust for individual differences in trauma exposures. PTSD onset-persistence was evaluated with the WHO Composite International Diagnostic Interview. Results : In total, 70.4% of respondents experienced lifetime traumas, with exposure averaging 3.2 traumas per capita. Substantial between-trauma differences were found in PTSD onset but less in persistence. Traumas involving interpersonal violence had highest risk. Burden of PTSD, determined by multiplying trauma prevalence by trauma-specific PTSD risk and persistence, was 77.7 person-years/100 respondents. The trauma types with highest proportions of this burden were rape (13.1%), other sexual assault (15.1%), being stalked (9.8%), and unexpected death of a loved one (11.6%). The first three of these four represent relatively uncommon traumas with high PTSD risk and the last a very common trauma with low PTSD risk. The broad category of intimate partner sexual violence accounted for nearly 42.7% of all person-years with PTSD. Prior trauma history predicted both future trauma exposure and future PTSD risk. Conclusions : Trauma exposure is common throughout the world, unequally distributed, and differential across trauma types with respect to PTSD risk. Although a substantial minority of PTSD cases remits

Historical survey of new concepts of lifelong learning during aging

Directory of Open Access Journals (Sweden)

Parlić-Božović Jasna Lj.

2016-01-01

Full Text Available Learning and education gradually occupy an important place in human life. Therefore, continuing socio-political and economic changes, rapid scientific and technological development, the expansion of knowledge, formed the phenomenon of the learning society. Its theoretical basis can be found in the concept of learning in the course of a lifetime, example: permanent learning and education in the aging process. On the other hand, the rapid changes taking place in the world, seeking to know the day is increasing. In the center of a thriving economy and a developed society are knowledge and ability, and education and learning become the instrument that. key socio-economic progress. Nevertheless, shorter working hours and longer life expectancy retirement also increases the amount of time available for other activities. In all areas, there are more opportunities for learning outside the school, and qualifications, in the traditional sense of getting out in front of new trends competence and adaptability. Adults who are constantly in the process of aging, the process of continuing education and learning are significantly different quality in relation to children, therefore it is necessary and a different approach to the children, and a different approach to teaching adults in the era of change, due to life and work experience, educational level, psychological and physical characteristics but also because of their social status. This paper will be an attempt, which will show the theoretical analysis of many aspects of learning, types, shapes, possibilities and limits of learning, the basic needs of adults in the aging process, as well as provide answers to the question why a grown man in the aging process learns who the person in the learning process and learning how to function in a process of aging.

Will Flexible Learning Raise Student Achievement?

Science.gov (United States)

Guest, Ross

2005-01-01

This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

Science.gov (United States)

Demir Kaymak, Zeliha; Horzum, Mehmet Baris

2013-01-01

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

Preferential selection based on strategy persistence and memory promotes cooperation in evolutionary prisoner's dilemma games

Science.gov (United States)

Liu, Yuanming; Huang, Changwei; Dai, Qionglin

2018-06-01

Strategy imitation plays a crucial role in evolutionary dynamics when we investigate the spontaneous emergence of cooperation under the framework of evolutionary game theory. Generally, when an individual updates his strategy, he needs to choose a role model whom he will learn from. In previous studies, individuals choose role models randomly from their neighbors. In recent works, researchers have considered that individuals choose role models according to neighbors' attractiveness characterized by the present network topology or historical payoffs. Here, we associate an individual's attractiveness with the strategy persistence, which characterizes how frequently he changes his strategy. We introduce a preferential parameter α to describe the nonlinear correlation between the selection probability and the strategy persistence and the memory length of individuals M into the evolutionary games. We investigate the effects of α and M on cooperation. Our results show that cooperation could be promoted when α > 0 and at the same time M > 1, which corresponds to the situation that individuals are inclined to select their neighbors with relatively higher persistence levels during the evolution. Moreover, we find that the cooperation level could reach the maximum at an optimal memory length when α > 0. Our work sheds light on how to promote cooperation through preferential selection based on strategy persistence and a limited memory length.

Service Learning to Promote Brain-Based Learning in Undergraduate Teaching

Science.gov (United States)

Nwokah, Eva E.; Leafblad, Stefanie

2013-01-01

In this study 44 undergraduate students in a language development course participated in service learning with preschool homeless and low-income children as a course requirement. Students completed a survey, questionnaires, reflective journaling, and small-group debriefing sessions. Based on current views on brain-based learning from cortical…

A European perspective on e-learning

DEFF Research Database (Denmark)

Dirckinck-Holmfeld, Lone

2004-01-01

E-learning at Work , edited by Anne Marie Kanstrup. Roskilde Universitetsforlag, pages Pp.15-29. 2004 Short description: Based on a survey of 149 European e-learning and adult vocational training projects, the author presents examples of how ICT facilitates a positive change and development...... of workplace-related learning. Abstract: Based on a survey of 149 European e-learning and adult vocational training projects, the author presents examples of how ICT facilitates a positive change and development of workplace-related learning.The chapter ends with a suggestion for a historical categorisation...... that focus is on designing the technical tools rather than on the use of tools for e-learning in general, where ICT is just one integrated element among many: objective, motivation, ways to learning, profession, workplace etc. The rojects also reveal that different European countries move at different paces...

The Desired Learning Outcomes of School-Based Nutrition/Physical Activity Health Education: A Health Literacy Constructed Delphi Survey of Finnish Experts

Science.gov (United States)

Ormshaw, Michael James; Kokko, Sami Petteri; Villberg, Jari; Kannas, Lasse

2016-01-01

Purpose: The purpose of this paper is to utilise the collective opinion of a group of Finnish experts to identify the most important learning outcomes of secondary-level school-based health education, in the specific domains of physical activity and nutrition. Design/ Methodology/ Approach: The study uses a Delphi survey technique to collect the…

Learning the Students' Names: Does it Matter?

DEFF Research Database (Denmark)

Jørgensen, Anker Helms

2014-01-01

on the effect of learning the students' names are sparse. Against this background, this paper reports on a method for learning all the students' names and two studies of the effect, based on my use of the method in my teaching. The two survey studies were carried in 2011 and in 2014. A survey was in the first...... sent to 50 students and I received 18 answers (38%). The second survey was sent to 86 students and I received 48 answers (56%). These figures provides a good indication.The answers showed a marked positive effect: the students felt welcome, accepted and respected; the learning environment was more......A key factor in successful teaching and learning is the relationship between the students and the teacher. A simple approach nurturing this relationship is learning the students' names. This is often suggested in the literature, but seems rarely practised. Substantial reports in the literature...

Using "big data" to guide implementation of a web and mobile adaptive learning platform for medical students.

Science.gov (United States)

Menon, Ashwin; Gaglani, Shiv; Haynes, M Ryan; Tackett, Sean

2017-09-01

Adaptive learning platforms (ALPs) can revolutionize medical education by making learning more efficient, but their potential has not been realized because students do not use them persistently. We applied educational data mining methods to study United States medical students who used an ALP called Osmosis ( www.osmosis.org ) from 1 August 2014 to 31 July 2015. Multivariate logistic regressions modeled persistence on Osmosis as the dependent variable and Osmosis-collected variables as predictors. The 6787 students included in our analysis responded to a total of 887,193 items, with 2138 (31.5%) using Osmosis persistently. Number of items per student, mobile device use, subscription payment, and group membership were independently associated with persisting (p data medical education research and provides guidance for improving implementation of ALPs and further investigation.

Computer-facilitated community building for E-learning

NARCIS (Netherlands)

Nijholt, Antinus; Petrushin, V.; Kommers, Petrus A.M.; Kinshuk, X.; Galeev, I.

2002-01-01

This is a short survey of tools and ideas that are helpful for community building for E-learning. The underlying assumption in the survey is that community building for students and teachers in a joint learning and teaching situation is useful. Especially student-student interaction in student life

The Mathematical Development Beliefs Survey: Validity and Reliability of a Measure of Preschool Teachers' Beliefs about the Learning and Teaching of Early Mathematics

Science.gov (United States)

Platas, Linda M.

2015-01-01

The Mathematical Development Beliefs Survey was developed to measure early childhood teachers' beliefs about mathematics teaching and learning in the preschool classroom. This instrument was designed to measure beliefs concerning (a) age-appropriateness of mathematics instruction, (b) classroom locus of generation of mathematical knowledge…

A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

Science.gov (United States)

Lamberg, Catherine Denise

2012-01-01

Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative.

Science.gov (United States)

Ford, James H; Robinson, James M; Wise, Meg E

2016-09-29

NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants' preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes

Persistent Autobiographical Amnesia: A Case Report

Directory of Open Access Journals (Sweden)

C. Repetto

2007-01-01

Full Text Available We describe a 47-year-old man who referred to the Emergency Department for sudden global amnesia and left mild motor impairment in the setting of increased arterial blood pressure. The acute episode resolved within 24 hours. Despite general recovery and the apparent transitory nature of the event, a persistent selective impairment in recollecting events from some specific topics of his personal life became apparent. Complete neuropsychological tests one week after the acute onset and 2 months later demonstrated a clear retrograde memory deficit contrasting with the preservation of anterograde memory and learning abilities. One year later, the autobiographic memory deficit was unmodified, except for what had been re-learnt. Brain MRI was normal while H20 brain PET scans demonstrated hypometabolism in the right globus pallidus and putamen after 2 weeks from onset, which was no longer present one year later. The absence of a clear pathomechanism underlying focal amnesia lead us to consider this case as an example of functional retrograde amnesia.

Dualities in persistent (co)homology

International Nuclear Information System (INIS)

De Silva, Vin; Morozov, Dmitriy; Vejdemo-Johansson, Mikael

2011-01-01

We consider sequences of absolute and relative homology and cohomology groups that arise naturally for a filtered cell complex. We establish algebraic relationships between their persistence modules, and show that they contain equivalent information. We explain how one can use the existing algorithm for persistent homology to process any of the four modules, and relate it to a recently introduced persistent cohomology algorithm. We present experimental evidence for the practical efficiency of the latter algorithm

The role of metabolism in bacterial persistence

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Stephanie M. Amato

2014-03-01

Full Text Available Bacterial persisters are phenotypic variants with extraordinary tolerances toward antibiotics. Persister survival has been attributed to inhibition of essential cell functions during antibiotic stress, followed by reversal of the process and resumption of growth upon removal of the antibiotic. Metabolism plays a critical role in this process, since it participates in the entry, maintenance, and exit from the persister phenotype. Here, we review the experimental evidence that demonstrates the importance of metabolism to persistence, highlight the successes and potential for targeting metabolism in the search for anti-persister therapies, and discuss the current methods and challenges to understand persister physiology.

Introduction: Persistent Modelling

DEFF Research Database (Denmark)

Ayres, Phil

2012-01-01

This introduction to 'Persistent Modelling – an extended role for architectural representation' identifies how the book probes the relationship between representation and the represented, in an architectural context. It discusses how the book presents an examination and discussion of historical......, familiar contemporary and, perhaps, not so familiar emerging manifestations of this relation. What persists from this probing, fully intact, is that representation and the represented remain inextricably related in our contemporary and emerging practices. What comes into focus is that the nature...

Learning induces the translin/trax RNase complex to express activin receptors for persistent memory

NARCIS (Netherlands)

Park, Alan Jung; Havekes, Robbert; Fu, Xiuping; Hansen, Rolf; Tudor, Jennifer C; Peixoto, Lucia; Li, Zhi; Wu, Yen-Ching; Poplawski, Shane G; Baraban, Jay M; Abel, Ted

2017-01-01

Long-lasting forms of synaptic plasticity and memory require de novo protein synthesis. Yet, how learning triggers this process to form memory is unclear. Translin/trax is a candidate to drive this learning-induced memory mechanism by suppressing microRNA-mediated translational silencing at

Sloan Digital Sky Survey: Performance and Lessons Learned from the First Two Years of Operations

Science.gov (United States)

Boroski, William N.; Gunn, James E.; Kron, Richard G.; Peoples, John, Jr.

2002-12-01

Over a 5-year observing period, the Sloan Digital Sky Survey (SDSS) will acquire data to construct a digital 5-color photometric map of the Northern Galactic sky to about 23rd magnitude, and a correspondingly large and homogeneous spectroscopic survey. The SDSS is in a unique class of projects, in that all aspects of the SDSS infrastructure, from the telescopes and instruments, to software and operations staffing, were designed and assembled specifically to conduct this Survey. To ensure success, observing operations are run in production mode and performance metrics are used to measure progress over time. The methodology of preparing the performance baseline plan, and an assessment of Survey progress after two full years of operation, are reviewed and some lessons learned discussed. In particular, the SDSS has benefited greatly by asking peers in the field to participate in external reviews that periodically assess performance and offer independent, fresh views of potential areas of concerns. Additionally, difficulties caused by the absence of an experienced systems-engineering staff during the final phase of construction and commissioning are reviewed. The challenges of building a production machine out of complex and state-of-the-art sub-systems cannot be overstated. In the case of the SDSS, insufficient systems engineering led to problems meeting initial image quality requirements, primarily because of problems with the thermal performance of the telescope and its environment. A concerted campaign to deal with these issues was successful, but that success came rather later than we would have liked. The improvements made to address the situation, and the resulting increase in operational performance, are discussed.

Machine Learning and Radiology

Science.gov (United States)

Wang, Shijun; Summers, Ronald M.

