Online technology for teaching and learning-gains and losses.

Science.gov (United States)

Cann, Alan

2015-07-01

This commentary describes recent developments in the use of online technologies, in particular social media and mobile devices, for teaching and learning and considers what has been gained and lost. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Case study teaching method improves student performance and perceptions of learning gains.

Science.gov (United States)

Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains

Directory of Open Access Journals (Sweden)

Kevin M. Bonney

2015-02-01

Full Text Available Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Fuzzy gain scheduling of velocity PI controller with intelligent learning algorithm for reactor control

International Nuclear Information System (INIS)

Dong Yun Kim; Poong Hyun Seong; .

1997-01-01

In this research, we propose a fuzzy gain scheduler (FGS) with an intelligent learning algorithm for a reactor control. In the proposed algorithm, the gradient descent method is used in order to generate the rule bases of a fuzzy algorithm by learning. These rule bases are obtained by minimizing an objective function, which is called a performance cost function. The objective of the FGS with an intelligent learning algorithm is to generate gains, which minimize the error of system. The proposed algorithm can reduce the time and effort required for obtaining the fuzzy rules through the intelligent learning function. It is applied to reactor control of nuclear power plant (NPP), and the results are compared with those of a conventional PI controller with fixed gains. As a result, it is shown that the proposed algorithm is superior to the conventional PI controller. (author)

Conductive Hearing Loss in Autistic, Learning-Disabled, and Normal Children.

Science.gov (United States)

Smith, Donald E. P.; And Others

1988-01-01

Repeated impedance measures were given over five weeks to 11 autistic, 20 learning-disabled, and 20 normal children. A repeated measures analysis of variance led to the conclusion that fluctuating, negative middle ear pressure greater than normal characterizes both autistic and learning-disabled children with the more abnormal pressures typical in…

A quest for meta-learning gains in a physics serious game

NARCIS (Netherlands)

Verpoorten, Dominique; Castaigne, Jean-Loup; Westera, Wim; Specht, Marcus

2012-01-01

Verpoorten, D., Castaigne, J.-L., Westera, W., & Specht, M. (2012). A quest for meta-learning gains in a physics serious game. Education and Information Technologies. Advanced online publication: 10.1007/s10639-012-9219-7

Adaptive gain modulation in V1 explains contextual modifications during bisection learning.

Directory of Open Access Journals (Sweden)

Roland Schäfer

2009-12-01

Full Text Available The neuronal processing of visual stimuli in primary visual cortex (V1 can be modified by perceptual training. Training in bisection discrimination, for instance, changes the contextual interactions in V1 elicited by parallel lines. Before training, two parallel lines inhibit their individual V1-responses. After bisection training, inhibition turns into non-symmetric excitation while performing the bisection task. Yet, the receptive field of the V1 neurons evaluated by a single line does not change during task performance. We present a model of recurrent processing in V1 where the neuronal gain can be modulated by a global attentional signal. Perceptual learning mainly consists in strengthening this attentional signal, leading to a more effective gain modulation. The model reproduces both the psychophysical results on bisection learning and the modified contextual interactions observed in V1 during task performance. It makes several predictions, for instance that imagery training should improve the performance, or that a slight stimulus wiggling can strongly affect the representation in V1 while performing the task. We conclude that strengthening a top-down induced gain increase can explain perceptual learning, and that this top-down signal can modify lateral interactions within V1, without significantly changing the classical receptive field of V1 neurons.

Learning Together; part 2: training costs and health gain - a cost analysis.

Science.gov (United States)

Cullen, Katherine; Riches, Wendy; Macaulay, Chloe; Spicer, John

2017-01-01

Learning Together is a complex educational intervention aimed at improving health outcomes for children and young people. There is an additional cost as two doctors are seeing patients together for a longer appointment than a standard general practice (GP) appointment. Our approach combines the impact of the training clinics on activity in South London in 2014-15 with health gain, using NICE guidance and standards to allow comparison of training options. Activity data was collected from Training Practices hosting Learning Together. A computer based model was developed to analyse the costs of the Learning Together intervention compared to usual training in a partial economic evaluation. The results of the model were used to value the health gain required to make the intervention cost effective. Data were returned for 363 patients booked into 61 clinics across 16 Training Practices. Learning Together clinics resulted in an increase in costs of £37 per clinic. Threshold analysis illustrated one child with a common illness like constipation needs to be well for two weeks, in one Practice hosting four training clinics for the clinics to be considered cost effective. Learning Together is of minimal training cost. Our threshold analysis produced a rubric that can be used locally to test cost effectiveness at a Practice or Programme level.

Aging increases the susceptibility to motor memory interference and reduces off-line gains in motor skill learning

DEFF Research Database (Denmark)

Roig, Marc; Ritterband-Rosenbaum, Anina; Jensen, Jesper Lundbye

2014-01-01

Declines in the ability to learn motor skills in older adults are commonly attributed to deficits in the encoding of sensorimotor information during motor practice. We investigated whether aging also impairs motor memory consolidation by assessing the susceptibility to memory interference and off...... greater susceptibility to memory interference and no off-line gains in motor skill learning. Performing B produced memory interference and reduced off-line gains only in the older group. However, older adults also showed deficits in memory consolidation independent of the interfering effects of B. Age......-related declines in motor skill learning are not produced exclusively by deficits in the encoding of sensorimotor information during practice. Aging also increases the susceptibility to memory interference and reduces off-line gains in motor skill learning after practice....

Do Gains in Secondary Teachers’ Content Knowledge Provide an ASSET to Student Learning?

Science.gov (United States)

Hites, Travis

2015-01-01

During the Summer of 2013, a group of East Texas middle and high school science teachers attended the first year of the Astronomy Summer School of East Texas (ASSET), a two-week NASA funded workshop. This workshop focused on providing area teachers with a rigorous two-week experience loaded with interactive content lessons combined with hands-on activities, all relating to the universal laws of astronomy as well as solar system concepts.The effectiveness of this workshop was gauged in part through a series of content surveys given to each participating educator at the beginning and end of the workshop. Similar content surveys were also administered to each teacher's students as pre/post-content surveys in an effort to determine the extent to which teacher gains were transferred into student gains, as well as to judge the effectiveness of the teachers' lessons in conveying these concepts to the students.Overall, students performed best on concepts where teachers exhibited the highest gains in their learning and focused most of their emphasis. A question-by-question analysis, though, suggests that a broad analysis paints an incomplete picture of student learning. We will present an item analysis of student gains by topic along with a comparison of content coverage and teacher gains. Looking beyond these numbers will present results that demonstrate that giving secondary teachers professional development opportunities to increase content knowledge, and tools to present such knowledge to their students, can improve student learning and performance, but is dependent on teacher confidence and level of coverage.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

Flipped classrooms and student learning: not just surface gains.

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McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

2016-03-01

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. Copyright © 2016 The American Physiological Society.

The effects of postural changes of baroreflex gain in normal and hypertensive pregnancies.

Science.gov (United States)

Miyake, Yoshiaki; Ohnishi, Miyako; Fujii, T K; Yamamoto, Tatsuo; Yoneda, Chika; Takahashi, Sachie; Ichimaru, Yuhei

2002-01-01

In order to understand the changes of baroreflex gain due to postural changes in normal pregnancies, we measured percentage changes (% changes) in blood pressure (SBP, DBP), heart rate (HR), stroke volume (SV), cardiac output (CO), total peripheral resistance (TPR) as well as cardiac autonomic nervous function (HF as an index of parasympathetic and LF/HF as an index of sympathetic function) and compared these parameters in normal pregnancies with those found in hypertensive pregnancies, such as chronic hypertensive (CHP) and severe preeclamptic pregnancies (PE), in late pregnancy (after 32 wks). When the position was changed from supine to standing in normal and non-pregnant women, the % changes of HR, DBP, TPR and LF/HF were increased and SBP, SV, CO and HF were decreased. The % changes of these parameters, however, were gradually decreased as pregnancy progressed, especially after 20-24 wks of gestation. In hypertensive pregnancies, however, even in late pregnancy, the decreased SBP and increased TPR was still observed and the profound decrease of CO and SV and increase of TPR were characteristic in PE when compared to CHP.

Developing Visualization Support System for Teaching/Learning Database Normalization

Science.gov (United States)

Folorunso, Olusegun; Akinwale, AdioTaofeek

2010-01-01

Purpose: In tertiary institution, some students find it hard to learn database design theory, in particular, database normalization. The purpose of this paper is to develop a visualization tool to give students an interactive hands-on experience in database normalization process. Design/methodology/approach: The model-view-controller architecture…

Impact of Maternal Glucose and Gestational Weight Gain on Child Obesity over the First Decade of Life in Normal Birth Weight Infants.

Science.gov (United States)

Hillier, Teresa A; Pedula, Kathryn L; Vesco, Kimberly K; Oshiro, Caryn E S; Ogasawara, Keith K

2016-08-01

Objective To determine, among children with normal birth weight, if maternal hyperglycemia and weight gain independently increase childhood obesity risk in a very large diverse population. Methods Study population was 24,141 individuals (mothers and their normal birth weight offspring, born 1995-2003) among a diverse population with universal GDM screening [50-g glucose-challenge test (GCT); 3 h. 100 g oral glucose tolerance test (OGTT) if GCT+]. Among the 13,037 full-term offspring with normal birth weight (2500-4000 g), annual measured height/weight was ascertained between ages 2 and 10 years to calculate gender-specific BMI-for-age percentiles using USA norms (1960-1995 standard). Results Among children who began life with normal birth weight, we found a significant trend for developing both childhood overweight (>85 %ile) and obesity (>95 %ile) during the first decade of life with both maternal hyperglycemia (normal GCT, GCT+ but no GDM, GDM) and excessive gestational weight gain [>40 pounds (18.1 kg)]; p maternal glucose and/or weight gain effects to imprint for childhood obesity in the first decade remained after adjustment for potential confounders including maternal age, parity, as well as pre-pregnancy BMI. The attributable risk (%) for childhood obesity was 28.5 % (95 % CI 15.9-41.1) for GDM and 16.4 % (95 % CI 9.4-23.2) for excessive gestational weight gain. Conclusions for Practice Both maternal hyperglycemia and excessive weight gain have independent effects to increase childhood obesity risk. Future research should focus on prevention efforts during pregnancy as a potential window of opportunity to reduce childhood obesity.

Mentoring: The Contextualisation of Learning--Mentor, Protege and Organisational Gain in Higher Education.

Science.gov (United States)

Dutton, Chris

2003-01-01

A British university's hospitality education program matched students with industry mentors. For students, mentoring helped contextualize learning and contributed to personal development. Mentors gained personal satisfaction, and employers were able to hire vocationally aware graduates. (Contains 43 references.) (SK)

Validating the Learning Cycle Models of Business Simulation Games via Student Perceived Gains in Skills and Knowledge

Science.gov (United States)

Tao, Yu-Hui; Yeh, C. Rosa; Hung, Kung Chin

2015-01-01

Several theoretical models have been constructed to determine the effects of buisness simulation games (BSGs) on learning performance. Although these models agree on the concept of learning-cycle effect, no empirical evidence supports the claim that the use of learning cycle activities with BSGs produces an effect on incremental gains in knowledge…

Modification of Hidden Layer Weight in Extreme Learning Machine Using Gain Ratio

Directory of Open Access Journals (Sweden)

Anggraeny Fetty Tri

2016-01-01

Full Text Available Extreme Learning Machine (ELM is a method of learning feed forward neural network quickly and has a fairly good accuracy. This method is devoted to a feed forward neural network with one hidden layer where the parameters (i.e. weight and bias are adjusted one time randomly at the beginning of the learning process. In neural network, the input layer is connected to all characteristics/features, and the output layer is connected to all classes of species. This research used three datasets from UCI database, which were Iris, Breast Wisconsin, and Dermatology, with each dataset having several features. Each characteristic/feature of the data has a role in the process of classification levels, starting from the most influencing role to non-influencing at all. Gain ratio was used to extract each feature role on each datasets. Gain ratio is a method to extract feature role in order to develop a decision tree structure. In this study, ELM structure has been modified, where the random weights of the hidden layer were adjusted to the level of each feature role in determining the species class, so as to improve the level of training and testing accuracy. The proposed method has higher classification accuracy rate than basic ELM on all three datasets, which were 99%, 96%, and 82%, respectively.

The impact of a Classroom Performance System on learning gains in a biology course for science majors

Science.gov (United States)

Marin, Nilo Eric

This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after

Using Item Response Theory to Evaluate LSCI Learning Gains

Science.gov (United States)

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

2012-01-01

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

Optical implementation of neural learning algorithms based on cross-gain modulation in a semiconductor optical amplifier

Science.gov (United States)

Li, Qiang; Wang, Zhi; Le, Yansi; Sun, Chonghui; Song, Xiaojia; Wu, Chongqing

2016-10-01

Neuromorphic engineering has a wide range of applications in the fields of machine learning, pattern recognition, adaptive control, etc. Photonics, characterized by its high speed, wide bandwidth, low power consumption and massive parallelism, is an ideal way to realize ultrafast spiking neural networks (SNNs). Synaptic plasticity is believed to be critical for learning, memory and development in neural circuits. Experimental results have shown that changes of synapse are highly dependent on the relative timing of pre- and postsynaptic spikes. Synaptic plasticity in which presynaptic spikes preceding postsynaptic spikes results in strengthening, while the opposite timing results in weakening is called antisymmetric spike-timing-dependent plasticity (STDP) learning rule. And synaptic plasticity has the opposite effect under the same conditions is called antisymmetric anti-STDP learning rule. We proposed and experimentally demonstrated an optical implementation of neural learning algorithms, which can achieve both of antisymmetric STDP and anti-STDP learning rule, based on the cross-gain modulation (XGM) within a single semiconductor optical amplifier (SOA). The weight and height of the potentitation and depression window can be controlled by adjusting the injection current of the SOA, to mimic the biological antisymmetric STDP and anti-STDP learning rule more realistically. As the injection current increases, the width of depression and potentitation window decreases and height increases, due to the decreasing of recovery time and increasing of gain under a stronger injection current. Based on the demonstrated optical STDP circuit, ultrafast learning in optical SNNs can be realized.

Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

Science.gov (United States)

Carpenter, Stacey L.

2015-01-01

This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

On pre-test sensitisation and peer assessment to enhance learning gain in science education

NARCIS (Netherlands)

Bos, Floor/Floris

2009-01-01

*The main part of this thesis focuses on designing, optimising, and studying the embedding of two types of interventions: pre-testing and peer assessment, both supported by or combined with ICT-tools. * Pre-test sensitisation is used intentionally to boost the learning gain of the main intervention,

High Gain Antenna System Deployment Mechanism Integration, Characterization, and Lessons Learned

Science.gov (United States)

Parong, Fil; Russell, Blair; Garcen, Walter; Rose, Chris; Johnson, Chris; Huber, Craig

2014-01-01

The integration and deployment testing of the High Gain Antenna System for the Global Precipitation Measurement mission is summarized. The HGAS deployment mechanism is described. The gravity negation system configuration and its influence on vertical, ground-based, deployment tests are presented with test data and model predictions. A focus is made on the late discovery and resolution of a potentially mission degrading deployment interference condition. The interaction of the flight deployment mechanism, gravity negation mechanism, and use of dynamic modeling is described and lessons learned presented.

Learning weighted sparse representation of encoded facial normal information for expression-robust 3D face recognition

KAUST Repository

Li, Huibin

2011-10-01

This paper proposes a novel approach for 3D face recognition by learning weighted sparse representation of encoded facial normal information. To comprehensively describe 3D facial surface, three components, in X, Y, and Z-plane respectively, of normal vector are encoded locally to their corresponding normal pattern histograms. They are finally fed to a sparse representation classifier enhanced by learning based spatial weights. Experimental results achieved on the FRGC v2.0 database prove that the proposed encoded normal information is much more discriminative than original normal information. Moreover, the patch based weights learned using the FRGC v1.0 and Bosphorus datasets also demonstrate the importance of each facial physical component for 3D face recognition. © 2011 IEEE.

Systematic review of clinical trials on dietary interventions to prevent excessive weight gain during pregnancy among normal weight, overweight and obese women

DEFF Research Database (Denmark)

Tanentsapf, Ida; Heitmann, Berit L; Adegboye, Amanda R A

2011-01-01

Excessive weight gain during pregnancy and subsequent postpartum weight retention may contribute to the epidemic of obesity among women of childbearing age. Preventing excessive gestational weight gain (GWG) to optimize maternal, fetal and infant wellbeing is therefore of great importance. A number...... of dietary interventions in this area has been conducted with inconsistent results, which has made it difficult to identify effective strategies to prevent excessive weight gain during pregnancy among normal weight, overweight and obese women. The primary objective of this review was to evaluate the effect...

Comparability of Self-Concept among Learning Disabled, Normal, and Gifted Students.

Science.gov (United States)

Winne, Phillip H.; And Others

1982-01-01

Using 60 fourth- to seventh-grade learning disabled (LD), normal, and gifted students, the comparability of representations of self-concept across groups was analyzed for the Sears and Coopersmith inventories. (Author/SW)

The effect of normal aging and age-related macular degeneration on perceptual learning.

Science.gov (United States)

Astle, Andrew T; Blighe, Alan J; Webb, Ben S; McGraw, Paul V

2015-01-01

We investigated whether perceptual learning could be used to improve peripheral word identification speed. The relationship between the magnitude of learning and age was established in normal participants to determine whether perceptual learning effects are age invariant. We then investigated whether training could lead to improvements in patients with age-related macular degeneration (AMD). Twenty-eight participants with normal vision and five participants with AMD trained on a word identification task. They were required to identify three-letter words, presented 10° from fixation. To standardize crowding across each of the letters that made up the word, words were flanked laterally by randomly chosen letters. Word identification performance was measured psychophysically using a staircase procedure. Significant improvements in peripheral word identification speed were demonstrated following training (71% ± 18%). Initial task performance was correlated with age, with older participants having poorer performance. However, older adults learned more rapidly such that, following training, they reached the same level of performance as their younger counterparts. As a function of number of trials completed, patients with AMD learned at an equivalent rate as age-matched participants with normal vision. Improvements in word identification speed were maintained at least 6 months after training. We have demonstrated that temporal aspects of word recognition can be improved in peripheral vision with training across a range of ages and these learned improvements are relatively enduring. However, training targeted at other bottlenecks to peripheral reading ability, such as visual crowding, may need to be incorporated to optimize this approach.