2012-01-01

In this paper, we give a short introduction to machine learning and survey its applications in radiology. We focused on six categories of applications in radiology: medical image segmentation, registration, computer aided detection and diagnosis, brain function or activity analysis and neurological disease diagnosis from fMR images, content-based image retrieval systems for CT or MRI images, and text analysis of radiology reports using natural language processing (NLP) and natural language understanding (NLU). This survey shows that machine learning plays a key role in many radiology applications. Machine learning identifies complex patterns automatically and helps radiologists make intelligent decisions on radiology data such as conventional radiographs, CT, MRI, and PET images and radiology reports. In many applications, the performance of machine learning-based automatic detection and diagnosis systems has shown to be comparable to that of a well-trained and experienced radiologist. Technology development in machine learning and radiology will benefit from each other in the long run. Key contributions and common characteristics of machine learning techniques in radiology are discussed. We also discuss the problem of translating machine learning applications to the radiology clinical setting, including advantages and potential barriers. PMID:22465077

Health Barriers to Learning

Directory of Open Access Journals (Sweden)

Delaney Gracy

2014-01-01

Full Text Available This article summarizes the results from a 2013 online survey with 408 principals and assistant principals in New York City public elementary and middle schools. The survey assessed three primary areas: health issues in the school, health issues perceived as barriers to learning for affected students, and resources needed to address these barriers. Eighteen of the 22 health conditions listed in the survey were considered a moderate or serious issue within their schools by at least 10% of respondents. All 22 of the health issues were perceived as a barrier to learning by between 12% and 87% of the respondents. Representatives from schools that serve a higher percentage of low-income students reported significantly higher levels of concern about the extent of health issues and their impact on learning. Respondents most often said they need linkages with organizations that can provide additional services and resources at the school, especially for mental health.

Measuring preschool learning engagement in the laboratory.

Science.gov (United States)

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

European Management Learning: A Cross-Cultural Interpretation of Kolb's Learning Cycle.

Science.gov (United States)

Jackson, Terence

1995-01-01

A survey of a French business school with multinational branch campuses received 123 usable responses supporting the proposition that cross-cultural differences exist within each of Kolb's learning cycle stages. National profiles of learning preferences were developed for French, German, Spanish, Anglo-Irish, and Eastern European learners. (SK)

Circulating persistent organic pollutants and body fat distribution

DEFF Research Database (Denmark)

Zong, Geng; Grandjean, Philippe; Wu, Hongyu

2015-01-01

and Nutrition Examination Survey 1999-2004. Partial Pearson correlation coefficients were calculated, after adjusting for major confounders, including age, smoking status, and history of lactation and parity. Wolfe's method was used to compare correlation coefficients derived from the same participants. RESULTS......OBJECTIVE: To evaluate and compare the correlations of various circulating persistent organic pollutants (POPs) with fat mass percentages (FM%) of trunk, leg, and whole body measured by dual-energy X-ray absorptiometry. METHODS: This study included 2358 adults (≥20 years) in the National Health......: Twelve POPs showed significantly different correlations with fat depots in trunk and leg regions. β-hexachlorocyclohexane, heptachlorodibenzo-p-dioxin, octachlorodibenzo-p-dioxin, and polychlorinated biphenyl (PCB)-126 showed stronger positive correlations with trunk FM% than with leg FM%, whereas PCBs...

Persistent and recurrent hyperparathyroidism.

Science.gov (United States)

Guerin, Carole; Paladino, Nunzia Cinzia; Lowery, Aoife; Castinetti, Fréderic; Taieb, David; Sebag, Fréderic

2017-06-01

Despite remarkable progress in imaging modalities and surgical management, persistence or recurrence of primary hyperparathyroidism (PHPT) still occurs in 2.5-5% of cases of PHPT. The aim of this review is to expose the management of persistent and recurrent hyperparathyroidism. A literature search was performed on MEDLINE using the search terms "recurrent" or "persistent" and "hyperparathyroidism" within the past 10 years. We also searched the reference lists of articles identified by this search strategy and selected those we judged relevant. Before considering reoperation, the surgeon must confirm the diagnosis of PHPT. Then, the patient must be evaluated with new imaging modalities. A single adenoma is found in 68% of cases, multiglandular disease in 28%, and parathyroid carcinoma in 3%. Others causes (<1%) include parathyromatosis and graft recurrence. The surgeon must balance the benefits against the risks of a reoperation (permanent hypocalcemia and recurrent laryngeal nerve palsy). If surgery is necessary, a focused approach can be considered in cases of significant imaging foci, but in the case of multiglandular disease, a bilateral neck exploration could be necessary. Patients with multiple endocrine neoplasia syndromes are at high risk of recurrence and should be managed regarding their hereditary pathology. The cure rate of persistent-PHPT or recurrent-PHPT in expert centers is estimated from 93 to 97%. After confirming the diagnosis of PHPT, patients with persistent-PHPT and recurrent-PHPT should be managed in an expert center with all dedicated competencies.

Lifelong learning in medical radiation science: stakeholders' views

International Nuclear Information System (INIS)

Sim, J.; Zadnik, M.G.; Radloff, A.

2002-01-01

Following the Australian Institute of Radiography promotion of Continuing Professional Development, a nationwide survey on lifelong learning in Medical Radiation Science (MRS) was conducted in June 1999. It is the first national study, which collates various stakeholders' views on the essential attributes of MRS practitioners and how respondents view lifelong learning. A total of twenty-five attributes (professional, generic and lifelong learning) were included in the survey. For each attribute listed, respondents were asked to rate its importance and the perceived level of attainment. The three major groups of stakeholders who participated in the survey were MRS practitioners, Heads of MRS clinical Departments and students from the eight Australian universities. Analysis of survey responses showed that all respondents regard lifelong learning attributes to be important for MRS practitioners. As might have been expected, professional attributes and generic attributes were regarded as more important than lifelong learning attributes. Moreover, for each attribute surveyed, there was a statistically significant difference between the perceived level of importance and perceived level of attainment, with the attainment level being lower than the level of importance. The implications of these findings for the profession and recommendations for continuing professional development are discussed. Copyright (2002) Australian Institute of Radiography

Lifelong Learning as a goal - Do autonomy and self-regulation in school result in well prepared pupils?

NARCIS (Netherlands)

Lüftenegger, M.; Schober, B.; Van de Schoot, R.; Wagner, P.; Finsterwald, M.; Spiel, C.

2012-01-01

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom

Stream fish colonization but not persistence varies regionally across a large North American river basin

Science.gov (United States)

Wheeler, Kit; Wengerd, Seth J.; Walsh, Stephen J.; Martin, Zachary P.; Jelks, Howard L.; Freeman, Mary C.

2018-01-01

Many species have distributions that span distinctly different physiographic regions, and effective conservation of such taxa will require a full accounting of all factors that potentially influence populations. Ecologists recognize effects of physiographic differences in topography, geology and climate on local habitat configurations, and thus the relevance of landscape heterogeneity to species distributions and abundances. However, research is lacking that examines how physiography affects the processes underlying metapopulation dynamics. We used data describing occupancy dynamics of stream fishes to evaluate evidence that physiography influences rates at which individual taxa persist in or colonize stream reaches under different flow conditions. Using periodic survey data from a stream fish assemblage in a large river basin that encompasses multiple physiographic regions, we fit multi-species dynamic occupancy models. Our modeling results suggested that stream fish colonization but not persistence was strongly governed by physiography, with estimated colonization rates considerably higher in Coastal Plain streams than in Piedmont and Blue Ridge systems. Like colonization, persistence was positively related to an index of stream flow magnitude, but the relationship between flow and persistence did not depend on physiography. Understanding the relative importance of colonization and persistence, and how one or both processes may change across the landscape, is critical information for the conservation of broadly distributed taxa, and conservation strategies explicitly accounting for spatial variation in these processes are likely to be more successful for such taxa.

Using Online Surveys to Promote and Assess Learning

Science.gov (United States)

Taylor, Laura; Doehler, Kirsten

2014-01-01

This article explores the use of online survey software to collect data from students during class to efficiently use class time. Several example activities for an introductory statistics classroom are considered. We also discuss utilization of online survey software for other purposes such as collecting assessment information and student…

ASSESSING CAUSALITY AND PERSISTENCE IN ASSOCIATIONS BETWEEN FAMILY DINNERS AND ADOLESCENT WELL-BEING

OpenAIRE

Musick, Kelly; Meier, Ann

2012-01-01

Adolescents who share meals with their parents score better on a range of well-being indicators. Using three waves of the National Longitudinal Survey of Adolescent Health (N = 17,977), we assessed the causal nature of these associations and the extent to which they persist into adulthood. We examined links between family dinners and adolescent mental health, substance use, and delinquency at wave 1, accounting for detailed measures of the family environment to test whether family meals simpl...

Morphine Reward Promotes Cue-Sensitive Learning: Implication of Dorsal Striatal CREB Activity

Directory of Open Access Journals (Sweden)

Mathieu Baudonnat

2017-05-01

Full Text Available Different parallel neural circuits interact and may even compete to process and store information: whereas stimulus–response (S–R learning critically depends on the dorsal striatum (DS, spatial memory relies on the hippocampus (HPC. Strikingly, despite its potential importance for our understanding of addictive behaviors, the impact of drug rewards on memory systems dynamics has not been extensively studied. Here, we assessed long-term effects of drug- vs food reinforcement on the subsequent use of S–R vs spatial learning strategies and their neural substrates. Mice were trained in a Y-maze cue-guided task, during which either food or morphine injections into the ventral tegmental area (VTA were used as rewards. Although drug- and food-reinforced mice learned the Y-maze task equally well, drug-reinforced mice exhibited a preferential use of an S–R learning strategy when tested in a water-maze competition task designed to dissociate cue-based and spatial learning. This cognitive bias was associated with a persistent increase in the phosphorylated form of cAMP response element-binding protein phosphorylation (pCREB within the DS, and a decrease of pCREB expression in the HPC. Pharmacological inhibition of striatal PKA pathway in drug-rewarded mice limited the morphine-induced increase in levels of pCREB in DS and restored a balanced use of spatial vs cue-based learning. Our findings suggest that drug (opiate reward biases the engagement of separate memory systems toward a predominant use of the cue-dependent system via an increase in learning-related striatal pCREB activity. Persistent functional imbalance between striatal and hippocampal activity could contribute to the persistence of addictive behaviors, or counteract the efficiency of pharmacological or psychotherapeutic treatments.

Persistence Characteristics of Australian Rainfall Anomalies

Science.gov (United States)

Simmonds, Ian; Hope, Pandora

1997-05-01

Using 79 years (1913-1991) of Australian monthly precipitation data we examined the nature of the persistence of rainfall anomalies. Analyses were performed for four climate regions covering the country, as well as for the entire Australian continent. We show that rainfall over these regions has high temporal variability and that annual rainfall amounts over all five sectors vary in phase and are, with the exception of the north-west region, significantly correlated with the Southern Oscillation Index (SOI). These relationships were particularly strong during the spring season.It is demonstrated that Australian rainfall exhibits statistically significant persistence on monthly, seasonal, and (to a limited extent) annual time-scales, up to lags of 3 months and one season and 1 year. The persistence showed strong seasonal dependence, with each of the five regions showing memory out to 4 or 5 months from winter and spring. Many aspects of climate in the Australasian region are known to have undergone considerable changes about 1950. We show this to be true for persistence also; its characteristics identified for the entire record were present during the 1951--1980 period, but virtually disappeared in the previous 30-year period.Much of the seasonal distribution of rainfall persistence on monthly time-scales, particularly in the east, is due to the influence of the SOI. However, most of the persistence identified in winter and spring in the north-west is independent of the ENSO phenomenon.Rainfall anomalies following extreme dry and wet months, seasons and years (lowest and highest two deciles) persisted more than would be expected by chance. For monthly extreme events this was more marked in the winter semester for the wet events, except in the south-east region. In general, less persistence was found for the extreme seasons. Although the persistence of dry years was less than would have been expected by chance, the wet years appear to display persistence.

Effective and persistent changes in household energy-saving behaviors: Evidence from post-tsunami Japan

International Nuclear Information System (INIS)

Fujimi, Toshio; Kajitani, Yoshio; Chang, Stephanie E.

2016-01-01

Highlights: • Some households’ adaptations to electricity shortage can be new efficient habits. • The electricity shortage in Japan was used as a natural experiment. • Some behaviors contributed to 2–4% electricity savings and persisted for two years. • Behaviors requiring frequency and discomfort cannot be effective or persistent. • Lowering the electricity-usage level of appliances might be a promising behavior. - Abstract: This paper focuses on households’ development of new energy-efficient habits as demonstrated in the context of a major electricity shortfall event. Energy conservation policies should encourage households to take measures that are actually effective in reducing energy consumption and that can be sustained over long periods of time. Few studies, however, have empirically examined what types of energy-saving measures are actually effective and persistent. The electricity shortages following the 2011 Great East Japan earthquake, tsunami, and nuclear disaster provided an opportunity to examine this question. A web survey of households in Japan was implemented to obtain data on metered electricity use in the summers of 2010–2013, household behaviors for electricity savings, and household socioeconomic attributes. Regression analysis was conducted to explain the effectiveness and persistence of energy saving behaviors. Results indicate that most households took several electricity-saving measures after the disaster to adapt to the electricity shortage. Certain types of measures led to 2–4% savings in electricity consumption (per measure) and persisted for two years. The effective and persistent electricity-saving measures tended to be those that did not require either frequent efforts or considerable discomfort. Findings suggest that electricity-saving behaviors requiring infrequent effort and little discomfort can become engrained as new habits or lifestyles. In particular, one promising measure may be to lower the electricity

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

Science.gov (United States)

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Case for Case-Based Transfer Learning

Science.gov (United States)

2011-01-01

Thorndike and Woodworth 1901; Perkins and Salomon 1994; Bransford, Brown, and Cocking 2000), among other disciplines. Transfer learning uses knowledge...Transfer Learning for Rein- forcement Learning Domains: A Survey. Journal of Machine Learning Research 10(1): 1633–1685. Thorndike , E. L., and

Emotional memory can be persistently weakened by suppressing cortisol during retrieval.

Science.gov (United States)

Rimmele, Ulrike; Besedovsky, Luciana; Lange, Tanja; Born, Jan

2015-03-01

Cortisol's effects on memory follow an inverted U-shaped function such that memory retrieval is impaired with very low concentrations, presumably due to insufficient activation of high-affine mineralocorticoid receptors (MR), or with very high concentrations, due to predominant low-affine glucocorticoid receptor (GR) activation. Through corresponding changes in re-encoding, the retrieval effect of cortisol might translate into a persistent change of the retrieved memory. We tested whether partial suppression of morning cortisol synthesis by metyrapone, leading to intermediate, circadian nadir-like levels with presumed predominant MR activation, improves retrieval, particularly of emotional memory, and persistently changes the memory. In a randomized, placebo-controlled, double-blind, within-subject cross-over design, 18 men were orally administered metyrapone (1g) vs. placebo at 4:00 AM to suppress the morning cortisol rise. Retrieval of emotional and neutral texts and pictures (learned 3 days earlier) was assessed 4h after substance administration and a second time one week later. Metyrapone suppressed endogenous cortisol release to circadian nadir-equivalent levels at the time of retrieval testing. Contrary to our expectations, metyrapone significantly impaired free recall of emotional texts (ppictures remained unaffected. One week later, participants still showed lower memory for emotional texts in the metyrapone than placebo condition (pmemories corroborates the concept that retrieval effects of cortisol produce persistent memory changes, possibly by affecting re-encoding. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

A Survey on Deep Learning in Medical Image Analysis

NARCIS (Netherlands)

Litjens, G.J.; Kooi, T.; Ehteshami Bejnordi, B.; Setio, A.A.A.; Ciompi, F.; Ghafoorian, M.; Laak, J.A.W.M. van der; Ginneken, B. van; Sanchez, C.I.

2017-01-01

Deep learning algorithms, in particular convolutional networks, have rapidly become a methodology of choice for analyzing medical images. This paper reviews the major deep learning concepts pertinent to medical image analysis and summarizes over 300 contributions to the field, most of which appeared

Social learning and the development of individual and group behaviour in mammal societies.

Science.gov (United States)

Thornton, Alex; Clutton-Brock, Tim

2011-04-12

As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive use of social information in learning to avoid predation and obtain food. Where individual learning is costly or opportunities are lacking, as in the acquisition of prey-handling skills, adults play an active role in promoting learning through teaching. Social learning can also cause information to spread through groups, but our data suggest that this does not necessarily result in homogeneous, group-wide traditions. Moreover, traditions are commonly eroded by individual learning. We suggest that traditions will only persist where there are high costs of deviating from the group norm or where skill development requires extensive time and effort. Persistent traditions could, theoretically, modify selection pressures and influence genetic evolution. Further empirical studies of social learning in natural populations are now urgently needed to substantiate theoretical claims.

Monitoring Coastal Marshes for Persistent Flooding and Salinity Stress

Science.gov (United States)

Kalcic, Maria

2010-01-01

Our objective is to provide NASA remote sensing products that provide inundation and salinity information on an ecosystem level to support habitat switching models. Project born out of need by the Coastal Restoration Monitoring System (CRMS), joint effort by Louisiana Department of Natural Resources and the U.S. Geological Survey, for information on persistence of flooding by storm surge and other flood waters. The results of the this work support the habitat-switching modules in the Coastal Louisiana Ecosystem Assessment and Restoration (CLEAR) model, which provides scientific evaluation for restoration management. CLEAR is a collaborative effort between the Louisiana Board of Regents, the Louisiana Department of Natural Resources (LDNR), the U.S. Geological Survey (USGS), and the U.S. Army Corps of Engineers (USACE). Anticipated results will use: a) Resolution enhanced time series data combining spatial resolution of Landsat with temporal resolution of MODIS for inundation estimates. b) Potential salinity products from radar and multispectral modeling. c) Combined inundation and salinity inputs to habitat switching module to produce habitat switching maps (shown at left)

Faculty motivations to use active learning among pharmacy educators.

Science.gov (United States)

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

2018-03-01

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

Pharmacists' perceptions of facilitators and barriers to lifelong learning.

Science.gov (United States)

Hanson, Alan L; Bruskiewitz, Ruth H; Demuth, James E

2007-08-15

To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the "routine." The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure.

EU-wide survey of polar organic persistent pollutants in European river waters

International Nuclear Information System (INIS)

Loos, Robert; Gawlik, Bernd Manfred; Locoro, Giovanni; Rimaviciute, Erika; Contini, Serafino; Bidoglio, Giovanni

2009-01-01

This study provides the first EU-wide reconnaissance of the occurrence of polar organic persistent pollutants in European river waters. More than 100 individual water samples from over 100 European rivers from 27 European Countries were analysed for 35 selected compounds, comprising pharmaceuticals, pesticides, PFOS, PFOA, benzotriazoles, hormones, and endocrine disrupters. Around 40 laboratories participated in this sampling exercise. The most frequently and at the highest concentration levels detected compounds were benzotriazole, caffeine, carbamazepine, tolyltriazole, and nonylphenoxy acetic acid (NPE 1 C). Only about 10% of the river water samples analysed could be classified as 'very clean' in terms of chemical pollution. The rivers responsible for the major aqueous emissions of PFOS and PFOA from the European Continent could be identified. For the target compounds chosen, we are proposing 'indicative warning levels' in surface waters, which are (for most compounds) close to the 90th percentile of all water samples analysed. - More than 100 river water samples from 27 European Countries were analysed for 35 selected polar organic contaminants

EU-wide survey of polar organic persistent pollutants in European river waters

Energy Technology Data Exchange (ETDEWEB)

Loos, Robert [European Commission, Joint Research Centre, Institute for Environment and Sustainability, Via Enrico Fermi, 21020 Ispra (Italy)], E-mail: robert.loos@jrc.it; Gawlik, Bernd Manfred; Locoro, Giovanni; Rimaviciute, Erika; Contini, Serafino; Bidoglio, Giovanni [European Commission, Joint Research Centre, Institute for Environment and Sustainability, Via Enrico Fermi, 21020 Ispra (Italy)

2009-02-15

This study provides the first EU-wide reconnaissance of the occurrence of polar organic persistent pollutants in European river waters. More than 100 individual water samples from over 100 European rivers from 27 European Countries were analysed for 35 selected compounds, comprising pharmaceuticals, pesticides, PFOS, PFOA, benzotriazoles, hormones, and endocrine disrupters. Around 40 laboratories participated in this sampling exercise. The most frequently and at the highest concentration levels detected compounds were benzotriazole, caffeine, carbamazepine, tolyltriazole, and nonylphenoxy acetic acid (NPE{sub 1}C). Only about 10% of the river water samples analysed could be classified as 'very clean' in terms of chemical pollution. The rivers responsible for the major aqueous emissions of PFOS and PFOA from the European Continent could be identified. For the target compounds chosen, we are proposing 'indicative warning levels' in surface waters, which are (for most compounds) close to the 90th percentile of all water samples analysed. - More than 100 river water samples from 27 European Countries were analysed for 35 selected polar organic contaminants.

Intending to Stay: Images of Scientists, Attitudes Toward Women, and Gender as Influences on Persistence among Science and Engineering Majors

Science.gov (United States)

Wyer, Mary

Contemporary research on gender and persistence in undergraduate education in science and engineering has routinely focused on why students leave their majors rather than asking why students stay. This study compared three common ways of measuring persistence-commitment to major, degree aspirations, and commitment to a science or engineering career-and emphasized factors that would encourage students to persist, including positive images of scientists and engineers, positive attitudes toward gender equity in science and engineering, and positive classroom experiences. A survey was administered in classrooms to a total of 285 female and male students enrolled in two required courses for majors. The results indicate that the different measures of persistence were sensitive to different influences but that students' gender did not interact with their images, attitudes, and experiences in predicted ways. The study concludes that an individual student's gender may be a more important factor in explaining why some female students leave their science and engineering majors than in explaining why others stay.

Contributions to Persistence Theory

Directory of Open Access Journals (Sweden)

Du Dong

2014-12-01

Full Text Available Persistence theory discussed in this paper is an application of algebraic topology (Morse Theory [29] to Data Analysis, precisely to qualitative understanding of point cloud data, or PCD for short. PCD can be geometrized as a filtration of simplicial complexes (Vietoris-Rips complex [25] [36] and the homology changes of these complexes provide qualitative information about the data. Bar codes describe the changes in homology with coefficients in a fixed field. When the coefficient field is ℤ2, the calculation of bar codes is done by ELZ algorithm (named after H. Edelsbrunner, D. Letscher, and A. Zomorodian [20]. When the coefficient field is ℝ, we propose an algorithm based on the Hodge decomposition [17]. With Dan Burghelea and Tamal K. Dey we developed a persistence theory which involves level sets discussed in Section 4. We introduce and discuss new computable invariants, the “relevant level persistence numbers” and the “positive and negative bar codes”, and explain how they are related to the bar codes for level persistence. We provide enhancements and modifications of ELZ algorithm to calculate such invariants and illustrate them by examples.

General practitioners′ attitudes toward reporting and learning from adverse events: results from a survey

DEFF Research Database (Denmark)

Mikkelsen, Thorbjørn H.; Sokolowski, Ineta; Olesen, Frede

2006-01-01

, and circumstances under which such exchange is accepted. SUBJECTS: A structured questionnaire sent to 1198 GPs of whom 61% responded. RESULTS. GPs had a positive attitude towards discussing adverse events in the clinic with colleagues and staff and in their continuing medical education groups. The GPs had...... a positive attitude to reporting adverse events to a database if the system granted legal and administrative immunity to reporters. The majority preferred a reporting system located at a research institute. CONCLUSION: GPs have a very positive attitude towards discussing and reporting adverse events......OBJECTIVE: To investigate GPs' attitudes to and willingness to report and learn from adverse events and to study how a reporting system should function. DESIGN: Survey. SETTING: General practice in Denmark. MAIN OUTCOME MEASURES: GPs' attitudes to exchange of experience with colleagues and others...

Learning from neural control.

Science.gov (United States)

Wang, Cong; Hill, David J

2006-01-01

One of the amazing successes of biological systems is their ability to "learn by doing" and so adapt to their environment. In this paper, first, a deterministic learning mechanism is presented, by which an appropriately designed adaptive neural controller is capable of learning closed-loop system dynamics during tracking control to a periodic reference orbit. Among various neural network (NN) architectures, the localized radial basis function (RBF) network is employed. A property of persistence of excitation (PE) for RBF networks is established, and a partial PE condition of closed-loop signals, i.e., the PE condition of a regression subvector constructed out of the RBFs along a periodic state trajectory, is proven to be satisfied. Accurate NN approximation for closed-loop system dynamics is achieved in a local region along the periodic state trajectory, and a learning ability is implemented during a closed-loop feedback control process. Second, based on the deterministic learning mechanism, a neural learning control scheme is proposed which can effectively recall and reuse the learned knowledge to achieve closed-loop stability and improved control performance. The significance of this paper is that the presented deterministic learning mechanism and the neural learning control scheme provide elementary components toward the development of a biologically-plausible learning and control methodology. Simulation studies are included to demonstrate the effectiveness of the approach.

Medical students' online learning technology needs.

Science.gov (United States)

Han, Heeyoung; Nelson, Erica; Wetter, Nathan

2014-02-01

This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

Gate-controlled switching between persistent and inverse persistent spin helix states

International Nuclear Information System (INIS)

Yoshizumi, K.; Sasaki, A.; Kohda, M.; Nitta, J.

2016-01-01

We demonstrate gate-controlled switching between persistent spin helix (PSH) state and inverse PSH state, which are detected by quantum interference effect on magneto-conductance. These special symmetric spin states showing weak localization effect give rise to a long spin coherence when the strength of Rashba spin-orbit interaction (SOI) is close to that of Dresselhaus SOI. Furthermore, in the middle of two persistent spin helix states, where the Rashba SOI can be negligible, the bulk Dresselhaus SOI parameter in a modulation doped InGaAs/InAlAs quantum well is determined.

Gate-controlled switching between persistent and inverse persistent spin helix states

Energy Technology Data Exchange (ETDEWEB)

Yoshizumi, K.; Sasaki, A.; Kohda, M.; Nitta, J. [Department of Materials Science, Tohoku University, Sendai 980-8579 (Japan)

2016-03-28

We demonstrate gate-controlled switching between persistent spin helix (PSH) state and inverse PSH state, which are detected by quantum interference effect on magneto-conductance. These special symmetric spin states showing weak localization effect give rise to a long spin coherence when the strength of Rashba spin-orbit interaction (SOI) is close to that of Dresselhaus SOI. Furthermore, in the middle of two persistent spin helix states, where the Rashba SOI can be negligible, the bulk Dresselhaus SOI parameter in a modulation doped InGaAs/InAlAs quantum well is determined.