4-H & FFA Livestock Projects: Life Skills Gained and Knowledge Learned

Directory of Open Access Journals (Sweden)

Lyle N. Holmgren

2007-06-01

Full Text Available Junior Livestock shows are one of the most popular 4-H and FFA projects in Utah. Thousands of youth participate in these shows from every county in Utah. County extension agents and FFA advisors spend much time with livestock committees, leaders, parents, and youth engaged in livestock shows. Can public funds spent on salaries be justified for county 4-H extension agents and FFA advisors who work with junior livestock shows? To help answer this question, 413 youth involved in livestock shows in Utah were surveyed in 2001. Youth were asked to share skills learned from their livestock projects. Value statements along with specific content skills were measured in the survey. The results indicate that from their 4-H and FFA projects, youth learned to accept responsibility, follow instructions, gain self-confidence, follow instructions, “do the right thing” as well as a variety of other values and content skills.

Subcategory learning in normal and language learning-disabled adults: how much information do they need?

Science.gov (United States)

Richardson, Jessica; Harris, Laurel; Plante, Elena; Gerken, Louann

2006-12-01

The purpose of this experiment was to determine if nonreferential morphophonological information was sufficient to facilitate the learning of gender subcategories (i.e., masculine vs. feminine) in individuals with normal language (NL) and those with a history of language-based learning disabilities (HLD). Thirty-two adults listened for 18 min to a familiarization set of Russian words that included either 1 (single-marked) or 2 (double-marked) morphophonological markers indicating gender. Participants were then tested on their knowledge of both trained and untrained members of each gender subcategory. Testing indicated that morphophonological information is sufficient for lexical subcategory learning in both NL and HLD groups, although the HLD group had lower overall accuracy. The HLD group benefited from double-marking relative to single-marking for subcategory learning. The results demonstrated that learning through implicit mechanisms occurred after a relatively brief exposure to the language stimuli. In addition, the weaker overall learning by the HLD group was facilitated when multiple cues to linguistic subcategory were available in the input group members received.

Work, Train, Win: Work-Based Learning Design and Management for Productivity Gains. OECD Education Working Papers, No. 135

Science.gov (United States)

Kis, Viktoria

2016-01-01

Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is…

Comparison of Child Abuse between Normal Children and Children with Learning Disorder

Directory of Open Access Journals (Sweden)

Narges Keshavarz-Valiyan

2010-10-01

Full Text Available Objective: The aim of this study was to compare child abuse between normal children and children with learning disorder, aged 7-12 in Tehran city. Materials & Methods: This analytical and cross sectional study is a research in causative-comparative method. 120 normal children of primary school from districts 3.7 and 15 of Tehran education and 120 children with learning disorder from three center of primary school students with learning disorder (1.2 and 3 were selected by multistage cluster sampaling method and evaluated by Reliable Child Abuse Questionnaire. Data were analyzed by Pearson correlation coefficient Friedman rank test and Paired T and independent T tests. Results: In children view, there were signifivant differences in mean scores of affective abuse (p<0.001 and total score of child abuse (p=0.002 between two groups. Likewise in parent's view. there were significant differences in mean scores of affective abuse (p<0.001, physical abuse (p<0.011 and total score of child abuse (p<0.001 between two groups. Also, there were significant differences between the ideas of children and their parents about physical abuse (p<0.002, sexual abuse (p<0.001 and ignorance (p<0.001 Conclusion: The tindings reveal that there is a difference between normal chidren and children with learning disorder in the extent of child abuse regarding it's type and in comparison with previous researches, affective abuse is more than other abuse types. So. it is necessary for mental health professionals to provide programs for training parents in future.

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

Science.gov (United States)

Soneral, Paula A. G.; Wyse, Sara A.

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. PMID:28213582

Motivation, Classroom Environment, and Learning in Introductory Geology: A Hierarchical Linear Model

Science.gov (United States)

Gilbert, L. A.; Hilpert, J. C.; Van Der Hoeven Kraft, K.; Budd, D.; Jones, M. H.; Matheney, R.; Mcconnell, D. A.; Perkins, D.; Stempien, J. A.; Wirth, K. R.

2013-12-01

Prior research has indicated that highly motivated students perform better and that learning increases in innovative, reformed classrooms, but untangling the student effects from the instructor effects is essential to understanding how to best support student learning. Using a hierarchical linear model, we examine these effects separately and jointly. We use data from nearly 2,000 undergraduate students surveyed by the NSF-funded GARNET (Geoscience Affective Research NETwork) project in 65 different introductory geology classes at research universities, public masters-granting universities, liberal arts colleges and community colleges across the US. Student level effects were measured as increases in expectancy and self-regulation using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). Instructor level effects were measured using the Reformed Teaching Observation Protocol, (RTOP; Sawada et al., 2000), with higher RTOP scores indicating a more reformed, student-centered classroom environment. Learning was measured by learning gains on a Geology Concept Inventory (GCI; Libarkin and Anderson, 2005) and normalized final course grade. The hierarchical linear model yielded significant results at several levels. At the student level, increases in expectancy and self-regulation are significantly and positively related to higher grades regardless of instructor; the higher the increase, the higher the grade. At the instructor level, RTOP scores are positively related to normalized average GCI learning gains. The higher the RTOP score, the higher the average class GCI learning gains. Across both levels, average class GCI learning gains are significantly and positively related to student grades; the higher the GCI learning gain, the higher the grade. Further, the RTOP scores are significantly and negatively related to the relationship between expectancy and course grade. The lower the RTOP score, the higher the correlation between change in

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.

Science.gov (United States)

Ballen, Cissy J; Wieman, Carl; Salehi, Shima; Searle, Jeremy B; Zamudio, Kelly R

2017-01-01

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce. © 2017 C. J. Ballen et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

What drives sleep-dependent memory consolidation: greater gain or less loss?

Science.gov (United States)

Fenn, Kimberly M; Hambrick, David Z

2013-06-01

When memory is tested after a delay, performance is typically better if the retention interval includes sleep. However, it is unclear what accounts for this well-established effect. It is possible that sleep enhances the retrieval of information, but it is also possible that sleep protects against memory loss that normally occurs during waking activity. We developed a new research approach to investigate these possibilities. Participants learned a list of paired-associate items and were tested on the items after a 12-h interval that included waking or sleep. We analyzed the number of items gained versus the number of items lost across time. The sleep condition showed more items gained and fewer items lost than did the wake condition. Furthermore, the difference between the conditions (favoring sleep) in lost items was greater than the difference in gain, suggesting that loss prevention may primarily account for the effect of sleep on declarative memory consolidation. This finding may serve as an empirical constraint on theories of memory consolidation.

An Assessment of the Perception of Learning Gains of Freshmen Students in an Introductory Course in Nutrition and Food Science

Science.gov (United States)

Anderson, Alfred K.

2006-01-01

The assessment of learning gains of students in science and other disciplines is becoming a reality following the gradual shift from the traditional style of teaching to a curriculum-based assessment of learning outcomes. The degree to which students perceive to have obtained the outcomes of a course can be measured through an assessment of…

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

Science.gov (United States)

Noda, Ayaka; Kim, Mikyong Minsun

2014-01-01

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

Learning sung lyrics aids retention in normal ageing and Alzheimer's disease.

Science.gov (United States)

Moussard, Aline; Bigand, Emmanuel; Belleville, Sylvie; Peretz, Isabelle

2014-01-01

Previous studies have suggested that presenting to-be-memorised lyrics in a singing mode, instead of a speaking mode, may facilitate learning and retention in normal adults. In this study, seven healthy older adults and eight participants with mild Alzheimer's disease (AD) learned and memorised lyrics that were either sung or spoken. We measured the percentage of words recalled from these lyrics immediately and after 10 minutes. Moreover, in AD participants, we tested the effect of successive learning episodes for one spoken and one sung excerpt, as well as long-term retention after a four week delay. Sung conditions did not influence lyrics recall in immediate recall but increased delayed recall for both groups. In AD, learning slopes for sung and spoken lyrics did not show a significant difference across successive learning episodes. However, sung lyrics showed a slight advantage over spoken ones after a four week delay. These results suggest that singing may increase the load of initial learning but improve long-term retention of newly acquired verbal information. We further propose some recommendations on how to maximise these effects and make them relevant for therapeutic applications.

How does a specific learning and memory system in the mammalian brain gain control of behavior?

Science.gov (United States)

McDonald, Robert J; Hong, Nancy S

2013-11-01

This review addresses a fundamental, yet poorly understood set of issues in systems neuroscience. The issues revolve around conceptualizations of the organization of learning and memory in the mammalian brain. One intriguing, and somewhat popular, conceptualization is the idea that there are multiple learning and memory systems in the mammalian brain and they interact in different ways to influence and/or control behavior. This approach has generated interesting empirical and theoretical work supporting this view. One issue that needs to be addressed is how these systems influence or gain control of voluntary behavior. To address this issue, we clearly specify what we mean by a learning and memory system. We then review two types of processes that might influence which memory system gains control of behavior. One set of processes are external factors that can affect which system controls behavior in a given situation including task parameters like the kind of information available to the subject, types of training experience, and amount of training. The second set of processes are brain mechanisms that might influence what memory system controls behavior in a given situation including executive functions mediated by the prefrontal cortex; switching mechanisms mediated by ascending neurotransmitter systems, the unique role of the hippocampus during learning. The issue of trait differences in control of different learning and memory systems will also be considered in which trait differences in learning and memory function are thought to potentially emerge from differences in level of prefrontal influence, differences in plasticity processes, differences in ascending neurotransmitter control, differential access to effector systems like motivational and motor systems. Finally, we present scenarios in which different mechanisms might interact. This review was conceived to become a jumping off point for new work directed at understanding these issues. The outcome of

The Interpersonal Values of Parents of Normal and Learning Disabled Children.

Science.gov (United States)

Miletic, Anne

1986-01-01

L. Gordon's Survey of Interpersonal Values was used to compare 136 parents of normal and learning disabled children. Fathers of LD boys scored higher on Independence and Leadership and lower on Conformity and Support. Mothers of LD boys favored authoritative attitudes; same-sexed experimental mothers valued conformity and sources of emotional and…

Derivation of Conditions for the Normal Gain Behavior of Conical Horns

Directory of Open Access Journals (Sweden)

Chin Yeng Tan

2007-01-01

Full Text Available Monotonically increasing gain-versus-frequency pattern is in general expected to be a characteristic of aperture antennas that include the smooth-wall conical horn. While optimum gain conical horns do naturally exhibit this behavior, nonoptimum horns need to meet certain criterion: a minimum axial length for given aperture diameter, or, alternatively, a maximum aperture diameter for the given axial length. In this paper, approximate expressions are derived to determine these parameters.

Music as a mnemonic to learn gesture sequences in normal aging and Alzheimer’s disease

OpenAIRE

Aline eMoussard; Emmanuel eBigand; Emmanuel eBigand; Isabelle ePeretz; Isabelle ePeretz; Isabelle ePeretz; Sylvie eBelleville; Sylvie eBelleville

2014-01-01

Strong links between music and motor functions suggest that music could represent an interesting aid for motor learning. The present study aims for the first time to test the potential of music to assist in the learning of sequences of gestures in normal and pathological aging. Participants with mild Alzheimer's disease (AD) and healthy older adults (Controls) learned sequences of meaningless gestures that were either accompanied by music or a metronome. We also manipulated the learning proce...

Music as a Mnemonic to Learn Gesture Sequences in Normal Aging and Alzheimer’s Disease

OpenAIRE

Moussard, Aline; Bigand, Emmanuel; Belleville, Sylvie; Peretz, Isabelle

2014-01-01

Strong links between music and motor functions suggest that music could represent an interesting aid for motor learning. The present study aims for the first time to test the potential of music to assist in the learning of sequences of gestures in normal and pathological aging. Participants with mild Alzheimer’s disease (AD) and healthy older adults (controls) learned sequences of meaningless gestures that were either accompanied by music or a metronome. We also manipulated the learning proce...

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

Science.gov (United States)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

Comparison of Video Head Impulse Test (vHIT) Gains Between Two Commercially Available Devices and by Different Gain Analytical Methods.

Science.gov (United States)

Lee, Sang Hun; Yoo, Myung Hoon; Park, Jun Woo; Kang, Byung Chul; Yang, Chan Joo; Kang, Woo Suk; Ahn, Joong Ho; Chung, Jong Woo; Park, Hong Ju

2018-06-01

To evaluate whether video head impulse test (vHIT) gains are dependent on the measuring device and method of analysis. Prospective study. vHIT was performed in 25 healthy subjects using two devices simultaneously. vHIT gains were compared between these instruments and using five different methods of comparing position and velocity gains during head movement intervals. The two devices produced different vHIT gain results with the same method of analysis. There were also significant differences in the vHIT gains measured using different analytical methods. The gain analytic method that compares the areas under the velocity curve (AUC) of the head and eye movements during head movements showed lower vHIT gains than a method that compared the peak velocities of the head and eye movements. The former method produced the vHIT gain with the smallest standard deviation among the five procedures tested in this study. vHIT gains differ in normal subjects depending on the device and method of analysis used, suggesting that it is advisable for each device to have its own normal values. Gain calculations that compare the AUC of the head and eye movements during the head movements show the smallest variance.

Rate of Visual Information Pick-Up in Learning Disabled and Normal Boys.

Science.gov (United States)

Bryant, Susan K.; And Others

1983-01-01

A span-of-apprehension task and a backward masking technique were combined to allow measurement of the apprehension span of a sample of 34 learning disabled and normal boys about 8 to 13 years old at various time intervals following stimulus presentation. (Author/SW)

Learning Predictive Interactions Using Information Gain and Bayesian Network Scoring.

Directory of Open Access Journals (Sweden)

Xia Jiang

Full Text Available The problems of correlation and classification are long-standing in the fields of statistics and machine learning, and techniques have been developed to address these problems. We are now in the era of high-dimensional data, which is data that can concern billions of variables. These data present new challenges. In particular, it is difficult to discover predictive variables, when each variable has little marginal effect. An example concerns Genome-wide Association Studies (GWAS datasets, which involve millions of single nucleotide polymorphism (SNPs, where some of the SNPs interact epistatically to affect disease status. Towards determining these interacting SNPs, researchers developed techniques that addressed this specific problem. However, the problem is more general, and so these techniques are applicable to other problems concerning interactions. A difficulty with many of these techniques is that they do not distinguish whether a learned interaction is actually an interaction or whether it involves several variables with strong marginal effects.We address this problem using information gain and Bayesian network scoring. First, we identify candidate interactions by determining whether together variables provide more information than they do separately. Then we use Bayesian network scoring to see if a candidate interaction really is a likely model. Our strategy is called MBS-IGain. Using 100 simulated datasets and a real GWAS Alzheimer's dataset, we investigated the performance of MBS-IGain.When analyzing the simulated datasets, MBS-IGain substantially out-performed nine previous methods at locating interacting predictors, and at identifying interactions exactly. When analyzing the real Alzheimer's dataset, we obtained new results and results that substantiated previous findings. We conclude that MBS-IGain is highly effective at finding interactions in high-dimensional datasets. This result is significant because we have increasingly

The use of Virtual Analogy Simulation (VAS) in physics learning

Science.gov (United States)

Faizin, M. Noor; Samsudin, A.

2018-05-01

The purpose of this research is to explore the use of VAS software in electrical dynamic learning in junior high student, so as to obtain an overview of this software consistency in help students build a scientific conception. This research was administered via research and Development (R & D) with the design of embedded experimental models. The respondents which were involved in this research were 60 students of ninth grade in one of junior high schools in Kudus central java. The improving process of students’ concept is examined based on normalized gain analysis from pretest and posttest scores. The result of this research shows that there was difference between learning using conventional learning (power point software) with VAS software. VAS is more effective to assist students in understanding the electrical dynamic concept shown with N-gain of 0.36, or 36 % were included in the medium category, whereas the conventional learning with N-gain of 0.28, or 28%.

Impact of statistical learning methods on the predictive power of multivariate normal tissue complication probability models

NARCIS (Netherlands)

Xu, Cheng-Jian; van der Schaaf, Arjen; Schilstra, Cornelis; Langendijk, Johannes A.; van t Veld, Aart A.

2012-01-01

PURPOSE: To study the impact of different statistical learning methods on the prediction performance of multivariate normal tissue complication probability (NTCP) models. METHODS AND MATERIALS: In this study, three learning methods, stepwise selection, least absolute shrinkage and selection operator

The effectiveness of flipped classroom learning model in secondary physics classroom setting

Science.gov (United States)

Prasetyo, B. D.; Suprapto, N.; Pudyastomo, R. N.

2018-03-01

The research aimed to describe the effectiveness of flipped classroom learning model on secondary physics classroom setting during Fall semester of 2017. The research object was Secondary 3 Physics group of Singapore School Kelapa Gading. This research was initiated by giving a pre-test, followed by treatment setting of the flipped classroom learning model. By the end of the learning process, the pupils were given a post-test and questionnaire to figure out pupils' response to the flipped classroom learning model. Based on the data analysis, 89% of pupils had passed the minimum criteria of standardization. The increment level in the students' mark was analysed by normalized n-gain formula, obtaining a normalized n-gain score of 0.4 which fulfil medium category range. Obtains from the questionnaire distributed to the students that 93% of students become more motivated to study physics and 89% of students were very happy to carry on hands-on activity based on the flipped classroom learning model. Those three aspects were used to generate a conclusion that applying flipped classroom learning model in Secondary Physics Classroom setting is effectively applicable.

Learning to walk with an adaptive gain proportional myoelectric controller for a robotic ankle exoskeleton.