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

Science.gov (United States)

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

2017-01-01

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

Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics

Science.gov (United States)

Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park

2013-01-01

We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…

How attention can create synaptic tags for the learning of working memories in sequential tasks.

Directory of Open Access Journals (Sweden)

Jaldert O Rombouts

2015-03-01

Full Text Available Intelligence is our ability to learn appropriate responses to new stimuli and situations. Neurons in association cortex are thought to be essential for this ability. During learning these neurons become tuned to relevant features and start to represent them with persistent activity during memory delays. This learning process is not well understood. Here we develop a biologically plausible learning scheme that explains how trial-and-error learning induces neuronal selectivity and working memory representations for task-relevant information. We propose that the response selection stage sends attentional feedback signals to earlier processing levels, forming synaptic tags at those connections responsible for the stimulus-response mapping. Globally released neuromodulators then interact with tagged synapses to determine their plasticity. The resulting learning rule endows neural networks with the capacity to create new working memory representations of task relevant information as persistent activity. It is remarkably generic: it explains how association neurons learn to store task-relevant information for linear as well as non-linear stimulus-response mappings, how they become tuned to category boundaries or analog variables, depending on the task demands, and how they learn to integrate probabilistic evidence for perceptual decisions.

Demographics of antibiotic persistence

DEFF Research Database (Denmark)

Kollerova, Silvia; Jouvet, Lionel; Steiner, Ulrich

Persister cells, cells that can survive antibiotic exposure but lack heritable antibiotic resistance, are assumed to play a crucial role for the evolution of antibiotic resistance. Persistence is a stage associated with reduced metabolic activity. Most previous studies have been done on batch...... even play a more prominent role for the evolution of resistance and failures of medical treatment by antibiotics as currently assumed....

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

Science.gov (United States)

Huang, Yi-Chen; Hsu, Li-Ling

2011-02-01

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

Distance Education and Open Learning in Sub-Saharan Africa: Criteria and Conditions for Quality and Critical Success Factor-- Working Group on Distance Education and Open Learning. A Survey of Policy and Practice. Final Report

Science.gov (United States)

Commonwealth of Learning, 2004

2004-01-01

Both of these "Surveys of policy and practice" were conducted on behalf of COL by the South African Institute for Distance Education (SAIDE) as part of COL's partnership agreement with the Association for the Development of Education in Africa (ADEA) Working Group on Distance Education and Open Learning. The first report identifies…

Machine learning and radiology.

Science.gov (United States)

Wang, Shijun; Summers, Ronald M

2012-07-01

In this paper, we give a short introduction to machine learning and survey its applications in radiology. We focused on six categories of applications in radiology: medical image segmentation, registration, computer aided detection and diagnosis, brain function or activity analysis and neurological disease diagnosis from fMR images, content-based image retrieval systems for CT or MRI images, and text analysis of radiology reports using natural language processing (NLP) and natural language understanding (NLU). This survey shows that machine learning plays a key role in many radiology applications. Machine learning identifies complex patterns automatically and helps radiologists make intelligent decisions on radiology data such as conventional radiographs, CT, MRI, and PET images and radiology reports. In many applications, the performance of machine learning-based automatic detection and diagnosis systems has shown to be comparable to that of a well-trained and experienced radiologist. Technology development in machine learning and radiology will benefit from each other in the long run. Key contributions and common characteristics of machine learning techniques in radiology are discussed. We also discuss the problem of translating machine learning applications to the radiology clinical setting, including advantages and potential barriers. Copyright © 2012. Published by Elsevier B.V.

Using Benchmarking To Strengthen the Assessment of Persistence.

Science.gov (United States)

McLachlan, Michael S; Zou, Hongyan; Gouin, Todd

2017-01-03

Chemical persistence is a key property for assessing chemical risk and chemical hazard. Current methods for evaluating persistence are based on laboratory tests. The relationship between the laboratory based estimates and persistence in the environment is often unclear, in which case the current methods for evaluating persistence can be questioned. Chemical benchmarking opens new possibilities to measure persistence in the field. In this paper we explore how the benchmarking approach can be applied in both the laboratory and the field to deepen our understanding of chemical persistence in the environment and create a firmer scientific basis for laboratory to field extrapolation of persistence test results.

Stuck in a Mismatch? The Persistence of Overeducation during Twenty Years of the Post-Communist Transition in Poland

Science.gov (United States)

Kiersztyn, Anna

2013-01-01

This paper examines long-term changes in the persistence of overeducation among individual workers, focusing on the relationship between the rate of those changes and the general economic situation. All analyses are based on data from the Polish Panel Survey (POLPAN) conducted throughout the post-communist transition period, 1988-2008. The results…

Win-stay-lose-learn promotes cooperation in the prisoner's dilemma game with voluntary participation.

Directory of Open Access Journals (Sweden)

Chen Chu

Full Text Available Voluntary participation, demonstrated to be a simple yet effective mechanism to promote persistent cooperative behavior, has been extensively studied. It has also been verified that the aspiration-based win-stay-lose-learn strategy updating rule promotes the evolution of cooperation. Inspired by this well-known fact, we combine the Win-Stay-Lose-Learn updating rule with voluntary participation: Players maintain their strategies when they are satisfied, or players attempt to imitate the strategy of one randomly chosen neighbor. We find that this mechanism maintains persistent cooperative behavior, even further promotes the evolution of cooperation under certain conditions.

Conducting Anonymous, Incentivized, Online Surveys With Sexual and Gender Minority Adolescents: Lessons Learned From a National Polyvictimization Study.

Science.gov (United States)

Sterzing, Paul R; Gartner, Rachel E; McGeough, Briana L

2018-03-01

Sexual and gender minority adolescents represent an understudied and hard-to-reach population who experience higher rates of mental and behavioral health problems in comparison to their cisgender, heterosexual peers. Online surveys and the proliferation of Internet-connected devices among adolescents offer an exciting opportunity for researchers to begin addressing research gaps and past methodological limitations with these hard-to-reach populations. The purpose of this article is to provide guidance to researchers who are designing and implementing anonymous, incentivized, online surveys by examining the following critical domains-(a) recruitment and engagement: means of leveraging social media and videos to recruit and engage a more nationally representative sample; (b) safety and protection: strategies for administering informed consent and protecting participant anonymity and well-being; and (c) data integrity: mechanisms to detect dishonest and repeat responders. To facilitate discussion of these aims, concrete examples are used from SpeakOut-a 3-year, national study funded by the National Institute of Justice that utilized an anonymous, incentivized, online survey with a large sample of sexual and gender minority adolescents ( N = 1,177) to identify the prevalence, incidence, and correlates of polyvictimization. The article concludes with lessons learned from this national study and recommendations for technological innovations and future research that will strengthen the utility of anonymous, incentivized, online surveys to study sexual and gender minority adolescents and other hard-to-reach populations.

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

Energy Technology Data Exchange (ETDEWEB)

Shin, Jae Goo; Park, Soo Jin [Daegu Health College, Daegu (Korea, Republic of); Kim, Yon Min [Dept. of Radiotechnology, Wonkwang Health Science University, Iksan (Korea, Republic of)

2016-12-15

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

International Nuclear Information System (INIS)

Shin, Jae Goo; Park, Soo Jin; Kim, Yon Min

2016-01-01

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods

Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

Directory of Open Access Journals (Sweden)

Godfrey Mayende

2017-06-01

Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

Deep learning

CERN Document Server

Goodfellow, Ian; Courville, Aaron

2016-01-01

Deep learning is a form of machine learning that enables computers to learn from experience and understand the world in terms of a hierarchy of concepts. Because the computer gathers knowledge from experience, there is no need for a human computer operator to formally specify all the knowledge that the computer needs. The hierarchy of concepts allows the computer to learn complicated concepts by building them out of simpler ones; a graph of these hierarchies would be many layers deep. This book introduces a broad range of topics in deep learning. The text offers mathematical and conceptual background, covering relevant concepts in linear algebra, probability theory and information theory, numerical computation, and machine learning. It describes deep learning techniques used by practitioners in industry, including deep feedforward networks, regularization, optimization algorithms, convolutional networks, sequence modeling, and practical methodology; and it surveys such applications as natural language proces...

Optimal and Autonomous Control Using Reinforcement Learning: A Survey.

Science.gov (United States)

Kiumarsi, Bahare; Vamvoudakis, Kyriakos G; Modares, Hamidreza; Lewis, Frank L

2018-06-01

This paper reviews the current state of the art on reinforcement learning (RL)-based feedback control solutions to optimal regulation and tracking of single and multiagent systems. Existing RL solutions to both optimal and control problems, as well as graphical games, will be reviewed. RL methods learn the solution to optimal control and game problems online and using measured data along the system trajectories. We discuss Q-learning and the integral RL algorithm as core algorithms for discrete-time (DT) and continuous-time (CT) systems, respectively. Moreover, we discuss a new direction of off-policy RL for both CT and DT systems. Finally, we review several applications.

Curriculum development for a national cardiotocography education program: a Delphi survey to obtain consensus on learning objectives.

Science.gov (United States)

Thellesen, Line; Hedegaard, Morten; Bergholt, Thomas; Colov, Nina P; Hoegh, Stinne; Sorensen, Jette L

2015-08-01

To define learning objectives for a national cardiotocography (CTG) education program based on expert consensus. A three-round Delphi survey. One midwife and one obstetrician from each maternity unit in Denmark were appointed based on CTG teaching experience and clinical obstetric experience. Following national and international guidelines, the research group determined six topics as important when using CTG: fetal physiology, equipment, indication, interpretation, clinical management, and communication/responsibility. In the first Delphi round, participants listed one to five learning objectives within the predefined topics. Responses were analyzed by a directed approach to content analysis. Phrasing was modified in accordance with Bloom's taxonomy. In the second and third Delphi rounds, participants rated each objective on a five-point relevance scale. Consensus was predefined as objectives with a mean rating value of ≥ 3. A prioritized list of CTG learning objectives. A total of 42 midwives and obstetricians from 21 maternity units were invited to participate, of whom 26 completed all three Delphi rounds, representing 18 maternity units. The final prioritized list included 40 objectives. The highest ranked objectives emphasized CTG interpretation and clinical management. The lowest ranked objectives emphasized fetal physiology. Mean ratings of relevance ranged from 3.15 to 5.00. National consensus on CTG learning objectives was achieved using the Delphi methodology. This was an initial step in developing a valid CTG education program. A prioritized list of objectives will clarify which topics to emphasize in a CTG education program. © 2015 Nordic Federation of Societies of Obstetrics and Gynecology.

Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

Science.gov (United States)

Pollack, I. B.; Adams, A. S.; Barnes, R.; Bloodhart, B.; Bowker, C.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Henderson, H.; Hernandez, P. R.; Sample McMeeking, L. B.; Sayers, J.; Fischer, E. V.

2016-12-01

In fall 2015, an interdisciplinary team with expertise in the geosciences, psychology, education, and STEM persistence began a five-year longitudinal project focused on understanding whether a multi-part mentoring program can increase the persistence of undergraduate women in the geosciences. The program focuses on mentoring 1st and 2nd year female undergraduate students from five universities in Colorado and Wyoming and four universities in North and South Carolina, and includes a weekend workshop, mentoring by professional women across geoscience fields, and both in-person and virtual peer networks. In fall 2015, we recruited 85 students from both regions into cohort 1 as well as a propensity score matched group of 255 female students that did not participate in the program. An equal or greater number of students are anticipated for cohort 2 from recruitment in fall 2016. Both cohorts will have attended weekend-long workshops (cohort 1 in October 2015, and cohort 2 in October 2016), which aimed to introduce students to various careers and lifestyles of those working in the geosciences, guide students through their strengths and interests, and address gender biases that students may face. Early analyses indicate that students who are interested in participating in the program are more likely to reject stereotypes and beliefs that the sciences are masculine, and to see science as being compatible with benefitting society. The web-platform (http://geosciencewomen.org/), designed to enable peer-mentoring and provide resources, was launched in fall 2015 and is used by both cohorts. We will present an overview of the major components of the program, early findings from focus group and survey-based feedback from participants, and discuss lessons learned during 2015 that were applied to 2016.

Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

Science.gov (United States)

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

How attention can create synaptic tags for the learning of working memories in sequential tasks

OpenAIRE

Rombouts, Jaldert O; Bohte, Sander M; Roelfsema, Pieter R

2015-01-01

htmlabstractIntelligence is our ability to learn appropriate responses to new stimuli and situations. Neurons in association cortex are thought to be essential for this ability. During learning these neurons become tuned to relevant features and start to represent them with persistent activity during memory delays. This learning process is not well understood. Here we develop a biologically plausible learning scheme that explains how trial-and-error learning induces neuronal selectivity and w...

A Review of Predictive Factors of Student Success in and Satisfaction with Online Learning

Science.gov (United States)

Kauffman, Heather

2015-01-01

Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined…

The persistence of depression score

NARCIS (Netherlands)

Spijker, J.; de Graaf, R.; Ormel, J.; Nolen, W. A.; Grobbee, D. E.; Burger, H.

2006-01-01

Objective: To construct a score that allows prediction of major depressive episode (MDE) persistence in individuals with MDE using determinants of persistence identified in previous research. Method: Data were derived from 250 subjects from the general population with new MDE according to DSM-III-R.