Science.gov (United States)

Koller, Jeffrey R; Jacobs, Daniel A; Ferris, Daniel P; Remy, C David

2015-11-04

humans to adopt gait patterns different from their normal choices for locomotion. In our specific experiment, subjects increased ankle power and decreased hip power to walk with a reduction in metabolic cost. Future exoskeleton devices that rely on proportional myolectric control are likely to demonstrate improved performance by including an adaptive gain.

Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

Science.gov (United States)

Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.

2014-01-01

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students. PMID:25452487

Attentional Processing and Teacher Ratings in Hyperactive, Learning Disabled and Normal Boys.

Science.gov (United States)

Brown, Ronald T.; Wynne, Martha Ellen

Sustained attention and inhibitory control of 15 nonhyperactive, learning disabled (LD) boys, 15 hyperactive but not LD boys, and 15 normal boys (11-12 years old) were studied, on teacher ratings of impulse control in the classroom and testing results. Coming to attention, decision making, sustained attention, and attention-concentration were…

A therapeutic gain model for brachytherapy

International Nuclear Information System (INIS)

Wigg, D.R.

2003-01-01

When treating with continuous irradiation the potential therapeutic gain or loss depends on several treatment, normal tissue and tumour variables. There are similarities between equations defining tissue effects with fractionated treatment and brachytherapy. The former is sensitive to dose per fraction (and incomplete repair for short intervals between treatments) and the later is sensitive to dose rate and continuous repair factors. Because of these similarities, for typical tumours and normal tissues, dose per fraction and dose rates generally work in similar directions. As the dose per fraction or dose rate increases the therapeutic gain falls. With continuous irradiation the dose rates effects are determined by Beta cell kill and hence the absolute value of Beta . Minimal sensitivity occurs at very low and very high dose rates. The magnitude of cell kill also depends on the Continuous Repair Factor (g) which is a function of the treatment time and the Repair Half Time (in hours) of the tissues (Repair Half Time T 1/2Ln(2)/h, when h the Repair Constant). An interactive optimising model has been written to predict the therapeutic gain or loss as the parameter values are varied. This model includes the tumour and normal tissue parameters alpha and beta Gy (or individual values), their Repair Half Times, dose rates and overall treatment time. The model is based on the Linear-Quadratic equation and the Total Effect (TE) method of Thames and Hendry although the Extrapolated Response Dose (ERD) method of Barendsen produces the same results. The model is written so that the gain or loss may be seen when treatment is always to normal tissue tolerance doses. The magnitude of the therapeutic loss as the dose rate increases and its sensitivity to changes in normal tissue and tumour parameter values is clearly demonstrated

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments.

Science.gov (United States)

Soneral, Paula A G; Wyse, Sara A

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech "Mock-up" version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi--experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. © 2017 P. A. G. Soneral and S. A. Wyse. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Developmental gains in visuospatial memory predict gains in mathematics achievement.

Directory of Open Access Journals (Sweden)

Yaoran Li

Full Text Available Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4 were larger than gains in the capacity of the central executive (d = 1.6 that in turn were larger than gains in phonological memory span (d = 1.1. First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.

Developmental gains in visuospatial memory predict gains in mathematics achievement.

Science.gov (United States)

Li, Yaoran; Geary, David C

2013-01-01

Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.

Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement

Science.gov (United States)

Li, Yaoran; Geary, David C.

2013-01-01

Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning. PMID:23936154

Higher pre-pregnancy body mass index is associated with excessive gestational weight gain in normal weight Chinese mothers with gestational diabetes.

Science.gov (United States)

Yang, Yue; Wei, Qiong; Yu, Hong; Wang, Pin; Xia, Wenqing; Huang, Rong; Cai, Rongrong; Sun, Haixia; Wang, Shaohua

2016-05-01

To assess how pre-pregnancy body mass index (BMI) affects pregnancy outcome and total gestational weight gain (GWG) in a cohort of women with gestational diabetes (GDM). Pregnant women at 24-28 gestational weeks diagnosed with GDM were classified as normal weight (pre-pregnancy BMI, 18.5-24.9 kg/m(2) ) or overweight (pre-pregnancy BMI, 25.0-29.9 kg/m(2) ). GWG was derived from the self-reported pre-pregnancy and pre-delivery weights, and analyzed using 2009 Institute of Medicine categories. A total of 106 GDM women were categorized as normal weight (n = 79) or overweight (n = 27). No statistically significant differences were found between the groups in terms of various obstetrical and neonatal outcomes. Higher pre-pregnancy BMI, however, was associated with excessive GWG during pregnancy (difference between groups, P = 0.013). Furthermore, pre-pregnancy BMI (OR, 0.529; 95%CI: 0.377-0.742; P = 0.000) and pre-pregnancy overweight (OR, 3.825; 95%CI: 1.469-9.959; P = 0.006) were independent factors of GWG. Among Chinese GDM women, overweight GDM mothers gain excessive weight during pregnancy. Regulation of pre-pregnancy bodyweight might be an appropriate precaution against excessive GWG. © 2016 Japan Society of Obstetrics and Gynecology.

Out of sight, out of mind: Categorization learning and normal aging.

Science.gov (United States)

Schenk, Sabrina; Minda, John P; Lech, Robert K; Suchan, Boris

2016-10-01

The present combined EEG and eye tracking study examined the process of categorization learning at different age ranges and aimed to investigate to which degree categorization learning is mediated by visual attention and perceptual strategies. Seventeen young subjects and ten elderly subjects had to perform a visual categorization task with two abstract categories. Each category consisted of prototypical stimuli and an exception. The categorization of prototypical stimuli was learned very early during the experiment, while the learning of exceptions was delayed. The categorization of exceptions was accompanied by higher P150, P250 and P300 amplitudes. In contrast to younger subjects, elderly subjects had problems in the categorization of exceptions, but showed an intact categorization performance for prototypical stimuli. Moreover, elderly subjects showed higher fixation rates for important stimulus features and higher P150 amplitudes, which were positively correlated with the categorization performances. These results indicate that elderly subjects compensate for cognitive decline through enhanced perceptual and attentional processing of individual stimulus features. Additionally, a computational approach has been applied and showed a transition away from purely abstraction-based learning to an exemplar-based learning in the middle block for both groups. However, the calculated models provide a better fit for younger subjects than for elderly subjects. The current study demonstrates that human categorization learning is based on early abstraction-based processing followed by an exemplar-memorization stage. This strategy combination facilitates the learning of real world categories with a nuanced category structure. In addition, the present study suggests that categorization learning is affected by normal aging and modulated by perceptual processing and visual attention. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reconstruction of normal forms by learning informed observation geometries from data.

Science.gov (United States)

Yair, Or; Talmon, Ronen; Coifman, Ronald R; Kevrekidis, Ioannis G

2017-09-19

The discovery of physical laws consistent with empirical observations is at the heart of (applied) science and engineering. These laws typically take the form of nonlinear differential equations depending on parameters; dynamical systems theory provides, through the appropriate normal forms, an "intrinsic" prototypical characterization of the types of dynamical regimes accessible to a given model. Using an implementation of data-informed geometry learning, we directly reconstruct the relevant "normal forms": a quantitative mapping from empirical observations to prototypical realizations of the underlying dynamics. Interestingly, the state variables and the parameters of these realizations are inferred from the empirical observations; without prior knowledge or understanding, they parametrize the dynamics intrinsically without explicit reference to fundamental physical quantities.

The role of visual representation in physics learning: dynamic versus static visualization

Science.gov (United States)

Suyatna, Agus; Anggraini, Dian; Agustina, Dina; Widyastuti, Dini

2017-11-01

This study aims to examine the role of visual representation in physics learning and to compare the learning outcomes of using dynamic and static visualization media. The study was conducted using quasi-experiment with Pretest-Posttest Control Group Design. The samples of this research are students of six classes at State Senior High School in Lampung Province. The experimental class received a learning using dynamic visualization and control class using static visualization media. Both classes are given pre-test and post-test with the same instruments. Data were tested with N-gain analysis, normality test, homogeneity test and mean difference test. The results showed that there was a significant increase of mean (N-Gain) learning outcomes (p physical phenomena and requires long-term observation.

Using the stress and adversity inventory as a teaching tool leads to significant learning gains in two courses on stress and health.

Science.gov (United States)

Slavich, George M; Toussaint, Loren

2014-10-01

The ability to measure cumulative stress exposure is important for research and teaching in stress and health, but until recently, no structured system has existed for assessing exposure to stress over the lifespan. Here, we report the results of two experimental studies that examined the pedagogical efficacy of using an automated system for assessing life stress, called the Stress and Adversity Inventory (STRAIN), for teaching courses on stress and health. In Study 1, a randomized, wait-list controlled experiment was conducted with 20 college students to test whether the STRAIN, coupled with a related lecture and discussion, promoted learning about stress and health. Results showed that this experiential lesson led to significant learning gains. To disentangle the effects of completing the STRAIN from participating in the lecture and discussion, we subsequently conducted Study 2 on 144 students using a 2 (STRAIN versus control activity) by 2 (STRAIN-specific lecture versus general stress lecture) repeated-measures design. Although the STRAIN-specific lecture was sufficient for promoting learning, completing the STRAIN also generated significant learning gains when paired with only the general stress lecture. Together, these studies suggest that the STRAIN is an effective tool for promoting experiential learning and teaching students about stress and health. Copyright © 2013 John Wiley & Sons, Ltd.

On the asymptotic improvement of supervised learning by utilizing additional unlabeled samples - Normal mixture density case

Science.gov (United States)

Shahshahani, Behzad M.; Landgrebe, David A.

1992-01-01

The effect of additional unlabeled samples in improving the supervised learning process is studied in this paper. Three learning processes. supervised, unsupervised, and combined supervised-unsupervised, are compared by studying the asymptotic behavior of the estimates obtained under each process. Upper and lower bounds on the asymptotic covariance matrices are derived. It is shown that under a normal mixture density assumption for the probability density function of the feature space, the combined supervised-unsupervised learning is always superior to the supervised learning in achieving better estimates. Experimental results are provided to verify the theoretical concepts.

The effect of learning multimedia on students’ understanding of macroscopic, sub-microscopic, and symbolic levels in electrolyte and nonelectrolyte

Science.gov (United States)

Eliyawati; Rohman, I.; Kadarohman, A.

2018-05-01

This research aims to investigate the effect of learning multimedia on students’ understanding of macroscopic, sub-microscopic, and symbolic levels in electrolyte and nonelectrolyte topic. The quasi-experimental with one group pre-test post-test design was used. Thirty-five students were experimental class and another thirty-five were control class. The instrument was used is three representation levels. The t-test was performed on average level of 95% to identify the significant difference between experimental class and control class. The results show that the normalized gain average of experimental class is 0.75 (high) and the normalized gain average of control class is 0.45 (moderate). There is significant difference in students’ understanding in sub-microscopic and symbolic levels and there is not significant difference of students’ understanding in macroscopic level between experimental class and control class. The normalized gain of students’ understanding of macroscopic, sub-microscopic and symbolic in experimental class are 0.6 (moderate), 0.75 (high), and 0.64 (moderate), while the normalized gain of students’ understanding of macroscopic, sub-microscopic and symbolic in control class are 0.49 (moderate), 0.39 (high), and 0.3 (moderate). Therefore, it can be concluded that learning multimedia can help in improving students’ understanding especially in sub-microscopic and symbolic levels.

Machine learning of big data in gaining insight into successful treatment of hypertension.

Science.gov (United States)

Koren, Gideon; Nordon, Galia; Radinsky, Kira; Shalev, Varda

2018-06-01

Despite effective medications, rates of uncontrolled hypertension remain high. Treatment protocols are largely based on randomized trials and meta-analyses of these studies. The objective of this study was to test the utility of machine learning of big data in gaining insight into the treatment of hypertension. We applied machine learning techniques such as decision trees and neural networks, to identify determinants that contribute to the success of hypertension drug treatment on a large set of patients. We also identified concomitant drugs not considered to have antihypertensive activity, which may contribute to lowering blood pressure (BP) control. Higher initial BP predicts lower success rates. Among the medication options and their combinations, treatment with beta blockers appears to be more commonly effective, which is not reflected in contemporary guidelines. Among numerous concomitant drugs taken by hypertensive patients, proton pump inhibitors (PPIs), and HMG CO-A reductase inhibitors (statins) significantly improved the success rate of hypertension. In conclusions, machine learning of big data is a novel method to identify effective antihypertensive therapy and for repurposing medications already on the market for new indications. Our results related to beta blockers, stemming from machine learning of a large and diverse set of big data, in contrast to the much narrower criteria for randomized clinic trials (RCTs), should be corroborated and affirmed by other methods, as they hold potential promise for an old class of drugs which may be presently underutilized. These previously unrecognized effects of PPIs and statins have been very recently identified as effective in lowering BP in preliminary clinical observations, lending credibility to our big data results.

Respiratory system loop gain in normal men and women measured with proportional-assist ventilation.

Science.gov (United States)

Wellman, Andrew; Malhotra, Atul; Fogel, Robert B; Edwards, Jill K; Schory, Karen; White, David P

2003-01-01

We hypothesized that increased chemical control instability (CCI) in men could partially explain the male predominance in obstructive sleep apnea (OSA). CCI was assessed by sequentially increasing respiratory control system loop gain (LG) with proportional-assist ventilation (PAV) in 10 men (age 24-48 yr) and 9 women (age 22-36 yr) until periodic breathing or awakening occurred. Women were studied in both the follicular and luteal phases of the menstrual cycle. The amount by which PAV amplified LG was quantified from the tidal volume amplification factor [(VtAF) assisted tidal volume/unassisted tidal volume]. LG was calculated as the inverse of the VtAF occurring at the assist level immediately preceding the emergence of periodic breathing (when LG x VtAF = 1). Only 1 of 10 men and 2 of 9 women developed periodic breathing with PAV. The rest were resistant to periodic breathing despite moderately high levels of PAV amplification. We conclude that LG is low in the majority of normal men and women and that higher volume amplification factors are needed to determine whether gender differences exist in this low range.

The assessment of knowledge and learning in competence spaces: The gain-loss model for dependent skills.

Science.gov (United States)

Anselmi, Pasquale; Stefanutti, Luca; de Chiusole, Debora; Robusto, Egidio

2017-11-01

The gain-loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well-graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills. © 2017 The British Psychological Society.

Improvements in Students' Understanding from Increased Implementation of Active Learning Strategies

Science.gov (United States)

Hayes-Gehrke, Melissa N.; Prather, E. E.; Rudolph, A. L.; Collaboration of Astronomy Teaching Scholars CATS

2011-01-01

Many instructors are hesitant to implement active learning strategies in their introductory astronomy classrooms because they are not sure which techniques they should use, how to implement those techniques, and question whether the investment in changing their course will really bring the advertised learning gains. We present an example illustrating how thoughtful and systematic implementation of active learning strategies into a traditionally taught Astro 101 class can translate into significant increases in students' understanding. We detail the journey of one instructor, over several years, as she changes the instruction and design of her course from one that focuses almost exclusively on lecture to a course that provides an integrated use of several active learning techniques such as Lecture-Tutorials and Think-Pair-Share questions. The students in the initial lecture-only course achieved a low normalized gain score of only 0.2 on the Light and Spectroscopy Concept Inventory (LSCI), while the students in the re-designed learner-centered course achieved a significantly better normalized gain of 0.43. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS), and Grant No. 0847170, a PAARE Grant for the Calfornia-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Gain-assisted control of the Goos-Haenchen shift

Energy Technology Data Exchange (ETDEWEB)

Ziauddin,; Qamar, Sajid [Centre for Quantum Physics, COMSATS Institute of Information Technology, Islamabad (Pakistan); Department of Physics, COMSATS Institute of Information Technology, Islamabad (Pakistan)

2011-11-15

A gain-assisted model is considered to study the Goos-Haenchen (GH) shift behavior in the reflected and transmitted light. In this model, a probe light is incident on a cavity containing three-level dilute gaseous atomic medium. The atom-field interaction follows two-photon Raman transitions, and the dielectric susceptibility of the medium exhibits dispersion and gain properties [L. J. Wang, A. Kuzmich, and A. Dogariu, Nature (London) 406, 227 (2000)]. Under appropriate conditions, two gain peaks are observed with anomalous dispersion between the peaks, whereas normal dispersion can be observed at and around the gain maxima. The manipulation of the detuning associated with the probe light field which interacts with the intracavity medium during its propagation through the cavity can lead to a control over negative and positive GH shift in the reflected and transmitted light beam via the anomalous and normal dispersion of the medium.

Music as a mnemonic to learn gesture sequences in normal aging and Alzheimer's disease.

Science.gov (United States)

Moussard, Aline; Bigand, Emmanuel; Belleville, Sylvie; Peretz, Isabelle

2014-01-01

Strong links between music and motor functions suggest that music could represent an interesting aid for motor learning. The present study aims for the first time to test the potential of music to assist in the learning of sequences of gestures in normal and pathological aging. Participants with mild Alzheimer's disease (AD) and healthy older adults (controls) learned sequences of meaningless gestures that were either accompanied by music or a metronome. We also manipulated the learning procedure such that participants had to imitate the gestures to-be-memorized in synchrony with the experimenter or after the experimenter during encoding. Results show different patterns of performance for the two groups. Overall, musical accompaniment had no impact on the controls' performance but improved those of AD participants. Conversely, synchronization of gestures during learning helped controls but seemed to interfere with retention in AD. We discuss these findings regarding their relevance for a better understanding of auditory-motor memory, and we propose recommendations to maximize the mnemonic effect of music for motor sequence learning for dementia care.