Drought Persistence Errors in Global Climate Models

Science.gov (United States)

Moon, H.; Gudmundsson, L.; Seneviratne, S. I.

2018-04-01

The persistence of drought events largely determines the severity of socioeconomic and ecological impacts, but the capability of current global climate models (GCMs) to simulate such events is subject to large uncertainties. In this study, the representation of drought persistence in GCMs is assessed by comparing state-of-the-art GCM model simulations to observation-based data sets. For doing so, we consider dry-to-dry transition probabilities at monthly and annual scales as estimates for drought persistence, where a dry status is defined as negative precipitation anomaly. Though there is a substantial spread in the drought persistence bias, most of the simulations show systematic underestimation of drought persistence at global scale. Subsequently, we analyzed to which degree (i) inaccurate observations, (ii) differences among models, (iii) internal climate variability, and (iv) uncertainty of the employed statistical methods contribute to the spread in drought persistence errors using an analysis of variance approach. The results show that at monthly scale, model uncertainty and observational uncertainty dominate, while the contribution from internal variability is small in most cases. At annual scale, the spread of the drought persistence error is dominated by the statistical estimation error of drought persistence, indicating that the partitioning of the error is impaired by the limited number of considered time steps. These findings reveal systematic errors in the representation of drought persistence in current GCMs and suggest directions for further model improvement.

Learning from Evidence in a Complex World

Science.gov (United States)

Sterman, John D.

2006-01-01

Policies to promote public health and welfare often fail or worsen the problems they are intended to solve. Evidence-based learning should prevent such policy resistance, but learning in complex systems is often weak and slow. Complexity hinders our ability to discover the delayed and distal impacts of interventions, generating unintended “side effects.” Yet learning often fails even when strong evidence is available: common mental models lead to erroneous but self-confirming inferences, allowing harmful beliefs and behaviors to persist and undermining implementation of beneficial policies. Here I show how systems thinking and simulation modeling can help expand the boundaries of our mental models, enhance our ability to generate and learn from evidence, and catalyze effective change in public health and beyond. PMID:16449579

Workplace Learning in Malaysia: The Learner's Perspective

Science.gov (United States)

Muhamad, Mazanah; Idris, Khairuddin

2005-01-01

This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by…

Stochastic convergence of persistence landscapes and silhouettes

Directory of Open Access Journals (Sweden)

Frédéric Chazal

2015-03-01

Full Text Available Persistent homology is a widely used tool in Topological Data Analysis that encodes multi-scale topological information as a multiset of points in the plane called a persistence diagram. It is difficult to apply statistical theory directly to a random sample of diagrams. Instead, we summarize persistent homology with a persistence landscape, introduced by Bubenik, which converts a diagram into a well-behaved real-valued function. We investigate the statistical properties of landscapes, such as weak convergence of the average landscapes and convergence of the bootstrap. In addition, we introduce an alternate functional summary of persistent homology, which we call the silhouette, and derive an analogous statistical theory.

Historical data reveal 30-year persistence of benthic fauna associations in heavily modified waterbody

Directory of Open Access Journals (Sweden)

Ruth Callaway

2016-08-01

Full Text Available Baseline surveys form the cornerstone of coastal impact studies where altered conditions, for example through new infrastructure development, are assessed against a temporal reference state. They are snapshots taken before construction. Due to scarcity of relevant data prior to baseline surveys long-term trends can often not be taken into account. Particularly in heavily modified waterbodies this would however be desirable to control for changes in anthropogenic use over time as well as natural ecological variation. Here, the benthic environment of an industrialized embayment was investigated (Swansea Bay, Wales, UK where it is proposed to build a tidal lagoon that would generate marine renewable energy from the tidal range. Since robust long-term baseline data was not available, the value of unpublished historical benthos information from 1984 by a regional water company was assessed with the aim to improve certainty about the persistence of current benthic community patterns. A survey of 101 positions in 2014 identified spatially discrete benthic communities with areas of high and low diversity. Habitat characteristics including sediment properties and the proximity to a sewage outfall explained 17-35% of the variation in the community structure. Comparing the historical information from 1984 with 2014 revealed striking similarity in the benthic communities between those years, not just in their spatial distribution but also to a large extent in the species composition. The 30-year-old information confirmed spatial boundaries of discrete species associations and pinpointed a similar diversity hotspot. A group of five common species was found to be particularly persistent over time (Nucula nitidosa, Spisula elliptica, Spiophanes bombyx, Nephtys hombergii, Diastylis rathkei. According to the Infauna Quality Index (IQI linked to the EU Water Framework Directive (WFD the average ecological status for 2014 was ‘moderate’, but eleven samples

Macroeconomics with Financial Frictions: A Survey

OpenAIRE

Markus K. Brunnermeier; Thomas M. Eisenbach; Yuliy Sannikov

2012-01-01

This article surveys the macroeconomic implications of financial frictions. Financial frictions lead to persistence and when combined with illiquidity to non-linear amplification effects. Risk is endogenous and liquidity spirals cause financial instability. Increasing margins further restrict leverage and exacerbate downturns. A demand for liquid assets and a role for money emerges. The market outcome is generically not even constrained efficient and the issuance of government debt can lead t...

UAVs and Machine Learning Revolutionising Invasive Grass and Vegetation Surveys in Remote Arid Lands

Directory of Open Access Journals (Sweden)

Juan Sandino

2018-02-01

Full Text Available The monitoring of invasive grasses and vegetation in remote areas is challenging, costly, and on the ground sometimes dangerous. Satellite and manned aircraft surveys can assist but their use may be limited due to the ground sampling resolution or cloud cover. Straightforward and accurate surveillance methods are needed to quantify rates of grass invasion, offer appropriate vegetation tracking reports, and apply optimal control methods. This paper presents a pipeline process to detect and generate a pixel-wise segmentation of invasive grasses, using buffel grass (Cenchrus ciliaris and spinifex (Triodia sp. as examples. The process integrates unmanned aerial vehicles (UAVs also commonly known as drones, high-resolution red, green, blue colour model (RGB cameras, and a data processing approach based on machine learning algorithms. The methods are illustrated with data acquired in Cape Range National Park, Western Australia (WA, Australia, orthorectified in Agisoft Photoscan Pro, and processed in Python programming language, scikit-learn, and eXtreme Gradient Boosting (XGBoost libraries. In total, 342,626 samples were extracted from the obtained data set and labelled into six classes. Segmentation results provided an individual detection rate of 97% for buffel grass and 96% for spinifex, with a global multiclass pixel-wise detection rate of 97%. Obtained results were robust against illumination changes, object rotation, occlusion, background cluttering, and floral density variation.

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

Science.gov (United States)

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

2015-04-25

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

e-Learning trends in Central Europe: The case of the Czech Republic

Directory of Open Access Journals (Sweden)

Ludvík Eger

2013-09-01

Full Text Available The paper deals with expert predictions on the development of e-learning in the Czech Republic, a country in Central Europe. The first part of the paper describes the development of e-learning with specific feature in the Czech Republic in relation to the implementation of Information and communication technologies (ICT to schools and the business sector. The second part of the paper presents a survey with selected experts, conducted in the years 2012 and 2013 in the Czech Republic, aiming at identifying the trends of e-learning. Special attention is paid to applying e-learning in the corporate sector. Our survey provides a better understanding of the current and future trends of e-learning to a wide range of stakeholders interested in using e-learning. Understanding the existing and future state of e-learning should be a starting point for further development of any e-learning strategy, in both education and corporate sectors. Therefore, the findings of our survey have important practical implications. The survey also proves that identification of the e-learning trends at the national level is influenced by political, economic, social and technological factors.

Missed diagnosis-persistent delirium

Directory of Open Access Journals (Sweden)

Aseem Mehra

2014-01-01

Full Text Available Delirium is in general considered as an acute short lasting reversible neuropsychiatric syndrome. However, there is some evidence to suggest that in a small proportion of cases delirium may be a chronic or persistent condition. However, making this diagnosis requires clinical suspicion and ruling other differential diagnosis. In this report, we present a case of a 55-year-old man who had cognitive symptoms, psychotic symptoms and depressive symptoms along with persistent hypokalemia and glucose intolerance. He was seen by 3 psychiatrists with these symptoms and was initially diagnosed as having depressive disorder and later diagnosis of bipolar affective disorder (current episode mania, and psychosis were considered by the third psychiatrist. However, despite the presence of persistent neurocognitive deficits, evening worsening of symptoms, hypokalemia and glucose intolerance diagnosis of delirium was not suspected.

The Ontogeny of Cultural Learning.

Science.gov (United States)

Legare, Cristine H; Harris, Paul L

2016-05-01

Developmental research has the potential to address some of the critical gaps in our scientific understanding of the role played by cultural learning in ontogenetic outcomes. The goal of this special section was to gather together leading examples of research on cultural learning across a variety of social contexts and caregiving settings. Although the field of developmental psychology continues to struggle with the persistent problem of oversampling U.S. and Western European populations, we argue that the articles in this special section add to the growing evidence that children everywhere draw on a repertoire of cultural learning strategies that optimize their acquisition of the specific practices, beliefs, and values of their communities. We also identify future directions and outline best practices for the conduct of research on cultural learning. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

Science.gov (United States)

Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

Persistent household food insecurity, HIV, and maternal stress in peri-urban Ghana.

Science.gov (United States)

Garcia, Jonathan; Hromi-Fiedler, Amber; Mazur, Robert E; Marquis, Grace; Sellen, Daniel; Lartey, Anna; Pérez-Escamilla, Rafael

2013-03-11

The mental health of caregivers has been shown to be important for improving HIV prevention and treatment. Household food insecurity affects hundreds of millions of individuals in Sub-Saharan Africa, a region that experiences a disproportionate burden of the HIV pandemic. Both maternal HIV diagnosis and household food insecurity may be linked with maternal stress. This in turn may lead to unhealthy coping behaviors. We examined the independent associations of HIV, persistent household food insecurity and the synergistic effect of both on maternal stress. Ghanaian women recruited prenatally from hospitals offering voluntary counseling and testing (VCT) were followed for 12 months after childbirth (N = 232). A locally adapted 7-item version of the US Household Food Security Survey Module was applied at four time points postpartum. We dichotomized participant households as being persistently food insecure (i.e., food insecure at each time point) or not (i.e., food secure at any time point). We dichotomized participant women as not perceiving vs. perceiving stress at 12 months postpartum in reference to the median sample score on the 4-item Cohen's stress scale. Binary multivariate logistic regression models were used to assess the independent and interactive effects of maternal HIV and persistent household food insecurity on maternal stress. The proportion of HIV-positive women that lived in severe food insecure households increased over time. By contrast, the HIV-negative group living in severely food insecure households experienced a steady decline across time. HIV-infection (AOR = 2.31, 95% CI 1.29-4.12) and persistent household food insecurity (AOR = 3.55, 95% CI 1.13-11.13) were independently associated with maternal stress in a multivariate model. Being both HIV-positive and persistently food insecure strongly and synergistically increased the risk for maternal perceived stress (AOR = 15.35, 95% CI 1.90-124.14). In agreement with syndemic theory

Incidence and impact of painful exacerbations in a cohort with post-treatment persistent endodontic lesions.

Science.gov (United States)

Yu, Victoria Soo Hoon; Messer, Harold H; Yee, Robert; Shen, Liang

2012-01-01

Painful exacerbations of persistent periapical lesions have unknown incidence and impact on quality of life. This study examined the incidence and impact of painful exacerbations and evaluated potential predictive factors of pain associated with root-filled teeth with persistent lesions after root canal treatment. Patients from a university hospital clinic were screened to identify root-filled teeth with periapical lesions at time of treatment and not resolved at least 4 years later. A clinical and radiographic examination and questionnaire survey were conducted. Patient and treatment characteristics and details of pain experience were studied. Statistical analysis was carried out by using SPSS (version 18). One hundred twenty-seven patients with 185 persistent lesions were recruited. Median age of patients at recruitment was 56 years (range, 21-82 years). Median time since treatment was 5 years (range, 4-38 years). Overall incidence of flare-up (requiring an unscheduled dental visit) was only 5.8% 20 years after treatment. Less severe pain was more frequent, with a combined incidence of 45% pain at 20 years after treatment. Female patients (odds ratio [OR], 2.6; 95% confidence interval [CI], 1.2-6.0; P flare-up among persistent lesions was very low. A lower degree of pain was more common, but generally with minimal impact on daily activities. Copyright © 2012 American Association of Endodontists. Published by Elsevier Inc. All rights reserved.

The Contribution of Individual Learning Accounts to the Lifelong Learning Policies of the UK Government: A Case-Study.

Science.gov (United States)

Payne, John

2000-01-01

A survey of 765 adult learners who funded education through the British government's Individual Learning Accounts showed the program brought in new lifelong learning participants, encouraged more demanding learning, and increased participation of underrepresented groups. Advice and guidance played an important role. (SK)

A survey on internet usage and online learning behaviour among medical undergraduates.