PENERAPAN PEMBELAJARAN BERBASIS PROYEK BERBANTUAN E-LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

Directory of Open Access Journals (Sweden)

Nur Jannatu Na’imah

2016-01-01

Full Text Available Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan menerapkan metode pembelajaran berbasis proyek berbantuan e-learning. Penelitian ini dilakukan di suatu SMA N di Mranggen. Desain penelitian yang digunakan adalah pretest and postest group design. Sampel yang digunakan sebanyak dua kelas dengan teknik cluster random sampling. Metode pengumpulan data berupa metode tes dan observasi. Data yang diperoleh kemudian dianalisis dengan menggunakan uji t dan uji n gain. Hasil uji perbedaan rata-rata menunjukkan bahwa thitung 5,43 lebih besar dari tkritis 1,99 dengan taraf signifikansi 5%. Uji normalitas gain menunjukkan bahwa rata-rata hasil posttest mengalami peningkatan sebesar 0,57 dan 0,52 dengan kriteria sedang pada kelas eksperimen dan kelas kontrol. Penelitian ini menunjukkan bahwa ketercapaian indicator psikomotorik dan afektif menurut analisis deskriptif rata-rata kelas eksperimen lebih baik daripada kelas kontrol. Menurut analisis koefisien determinasi diperoleh hasil bahwa penelitian ini berkontribusi dalam meningkatkan hasil belajar siswa sebesar 12,60%. Berdasarkan hasil analisis tersebut disimpulkan bahwa penerapan pembelajaran berbasis proyek berbantuan e-learning dapat meningkatkan hasil belajar siswa. This research aims to improve student learning outcomes by applying methods project based learning assisted e-learning. The research was conducted at SMA in Mranggen. The research design was pretest and posttest group design. The sample used as much as two groups with cluster random sampling technique. The method of data collection which was utilized in this study was test and observation. Those data are analyzed using t test and normality gain. Based on the mean difference test showed tcalculated 5.43 greater than tcritical 1,99 with 5% significance level. Gain normality test showed that the posttest average increased by 0.57 and 0.52 with medium criteria at the experimental and control groups.The result of this study

Rapid word-learning in normal-hearing and hearing-impaired children: effects of age, receptive vocabulary, and high-frequency amplification.

Science.gov (United States)

Pittman, A L; Lewis, D E; Hoover, B M; Stelmachowicz, P G

2005-12-01

This study examined rapid word-learning in 5- to 14-year-old children with normal and impaired hearing. The effects of age and receptive vocabulary were examined as well as those of high-frequency amplification. Novel words were low-pass filtered at 4 kHz (typical of current amplification devices) and at 9 kHz. It was hypothesized that (1) the children with normal hearing would learn more words than the children with hearing loss, (2) word-learning would increase with age and receptive vocabulary for both groups, and (3) both groups would benefit from a broader frequency bandwidth. Sixty children with normal hearing and 37 children with moderate sensorineural hearing losses participated in this study. Each child viewed a 4-minute animated slideshow containing 8 nonsense words created using the 24 English consonant phonemes (3 consonants per word). Each word was repeated 3 times. Half of the 8 words were low-pass filtered at 4 kHz and half were filtered at 9 kHz. After viewing the story twice, each child was asked to identify the words from among pictures in the slide show. Before testing, a measure of current receptive vocabulary was obtained using the Peabody Picture Vocabulary Test (PPVT-III). The PPVT-III scores of the hearing-impaired children were consistently poorer than those of the normal-hearing children across the age range tested. A similar pattern of results was observed for word-learning in that the performance of the hearing-impaired children was significantly poorer than that of the normal-hearing children. Further analysis of the PPVT and word-learning scores suggested that although word-learning was reduced in the hearing-impaired children, their performance was consistent with their receptive vocabularies. Additionally, no correlation was found between overall performance and the age of identification, age of amplification, or years of amplification in the children with hearing loss. Results also revealed a small increase in performance for both

Influence of weight gain, according to Institute of Medicine 2009 recommendation, on spontaneous preterm delivery in twin pregnancies.

Science.gov (United States)

Algeri, Paola; Pelizzoni, Francesca; Bernasconi, Davide Paolo; Russo, Francesca; Incerti, Maddalena; Cozzolino, Sabrina; Mastrolia, Salvatore Andrea; Vergani, Patrizia

2018-01-03

Maternal total weight gain during pregnancy influences adverse obstetric outcomes in singleton pregnancies. However, its impact in twin gestation is less understood. Our objective was to estimate the influence of total maternal weight gain on preterm delivery in twin pregnancies. We conducted a retrospective cohort study including diamniotic twin pregnancies with spontaneous labor delivered at 28 + 0 weeks or later. We analyzed the influence of total weight gain according to Institute of Medicine (IOM) cut-offs on the development of preterm delivery (both less than 34 and 37 weeks). Outcome were compared between under and normal weight gain and between over and normal weight gain separately using Fisher's exact test with Holm-Bonferroni correction. One hundred seventy five women were included in the study and divided into three groups: under (52.0%), normal (41.7%) and overweight gain (6.3%). Normal weight gain was associated with a reduction in the rate of preterm delivery compared to under and over weight gain [less than 34 weeks: under vs. normal OR 4.97 (1.76-14.02), over vs. normal OR 4.53 (0.89-23.08); less than 37 weeks: OR 3.16 (1.66-6.04) and 6.51 (1.30-32.49), respectively]. Normal weight gain reduces spontaneous preterm delivery compared to over and underweight gain.

Prefrontal activation may predict working-memory training gain in normal aging and mild cognitive impairment.

Science.gov (United States)

Vermeij, Anouk; Kessels, Roy P C; Heskamp, Linda; Simons, Esther M F; Dautzenberg, Paul L J; Claassen, Jurgen A H R

2017-02-01

Cognitive training has been shown to result in improved behavioral performance in normal aging and mild cognitive impairment (MCI), yet little is known about the neural correlates of cognitive plasticity, or about individual differences in responsiveness to cognitive training. In this study, 21 healthy older adults and 14 patients with MCI received five weeks of adaptive computerized working-memory (WM) training. Before and after training, functional Near-Infrared Spectroscopy (fNIRS) was used to assess the hemodynamic response in left and right prefrontal cortex during performance of a verbal n-back task with varying levels of WM load. After training, healthy older adults demonstrated decreased prefrontal activation at high WM load, which may indicate increased processing efficiency. Although MCI patients showed improved behavioral performance at low WM load after training, no evidence was found for training-related changes in prefrontal activation. Whole-group analyses showed that a relatively strong hemodynamic response at low WM load was related to worse behavioral performance, while a relatively strong hemodynamic response at high WM load was related to higher training gain. Therefore, a 'youth-like' prefrontal activation pattern at older age may be associated with better behavioral outcome and cognitive plasticity.

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

Science.gov (United States)

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

2016-01-01

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

Multi-center MRI carotid plaque component segmentation using feature normalization and transfer learning

DEFF Research Database (Denmark)

van Engelen, Arna; van Dijk, Anouk C; Truijman, Martine T.B.

2015-01-01

implementation of supervised methods. In this paper we segment carotid plaque components of clinical interest (fibrous tissue, lipid tissue, calcification and intraplaque hemorrhage) in a multicenter MRI study. We perform voxelwise tissue classification by traditional same-center training, and compare results...... not yield significant differences from that reference. We conclude that both extensive feature normalization and transfer learning can be valuable for the development of supervised methods that perform well on different types of datasets.......Automated segmentation of plaque components in carotid artery MRI is important to enable large studies on plaque vulnerability, and for incorporating plaque composition as an imaging biomarker in clinical practice. Especially supervised classification techniques, which learn from labeled examples...

The effect of science learning integrated with local potential to improve science process skills

Science.gov (United States)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Category Specificity in Normal Episodic Learning: Applications to Object Recognition and Category-Specific Agnosia

Science.gov (United States)

Bukach, Cindy M.; Bub, Daniel N.; Masson, Michael E. J.; Lindsay, D. Stephen

2004-01-01

Studies of patients with category-specific agnosia (CSA) have given rise to multiple theories of object recognition, most of which assume the existence of a stable, abstract semantic memory system. We applied an episodic view of memory to questions raised by CSA in a series of studies examining normal observers' recall of newly learned attributes…

Improve Outcomes Study subjects Chemistry Teaching and Learning Strategies through independent study with the help of computer-based media

Science.gov (United States)

Sugiharti, Gulmah

2018-03-01

This study aims to see the improvement of student learning outcomes by independent learning using computer-based learning media in the course of STBM (Teaching and Learning Strategy) Chemistry. Population in this research all student of class of 2014 which take subject STBM Chemistry as many as 4 class. While the sample is taken by purposive as many as 2 classes, each 32 students, as control class and expriment class. The instrument used is the test of learning outcomes in the form of multiple choice with the number of questions as many as 20 questions that have been declared valid, and reliable. Data analysis techniques used one-sided t test and improved learning outcomes using a normalized gain test. Based on the learning result data, the average of normalized gain values for the experimental class is 0,530 and for the control class is 0,224. The result of the experimental student learning result is 53% and the control class is 22,4%. Hypothesis testing results obtained t count> ttable is 9.02> 1.6723 at the level of significance α = 0.05 and db = 58. This means that the acceptance of Ha is the use of computer-based learning media (CAI Computer) can improve student learning outcomes in the course Learning Teaching Strategy (STBM) Chemistry academic year 2017/2018.

Music as a mnemonic to learn gesture sequences in normal aging and Alzheimer’s disease

Directory of Open Access Journals (Sweden)

Aline eMoussard

2014-05-01

Full Text Available Strong links between music and motor functions suggest that music could represent an interesting aid for motor learning. The present study aims for the first time to test the potential of music to assist in the learning of sequences of gestures in normal and pathological aging. Participants with mild Alzheimer's disease (AD and healthy older adults (Controls learned sequences of meaningless gestures that were either accompanied by music or a metronome. We also manipulated the learning procedure such that participants had to imitate the gestures to-be-memorized in synchrony with the experimenter or after the experimenter during encoding. Results show different patterns of performance for the two groups. Overall, musical accompaniment had no impact on the Controls' performance, but improved those of AD participants. Conversely, synchronization of gestures during learning helped Controls but seemed to interfere with retention in AD. We discuss these findings regarding their relevance for a better understanding of auditory-motor memory, and we propose recommendations to maximize the mnemonic effect of music for motor sequence learning for dementia care.

Music as a Mnemonic to Learn Gesture Sequences in Normal Aging and Alzheimer’s Disease

Science.gov (United States)

Moussard, Aline; Bigand, Emmanuel; Belleville, Sylvie; Peretz, Isabelle

2014-01-01

Strong links between music and motor functions suggest that music could represent an interesting aid for motor learning. The present study aims for the first time to test the potential of music to assist in the learning of sequences of gestures in normal and pathological aging. Participants with mild Alzheimer’s disease (AD) and healthy older adults (controls) learned sequences of meaningless gestures that were either accompanied by music or a metronome. We also manipulated the learning procedure such that participants had to imitate the gestures to-be-memorized in synchrony with the experimenter or after the experimenter during encoding. Results show different patterns of performance for the two groups. Overall, musical accompaniment had no impact on the controls’ performance but improved those of AD participants. Conversely, synchronization of gestures during learning helped controls but seemed to interfere with retention in AD. We discuss these findings regarding their relevance for a better understanding of auditory–motor memory, and we propose recommendations to maximize the mnemonic effect of music for motor sequence learning for dementia care. PMID:24860476

Gain and exposure scheduling to compensate for photorefractive neural-network weight decay

Science.gov (United States)

Goldstein, Adam A.; Petrisor, Gregory C.; Jenkins, B. Keith

1995-03-01

A gain and exposure schedule that theoretically eliminates the effect of photorefractive weight decay for the general class of outer-product neural-network learning algorithms (e.g., backpropagation, Widrow-Hoff, perceptron) is presented. This schedule compensates for photorefractive diffraction-efficiency decay by iteratively increasing the spatial-light-modulator transfer function gain and decreasing the weight-update exposure time. Simulation results for the scheduling procedure, as applied to backpropagation learning for the exclusive-OR problem, show improved learning performance compared with results for networks trained without scheduling.

Learning weighted sparse representation of encoded facial normal information for expression-robust 3D face recognition

KAUST Repository

Li, Huibin; Di, Huang; Morvan, Jean-Marie; Chen, Liming

2011-01-01

This paper proposes a novel approach for 3D face recognition by learning weighted sparse representation of encoded facial normal information. To comprehensively describe 3D facial surface, three components, in X, Y, and Z-plane respectively

Event-Related EEG Oscillations to Semantically Unrelated Words in Normal and Learning Disabled Children

Science.gov (United States)

Fernandez, Thalia; Harmony, Thalia; Mendoza, Omar; Lopez-Alanis, Paula; Marroquin, Jose Luis; Otero, Gloria; Ricardo-Garcell, Josefina

2012-01-01

Learning disabilities (LD) are one of the most frequent problems for elementary school-aged children. In this paper, event-related EEG oscillations to semantically related and unrelated pairs of words were studied in a group of 18 children with LD not otherwise specified (LD-NOS) and in 16 children with normal academic achievement. We propose that…

Normalization and Personalization of Learning Situation: NPLS

Directory of Open Access Journals (Sweden)

Mounia Abik

2009-06-01

Full Text Available The personalization of learning is a major pedagogical challenge solicited by pedagogues and didacts. There are several projects about the production of personalizable learning situations such as Reload-LDE and Alfanet. These projects are interested in producing new standardized and personalizable learning situations. However, on the Web, an important number of learning situations exist. These situations are rich in information but don't consider all the characteristics of participants taking part in the learning, nor their technical environments. In this paper we suggest a help system that can transform an existing learning situation to another structure standardized and personalizable depending on the context of learning personalization that we have defined.

Optimal weight gain in triplet pregnancies.

Science.gov (United States)

Johnston, Robert C; Erfani, Hadi; Shamshirsaz, Amir A; Spiel, Melissa; Ravangard, Sam F; Shaman, Majid; Allaf, M Baraa; Shamshirsaz, Alireza A; Haeri, Sina

2017-08-01

To identify appropriate weight gain in triplet gestations, which may aid in reducing the risk of perinatal morbidity within this high-risk cohort. This retrospective cohort study evaluated all non-anomalous triplet pregnancies between 23 and 40 weeks' gestation resulting in live births at five tertiary-care medical centers between 1991 and 2011. Subjects were divided by pre-pregnancy BMI into underweight, normal-weight, overweight, and obese groups, and then stratified by low (gain (≥1.5 lbs/week). Primary outcomes included spontaneous preterm birth and preeclampsia. We included 116 mothers and 348 corresponding neonates for final analysis. The incidence of preeclampsia and preterm delivery less than 32 weeks' gestation was 37% and 41%, respectively. The incidence of preeclampsia increased with weight gain per week, but was not statistically different from subjects who gained less weight. We found no statistical correlation between weight gain per week and preterm delivery. We found no association between preeclampsia or preterm delivery and increasing weight gain in triplet pregnancies. The association with increased risk for preeclampsia was predominantly due to BMI effect. Based on the current study, recommendations for optimal weight gain in mothers with triplet gestations could not be defined.

Olanzapine-induced weight gain: lessons learned from developing rat models

NARCIS (Netherlands)

van der Zwaal, E.M.

2011-01-01

Olanzapine is an effective and commonly prescribed antipsychotic drug, used for the treatment of schizophrenia and bipolar disorder. Unfortunately significant weight gain is a common side effect. In order to effectively address this side effect, it is crucial to gain insight into the underlying

Experience gained from fires in nuclear power plants: Lessons learned

International Nuclear Information System (INIS)

2004-11-01

In 1993, the IAEA launched a programme to assist Member States in improving fire safety in nuclear power plants (NPPs). The review of fire safety assessment in many plants has shown that fire is one of the most important risk contributors for NPPs. Moreover, operational experience has confirmed that many events have a similar root cause, initiation and development mechanism. Therefore, many States have improved the analysis of their operational experience and its feedback. States that operate NPPs play an important role in the effort to improve fire safety by circulating their experience internationally - this exchange of information can effectively prevent potential events. When operating experience is well organized and made accessible, it can feed an improved fire hazard assessment on a probabilistic basis. The practice of exchanging operational experience seems to be bearing fruit: serious events initiated by fire are on the decline at plants in operating States. However, to maximize this effort, means for communicating operational experience need to be continuously improved and the pool of recipients of operational experience data enlarged. The present publication is the third in a series started in 1998 on fire events, the first two were: Root Cause Analysis for Fire Events (IAEA-TECDOC-1112) and Use of Operational Experience in Fire Safety Assessment of Nuclear Power Plants (IAEA-TECDOC-1134). This TECDOC summarizes the experience gained and lessons learned from fire events at operating plants, supplemented by specific Member State experiences. In addition, it provides a possible structure of an international fire and explosion event database aimed at the analysis of experience from fire events and the evaluation of fire hazard. The intended readership of this is operators of plants and regulators. The present report includes a detailed analysis of the most recent events compiled with the IAEA databases and other bibliographic sources. It represents a

A Study on Knowledge Gain and Retention when Using Multimedia Learning Materials of Different Quality

Directory of Open Access Journals (Sweden)

Maja Gligora Marković

2015-07-01

The results of an experimental study that involves low-quality and high-quality MLMs for two different topics and their effects on knowledge gain and retention of the polytechnic school students are presented. For the purpose of the research the LORI assessment tool was used to evaluate the quality of MLMs. The analysis of research data shows that MLMs developed according to the principles of multimedia learning and principles for reducing cognitive load were perceived as being of higher quality than those that were not developed using multimedia principles. Furthermore, the students’ usage of high-quality MLMs during treatment resulted in better knowledge acquisition and retention indicated by significantly higher scores in the three knowledge assessments.

Adequacy of Prenatal Care and Gestational Weight Gain.

Science.gov (United States)

Yeo, SeonAe; Crandell, Jamie L; Jones-Vessey, Kathleen

2016-02-01

The goal of prenatal care is to maximize health outcomes for a woman and her fetus. We examined how prenatal care is associated with meeting the 2009 Institute of Medicine (IOM) guidelines for gestational weight gain. The study used deidentified birth certificate data supplied by the North Carolina State Center for Health Statistics. The sample included 197,354 women (≥18 years) who delivered singleton full-term infants in 2011 and 2012. A generalized multinomial model was used to identify how adequate prenatal care was associated with the odds of gaining excessive or insufficient weight during pregnancy according to the 2009 IOM guidelines. The model adjusted for prepregnancy body size, sociodemographic factors, and birth weight. A total of 197,354 women (≥18 years) delivered singleton full-term infants. The odds ratio (OR) for excessive weight gain was 2.44 (95% CI 2.37-2.50) in overweight and 2.33 (95% CI 2.27-2.40) in obese women compared with normal weight women. The OR for insufficient weight gain was 1.15 (95% CI 1.09-1.22) for underweight and 1.34 (95% CI 1.30-1.39) for obese women compared with normal weight women. Prenatal care at the inadequate or intermediate levels was associated with insufficient weight gain (OR: 1.32, 95% CI 1.27-1.38; OR: 1.15, 95% CI 1.09-1.21, respectively) compared with adequate prenatal care. Women with inadequate care were less likely to gain excessive weight (OR: 0.88, 95% CI 0.86-0.91). Whereas prenatal care was effective for preventing insufficient weight gain regardless of prepregnancy body size, educational background, and racial/ethnic group, there were no indications that adequate prenatal care was associated with reduced risk for excessive gestational weight gain. Further research is needed to improve prenatal care programs for preventing excess weight gain.

Brief periods of NREM sleep do not promote early offline gains but subsequent on-task performance in motor skill learning.

Science.gov (United States)

Maier, Jonathan G; Piosczyk, Hannah; Holz, Johannes; Landmann, Nina; Deschler, Christoph; Frase, Lukas; Kuhn, Marion; Klöppel, Stefan; Spiegelhalder, Kai; Sterr, Annette; Riemann, Dieter; Feige, Bernd; Voderholzer, Ulrich; Nissen, Christoph

2017-11-01

Sleep modulates motor learning, but its detailed impact on performance curves remains to be fully characterized. This study aimed to further determine the impact of brief daytime periods of NREM sleep on 'offline' (task discontinuation after initial training) and 'on-task' (performance within the test session) changes in motor skill performance (finger tapping task). In a mixed design (combined parallel group and repeated measures) sleep laboratory study (n=17 'active' wake vs. sleep, n=19 'passive' wake vs. sleep), performance curves were assessed prior to and after a 90min period containing either sleep, active or passive wakefulness. We observed a highly significant, but state- (that is, sleep/wake)-independent early offline gain and improved on-task performance after sleep in comparison to wakefulness. Exploratory curve fitting suggested that the observed sleep effect most likely emerged from an interaction of training-induced improvement and detrimental 'time-on-task' processes, such as fatigue. Our results indicate that brief periods of NREM sleep do not promote early offline gains but subsequent on-task performance in motor skill learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Communication between hearing impaired and normal hearing students: a facilitative proposal of learning in higher education

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Krysne Kelly de França Oliveira

2014-09-01

Full Text Available Introduction: There has been an increase in the number of hearing impaired people with access to higher education. Most of them are young people from a different culture who present difficulties in communication, inter-relationship, and learning in a culture of normal hearing people, because they use a different language, the Brazilian Sign Language - LIBRAS. Objective: The present study aimed to identify the forms of communication used between hearing impaired and normal hearing students, verifying how they can interfere with the learning process of the first. Methods: A qualitative study that used the space of a private university in the city of Fortaleza, Ceará state, Brazil, from February to April 2009. We carried out semi-structured interviews with three hearing impaired students, three teachers, three interpreters, and three normal hearing students. The content of the speeches was categorized and organized by the method of thematic analysis. Results: We verified that the forms of communication used ranged from mime and gestures to writing and drawing, but the most accepted by the hearing impaired students was LIBRAS. As a method of communication, it supports the learning of hearing impaired students, and with the mediation of interpreters, it gives them conditions to settle in their zones of development, according to the precepts of Vygotsky. Conclusion: Thus, we recognize the importance of LIBRAS as predominant language, essential to the full academic achievement of hearing impaired students; however, their efforts and dedication, as well as the interest of institutions and teachers on the deaf culture, are also important for preparing future professionals.

Adaptive ILC with an adaptive iterative learnign gain

International Nuclear Information System (INIS)

Ashraf, S.; Muhammad, E.

2008-01-01

This paper describes the design of an adaptive ILC (Iterative Learning Controller) with an iterative learning gain. The basic idea behind ILC is that the information obtained from one trial can be used to improve the control input for the next trial. This proposed scheme extends the idea further and suggests that the information obtained from one trial could also be used to improve control algorithm parameters (gain matrices). The scheme converges faster than the conventional ILC. This convergence and hence number of iterations has always been an issue with ILC. This scheme because of its simple mathematical structure can easily be implemented with lower memory and simpler hardware as opposed to other such adaptive schemes which are computationally expensive. (author)

Peer Teaching to Foster Learning in Physiology.

Science.gov (United States)

Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-08-01

Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness

Private speech of learning disabled and normally achieving children in classroom academic and laboratory contexts.

Science.gov (United States)

Berk, L E; Landau, S

1993-04-01

Learning disabled (LD) children are often targets for cognitive-behavioral interventions designed to train them in effective use of a self-directed speech. The purpose of this study was to determine if, indeed, these children display immature private speech in the naturalistic classroom setting. Comparisons were made of the private speech, motor accompaniment to task, and attention of LD and normally achieving classmates during academic seatwork. Setting effects were examined by comparing classroom data with observations during academic seatwork and puzzle solving in the laboratory. Finally, a subgroup of LD children symptomatic of attention-deficit hyperactivity disorder (ADHD) was compared with pure LD and normally achieving controls to determine if the presumed immature private speech is a function of a learning disability or externalizing behavior problems. Results indicated that LD children used more task-relevant private speech than controls, an effect that was especially pronounced for the LD/ADHD subgroup. Use of private speech was setting- and task-specific. Implications for intervention and future research methodology are discussed.

Noise Induces Biased Estimation of the Correction Gain.

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Jooeun Ahn

Full Text Available The detection of an error in the motor output and the correction in the next movement are critical components of any form of motor learning. Accordingly, a variety of iterative learning models have assumed that a fraction of the error is adjusted in the next trial. This critical fraction, the correction gain, learning rate, or feedback gain, has been frequently estimated via least-square regression of the obtained data set. Such data contain not only the inevitable noise from motor execution, but also noise from measurement. It is generally assumed that this noise averages out with large data sets and does not affect the parameter estimation. This study demonstrates that this is not the case and that in the presence of noise the conventional estimate of the correction gain has a significant bias, even with the simplest model. Furthermore, this bias does not decrease with increasing length of the data set. This study reveals this limitation of current system identification methods and proposes a new method that overcomes this limitation. We derive an analytical form of the bias from a simple regression method (Yule-Walker and develop an improved identification method. This bias is discussed as one of other examples for how the dynamics of noise can introduce significant distortions in data analysis.

Implication of fractionated dose exposures in therapeutic gain

International Nuclear Information System (INIS)

Kim, Hye-Jin; Lee, Min-Ho; Kim, Eun-Hee

2016-01-01

Radiation therapy pursues killing tumor cells while sparing normal cells from the radiation exposure. Stereotactic radiosurgery (SRS) is a cancer treatment modality that delivers a high dose in a single operation. This high-dose single operation shortens the treatment course, but can increase the risk of normal cell damage. Normal cell damage can be reduced by employing multi-directional exposures for an increasing number of isocenters. In this study, we investigated whether therapeutic benefits would be expected by employing new dose fractionation patterns at a high-dose single operation. The conventional single-dose operation in brain tumor radiosurgery is performed by delivering fractionated uniform doses. According to Figs. 2 and 3, the conventional radiosurgery might have obtained some therapeutic benefit by employing the fractionated uniform-dose exposures instead of a single-dose exposure. We suggest that further therapeutic gain be expected by employing the fractionated radiation exposures in an increasing dose pattern. Until ensuring our suggestion, the significance in gain of cell surviving should be verified for all three dose patterns with both normal and tumor cells. The investigation whether normal and tumor cells show the same responses to the fractionated dose exposures at lower and higher than 15 Gy of total dose is also reserved for future work

The effectivenes of science domain-based science learning integrated with local potency

Science.gov (United States)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Abnormal Auditory Gain in Hyperacusis: Investigation with a Computational Model

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Peter U. Diehl

2015-07-01

Full Text Available Hyperacusis is a frequent auditory disorder that is characterized by abnormal loudness perception where sounds of relatively normal volume are perceived as too loud or even painfully loud. As Hyperacusis patients show decreased loudness discomfort levels (LDLs and steeper loudness growth functions, it has been hypothesized that hyperacusis might be caused by an increase in neuronal response gain in the auditory system. Moreover, since about 85% of hyperacusis patients also experience tinnitus, the conditions might be caused by a common mechanism. However, the mechanisms that give rise to hyperacusis have remained unclear.Here we have used a computational model of the auditory system to investigate candidate mechanisms for hyperacusis. Assuming that perceived loudness is proportional to the summed activity of all auditory nerve fibers, the model was tuned to reproduce normal loudness perception. We then evaluated a variety of potential hyperacusis gain mechanisms by determining their effects on model equal-loudness contours and comparing the results to the LDLs of hyperacusis patients with normal hearing thresholds. Hyperacusis was best accounted for by an increase in nonlinear gain in the central auditory system. Good fits to the average patient LDLs were obtained for a general increase in gain that affected all frequency channels to the same degree, and also for a frequency-specific gain increase in the high-frequency range. Moreover, the gain needed to be applied after subtraction of spontaneous activity of the auditory nerve, which is in contrast to current theories of tinnitus generation based on amplification of spontaneous activity. Hyperacusis and tinnitus might therefore be caused by different changes in neuronal processing in the central auditory system.

Adequacy of Prenatal Care and Gestational Weight Gain

Science.gov (United States)

Crandell, Jamie L.; Jones-Vessey, Kathleen

2016-01-01

Abstract Background: The goal of prenatal care is to maximize health outcomes for a woman and her fetus. We examined how prenatal care is associated with meeting the 2009 Institute of Medicine (IOM) guidelines for gestational weight gain. Sample: The study used deidentified birth certificate data supplied by the North Carolina State Center for Health Statistics. The sample included 197,354 women (≥18 years) who delivered singleton full-term infants in 2011 and 2012. Methods: A generalized multinomial model was used to identify how adequate prenatal care was associated with the odds of gaining excessive or insufficient weight during pregnancy according to the 2009 IOM guidelines. The model adjusted for prepregnancy body size, sociodemographic factors, and birth weight. Results: A total of 197,354 women (≥18 years) delivered singleton full-term infants. The odds ratio (OR) for excessive weight gain was 2.44 (95% CI 2.37–2.50) in overweight and 2.33 (95% CI 2.27–2.40) in obese women compared with normal weight women. The OR for insufficient weight gain was 1.15 (95% CI 1.09–1.22) for underweight and 1.34 (95% CI 1.30–1.39) for obese women compared with normal weight women. Prenatal care at the inadequate or intermediate levels was associated with insufficient weight gain (OR: 1.32, 95% CI 1.27–1.38; OR: 1.15, 95% CI 1.09–1.21, respectively) compared with adequate prenatal care. Women with inadequate care were less likely to gain excessive weight (OR: 0.88, 95% CI 0.86–0.91). Conclusions: Whereas prenatal care was effective for preventing insufficient weight gain regardless of prepregnancy body size, educational background, and racial/ethnic group, there were no indications that adequate prenatal care was associated with reduced risk for excessive gestational weight gain. Further research is needed to improve prenatal care programs for preventing excess weight gain. PMID:26741198

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students

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Gili Marbach-Ad

2016-12-01

Full Text Available This study describes the implementation and effectiveness of small-group active engagement (GAE exercises in an introductory biology course (BSCI207 taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198 employed three lectures per week. The other section (n = 136 replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students. Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

Inhibitory interneuron progenitor transplantation restores normal learning and memory in ApoE4 knock-in mice without or with Aβ accumulation.

Science.gov (United States)

Tong, Leslie M; Djukic, Biljana; Arnold, Christine; Gillespie, Anna K; Yoon, Seo Yeon; Wang, Max M; Zhang, Olivia; Knoferle, Johanna; Rubenstein, John L R; Alvarez-Buylla, Arturo; Huang, Yadong

2014-07-16

Excitatory and inhibitory balance of neuronal network activity is essential for normal brain function and may be of particular importance to memory. Apolipoprotein (apo) E4 and amyloid-β (Aβ) peptides, two major players in Alzheimer's disease (AD), cause inhibitory interneuron impairments and aberrant neuronal activity in the hippocampal dentate gyrus in AD-related mouse models and humans, leading to learning and memory deficits. To determine whether replacing the lost or impaired interneurons rescues neuronal signaling and behavioral deficits, we transplanted embryonic interneuron progenitors into the hippocampal hilus of aged apoE4 knock-in mice without or with Aβ accumulation. In both conditions, the transplanted cells developed into mature interneurons, functionally integrated into the hippocampal circuitry, and restored normal learning and memory. Thus, restricted hilar transplantation of inhibitory interneurons restores normal cognitive function in two widely used AD-related mouse models, highlighting the importance of interneuron impairments in AD pathogenesis and the potential of cell replacement therapy for AD. More broadly, it demonstrates that excitatory and inhibitory balance are crucial for learning and memory, and suggests an avenue for investigating the processes of learning and memory and their alterations in healthy aging and diseases. Copyright © 2014 the authors 0270-6474/14/349506-10$15.00/0.

Pregnancy Weight Gain by Gestational Age in Women with Uncomplicated Dichorionic Twin Pregnancies.

Science.gov (United States)

Hutcheon, Jennifer A; Platt, Robert W; Abrams, Barbara; Braxter, Betty J; Eckhardt, Cara L; Himes, Katherine P; Bodnar, Lisa M

2018-03-01

Twin pregnancies are at increased risk for adverse outcomes and are associated with greater gestational weight gain compared to singleton pregnancies. Studies that disentangle the relationship between gestational duration, weight gain and adverse outcomes are needed to inform weight gain guidelines. We created charts of the mean, standard deviation and select percentiles of maternal weight gain-for-gestational age in twin pregnancies and compared them to singleton curves. We abstracted serial prenatal weight measurements of women delivering uncomplicated twin pregnancies at Magee-Womens Hospital (Pittsburgh, PA, 1998-2013) and merged them with the hospital's perinatal database. Hierarchical linear regression was used to express pregnancy weight gain as a smoothed function of gestational age according to pre-pregnancy BMI category. Charts of week- and day-specific values for the mean, standard deviation, and percentiles of maternal weight gain were created. Prenatal weight measurements (median: 11 [interquartile range: 9, 13] per woman) were available for 1109 women (573 normal weight, 287 overweight, and 249 obese). The slope of weight gain was most pronounced in normal weight women and flattened with increasing pre-pregnancy BMI (e.g. 50th percentiles of 6.8, 5.7, and 3.6 kg at 20 weeks and 19.8, 18.1, and 14.4 at 37 weeks in normal weight, overweight, and obese women, respectively). Weight gain patterns in twins diverged from singletons after 17-19 weeks. Our charts provide a tool for the classification of maternal weight gain in twin pregnancies. Future work is needed to identify the range of weight gain associated with optimal pregnancy health outcomes. © 2018 John Wiley & Sons Ltd.

MOBILE LEARNING: INNOVATION IN TEACHING AND LEARNING USING TELEGRAM

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Zanaton H. Iksan

2017-03-01

Full Text Available Innovation in teaching and learning is always done by the teachers to solve the problems. Teachers could use the latest education tools as their innovation. Attendance and students’ engagement are the problems in a class and it could be overcome by using mobile learning as a teaching approach. In this case, Telegram is a tool for mobile learning. The aim of this study was to explore how Telegrams could be used in teaching and learning process. This study involved a case study approach where 31 students were the participants in the post graduate courses "Science Education and Human Development". Data were collected by Telegram discussion. This study found that several techniques can be carried out using Telegram: attendance, one way discussions, technique 1-2-3 discussion, pictures, drawing, and audio. Students responded that the teaching and learning using Telegram allow them to gain new experience, be more creative, generate spontaneous ideas, provide authentic ideas without the risk of being humiliated and encourage them to be excited as well as passionate with their learning. Compared with normal classes, all students can give ideas and the ideas were honest by themselves. This study implies that the latest innovation could solve the teaching according to the problems faced by teachers.  Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License

Gain-dependent linewidth enhancement factor in the quantum dot structures

Energy Technology Data Exchange (ETDEWEB)

Kim, Kyoung Chan; Han, Il Ki; Lee, Jung Il [Nano Device Research Center, Korea Institute of Science and Technology, Seoul 136-791 (Korea, Republic of); Kim, Tae Geun, E-mail: hikoel@kist.re.kr, E-mail: tgkim1@korea.ac.kr [School of Electrical Engineering, Korea University, Seoul 136-701 (Korea, Republic of)

2010-04-02

We measured the linewidth enhancement factor ({alpha} factor) of InAs quantum dot (QD) laser diodes (LDs) with two different QD structures. One is a normal QD LD with the same energy bandgap for each active QD layer, while the other is chirped with different energy bandgaps. The differential gain of the chirped InAs QD LDs is found to be about five times smaller than that of normal InAs QD LDs, whereas no overall wavelength shift with injection currents is observed in both QD LDs. The {alpha} factor is approximately five times higher in the chirped InAs QD LDs than in the normal InAs QD LDs. This relatively large {alpha} factor in the chirped InAs QD LDs is attributed to the asymmetrical, wide inhomogeneous gain profile.