Science.gov (United States)

Venkatesh, Soma; Chandrasekaran, Venkatesh; Dhandapany, Gunasekaran; Palanisamy, Soundararajan; Sadagopan, Srinivasan

2017-05-01

To determine the magnitude and pattern of internet usage by undergraduate medical students to retrieve medical information. A pretested questionnaire-based survey was conducted among undergraduate medical students who were willing to participate. The institute ethics committee approved the study. The responses of students to the questionnaire were analysed using VassarStats online statistical programme. Categorical variables were expressed as proportions. To determine the significance of the difference between proportions, the χ 2 test or Fisher's exact test was used. Log-linear analysis was performed for significance of association among interacting variables. A p value online continuing medical education programmes. On log-linear analysis, a linear relationship was found for medical time and social time. An encouraging trend is seen in the use of the internet by medical students to access medical information, but this has not translated into improved online learning behaviour. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Dreaming of Justice: Critical Service-Learning and the Need to Wake Up

Science.gov (United States)

Butin, Dan

2015-01-01

Dan Butin exmines and questions whether the goal, or dream, of service-learning has been actualized in practice. He raises the possibility that what educators dream of-a critical service-learning able to ameliorate persistent real-world inequities-may be a case of their dreaming being fulfilled, rather than their dreams. More specifically, he…

Bacterial persistence

Indian Academy of Sciences (India)

PRAKASH KUMAR

Drug indifference versus persistence. Studies on the mode of ... is a special case of drug indifference, restricted to a small ... to his model (outlined in detail in Lewis 2008), treatment .... belong to the heat and cold shock response family; many.

Design notes for the next generation persistent object manager for CAP

International Nuclear Information System (INIS)

Isely, M.; Fischler, M.; Galli, M.

1995-05-01

The CAP query system software at Fermilab has several major components, including SQS (for managing the query), the retrieval system (for fetching auxiliary data), and the query software itself. The central query software in particular is essentially a modified version of the 'ptool' product created at UIC (University of Illinois at Chicago) as part of the PASS project under Bob Grossman. The original UIC version was designed for use in a single-user non-distributed Unix environment. The Fermi modifications were an attempt to permit multi-user access to a data set distributed over a set of storage nodes. (The hardware is an IBM SP-x system - a cluster of AIX POWER2 nodes with an IBM-proprietary high speed switch interconnect). Since the implementation work of the Fermi-ized ptool, the CAP members have learned quite a bit about the nature of queries and where the current performance bottlenecks exist. This has lead them to design a persistent object manager that will overcome these problems. For backwards compatibility with ptool, the ptool persistent object API will largely be retained, but the implementation will be entirely different

The Who, What, and Where of Learning Strategies

Science.gov (United States)

Dumford, Amber D.; Cogswell, Cindy A.; Miller, Angie L.

2016-01-01

Learning strategies have been shown to be an important part of success in the classroom, but little research exists that examines differences across major fields concerning the use and faculty emphasis of learning strategies. This study uses data from the National Survey of Student Engagement and the Faculty Survey of Student Engagement to explore…

The Effect of "Here and Now" Learning on Student Engagement and Academic Achievement

Science.gov (United States)

Northey, Gavin; Govind, Rahul; Bucic, Tania; Chylinski, Mathew; Dolan, Rebecca; van Esch, Patrick

2018-01-01

Commitment, persistence and effort have long been considered critical components for an individual's academic success. Yet, according to the old proverb, two heads are better than one and collaborative learning may yield greater benefits than what might be achieved by an individual. Because of this, collaborative learning has been labelled a…

Persistence and amplitude of cigarette demand in relation to quit intentions and attempts.

Science.gov (United States)

O'Connor, Richard J; Heckman, Bryan W; Adkison, Sarah E; Rees, Vaughan W; Hatsukami, Dorothy K; Bickel, Warren K; Cummings, K Michael

2016-06-01

The cigarette purchase task (CPT) is a method that can be used to assess the relative value of cigarettes. Based on cigarettes purchased across a price range, five derived metrics (Omax, Pmax, breakpoint, intensity, and elasticity) can assess cigarette demand. A study with adolescent smokers found that these could be reduced to two latent factors: persistence (price insensitivity) and amplitude (volumetric consumption). We sought to replicate this structure with adult smokers and examine how these variables relate to cessation efforts. Web-based survey conducted in 2014 among adult (18 years and above) current daily cigarette smokers (N = 1194). Participants completed the CPT, Fagerstrom Test for Nicotine Dependence (FTND), reported past-year quit attempts, and future quit intentions. We included published scales assessing perceived prevalence of smoking, social reactivity, smoker identity, and risk perception. Our analysis supported two latent variables, persistence and amplitude, which correlated positively with FTND. Persistence was correlated with several psychosocial factors and was higher among those intending to quit very soon, but did not vary by number of past-year quit attempts. Amplitude differed across quit attempts and intention (p intention (OR = 0.76, p = 0.001). Persistence and amplitude factors characterized CPT data in adults, discriminated known groups (e.g., smokers by intentions to quit), and were positively associated with nicotine dependence. Factor scores also appear to relate to certain psychosocial factors, such as smoker identity and perceptions of risk. Future research should examine the predictive validity of these constructs.

Gender and Equity in e-Learning

Directory of Open Access Journals (Sweden)

Jo Coldwell

2007-12-01

Full Text Available Literature to date suggests contrary indicators of acceptance of the use of technology to support learning by females. With the increasing adoption of information technology to support teaching and learning, it is imperative that factors which may impede student learning are identified. The research reported here is of a large-scale survey of the perceptions of university students about eLearning and their use of the online learning environment. The aim of the survey was to gather data to inform about online learning practices at the University. The results were explored, amongst other factors, by gender. Findings include no significant differences between the female and male students with respect to being able to use the online learning environment confidently and effectively. In general the female students were more willing to participate in online discussions. However, there was no difference between the female and male students regarding their willingness to voice their opinions online. An unexpected result was the greater value placed by female students on using the online environment for communicating and collaborating with students of diverse background.

Leveraging Affective Learning for Developing Future Airmen

Science.gov (United States)

2009-11-01

highly inter- active, information-saturated, and global environment is tougher than ever. Mission success requires knowledge-enabled Airmen who...and learning aids. According to the eLearning Guild, over 30 percent of organizations surveyed currently deliver some amount of learning content

Ranking of persister genes in the same Escherichia coli genetic background demonstrates varying importance of individual persister genes in tolerance to different antibiotics

Directory of Open Access Journals (Sweden)

Nan eWu

2015-09-01

Full Text Available Despite the identification of many genes and pathways involved in the persistence phenomenon of bacteria, the relative importance of these genes in a single organism remains unclear. Here, using Escherichia coli as a model, we generated mutants of 21 known candidate persister genes and compared the relative importance of these mutants in persistence to various antibiotics (ampicillin, gentamicin, norfloxacin, and trimethoprim at different times. We found that oxyR, dnaK, sucB, relA, rpoS, clpB, mqsR, and recA were prominent persister genes involved in persistence to multiple antibiotics. These genes map to the following pathways: antioxidative defense pathway (oxyR, global regulators (dnaK, clpB, and rpoS, energy production (sucB, stringent response (relA, toxin–antitoxin (TA module (mqsR, and SOS response (recA. Among the TA modules, the ranking order was mqsR, lon, relE, tisAB, hipA, and dinJ. Intriguingly, rpoS deletion caused a defect in persistence to gentamicin but increased persistence to ampicillin and norfloxacin. Mutants demonstrated dramatic differences in persistence to different antibiotics at different time points: some mutants (oxyR, dnaK, phoU, lon, recA, mqsR, and tisAB displayed defect in persistence from early time points, while other mutants (relE, smpB, glpD, umuD, and tnaA showed defect only at later time points. These results indicate that varying hierarchy and importance of persister genes exist and that persister genes can be divided into those involved in shallow persistence and those involved in deep persistence. Our findings suggest that the persistence phenomenon is a dynamic process with different persister genes playing roles of variable significance at different times. These findings have implications for improved understanding of persistence phenomenon and developing new drugs targeting persisters for more effective cure of persistent infections.

Perceptions of Career Development Learning and Work-Integrated Learning in Australian Higher Education

Science.gov (United States)

McIlveen, Peter; Brooks, Sally; Lichtenberg, Anna; Smith, Martin; Torjul, Peter; Tyler, Joanne

2011-01-01

This paper is a report on the perceived correspondence between career development learning and work-integrated learning programs that were delivered by career services in Australian higher education institutions. The study entailed a questionnaire survey of representatives of university career services. The questionnaire dealt with the extent to…

Surgical closure of persistent arterial duct with minimal invasive anterior thoracotomy: an alternative technique.

Science.gov (United States)

Fouilloux, Virginie; Gran, Célia; Kreitmann, Bernard

2014-10-01

Surgical approach for persistent ductus arteriosus ligation is typically a left lateral thoracotomy opening the pleural-space with left lung retraction. We describe an alternative approach, with a minimally invasive anterior parasternal incision. This is particularly adapted to preterm infants weighing less than 1.5 kg. This approach ensures a good exposure of vessels. We believe that it is safe, reliable and reproducible. The learning curve should not be an issue for surgeons used to manage low weight patients. Georg Thieme Verlag KG Stuttgart · New York.

Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

Science.gov (United States)

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2013-01-01

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

Learning environment, approaches to learning and learning preferences: medical students versus general education students.

Science.gov (United States)

Ullah, Raza

2016-05-01

The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

A mixed-methods analysis of social-ecological feedbacks between urbanization and forest persistence

Directory of Open Access Journals (Sweden)

Todd BenDor

2014-09-01

Full Text Available We examined how social-ecological factors in the land-change decision-making process influenced neighboring decisions and trajectories of alternative landscape ecologies. We decomposed individual landowner decisions to conserve or develop forests in the rapidly growing Charlotte, North Carolina, U.S. region, exposing and quantifying the effects of forest quality, and social and cultural dynamics. We tested the hypothesis that the intrinsic value of forest resources, e.g., cultural attachment to land, influence woodland owners' propensity to sell. Data were collected from a sample of urban, nonindustrial private forest (U-NIPF owners using an individualized survey design that spatially matched land-owner responses to the ecological and timber values of their forest stands. Cluster analysis (n = 126 revealed four woodland owner typologies with widely ranging views on the ecosystem, cultural, and historical values of their forests. Classification tree analysis revealed woodland owners' willingness to sell was characterized by nonlinear, interactive factors, including sense of place values regarding the retention of native vegetation, the size of forest holdings, their connectedness to nature, 'pressure' from surrounding development, and behavioral patterns, such as how often landowners visit their land. Several ecological values and economic factors were not found to figure in the decision to retain forests. Our study design is unique in that we address metropolitan forest persistence across urban-rural and population gradients using a unique individualized survey design that richly contextualizes survey responses. Understanding the interplay between policies and landowner behavior can also help resource managers to better manage and promote forest persistence. Given the region's paucity of policy tools to manage the type and amount of development, the mosaic of land cover the region currently enjoys is far from stable.

How to decode Unemployment Persistence: An econometric framework for identifying and comparing the sources of persistence

DEFF Research Database (Denmark)

Møller, Niels Framroze

2016-01-01

Most econometric analyses of persistence focus on the existence of non-stationary unemployment but not the origin of this. The present research contains a multivariate econometric framework for identifying and comparing different sources of unemployment persistence (e.g. hysteresis versus a slowly...... moving equilibrium rate). A small example, considering historical data (1988-2006) for the UK, demonstrates how the method can be applied in practice. Although this primarily serves as an illustration, the evidence clearly suggests that persistence was due to a slowly moving equilibrium (driven...

Persistence of transmitted HIV-1 drug resistance mutations associated with fitness costs and viral genetic backgrounds.

Directory of Open Access Journals (Sweden)

Wan-Lin Yang

2015-03-01

Full Text Available Transmission of drug-resistant pathogens presents an almost-universal challenge for fighting infectious diseases. Transmitted drug resistance mutations (TDRM can persist in the absence of drugs for considerable time. It is generally believed that differential TDRM-persistence is caused, at least partially, by variations in TDRM-fitness-costs. However, in vivo epidemiological evidence for the impact of fitness costs on TDRM-persistence is rare. Here, we studied the persistence of TDRM in HIV-1 using longitudinally-sampled nucleotide sequences from the Swiss-HIV-Cohort-Study (SHCS. All treatment-naïve individuals with TDRM at baseline were included. Persistence of TDRM was quantified via reversion rates (RR determined with interval-censored survival models. Fitness costs of TDRM were estimated in the genetic background in which they occurred using a previously published and validated machine-learning algorithm (based on in vitro replicative capacities and were included in the survival models as explanatory variables. In 857 sequential samples from 168 treatment-naïve patients, 17 TDRM were analyzed. RR varied substantially and ranged from 174.0/100-person-years;CI=[51.4, 588.8] (for 184V to 2.7/100-person-years;[0.7, 10.9] (for 215D. RR increased significantly with fitness cost (increase by 1.6[1.3,2.0] per standard deviation of fitness costs. When subdividing fitness costs into the average fitness cost of a given mutation and the deviation from the average fitness cost of a mutation in a given genetic background, we found that both components were significantly associated with reversion-rates. Our results show that the substantial variations of TDRM persistence in the absence of drugs are associated with fitness-cost differences both among mutations and among different genetic backgrounds for the same mutation.

An assessment of firework particle persistence on the hands and related police force practices in relation to GSR evidence.

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Grima, Matthew; Hanson, Robert; Tidy, Helen

2014-06-01

In a previous study by Grima et al. Sci. Justice 52 (1) (2012) 49, it was shown that background particles can aid in the exclusion of firework particles which are indistinguishable from GSR. Issues relating to the persistence of such particle populations were presented. The scope of this project was to examine persistence on the hands in the context of possible post-display scene contamination and how this can affect GSR evidence, especially in light of possible GSR/firework mixtures. Persistence was investigated by recovering firework residues eight hours post-display following contact of the hands with bedding. In addition, particle profiling was carried out using SEM-EDX. Firework particle populations exhibited strong persistence in all displays, with not less than 667 particles persisting in each scenario. This factor challenges GSR evidence, especially if personnel stationed at display sites enter scenes of crime or come into contact with suspects after a display. A survey of UK police force practices following firework displays showed that authorities are not aware of the impact particle transfer may have on GSR evidence. Recommendations for the implementation of basic hygiene practices for particle transfer control have also been made. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

An Intelligent System for Determining Learning Style

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Ozdemir, Ali; Alaybeyoglu, Aysegul; Mulayim, Naciye; Uysal, Muhammed

2018-01-01

In this study, an intelligent system which determines learning style of the students is developed to increase success in effective and easy learning. The importance of the proposed software system is to determine convenience degree of the student's learning style. Personal information form and Dunn Learning Style Preference Survey are used to…

The Effect of Doctoral Students' Background, Involvement, and Perception of Growth on Their Intention To Persist. ASHE Annual Meeting Paper.

Science.gov (United States)

Faghihi, Foroozandeh; Ethington, Corinna A.

This study examined the extent to which an individual doctoral student's characteristics and involvement in the academic and social life of the department influences the student's perception of growth and development during graduate school, and thus the student's persistence in pursuing a graduate degree. The study surveyed doctoral students…

THE EFFECT OF LEARNING ORGANIZATIONS ON PSYCHOLOGICAL EMPOWERMENT: A RESEARCH IN PUBLIC SECTOR

OpenAIRE

Duygu TOPLU; Meltem AKCA

2013-01-01

Persistence of an organization and its adaptation to changing environment is very crucial in organizational context. The organizations which give necessary importance to their employees’ needs and foster their willingness to learn, are expected to be more succesful than others. The purpose of this study is to investigate the effects of learning organizations’ characteristics on psychological empowerment. Within this context, first the relationship between learning organization and psychologic...

Examining Self-Determination in a Service Learning Course

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Levesque-Bristol, Chantal; Stanek, Layla R.

2009-01-01

This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses…

Nurses' Experiences and Perceptions of Mobile Learning: A Survey in Beijing, China.

Science.gov (United States)

Xiao, Qian; Sun, Aihua; Wang, Yicong; Zhang, Yan; Wu, Ying

2018-01-01

To explore nurses' experience and perceptions toward mobile learning, 397 nurses were investigated. All of them used mobile learning in the past one year through internet, e-books and WeChat. Smartphones were the most used mobile learning tools, followed by a tablet and laptop computer. The mean score of nurses' intention towards mobile learning was 12.1 (ranged from 7 to 15), and it related to nurses' gender, education background, expected effect, ease of operation, self-learning management and perceived interest. Nurses had positive perception toward mobile learning and enough conditions to promote nurses' mobile learning should be provided.

How Attention Can Create Synaptic Tags for the Learning of Working Memories in Sequential Tasks

NARCIS (Netherlands)

Rombouts, J.O.; Bohte, S.M.; Roelfsema, P.R.

2015-01-01

Intelligence is our ability to learn appropriate responses to new stimuli and situations. Neurons in association cortex are thought to be essential for this ability. During learning these neurons become tuned to relevant features and start to represent them with persistent activity during memory

Resistance to Interference of Olfactory Perceptual Learning

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Stevenson, Richard J.; Case, Trevor I.; Tomiczek, Caroline

2007-01-01

Olfactory memory is especially persistent. The current study explored whether this applies to a form of perceptual learning, in which experience of an odor mixture results in greater judged similarity between its elements. Experiment 1A contrasted 2 forms of interference procedure, "compound" (mixture AW, followed by presentation of new mixtures…

The Impact on Career Development of Learning Opportunities and Learning Behavior at Work.

Science.gov (United States)

Van der Sluis, Lidewey E. C.; Poell, Rob E.

2003-01-01

Survey responses were received in 1998 (n=63) and 1999 (n=98) from master's of business administration graduates. Hierarchical regression and difference of means tests found that career development depended on learning opportunities at work and on individual learning behavior. Behavior was more predictive of objective career development measures,…

Lower birth weight and diet in Taiwanese girls more than boys predicts learning impediments.

Science.gov (United States)

Lee, Meei-Shyuan; Huang, Lin-Yuan; Chang, Yu-Hung; Huang, Susana Tzy-Ying; Yu, Hsiao-Li; Wahlqvist, Mark L

2012-01-01

Possible links between lower birth weight, childhood diet, and learning in Taiwan are evaluated. The population representative Elementary School Children's Nutrition and Health Survey in Taiwan 2001-2002 and the national birth registry were used to examine school and social performance using the modified Scale for Assessing Emotional Disturbance questionnaires in relation to diet quality by the Youth Healthy Eating Index-Taiwan and birth weight of children aged 6-13 years (n=2283). Lower birth weight (≤15th percentile: ≤2850 g for boys and ≤2700 g for girls) children were mostly from mountainous areas and of indigenous descent. Compared to normal birth weight, lower birth weight girls experienced greater inability to learn and weaker overall competence. Better diet quality predicted more favorable emotional and behavioral outcomes in lower birth weight girls, and this persisted with adjustment for covariates. None of these findings were evident among boys. Girls' cognitive and social development appears to be susceptible to diet quality and birth weight, such that the adverse risk of lower birth weight on school performance may be offset by improved diet. Copyright © 2012 Elsevier Ltd. All rights reserved.

Elucidating the structural properties that influence the persistence of PCBs in humans using the National Health and Nutrition Examination Survey (NHANES) dataset

Energy Technology Data Exchange (ETDEWEB)

Megson, David, E-mail: dpmegson@hotmail.co.uk [Biogeochemistry Research Centre, SoGEES, Plymouth University, Plymouth, Devon PL4 8AA (United Kingdom); O’Sullivan, Gwen [Department of Environmental Science, Mount Royal University, 4825 Mount Royal Gate SW, Calgary, Alberta, T3E 6K6 (Canada); Comber, Sean; Worsfold, Paul J.; Lohan, Maeve C. [Biogeochemistry Research Centre, SoGEES, Plymouth University, Plymouth, Devon PL4 8AA (United Kingdom); Edwards, Melanie R.; Shields, Walter J. [Exponent Inc., 15375 Southeast 30th Place, Bellevue, WA 98007 (United States); Sandau, Courtney D. [Chemistry Matters Inc., 2120 1st Avenue NW, Calgary, Alberta T2N 0B5 (Canada); Patterson, Donald G. [Exponent Inc., One Capital City Plaza, Suite 1620, 3350 Peachtree Road, Atlanta, GA 30326 (United States)

2013-09-01

In human exposure studies involving Polychlorinated Biphenyls (PCBs), it is useful to establish when an individual was potentially exposed. Age dating PCB exposure is complex but assessments can be made because different PCB congeners have different residence times in the human body. The less chlorinated congeners generally tend to have shorter residence times because they are biotransformed and eliminated faster than more chlorinated congeners. Therefore, the presence of high proportions of less chlorinated congeners is often indicative of recent exposure. The 2003–04 National Health and Nutrition Examination Survey (NHANES) dataset contains results for the concentration of 37 PCBs in a sub-sample of the US population. Multivariate statistical analysis of the NHANES data showed that less chlorinated congeners are not always biotransformed faster than higher chlorinated compounds. For example, PCB 28 (a tri-chlorobiphenyl) appears to be more resistant to biotransformation than PCB 101 and 110 (penta-chlorobiphenyls). Using statistical analysis of the NHANES data in conjunction with previously published studies on PCB persistence in humans, it was possible to identify the structural relationships that determine if a PCB is likely to be from a recent exposure (termed ‘episodic’) or from steady state exposure. Congeners with chlorine atoms in the 2,5- and 2,3,6-positions appear to be more susceptible to biotransformation whereas congeners with chlorine bonds in the 2,3,4- 2,4,5- 3,4,5- and 2,3,4,5-positions appear to be more persistent. This work shows that future investigations to date PCB exposure would benefit from the analysis of a wide range of congeners, including the selection of key congeners based not only on the degree of chlorination but also on the positions of the chlorine atoms on the biphenyl. - Highlights: • NHANES data was used to compare the PCB signature of different aged participants. • PCB residence time may be explained by the number

Elucidating the structural properties that influence the persistence of PCBs in humans using the National Health and Nutrition Examination Survey (NHANES) dataset

International Nuclear Information System (INIS)

Megson, David; O’Sullivan, Gwen; Comber, Sean; Worsfold, Paul J.; Lohan, Maeve C.; Edwards, Melanie R.; Shields, Walter J.; Sandau, Courtney D.; Patterson, Donald G.

2013-01-01

In human exposure studies involving Polychlorinated Biphenyls (PCBs), it is useful to establish when an individual was potentially exposed. Age dating PCB exposure is complex but assessments can be made because different PCB congeners have different residence times in the human body. The less chlorinated congeners generally tend to have shorter residence times because they are biotransformed and eliminated faster than more chlorinated congeners. Therefore, the presence of high proportions of less chlorinated congeners is often indicative of recent exposure. The 2003–04 National Health and Nutrition Examination Survey (NHANES) dataset contains results for the concentration of 37 PCBs in a sub-sample of the US population. Multivariate statistical analysis of the NHANES data showed that less chlorinated congeners are not always biotransformed faster than higher chlorinated compounds. For example, PCB 28 (a tri-chlorobiphenyl) appears to be more resistant to biotransformation than PCB 101 and 110 (penta-chlorobiphenyls). Using statistical analysis of the NHANES data in conjunction with previously published studies on PCB persistence in humans, it was possible to identify the structural relationships that determine if a PCB is likely to be from a recent exposure (termed ‘episodic’) or from steady state exposure. Congeners with chlorine atoms in the 2,5- and 2,3,6-positions appear to be more susceptible to biotransformation whereas congeners with chlorine bonds in the 2,3,4- 2,4,5- 3,4,5- and 2,3,4,5-positions appear to be more persistent. This work shows that future investigations to date PCB exposure would benefit from the analysis of a wide range of congeners, including the selection of key congeners based not only on the degree of chlorination but also on the positions of the chlorine atoms on the biphenyl. - Highlights: • NHANES data was used to compare the PCB signature of different aged participants. • PCB residence time may be explained by the number

Learning and Active Aging

Science.gov (United States)

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

2006-01-01

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

Lifelong Learning: Policies, Practices, and Programs.

Science.gov (United States)

Hatton, Michael J., Ed.

The 26 articles in this book focus on lifelong learning policies, practices, and programs in 13 Asia Pacific countries. The following papers are included: "Half a Revolution: A Brief Survey of Lifelong Learning in New Zealand" (P. Methven and J. Hansen); "HRD in a Multicultural Workplace: The Need for Lifelong Learning" (M.…

Engagement in intergenerational learning by experienced older people

OpenAIRE

Patrício, Maria Raquel; Osório, António

2013-01-01

Fast technological and social change ask for older people who hold competences and knowledge for living in a world of persistent change and are also prepared to constantly learn how to use new technologies, able to deal with new transformations in society and to be involved in family and community active life. Demographic changes have had a lot to do with continuous lifelong learning by adults and older people. They have to have knowledge and digital skills which are necessa...

Persistence of mental health problems and needs in a college student population.

Science.gov (United States)

Zivin, Kara; Eisenberg, Daniel; Gollust, Sarah E; Golberstein, Ezra

2009-10-01

Cross-sectional studies indicate a high prevalence of mental health problems among college students, but there are fewer longitudinal data on these problems and related help-seeking behavior. We conducted a baseline web-based survey of students attending a large public university in fall 2005 and a two-year follow-up survey in fall 2007. We used brief screening instruments to measure symptoms of mental disorders (anxiety, depression, eating disorders), as well as self-injury and suicidal ideation. We estimated the persistence of these mental health problems between the two time points, and determined to what extent students with mental health problems perceived a need for or used mental health services (medication or therapy). We conducted logistic regression analyses examining how baseline predictors were associated with mental health and help-seeking two years later. Over half of students suffered from at least one mental health problem at baseline or follow-up. Among students with at least one mental health problem at baseline, 60% had at least one mental health problem two years later. Among students with a mental health problem at both time points, fewer than half received treatment between those time points. Mental health problems are based on self-report to brief screens, and the sample is from a single university. These findings indicate that mental disorders are prevalent and persistent in a student population. While the majority of students with probable disorders are aware of the need for treatment, most of these students do not receive treatment, even over a two-year period.

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Directory of Open Access Journals (Sweden)

Ying Adeline Ng Ling

2017-01-01

Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

Learning Style Preferences of Southeast Asian Students.

Science.gov (United States)

Park, Clara C.

2000-01-01

Investigated the perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual learning of Southeast Asian students compared to white students. Surveys indicated significant differences in learning style preferences between Southeast Asian and white students and between the diverse…

Teaching and Learning Projects as 'Heterotopias' | Gosling | Critical ...

African Journals Online (AJOL)

This paper seeks to explore some persistent issues which impact on externally funded teaching and learning projects. The discussion considers these issues using the lens of „heterotopias‟, a concept introduced by Michel Foucault. Utilising insights from Foucault's suggestive comments about „heterotopias‟, the paper ...

Imprints of Dyslexia: Implicit Learning and the Cerebellum

NARCIS (Netherlands)

Goldberg, N

2014-01-01

Dyslexia, a learning disability affecting reading and spelling, occurs in 3-10% of the general population. For many people diagnosed early in life the symptoms of dyslexia persist into adulthood causing them difficulties with functioning in the modern society so much reliant on the written word.