Gain control mechanisms in spinal motoneurons

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Michael David Johnson

2014-07-01

Full Text Available Motoneurons provide the only conduit for motor commands to reach muscles. For many years, motoneurons were in fact considered to be little more than passive wires. Systematic studies in the past 25 years however have clearly demonstrated that the intrinsic electrical properties of motoneurons are under strong neuromodulatory control via multiple sources. The discovery of potent neuromodulation from the brainstem and its ability to change the gain of motoneurons shows that the passive view of the motor output stage is no longer tenable. A mechanism for gain control at the motor output stage makes good functional sense considering our capability of generating an enormous range of forces, from very delicate (e.g. putting in a contact lens to highly forceful (emergency reactions. Just as sensory systems need gain control to deal with a wide dynamic range of inputs, so to might motor output need gain control to deal with the wide dynamic range of the normal movement repertoire. Two problems emerge from the potential use of the brainstem monoaminergic projection to motoneurons for gain control. First, the projection is highly diffuse anatomically, so that independent control of the gains of different motor pools is not feasible. In fact, the system is so diffuse that gain for all the motor pools in a limb likely increases in concert. Second, if there is a system that increases gain, probably a system to reduce gain is also needed. In this review, we summarize recent studies that show local inhibitory circuits within the spinal cord, especially reciprocal and recurrent inhibition, have the potential to solve both of these problems as well as constitute another source of gain modulation.

Olanzapine-induced weight gain: lessons learned from developing rat models

OpenAIRE

van der Zwaal, E.M.

2011-01-01

Olanzapine is an effective and commonly prescribed antipsychotic drug, used for the treatment of schizophrenia and bipolar disorder. Unfortunately significant weight gain is a common side effect. In order to effectively address this side effect, it is crucial to gain insight into the underlying mechanisms. Therefore, this thesis describes the development of a number of rat models that were designed to determine the effects of olanzapine on different aspects of energy balance. In both short- a...

How common is substantial weight gain after pregnancy?

Science.gov (United States)

Sumithran, Priya; Houlihan, Christine; Shub, Alexis; Churilov, Leonid; Pritchard, Natasha; Price, Sarah; Ekinci, Elif; Proietto, Joseph; Permezel, Michael

2017-11-20

Although population-based studies indicate that on average, women gain 1-2kg between pregnancies, women with obesity often attribute its development to childbearing. There is little contemporary data available regarding how commonly this occurs, particularly in women of different body mass index (BMI) categories. The aim of this study was to examine inter-pregnancy weight changes among women at a tertiary obstetric hospital in Melbourne, Australia. This was a retrospective review of data from the Birthing Outcomes System electronic record of 19,617 women aged 20 years or older, who delivered at least two consecutive singleton infants at ≥37 weeks' gestation at Mercy Hospital for Women between December 1994 and December 2015. A logistic regression model was used to assess the relationship between gain of ≥4kg/m 2 between pregnancies and maternal BMI category in the first pregnancy, adjusting for covariates of maternal age, inter-pregnancy interval, and socioeconomic status. Gain of ≥4kg/m 2 between the first two pregnancies occurred in 7.5% of normal weight women, 10.5% of overweight women, and 13.4% of women with obesity. One in five women who were normal weight in their first pregnancy increased to overweight or obese BMI categories in their second pregnancy. Substantial weight gain in relation to pregnancy affects a considerable proportion of women. Since inter-pregnancy weight gain is associated with several complications in the next pregnancy and longer term, avoiding excessive weight gain during and between pregnancies may prevent adverse health consequences in mothers and offspring. Copyright © 2017 Asia Oceania Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

Science.gov (United States)

Sitton, Jennifer Susan

Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

Maternal obesity and gestational weight gain are risk factors for infant death.

Science.gov (United States)

Bodnar, Lisa M; Siminerio, Lara L; Himes, Katherine P; Hutcheon, Jennifer A; Lash, Timothy L; Parisi, Sara M; Abrams, Barbara

2016-02-01

Assessment of the joint and independent relationships of gestational weight gain and prepregnancy body mass index (BMI) on risk of infant mortality was performed. This study used Pennsylvania linked birth-infant death records (2003-2011) from infants without anomalies born to mothers with prepregnancy BMI categorized as underweight (n = 58,973), normal weight (n = 610,118), overweight (n = 296,630), grade 1 obesity (n = 147,608), grade 2 obesity (n = 71,740), and grade 3 obesity (n = 47,277). Multivariable logistic regression models stratified by BMI category were used to estimate dose-response associations between z scores of gestational weight gain and infant death after confounder adjustment. Infant mortality risk was lowest among normal-weight women and increased with rising BMI category. For all BMI groups except for grade 3 obesity, there were U-shaped associations between gestational weight gain and risk of infant death. Weight loss and very low weight gain among women with grades 1 and 2 obesity were associated with high risks of infant mortality. However, even when gestational weight gain in women with obesity was optimized, the predicted risk of infant death remained higher than that of normal-weight women. Interventions aimed at substantially reducing preconception weight among women with obesity and avoiding very low or very high gestational weight gain may reduce risk of infant death. © 2015 The Obesity Society.

Comparability of Self-Concept among Normal Achievers and Children with Learning Difficulties within a Greek Context.

Science.gov (United States)

Leonadari, Angeliki

1994-01-01

Assessed Greek third through sixth graders on the Perceived Competence Scale for Children (PCSC). Subjects were normally achieving (NA) and low achieving students and a special class (SC) of students identified as at risk for learning difficulties. The SC students scored lower than the NA students on the PCSC global self-worth, competence affect,…

Flooding in central Switzerland - Crisis management, experience gained and lessons learned; Hochwasser in der Zentralschweiz

Energy Technology Data Exchange (ETDEWEB)

Tresch, F.

2006-07-01

This comprehensive article discusses how the Central Switzerland gas, water and power utility ewl, which was stricken in August 2005 by heavy precipitation, flooding and landslides, dealt with the crises thus triggered. Drinking-water pump stations were flooded, a local river tore away a bridge with a natural-gas pipeline and three hydro-power stations had to be powered down. The experience gained in handling this situation was analysed and led to the development of a package of know-how and measures to be taken under similar circumstances. This illustrated article describes the events that happened in detail, with details on the disruption of service and how improvisation helped return supplies of gas, electricity and water to the affected areas as soon as possible. Finally, the article discusses crisis-management aspects and the lessons learned from the disaster.

Gains from quota trade

DEFF Research Database (Denmark)

Andersen, Jesper Levring; Bogetoft, Peter

2007-01-01

We provide a framework for evaluating potential effects of introducing tradable quotas to a sector. The effects depend on the economies of scale and scope of the production technology, and on firms' ability and willingness to learn best practice methods (catching up) and to change their input...... and output composition (mix). To illustrate our approach, data from the Danish fishery are used to calculate the potential gains from introducing individually transferable fishing quotas. Data envelopment analysis is used to model the production technology. We find that pure reallocation is as important...

Improving Middle School Students’ Critical Thinking Skills Through Reading Infusion-Loaded Discovery Learning Model in the Science Instruction

Science.gov (United States)

Nuryakin; Riandi

2017-02-01

A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.

Net gains with Somos@Telecentros | IDRC - International ...

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

2011-02-03

Feb 3, 2011 ... In this slum area, street children use the Internet to learn to read and write, as well as for multimedia, music, and other digital work. ... in number and substance as the telecentres movement gains momentum. ... We need to continue to develop relationships to be effective as a network within global forums ...

Classification of caesarean section and normal vaginal deliveries using foetal heart rate signals and advanced machine learning algorithms.

Science.gov (United States)

Fergus, Paul; Hussain, Abir; Al-Jumeily, Dhiya; Huang, De-Shuang; Bouguila, Nizar

2017-07-06

Visual inspection of cardiotocography traces by obstetricians and midwives is the gold standard for monitoring the wellbeing of the foetus during antenatal care. However, inter- and intra-observer variability is high with only a 30% positive predictive value for the classification of pathological outcomes. This has a significant negative impact on the perinatal foetus and often results in cardio-pulmonary arrest, brain and vital organ damage, cerebral palsy, hearing, visual and cognitive defects and in severe cases, death. This paper shows that using machine learning and foetal heart rate signals provides direct information about the foetal state and helps to filter the subjective opinions of medical practitioners when used as a decision support tool. The primary aim is to provide a proof-of-concept that demonstrates how machine learning can be used to objectively determine when medical intervention, such as caesarean section, is required and help avoid preventable perinatal deaths. This is evidenced using an open dataset that comprises 506 controls (normal virginal deliveries) and 46 cases (caesarean due to pH ≤ 7.20-acidosis, n = 18; pH > 7.20 and pH machine-learning algorithms are trained, and validated, using binary classifier performance measures. The findings show that deep learning classification achieves sensitivity = 94%, specificity = 91%, Area under the curve = 99%, F-score = 100%, and mean square error = 1%. The results demonstrate that machine learning significantly improves the efficiency for the detection of caesarean section and normal vaginal deliveries using foetal heart rate signals compared with obstetrician and midwife predictions and systems reported in previous studies.

Neonatal Body Composition According to the Revised Institute of Medicine Recommendations for Maternal Weight Gain

Science.gov (United States)

Huston-Presley, Larraine; Catalano, Patrick M.

2012-01-01

Background: In 2009, the Institute of Medicine (IOM) released revised pregnancy weight gain guidelines. There are limited data regarding the effect of maternal weight gain on newborn adiposity. Objective: The aim of this study was to estimate neonatal fat mass, lean body mass, and percentage body fat according to current Institute of Medicine (IOM) pregnancy weight gain guidelines. Design: This is a secondary analysis of a prospective observational cohort study of neonates delivered at least 36 wk gestation and evaluated for fat mass, lean body mass, and percentage body fat. Women with abnormal glucose tolerance testing and other known medical disorders or pregnancies with known fetal anomalies were excluded. Pregravid body mass index (BMI) was categorized as normal weight (30 kg/m2). Maternal weight gain was quantified as less than, equal to, or greater than current IOM guidelines. Newborn body composition measurements were compared according to weight gain and BMI categories. Results: A total of 439 maternal-newborn pairs were evaluated; 19.8% (n = 87) of women gained less than IOM guidelines; 31.9% (n = 140), equal to IOM guidelines; and 48.3% (n = 212), greater than IOM guidelines. Significant differences for each component of body composition were found when evaluated by IOM weight gain categories (all ANOVA, P weight gain for women who were of normal weight before pregnancy remained significant. Conclusion: Maternal weight gain during pregnancy is a significant contributor to newborn body composition, particularly for women who are of normal weight before pregnancy. PMID:22821895

Bannatyne-Recategorized WISC-R Patterns of Mentally Retarded, Learning Disabled, Normal, and Intellectually Superior Children: A Meta-Analysis.

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Mueller, Horst H.; And Others

1983-01-01

Metaanalytical procedures examined the Wechsler Intelligence Scale-Revised subtest performance patterns of 36 samples of below average, normal average, learning disabled average, and above average IQ children from research. Relative patterning of WISC-R subtests as reflected in children's Bannatyne-recategorized performance profiles appeared to be…

Light propagation in composite materials with gain layers

International Nuclear Information System (INIS)

Dorofeenko, Aleksandr V; Zyablovsky, A A; Pukhov, Aleksandr A; Lisyansky, A A; Vinogradov, Aleksei P

2012-01-01

Light propagation through a single gain layer and a multilayer system with gain layers is studied. Results obtained using the Fresnel formulas, Airy's series summation, and the numerical solution of the nonlinear Maxwell-Bloch equations by the finite difference time domain (FDTD) method are analyzed and compared. Normal and oblique propagation of a wave through a gain layer and a slab of a photonic crystal are examined. For the latter problem, the gain line may be situated in either the pass or stop band of the photonic crystal. It is shown that the monochromatic plane-wave approximation is generally inapplicable for active media, because it leads to results that violate causality. But the problem becomes physically meaningful and correct results can be obtained for all three approaches once the structure of the wavefront and the finite aperture of the beam are taken into account. (reviews of topical problems)

Comparison of Reversal Test Pictures among Three Groups of Students: Normal, Education Mental Retarded and Students with Learning Disabilities in Tehran

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Mohammad Reza Koushesh

2007-01-01

Full Text Available Objective: Riversal visual perception discrimination test is one of the dyslexia diagnostic tests in children which can be performed in the group (group-based and it is reliable to detect these disorders in students of the primary schools especially those who spend their first educational weeks or months. The aim of this survey is comparison of Riversal test pictures among three groups of students: normal, educable mental retarded students and students with learning disabilities, aged 8-12 years old that were under coverage of Tehran Welfare Department. Materials & Methods: This Comparative cross – sectional study has performed on 150 girls and boys of mentioned groups that were selected by simple randomize selection. Results: The findings suggested that there was significant difference between surveyed groups (P=0.001. The highest scores were related to normal students and the lowest scores to educable mental retarded. The interval of negative scores of educable mental retarded from normal students was more than that of between educable mental retarded and learning disabilities. Conclusion: This survey indicates that students with learning disabilities (dyslexia have problems in their visual perception and this test can help to diagnose and determine abnormal children as soon as possible in order to better treatment.

Does Structured Quizzing with Process Specific Feedback Lead to Learning Gains in an Active Learning Geoscience Classroom?

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Palsole, S.; Serpa, L. F.

2013-12-01

There is a great realization that efficient teaching in the geosciences has the potential to have far reaching effects in outreach to decision and policy makers (Herbert, 2006; Manduca & Mogk, 2006). This research in turn informs educators that the geosciences by the virtue of their highly integrative nature play an important role in serving as an entry point into STEM disciplines and helping developing a new cadre of geoscientists, scientists and a general population with an understanding of science. Keeping these goals in mind we set to design introductory geoscience courses for non-majors and majors that move away from the traditional lecture models which don't necessarily contribute well to knowledge building and retention ((Handelsman et al., 2007; Hake, 1997) to a blended active learning classroom where basic concepts and didactic information is acquired online via webquests, lecturettes and virtual field trips and the face to face portions of the class are focused on problem solving exercises. The traditional way to ensure that students are prepared for the in-class activity is to have the students take a quiz online to demonstrate basic competency. In the process of redesign, we decided to leverage the technology to build quizzes that are highly structured and map to a process (formation of divergent boundaries for example) or sets of earth processes that we needed the students to know before in-class activities. The quizzes can be taken multiple times and provide process specific feedback, thus serving as a heuristic to the students to ensure they have acquired the necessary competency. The heuristic quizzes were developed and deployed over a year with the student data driving the redesign process to ensure synchronicity. Preliminary data analysis indicates a positive correlation between higher student scores on in-class application exercises and time spent on the process quizzes. An assessment of learning gains also indicate a higher degree of self

Score Gains on g-loaded Tests: No g

NARCIS (Netherlands)

te Nijenhuis, J.; van Vianen, A.E.M.; van der Flier, H.

2007-01-01

IQ scores provide the best general predictor of success in education, job training, and work. However, there are many ways in which IQ scores can be increased, for instance by means of retesting or participation in learning potential training programs. What is the nature of these score gains? Jensen

Training feed-forward neural networks with gain constraints

Science.gov (United States)

Hartman

2000-04-01

Inaccurate input-output gains (partial derivatives of outputs with respect to inputs) are common in neural network models when input variables are correlated or when data are incomplete or inaccurate. Accurate gains are essential for optimization, control, and other purposes. We develop and explore a method for training feedforward neural networks subject to inequality or equality-bound constraints on the gains of the learned mapping. Gain constraints are implemented as penalty terms added to the objective function, and training is done using gradient descent. Adaptive and robust procedures are devised for balancing the relative strengths of the various terms in the objective function, which is essential when the constraints are inconsistent with the data. The approach has the virtue that the model domain of validity can be extended via extrapolation training, which can dramatically improve generalization. The algorithm is demonstrated here on artificial and real-world problems with very good results and has been advantageously applied to dozens of models currently in commercial use.

Implementasi Pendekatan Konstruktivisme melalui Model Pembelajaran CLIS (Children Learning In Science dan Pengaruhnya terhadap Aktivitas Belajar dan Kemampuan Kognitif Siswa

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Dewi Ratnasari

2017-06-01

Full Text Available Abstract The aim of this research is to implementation constructivism approach through CLIS (Children Learning In Science learning model and its immpact toward students’ learning activities and cognitive ability. This action resesarch was analyzed by descriptive quantitative. Research subjects is students in 11th grade in the academic year 2013/2014 in the static fluid material. The data of this research from observation technique when learning process and cognitive test in the end of learning. Students’ learning activities in this research consist of visual activities, oral activities dan writing activities that described into many indicators, whereas cognitive test uses multiple choice instrument that has been properness analyzed. Based on research result and data analysis get result as follows: 1 The value of normalization in visual activities is 0,78 (high, oral activities is 0,31 (adequate, writing activities is 0,49 (adequate; 2 The increase of average achievement of students’ cognitive ability based on gain normalization is 0,32 (adequate after learning with constructivism approach through CLIS (Children Learning In Science model. Keywords: learning activities, Children Learning In Science, cognitive ability. Abstrak Penelitian ini bertujuan untuk mengimplemantasikan pendekatan konstruktivisme melalui model pembelajaran CLIS (Children Learning In Science dan pengaruhnya terhadap aktivitas belajar dan kemampuan kognitif siswa. Penelitian tindakan ini dianalisis menggunakan deskriptif kuantitatif dengan subjek penelitian adalah siswa kelas XI pada tahun ajaran 2013/2014 pada materi fluida statis. Data penelitian diperoleh dari hasil observasi selama proses pembelajaran dan hasil tes kognitif pada akhir pembelajaran. Aktivitas belajar siswa pada penelitian ini terdiri dari visual activities, oral activities dan writing activities yang dijabarkan menjadi beberapa indikator, sedangkan tes kognitif siswa menggunakan instrumen pilihan

Impact of statistical learning methods on the predictive power of multivariate normal tissue complication probability models.

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Xu, Cheng-Jian; van der Schaaf, Arjen; Schilstra, Cornelis; Langendijk, Johannes A; van't Veld, Aart A

2012-03-15

To study the impact of different statistical learning methods on the prediction performance of multivariate normal tissue complication probability (NTCP) models. In this study, three learning methods, stepwise selection, least absolute shrinkage and selection operator (LASSO), and Bayesian model averaging (BMA), were used to build NTCP models of xerostomia following radiotherapy treatment for head and neck cancer. Performance of each learning method was evaluated by a repeated cross-validation scheme in order to obtain a fair comparison among methods. It was found that the LASSO and BMA methods produced models with significantly better predictive power than that of the stepwise selection method. Furthermore, the LASSO method yields an easily interpretable model as the stepwise method does, in contrast to the less intuitive BMA method. The commonly used stepwise selection method, which is simple to execute, may be insufficient for NTCP modeling. The LASSO method is recommended. Copyright © 2012 Elsevier Inc. All rights reserved.