Laboratory diagnosis of persistent human chlamydial infection

Directory of Open Access Journals (Sweden)

Mirja ePuolakkainen

2013-12-01

Full Text Available Diagnostic assays for persistent chlamydial infection are much needed to conduct high-quality, large-scale studies investigating the persistent state in vivo, its disease associations and the response to therapy. Yet in most studies the distinction between acute and persistent infection is based on the interpretation of the data obtained by the assays developed to diagnose acute infections or on complex assays available for research only and/or difficult to establish for clinical use. Novel biomarkers for detection of persistent chlamydial infection are urgently needed. Chlamydial whole genome proteome arrays are now available and they can identify chlamydial antigens that are differentially expressed between acute infection and persistent infection. Utilizing these data will lead to the development of novel diagnostic assays. Carefully selected specimens from well-studied patient populations are clearly needed in the process of translating the proteomic data into assays useful for clinical practice. Before such antigens are identified and validated assays become available, we face a challenge of deciding whether the persistent infection truly induced appearance of the proposed marker or do we just base our diagnosis of persistent infection on the presence of the suggested markers. Consequently, we must bear this in mind when interpreting the available data.

Phonological Concept Learning.

Science.gov (United States)

Moreton, Elliott; Pater, Joe; Pertsova, Katya

2017-01-01

Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by the same models. We test GMECCS (Gradual Maximum Entropy with a Conjunctive Constraint Schema), an implementation of the Configural Cue Model (Gluck & Bower, ) in a Maximum Entropy phonotactic-learning framework (Goldwater & Johnson, ; Hayes & Wilson, ) with a single free parameter, against the alternative hypothesis that learners seek featurally simple algebraic rules ("rule-seeking"). We study the full typology of patterns introduced by Shepard, Hovland, and Jenkins () ("SHJ"), instantiated as both phonotactic patterns and visual analogs, using unsupervised training. Unlike SHJ, Experiments 1 and 2 found that both phonotactic and visual patterns that depended on fewer features could be more difficult than those that depended on more features, as predicted by GMECCS but not by rule-seeking. GMECCS also correctly predicted performance differences between stimulus subclasses within each pattern. A third experiment tried supervised training (which can facilitate rule-seeking in visual learning) to elicit simple rule-seeking phonotactic learning, but cue-based behavior persisted. We conclude that similar cue-based cognitive processes are available for phonological and visual concept learning, and hence that studying either kind of learning can lead to significant insights about the other. Copyright © 2015 Cognitive Science Society, Inc.

A Survey of Computer Science Capstone Course Literature

Science.gov (United States)

Dugan, Robert F., Jr.

2011-01-01

In this article, we surveyed literature related to undergraduate computer science capstone courses. The survey was organized around course and project issues. Course issues included: course models, learning theories, course goals, course topics, student evaluation, and course evaluation. Project issues included: software process models, software…

A Review of Learning Styles for Korean Learners of Japanese as a Foreign Language : Focused on Experiential Learning Theory of Kolb

OpenAIRE

朴, 志仙

2008-01-01

Learning styles have lately attracted considerable attention as a measure which elucidates the influence of individuality on learning. In this article, the concept of learning styles are defined, and earlier literatures concerning learning styles are surveyed, based mainly on Reid's (1995) classification. They are categorized as 3 types; sensory learning style, affective learning style, and cognitive learning style. After that, the learning styles of Korean learners are reviewed. The studies ...

Broadening the Learning Community Experience: An Outdoor Orientation Program's Impact on Engagement, Persistence, and Retention

Science.gov (United States)

Nolan, Christy David

2013-01-01

The Keystone Learning Community was implemented by the Department of Campus Recreation to address retention at the institution. This learning community for incoming freshmen consists of two phases. Phase I is as an outdoor orientation program that includes a three day, two night canoeing and camping experience lead by upperclassmen leaders.…

Learning how to learn: Meta-learning strategies for the challenges of learning pharmacology.

Science.gov (United States)

Alton, Suzanne

2016-03-01

Nursing students have difficulty with pharmacology courses because of the complicated nomenclature and the difficulty of applying drug information to actual patient care. As part of a new pharmacology course being created, meta-learning strategies designed to diminish the difficulties of learning this difficult content were part of the course pedagogy. Strategies were demonstrated, reviewed in class, and implemented through homework assignments. The setting was an Academic Health Center's School of Nursing in the southern United States. Participants were third-year nursing students in an undergraduate nursing program. Surveys of students' opinions of learning gains were conducted at the end of the course over several semesters. In addition, pharmacology scores on a standardized exit exam were compared prior to implementing the course and after. Students reported learning dry material more easily, having greater confidence, and finding substantial value in the learning strategies. Students indicated the most helpful strategies, in descending order, as follows: making charts to compare and contrast drugs and drug classes, writing out drug flash cards, making or reviewing creative projects, prioritizing information, making or using visual study aids, and using time and repetition to space learning. Implementation of the new course improved pharmacology scores on a standardized exit exam from 67.0% to 74.3%. Overall response to learning strategies was positive, and the increase in the pharmacology standardized exit exam scores demonstrated the effectiveness of this instructional approach. Copyright © 2016 Elsevier Ltd. All rights reserved.

Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

International Nuclear Information System (INIS)

Georgiou, H; Sharma, M D

2015-01-01

Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

Exploring Non-Traditional Adult Undergraduate Student Persistence and Non-Persistence in Higher Education: A Stress and Coping Model Approach

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Maroney, Barbara R.

2010-01-01

This study explores persistence and non-persistence among adult undergraduate students with particular focus on these students' lives, their stressors, their coping resources including academic supports, and their styles of coping. The study approaches the issue of non-persistence not as a personal failure but rather as a consequence of multiple…

Machine Learning in Ultrasound Computer-Aided Diagnostic Systems: A Survey.

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Huang, Qinghua; Zhang, Fan; Li, Xuelong

2018-01-01

The ultrasound imaging is one of the most common schemes to detect diseases in the clinical practice. There are many advantages of ultrasound imaging such as safety, convenience, and low cost. However, reading ultrasound imaging is not easy. To support the diagnosis of clinicians and reduce the load of doctors, many ultrasound computer-aided diagnosis (CAD) systems are proposed. In recent years, the success of deep learning in the image classification and segmentation led to more and more scholars realizing the potential of performance improvement brought by utilizing the deep learning in the ultrasound CAD system. This paper summarized the research which focuses on the ultrasound CAD system utilizing machine learning technology in recent years. This study divided the ultrasound CAD system into two categories. One is the traditional ultrasound CAD system which employed the manmade feature and the other is the deep learning ultrasound CAD system. The major feature and the classifier employed by the traditional ultrasound CAD system are introduced. As for the deep learning ultrasound CAD, newest applications are summarized. This paper will be useful for researchers who focus on the ultrasound CAD system.

Machine Learning in Ultrasound Computer-Aided Diagnostic Systems: A Survey

Directory of Open Access Journals (Sweden)

Qinghua Huang

2018-01-01

Full Text Available The ultrasound imaging is one of the most common schemes to detect diseases in the clinical practice. There are many advantages of ultrasound imaging such as safety, convenience, and low cost. However, reading ultrasound imaging is not easy. To support the diagnosis of clinicians and reduce the load of doctors, many ultrasound computer-aided diagnosis (CAD systems are proposed. In recent years, the success of deep learning in the image classification and segmentation led to more and more scholars realizing the potential of performance improvement brought by utilizing the deep learning in the ultrasound CAD system. This paper summarized the research which focuses on the ultrasound CAD system utilizing machine learning technology in recent years. This study divided the ultrasound CAD system into two categories. One is the traditional ultrasound CAD system which employed the manmade feature and the other is the deep learning ultrasound CAD system. The major feature and the classifier employed by the traditional ultrasound CAD system are introduced. As for the deep learning ultrasound CAD, newest applications are summarized. This paper will be useful for researchers who focus on the ultrasound CAD system.

Context-Aware Recommender Systems for Learning: A Survey and Future Challenges

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Verbert, K.; Manouselis, N.; Ochoa, X.; Wolpers, M.; Drachsler, H.; Bosnic, I.; Duval, E.

2012-01-01

Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teaching tasks. As learning is taking place in extremely…

Persistent insomnia is associated with mortality risk.

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Parthasarathy, Sairam; Vasquez, Monica M; Halonen, Marilyn; Bootzin, Richard; Quan, Stuart F; Martinez, Fernando D; Guerra, Stefano

2015-03-01

Insomnia has been associated with mortality risk, but whether this association is different in subjects with persistent vs intermittent insomnia is unclear. Additionally, the role of systemic inflammation in such an association is unknown. We used data from a community-based cohort to determine whether persistent or intermittent insomnia, defined based on persistence of symptoms over a 6-year period, was associated with death during the following 20 years of follow-up. We also determined whether changes in serum C-reactive protein (CRP) levels measured over 2 decades between study initiation and insomnia determination were different for the persistent, intermittent, and never insomnia groups. The results were adjusted for confounders such as age, sex, body mass index, smoking, physical activity, alcohol, and sedatives. Of the 1409 adult participants, 249 (18%) had intermittent and 128 (9%) had persistent insomnia. During a 20-year follow-up period, 318 participants died (118 due to cardiopulmonary disease). In adjusted Cox proportional-hazards models, participants with persistent insomnia (adjusted hazards ratio [HR] 1.58; 95% confidence interval [CI], 1.02-2.45) but not intermittent insomnia (HR 1.22; 95% CI, 0.86-1.74) were more likely to die than participants without insomnia. Serum CRP levels were higher and increased at a steeper rate in subjects with persistent insomnia as compared with intermittent (P = .04) or never (P = .004) insomnia. Although CRP levels were themselves associated with increased mortality (adjusted HR 1.36; 95% CI, 1.01-1.82; P = .04), adjustment for CRP levels did not notably change the association between persistent insomnia and mortality. In a population-based cohort, persistent, and not intermittent, insomnia was associated with increased risk for all-cause and cardiopulmonary mortality and was associated with a steeper increase in inflammation. Copyright © 2015 Elsevier Inc. All rights reserved.

Keystone Method: A Learning Paradigm in Mathematics

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Siadat, M. Vali; Musial, Paul M.; Sagher, Yoram

2008-01-01

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…

MOOCs and Persistence: Definitions and Predictors

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Evans, Brent J.; Baker, Rachel B.

2016-01-01

The chapter argues for redefining the term "persistence" as it relates to MOOCs and considers how different measures produce different results in the research; it closes with a review of research on persistence in MOOCs.

Short communication: Persistent socio-economic inequality in frequent headache among Danish adolescents from 1991 to 2014.

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Holstein, B E; Andersen, A; Denbaek, A M; Johansen, A; Michelsen, S I; Due, P

2018-05-01

The association between socio-economic status (SES) and headache among adolescents is an understudied issue, and no study has examined whether such an association changes over time. The aim was to examine trends in socio-economic inequality in frequent headache among 11- to 15-year-olds in Denmark from 1991 to 2014, using occupational social class (OSC) as indicator of SES. The study applies data from the Danish part of the international Health Behaviour in School-aged Children (HBSC) study. HBSC includes nationally representative samples of 11-, 13- and 15-year-olds. This study combines data from seven data survey years from 1991 to 2014, participation rate 88.6%, n = 31,102. We report absolute inequality as per cent difference in frequent headache between high and low OSC and relative inequality as odds ratio for frequent headache by OSC. In the entire study population, 10.4% reported frequent headache. There was a significant increase in frequent headache from 8.0% in 1991 to 12.9% in 2014, test for trend, p economic inequality in frequent headache was persistent from 1991 to 2014. There was a significant and persistent socio-economic inequality, i.e. increasing prevalence of frequent headache with decreasing OSC. The association between socio-economic position and headache did not significantly change over time, i.e. the statistical interaction between OSC and survey year was insignificant. The prevalence of frequent headache among adolescents increases with decreasing SES. This socio-economic inequality has been persistent among adolescents in Denmark from 1991 to 2014. Clinicians should be aware of this social inequality. © 2018 European Pain Federation - EFIC®.

Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces

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Brenna Hassinger-Das

2018-05-01

Full Text Available Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of spatial skills that predict later mathematical knowledge, may persist throughout their lifespan. To address such gaps, policymakers have focused largely on schooling as the great equalizer. Yet, children only spend 20% of their waking hours in school. How can developmental scientists and educators address this “other 80%” for the benefit of children’s development? One answer is the Learning Landscapes initiative, which involves crafting carefully planned play experiences that focus on learning outcomes, particularly for children and families from under-resourced communities. Playful learning, a broad pedagogical approach featuring child-directed play methods, provides a unique way to foster learning and engagement organically within the built environment. Learning Landscapes already incorporates several well-documented projects. The Ultimate Block Party brought over 50,000 people to Central Park to engage in playful learning activities. Supermarkets became hotspots for caregiver-child interaction by simply adding prompts for caregiver-child interaction through signage in everyday “trapped” experiences. Urban Thinkscape transformed a bus stop and adjacent lot into a hub for playful learning while families were waiting for public transportation. Finally, Parkopolis is a life-size human board game that fosters STEM and reasoning skills in public spaces. This paper reflects on data from these projects while reflecting on lessons learned and future directions.

Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

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Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

2013-01-01

The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

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Sanja Bauk

2014-01-01

Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.