Impact of Statistical Learning Methods on the Predictive Power of Multivariate Normal Tissue Complication Probability Models

Energy Technology Data Exchange (ETDEWEB)

Xu Chengjian, E-mail: c.j.xu@umcg.nl [Department of Radiation Oncology, University of Groningen, University Medical Center Groningen, Groningen (Netherlands); Schaaf, Arjen van der; Schilstra, Cornelis; Langendijk, Johannes A.; Veld, Aart A. van' t [Department of Radiation Oncology, University of Groningen, University Medical Center Groningen, Groningen (Netherlands)

2012-03-15

Purpose: To study the impact of different statistical learning methods on the prediction performance of multivariate normal tissue complication probability (NTCP) models. Methods and Materials: In this study, three learning methods, stepwise selection, least absolute shrinkage and selection operator (LASSO), and Bayesian model averaging (BMA), were used to build NTCP models of xerostomia following radiotherapy treatment for head and neck cancer. Performance of each learning method was evaluated by a repeated cross-validation scheme in order to obtain a fair comparison among methods. Results: It was found that the LASSO and BMA methods produced models with significantly better predictive power than that of the stepwise selection method. Furthermore, the LASSO method yields an easily interpretable model as the stepwise method does, in contrast to the less intuitive BMA method. Conclusions: The commonly used stepwise selection method, which is simple to execute, may be insufficient for NTCP modeling. The LASSO method is recommended.

Impact of Statistical Learning Methods on the Predictive Power of Multivariate Normal Tissue Complication Probability Models

International Nuclear Information System (INIS)

Xu Chengjian; Schaaf, Arjen van der; Schilstra, Cornelis; Langendijk, Johannes A.; Veld, Aart A. van’t

2012-01-01

Purpose: To study the impact of different statistical learning methods on the prediction performance of multivariate normal tissue complication probability (NTCP) models. Methods and Materials: In this study, three learning methods, stepwise selection, least absolute shrinkage and selection operator (LASSO), and Bayesian model averaging (BMA), were used to build NTCP models of xerostomia following radiotherapy treatment for head and neck cancer. Performance of each learning method was evaluated by a repeated cross-validation scheme in order to obtain a fair comparison among methods. Results: It was found that the LASSO and BMA methods produced models with significantly better predictive power than that of the stepwise selection method. Furthermore, the LASSO method yields an easily interpretable model as the stepwise method does, in contrast to the less intuitive BMA method. Conclusions: The commonly used stepwise selection method, which is simple to execute, may be insufficient for NTCP modeling. The LASSO method is recommended.

Ventral and Dorsal Striatum Networks in Obesity: Link to Food Craving and Weight Gain.

Science.gov (United States)

Contreras-Rodríguez, Oren; Martín-Pérez, Cristina; Vilar-López, Raquel; Verdejo-Garcia, Antonio

2017-05-01

The food addiction model proposes that obesity overlaps with addiction in terms of neurobiological alterations in the striatum and related clinical manifestations (i.e., craving and persistence of unhealthy habits). Therefore, we aimed to examine the functional connectivity of the striatum in excess-weight versus normal-weight subjects and to determine the extent of the association between striatum connectivity and individual differences in food craving and changes in body mass index (BMI). Forty-two excess-weight participants (BMI > 25) and 39 normal-weight participants enrolled in the study. Functional connectivity in the ventral and dorsal striatum was indicated by seed-based analyses on resting-state data. Food craving was indicated with subjective ratings of visual cues of high-calorie food. Changes in BMI between baseline and 12 weeks follow-up were assessed in 28 excess-weight participants. Measures of connectivity in the ventral striatum and dorsal striatum were compared between groups and correlated with craving and BMI change. Participants with excess weight displayed increased functional connectivity between the ventral striatum and the medial prefrontal and parietal cortices and between the dorsal striatum and the somatosensory cortex. Dorsal striatum connectivity correlated with food craving and predicted BMI gains. Obesity is linked to alterations in the functional connectivity of dorsal striatal networks relevant to food craving and weight gain. These neural alterations are associated with habit learning and thus compatible with the food addiction model of obesity. Copyright © 2016 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Facilitating Learning Organizations. Making Learning Count.

Science.gov (United States)

Marsick, Victoria J.; Watkins, Karen E.

This book offers advice to facilitators and change agents who wish to build systems-level learning to create knowledge that can be used to gain a competitive advantage. Chapter 1 describes forces driving companies to build, sustain, and effectively use systems-level learning and presents and links a working definition of the learning organization…

Deconstructing Interocular Suppression: Attention and Divisive Normalization.

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Hsin-Hung Li

2015-10-01

Full Text Available In interocular suppression, a suprathreshold monocular target can be rendered invisible by a salient competitor stimulus presented in the other eye. Despite decades of research on interocular suppression and related phenomena (e.g., binocular rivalry, flash suppression, continuous flash suppression, the neural processing underlying interocular suppression is still unknown. We developed and tested a computational model of interocular suppression. The model included two processes that contributed to the strength of interocular suppression: divisive normalization and attentional modulation. According to the model, the salient competitor induced a stimulus-driven attentional modulation selective for the location and orientation of the competitor, thereby increasing the gain of neural responses to the competitor and reducing the gain of neural responses to the target. Additional suppression was induced by divisive normalization in the model, similar to other forms of visual masking. To test the model, we conducted psychophysics experiments in which both the size and the eye-of-origin of the competitor were manipulated. For small and medium competitors, behavioral performance was consonant with a change in the response gain of neurons that responded to the target. But large competitors induced a contrast-gain change, even when the competitor was split between the two eyes. The model correctly predicted these results and outperformed an alternative model in which the attentional modulation was eye specific. We conclude that both stimulus-driven attention (selective for location and feature and divisive normalization contribute to interocular suppression.

Deconstructing Interocular Suppression: Attention and Divisive Normalization.

Science.gov (United States)

Li, Hsin-Hung; Carrasco, Marisa; Heeger, David J

2015-10-01

In interocular suppression, a suprathreshold monocular target can be rendered invisible by a salient competitor stimulus presented in the other eye. Despite decades of research on interocular suppression and related phenomena (e.g., binocular rivalry, flash suppression, continuous flash suppression), the neural processing underlying interocular suppression is still unknown. We developed and tested a computational model of interocular suppression. The model included two processes that contributed to the strength of interocular suppression: divisive normalization and attentional modulation. According to the model, the salient competitor induced a stimulus-driven attentional modulation selective for the location and orientation of the competitor, thereby increasing the gain of neural responses to the competitor and reducing the gain of neural responses to the target. Additional suppression was induced by divisive normalization in the model, similar to other forms of visual masking. To test the model, we conducted psychophysics experiments in which both the size and the eye-of-origin of the competitor were manipulated. For small and medium competitors, behavioral performance was consonant with a change in the response gain of neurons that responded to the target. But large competitors induced a contrast-gain change, even when the competitor was split between the two eyes. The model correctly predicted these results and outperformed an alternative model in which the attentional modulation was eye specific. We conclude that both stimulus-driven attention (selective for location and feature) and divisive normalization contribute to interocular suppression.

Normal hematopoiesis and lack of β-catenin activation in osteoblasts of patients and mice harboring Lrp5 gain-of-function mutations.

Science.gov (United States)

Galán-Díez, Marta; Isa, Adiba; Ponzetti, Marco; Nielsen, Morten Frost; Kassem, Moustapha; Kousteni, Stavroula

2016-03-01

Osteoblasts are emerging regulators of myeloid malignancies since genetic alterations in them, such as constitutive activation of β-catenin, instigate their appearance. The LDL receptor-related protein 5 (LRP5), initially proposed to be a co-receptor for Wnt proteins, in fact favors bone formation by suppressing gut-serotonin synthesis. This function of Lrp5 occurring in the gut is independent of β-catenin activation in osteoblasts. However, it is unknown whether Lrp5 can act directly in osteoblast to influence other functions that require β-catenin signaling, particularly, the deregulation of hematopoiesis and leukemogenic properties of β-catenin activation in osteoblasts, that lead to development of acute myeloid leukemia (AML). Using mice with gain-of-function (GOF) Lrp5 alleles (Lrp5(A214V)) that recapitulate the human high bone mass (HBM) phenotype, as well as patients with the T253I HBM Lrp5 mutation, we show here that Lrp5 GOF mutations in both humans and mice do not activate β-catenin signaling in osteoblasts. Consistent with a lack of β-catenin activation in their osteoblasts, Lrp5(A214V) mice have normal trilinear hematopoiesis. In contrast to leukemic mice with constitutive activation of β-catenin in osteoblasts (Ctnnb1(CAosb)), accumulation of early myeloid progenitors, a characteristic of AML, myeloid-blasts in blood, and segmented neutrophils or dysplastic megakaryocytes in the bone marrow, are not observed in Lrp5(A214V) mice. Likewise, peripheral blood count analysis in HBM patients showed normal hematopoiesis, normal percentage of myeloid cells, and lack of anemia. We conclude that Lrp5 GOF mutations do not activate β-catenin signaling in osteoblasts. As a result, myeloid lineage differentiation is normal in HBM patients and mice. This article is part of a Special Issue entitled: Tumor Microenvironment Regulation of Cancer Cell Survival, Metastasis, Inflammation, and Immune Surveillance edited by Peter Ruvolo and Gregg L. Semenza. Published

Pre-Pregnancy Body Mass Index, Gestational Weight Gain, and Birth Weight: A Cohort Study in China.

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Shaoping Yang

Full Text Available To assess whether pre-pregnancy body mass index (BMI modify the relationship between gestational weight gain (GWG and child birth weight (specifically, presence or absence of low birth weight (LBW or presence of absence of macrosomia, and estimates of the relative risk of macrosomia and LBW based on pre-pregnancy BMI were controlled in Wuhan, China.From June 30, 2011 to June 30, 2013. All data was collected and available from the perinatal health care system. Logistic regression models were used to estimate the independent association among pregnancy weight gain, LBW, normal birth weight, and macrosomia within different pre-pregnancy BMI groups. We built different logistic models for the 2009 Institute of Medicine (IOM Guidelines and Chinese-recommended GWG which was made from this sample. The Chinese-recommended GWG was derived from the quartile values (25th-75th percentiles of weight gain at the time of delivery in the subjects which comprised our sample.For LBW children, using the recommended weight gain of the IOM and Chinese women as a reference, the OR for a pregnancy weight gain below recommendations resulted in a positive relationship for lean and normal weight women, but not for overweight and obese women. For macrosomia, considering the IOM's recommended weight gain as a reference, the OR magnitude for pregnancy weight gain above recommendations resulted in a positive correlation for all women. The OR for a pregnancy weight gain below recommendations resulted in a negative relationship for normal BMI and lean women, but not for overweight and obese women based on the IOM recommendations, significant based on the recommended pregnancy weight gain for Chinese women. Of normal weight children, 56.6% were above the GWG based on IOM recommendations, but 26.97% of normal weight children were above the GWG based on Chinese recommendations.A GWG above IOM recommendations might not be helpful for Chinese women. We need unified criteria to

Reduction in the retinotopic early visual cortex with normal aging and magnitude of perceptual learning.

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Chang, Li-Hung; Yotsumoto, Yuko; Salat, David H; Andersen, George J; Watanabe, Takeo; Sasaki, Yuka

2015-01-01

Although normal aging is known to reduce cortical structures globally, the effects of aging on local structures and functions of early visual cortex are less understood. Here, using standard retinotopic mapping and magnetic resonance imaging morphologic analyses, we investigated whether aging affects areal size of the early visual cortex, which were retinotopically localized, and whether those morphologic measures were associated with individual performance on visual perceptual learning. First, significant age-associated reduction was found in the areal size of V1, V2, and V3. Second, individual ability of visual perceptual learning was significantly correlated with areal size of V3 in older adults. These results demonstrate that aging changes local structures of the early visual cortex, and the degree of change may be associated with individual visual plasticity. Copyright © 2015 Elsevier Inc. All rights reserved.

Maternal and cord blood fatty acid patterns with excessive gestational weight gain and neonatal macrosomia.

Science.gov (United States)

Liu, Kaiyong; Ye, Kui; Han, Yanping; Sheng, Jie; Jin, Zhongxiu; Bo, Qinli; Hu, Chunqiu; Hu, Chuanlai; Li, Li

2017-03-01

This study evaluated the association of maternal excessive gestational weight gain with saturated and polyunsaturated fatty acid concentrations in maternal and cord serum. We included 77 pairs of women and their newborns and classified them into three groups as follows: mothers with normal gestational weight gain and their babies with normal birth weight in group I (30 pairs), mothers with excessive gestational weight gain and their babies with normal birth weight in group II (30 pairs), and mothers with excessive gestational weight gain and their macrosomic babies in group III (17 pairs). Serum fatty acid concentrations were determined through gas chromatography-mass spectrometry. No remarkable difference in maternal dietary intake was observed among the three groups. C16:0, C18:0, eicosapentaenoic acid, and docosahexaenoic acid concentrations were significantly higher in group III mothers than in group I mothers. Compared with group I neonates, total saturated and polyunsaturated fatty acid concentrations were significantly lower but total n-3 polyunsaturated fatty acid and docosahexaenoic acid concentrations were significantly higher in group II neonates (ppattern.

Receiver gain function: the actual NMR receiver gain

OpenAIRE

Mo, Huaping; Harwood, John S.; Raftery, Daniel

2010-01-01

The observed NMR signal size depends on the receiver gain parameter. We propose a receiver gain function to characterize how much the raw FID is amplified by the receiver as a function of the receiver gain setting. Although the receiver is linear for a fixed gain setting, the actual gain of the receiver may differ from what the gain setting suggests. Nevertheless, for a given receiver, we demonstrate that the receiver gain function can be calibrated. Such a calibration enables accurate compar...

Student effort expectations and their learning in first-year introductory physics: A case study in Thailand

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N. Emarat

2011-06-01

Full Text Available The Maryland Physics Expectations (MPEX survey was designed to probe students’ expectations about their understanding of the process of learning physics and the structure of physics knowledge—cognitive expectations. This survey was administered to first-year university students in Thailand in the first semester of an introductory calculus-based physics course during academic years 2007 and 2008, to assess their expectations at the beginning of the course. The precourse MPEX results were compared and correlated with two separate measures of student learning: (1 individual students’ normalized gains from pre and post Force and Motion Conceptual Evaluation (FMCE results, which measure students’ conceptual understanding, and (2 student’s scores on the final exam, which measure their more general problem-solving ability. The results showed a significant positive correlation between their overall MPEX score and five of the six MPEX cluster scores, with their normalized learning gains on the FMCE for both academic years. The results also showed significant positive correlations between student MPEX scores and their final exam scores for the overall MPEX score and all MPEX cluster scores except for the effort cluster. We interviewed two groups of five students each, one group with small favorable scores on the precourse MPEX effort cluster and one with high favorable scores on the precourse MPEX effort cluster, to see how the students’ learning efforts compared with their MPEX results. We concluded from the interviews that what the students think or expect about the MPEX effort involved in learning physics does not match what they actually do.

Student effort expectations and their learning in first-year introductory physics: A case study in Thailand

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U. Wutchana

2011-06-01

Full Text Available The Maryland Physics Expectations (MPEX survey was designed to probe students’ expectations about their understanding of the process of learning physics and the structure of physics knowledge—cognitive expectations. This survey was administered to first-year university students in Thailand in the first semester of an introductory calculus-based physics course during academic years 2007 and 2008, to assess their expectations at the beginning of the course. The precourse MPEX results were compared and correlated with two separate measures of student learning: (1 individual students’ normalized gains from pre and post Force and Motion Conceptual Evaluation (FMCE results, which measure students’ conceptual understanding, and (2 student’s scores on the final exam, which measure their more general problem-solving ability. The results showed a significant positive correlation between their overall MPEX score and five of the six MPEX cluster scores, with their normalized learning gains on the FMCE for both academic years. The results also showed significant positive correlations between student MPEX scores and their final exam scores for the overall MPEX score and all MPEX cluster scores except for the effort cluster. We interviewed two groups of five students each, one group with small favorable scores on the precourse MPEX effort cluster and one with high favorable scores on the precourse MPEX effort cluster, to see how the students’ learning efforts compared with their MPEX results. We concluded from the interviews that what the students think or expect about the MPEX effort involved in learning physics does not match what they actually do.

Student effort expectations and their learning in first-year introductory physics: A case study in Thailand

Science.gov (United States)

Wutchana, U.; Emarat, N.

2011-06-01

The Maryland Physics Expectations (MPEX) survey was designed to probe students’ expectations about their understanding of the process of learning physics and the structure of physics knowledge—cognitive expectations. This survey was administered to first-year university students in Thailand in the first semester of an introductory calculus-based physics course during academic years 2007 and 2008, to assess their expectations at the beginning of the course. The precourse MPEX results were compared and correlated with two separate measures of student learning: (1) individual students’ normalized gains from pre and post Force and Motion Conceptual Evaluation (FMCE) results, which measure students’ conceptual understanding, and (2) student’s scores on the final exam, which measure their more general problem-solving ability. The results showed a significant positive correlation between their overall MPEX score and five of the six MPEX cluster scores, with their normalized learning gains on the FMCE for both academic years. The results also showed significant positive correlations between student MPEX scores and their final exam scores for the overall MPEX score and all MPEX cluster scores except for the effort cluster. We interviewed two groups of five students each, one group with small favorable scores on the precourse MPEX effort cluster and one with high favorable scores on the precourse MPEX effort cluster, to see how the students’ learning efforts compared with their MPEX results. We concluded from the interviews that what the students think or expect about the MPEX effort involved in learning physics does not match what they actually do.

Is "Learning" episodic memory? Distinct cognitive and neuroanatomic correlates of immediate recall during learning trials in neurologically normal aging and neurodegenerative cohorts.

Science.gov (United States)

Casaletto, K B; Marx, G; Dutt, S; Neuhaus, J; Saloner, R; Kritikos, L; Miller, B; Kramer, J H

2017-07-28

Although commonly interpreted as a marker of episodic memory during neuropsychological exams, relatively little is known regarding the neurobehavior of "total learning" immediate recall scores. Medial temporal lobes are clearly associated with delayed recall performances, yet immediate recall may necessitate networks beyond traditional episodic memory. We aimed to operationalize cognitive and neuroanatomic correlates of total immediate recall in several aging syndromes. Demographically-matched neurologically normal adults (n=91), individuals with Alzheimer's disease (n=566), logopenic variant primary progressive aphasia (PPA) (n=34), behavioral variant frontotemporal dementia (n=97), semantic variant PPA (n=71), or nonfluent/agrammatic variant PPA (n=39) completed a neurocognitive battery, including the CVLT-Short Form trials 1-4 Total Immediate Recall; a majority subset also completed a brain MRI. Regressions covaried for age and sex, and MMSE in cognitive and total intracranial volume in neuroanatomic models. Neurologically normal adults demonstrated a heterogeneous pattern of cognitive associations with total immediate recall (executive, speed, delayed recall), such that no singular cognitive or neuroanatomic correlate uniquely predicted performance. Within the clinical cohorts, there were syndrome-specific cognitive and neural associations with total immediate recall; e.g., semantic processing was the strongest cognitive correlate in svPPA (partial r=0.41), while frontal volumes was the only meaningful neural correlate in bvFTD (partial r=0.20). Medial temporal lobes were not independently associated with total immediate recall in any group (ps>0.05). Multiple neurobehavioral systems are associated with "total learning" immediate recall scores that importantly differ across distinct clinical syndromes. Conventional memory networks may not be sufficient or even importantly contribute to total immediate recall in many syndromes. Interpreting learning scores as

Potential gains from hospital mergers in Denmark.

Science.gov (United States)

Kristensen, Troels; Bogetoft, Peter; Pedersen, Kjeld Moeller

2010-12-01

The Danish hospital sector faces a major rebuilding program to centralize activity in fewer and larger hospitals. We aim to conduct an efficiency analysis of hospitals and to estimate the potential cost savings from the planned hospital mergers. We use Data Envelopment Analysis (DEA) to estimate a cost frontier. Based on this analysis, we calculate an efficiency score for each hospital and estimate the potential gains from the proposed mergers by comparing individual efficiencies with the efficiency of the combined hospitals. Furthermore, we apply a decomposition algorithm to split merger gains into technical efficiency, size (scale) and harmony (mix) gains. The motivation for this decomposition is that some of the apparent merger gains may actually be available with less than a full-scale merger, e.g., by sharing best practices and reallocating certain resources and tasks. Our results suggest that many hospitals are technically inefficient, and the expected "best practice" hospitals are quite efficient. Also, some mergers do not seem to lower costs. This finding indicates that some merged hospitals become too large and therefore experience diseconomies of scale. Other mergers lead to considerable cost reductions; we find potential gains resulting from learning better practices and the exploitation of economies of scope. To ensure robustness, we conduct a sensitivity analysis using two alternative returns-to-scale assumptions and two alternative estimation approaches. We consistently find potential gains from improving the technical efficiency and the exploitation of economies of scope from mergers.

Acetylcholine Neuromodulation in Normal and Abnormal Learning and Memory: Vigilance Control in Waking, Sleep, Autism, Amnesia and Alzheimer’s Disease

Directory of Open Access Journals (Sweden)

Stephen Grossberg

2017-11-01

Full Text Available Adaptive Resonance Theory, or ART, is a neural model that explains how normal and abnormal brains may learn to categorize and recognize objects and events in a changing world, and how these learned categories may be remembered for a long time. This article uses ART to propose and unify the explanation of diverse data about normal and abnormal modulation of learning and memory by acetylcholine (ACh. In ART, vigilance control determines whether learned categories will be general and abstract, or specific and concrete. ART models how vigilance may be regulated by ACh release in layer 5 neocortical cells by influencing after-hyperpolarization (AHP currents. This phasic ACh release is mediated by cells in the nucleus basalis (NB of Meynert that are activated by unexpected events. The article additionally discusses data about ACh-mediated tonic control of vigilance. ART proposes that there are often dynamic breakdowns of tonic control in mental disorders such as autism, where vigilance remains high, and medial temporal amnesia, where vigilance remains low. Tonic control also occurs during sleep-wake cycles. Properties of Up and Down states during slow wave sleep arise in ACh-modulated laminar cortical ART circuits that carry out processes in awake individuals of contrast normalization, attentional modulation, decision-making, activity-dependent habituation, and mismatch-mediated reset. These slow wave sleep circuits interact with circuits that control circadian rhythms and memory consolidation. Tonic control properties also clarify how Alzheimer’s disease symptoms follow from a massive structural degeneration that includes undermining vigilance control by ACh in cortical layers 3 and 5. Sleep disruptions before and during Alzheimer’s disease, and how they contribute to a vicious cycle of plaque formation in layers 3 and 5, are also clarified from this perspective.

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

Science.gov (United States)

Alias, Aliza

2014-01-01

Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special…

Effects of self-fields on electron trajectory and gain in two-stream electromagnetically pumped free-electron laser with ion channel guiding

International Nuclear Information System (INIS)

Saviz, S.; Ghorannevis, M.; Aghamir, Farzin M.; Mehdian, H.

2011-01-01

A theory for the two-stream free-electron laser with an electromagnetic wiggler (EMW) and an ion channel guiding is developed. In the analysis, the effects of self-fields have been taken into account. The electron trajectories and the small signal gain are derived. The stability of the trajectories, the characteristics of the linear gain and the normalized maximum gain are studied numerically. The dependence of the normalized frequency ω-circumflex corresponding to the maximum gain on the ion-channel frequency is presented. The results show that there are seven groups of orbits in the presence of the self-fields, which are similar to those reported in the absence of the self-fields. It is also shown that the normalized gains of 2 groups decrease while the rest increase with the increasing normalized ion-channel frequency. Furthermore, it is found that the two-stream instability and the self-field lead to a decrease in the maximum gain except for group 4. (electromagnetism, optics, acoustics, heat transfer, classical mechanics, and fluid dynamics)

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

Science.gov (United States)

Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Motor proficiency in normal children and with learning difficulty: a comparative and correlational study based on the motor proficiency test of Bruininks-Oseretsky

Directory of Open Access Journals (Sweden)

Nilson Roberto Moreira

2008-06-01

Full Text Available The aim of this investigation is to verify the difference between children with learning disabilities and children without learning disabilities through motor proficiency test of Bruininks and Ozeretsky (1978. The sample was constituted by 30 children, with 8-year average age, 15 males and 15 females, subdivided into two groups of 15 children from both sexes: children without learning disabilities attending 3rd grade and children with learning disabilities attending 2nd grade having failed a term once. All of them came from a middle class background, according to Grafar scale (adapted by Fonseca, 1991. All children presenting any other disabilities were excluded from the sample. Intelligence factor “G” was controlled by using a percentile, higher or equal to 50 (middle and high level, measured by Raven’s (1974 progressive combinations test. In motor proficiency, children with learning disabilities showed significant differences when compared with normal children of the same age, in all components of global, composed and fine motricity. The tests administered showed a strong correlation between the variables of the motor proficiency components. The results lead to the conclusion that there were significant differences in motor proficiency between normal children and children with learning disabilities, who showed specific motor difficulties evincing a more vulnerable motor profile and not the presence of neurological dysfunction signs.

Normal Aging and Decision Making: The Role of Motivation

Science.gov (United States)

Depping, Miriam K.; Freund, Alexandra M.

2011-01-01

The main argument of this review is that motivational development associated with normal aging affects decision making. With increasing age, the ratio of gains to losses becomes more and more unfavorable. Reflecting the increasing losses in resources, goal orientation changes from a predominant orientation towards gains in young adulthood to an…

Estimating statistical uncertainty of Monte Carlo efficiency-gain in the context of a correlated sampling Monte Carlo code for brachytherapy treatment planning with non-normal dose distribution.

Science.gov (United States)

Mukhopadhyay, Nitai D; Sampson, Andrew J; Deniz, Daniel; Alm Carlsson, Gudrun; Williamson, Jeffrey; Malusek, Alexandr

2012-01-01

Correlated sampling Monte Carlo methods can shorten computing times in brachytherapy treatment planning. Monte Carlo efficiency is typically estimated via efficiency gain, defined as the reduction in computing time by correlated sampling relative to conventional Monte Carlo methods when equal statistical uncertainties have been achieved. The determination of the efficiency gain uncertainty arising from random effects, however, is not a straightforward task specially when the error distribution is non-normal. The purpose of this study is to evaluate the applicability of the F distribution and standardized uncertainty propagation methods (widely used in metrology to estimate uncertainty of physical measurements) for predicting confidence intervals about efficiency gain estimates derived from single Monte Carlo runs using fixed-collision correlated sampling in a simplified brachytherapy geometry. A bootstrap based algorithm was used to simulate the probability distribution of the efficiency gain estimates and the shortest 95% confidence interval was estimated from this distribution. It was found that the corresponding relative uncertainty was as large as 37% for this particular problem. The uncertainty propagation framework predicted confidence intervals reasonably well; however its main disadvantage was that uncertainties of input quantities had to be calculated in a separate run via a Monte Carlo method. The F distribution noticeably underestimated the confidence interval. These discrepancies were influenced by several photons with large statistical weights which made extremely large contributions to the scored absorbed dose difference. The mechanism of acquiring high statistical weights in the fixed-collision correlated sampling method was explained and a mitigation strategy was proposed. Copyright © 2011 Elsevier Ltd. All rights reserved.

Normal hematopoiesis and lack of β-catenin activation in osteoblasts of patients and mice harboring Lrp5 gain of function mutations

DEFF Research Database (Denmark)

Galan-Diez, Marta; Isa, Adiba; Ponzetti, Marco

2016-01-01

of hematopoiesis and leukemogenic properties of β-catenin activation in osteoblasts, that lead to development of acute myeloid leukemia (AML). Using mice with gain-of-function (GOF) Lrp5 alleles (Lrp5(A214V)) that recapitulate the human high bone mass (HBM) phenotype, as well as patients with the T253I HBM Lrp5...... mutation, we show here that Lrp5 GOF mutations in both humans and mice do not activate β-catenin signaling in osteoblasts. Consistent with a lack of β-catenin activation in their osteoblasts, Lrp5(A214V) mice have normal trilinear hematopoiesis. In contrast to leukemic mice with constitutive activation...... of β-catenin in osteoblasts (Ctnnb1(CAosb)), accumulation of early myeloid progenitors, a characteristic of AML, myeloid-blasts in blood, and segmented neutrophils or dysplastic megakaryocytes in the bone marrow, are not observed in Lrp5(A214V) mice. Likewise, peripheral blood count analysis in HBM...

The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing the Primary Literature †

Science.gov (United States)

Segura-Totten, Miriam; Dalman, Nancy E.

2013-01-01

Analysis of the primary literature in the undergraduate curriculum is associated with gains in student learning. In particular, the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, and Think of the next Experiment) method is associated with an increase in student critical thinking skills. We adapted the CREATE method within a required cell biology class and compared the learning gains of students using CREATE to those of students involved in less structured literature discussions. We found that while both sets of students had gains in critical thinking, students who used the CREATE method did not show significant improvement over students engaged in a more traditional method for dissecting the literature. Students also reported similar learning gains for both literature discussion methods. Our study suggests that, at least in our educational context, the CREATE method does not lead to higher learning gains than a less structured way of reading primary literature. PMID:24358379

Mobile Learning Platform

DEFF Research Database (Denmark)

Annan, Nana Kofi; Ofori-Dwumfou, George; Falch, Morten

2012-01-01

on the first experiences gained by both teachers and students by asking the following questions: What are the perceptions of teachers on m-learning? What are the effects of m-learning on students? What does m-learning contribute to face-to-face teaching and learning? Questionnaires were administered...

The search for therapeutic gain in the combination of radiotherapy and chemotherapy

International Nuclear Information System (INIS)

Steel, G.G.

1988-01-01

The literature on combined treatment with radiation and cytotoxic drugs in experimental tumours and normal tissues of laboratory animals is reviewed in the context of the four previously proposed mechanisms whereby a therapeutic advantage might be gained. There is evidence for strong time-dependent processes occurring in some normal tissues. In tumours, the evidence is much weaker and there is considerable disparity among experimental tumours in optimum timing. This review leads to the conclusion that the clinical use of drug-radiation combinations should not be based on an anticipated beneficial interaction; gain will most probably come from the best radiotherapy and the best chemotherapy given as far as possible independently. Deleterious interactions can be reduced by allowing a gap of some weeks between chemotherapy and radiotherapy and by avoiding drugs that are known to enhance radiation damage to the normal tissues that are irradiated. 131 refs.; 4 figs.; 5 tabs

Parameters optimization for wavelet denoising based on normalized spectral angle and threshold constraint machine learning

Science.gov (United States)

Li, Hao; Ma, Yong; Liang, Kun; Tian, Yong; Wang, Rui

2012-01-01

Wavelet parameters (e.g., wavelet type, level of decomposition) affect the performance of the wavelet denoising algorithm in hyperspectral applications. Current studies select the best wavelet parameters for a single spectral curve by comparing similarity criteria such as spectral angle (SA). However, the method to find the best parameters for a spectral library that contains multiple spectra has not been studied. In this paper, a criterion named normalized spectral angle (NSA) is proposed. By comparing NSA, the best combination of parameters for a spectral library can be selected. Moreover, a fast algorithm based on threshold constraint and machine learning is developed to reduce the time of a full search. After several iterations of learning, the combination of parameters that constantly surpasses a threshold is selected. The experiments proved that by using the NSA criterion, the SA values decreased significantly, and the fast algorithm could save 80% time consumption, while the denoising performance was not obviously impaired.

Corticocortical feedback increases the spatial extent of normalization.

Science.gov (United States)

Nassi, Jonathan J; Gómez-Laberge, Camille; Kreiman, Gabriel; Born, Richard T

2014-01-01

Normalization has been proposed as a canonical computation operating across different brain regions, sensory modalities, and species. It provides a good phenomenological description of non-linear response properties in primary visual cortex (V1), including the contrast response function and surround suppression. Despite its widespread application throughout the visual system, the underlying neural mechanisms remain largely unknown. We recently observed that corticocortical feedback contributes to surround suppression in V1, raising the possibility that feedback acts through normalization. To test this idea, we characterized area summation and contrast response properties in V1 with and without feedback from V2 and V3 in alert macaques and applied a standard normalization model to the data. Area summation properties were well explained by a form of divisive normalization, which computes the ratio between a neuron's driving input and the spatially integrated activity of a "normalization pool." Feedback inactivation reduced surround suppression by shrinking the spatial extent of the normalization pool. This effect was independent of the gain modulation thought to mediate the influence of contrast on area summation, which remained intact during feedback inactivation. Contrast sensitivity within the receptive field center was also unaffected by feedback inactivation, providing further evidence that feedback participates in normalization independent of the circuit mechanisms involved in modulating contrast gain and saturation. These results suggest that corticocortical feedback contributes to surround suppression by increasing the visuotopic extent of normalization and, via this mechanism, feedback can play a critical role in contextual information processing.

Dot gain compensation in the blue noise mask

Science.gov (United States)

Yao, Meng; Parker, Kevin J.

1995-04-01

Frequency modulated (FM) halftoning or 'stochastic screening,' has attracted a great deal of attention in the printing industry in recent years. It has several advantages over conventional halftoning. But one serious problem that arises in FM halftoning is dot gain. One approach to stochastic screening uses a specially constructed halftone screen, the blue noise mask (BNM), to produce an unstructured and visually appealing pattern of halftone dots at any gray level. In this paper, we will present methods to correct dot gain with the BNM. Dot gain is related to the area-to-perimeter ration of printed spots. We can exploit this feature in different ways. At a medium level, a B>NM pattern will have 'connected' as well as 'isolated' dots. Normally, as we build down BNM patterns to lower levels, a specific number of white dots will be replace by black dots. Since connected white dots are more likely to be picked than isolated white dots, this will results in substantial dot gain because of the increasing number of isolated white dots. We show that it is possible to constrain the process of constructing a BNM such that isolated dots are preferentially removes, thus significantly reducing dot gain in a BNM.

EFFECTS OF COOPERATIVE LEARNING MODEL TYPE STAD JUST-IN TIME BASED ON THE RESULTS OF LEARNING TEACHING PHYSICS COURSE IN PHYSICS SCHOOL IN PHYSICS PROGRAM FACULTY UNIMED

Directory of Open Access Journals (Sweden)

Teguh Febri Sudarma

2013-06-01

Full Text Available Research was aimed to determine: (1 Students’ learning outcomes that was taught with just in time teaching based STAD cooperative learning method and STAD cooperative learning method (2 Students’ outcomes on Physics subject that had high learning activity compared with low learning activity. The research sample was random by raffling four classes to get two classes. The first class taught with just in time teaching based STAD cooperative learning method, while the second class was taught with STAD cooperative learning method. The instrument used was conceptual understanding that had been validated with 7 essay questions. The average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,47 higher than average gain values of students learning results with STAD cooperative learning method. The high learning activity and low learning activity gave different learning results. In this case the average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,48 higher than average gain values of students learning results with STAD cooperative learning method. There was interaction between learning model and learning activity to the physics learning result test in students

Maternal Obesity, Gestational Weight Gain, and Asthma in Offspring.

Science.gov (United States)

Polinski, Kristen J; Liu, Jihong; Boghossian, Nansi S; McLain, Alexander C

2017-11-09

Obesity is common among women of childbearing age; intrauterine exposure to maternal obesity or gestational weight gain may influence the development of asthma in early childhood. We examined the relationships of maternal obesity and gestational weight gain with asthma in offspring. We used data from the Early Childhood Longitudinal Study-Birth Cohort, which has a nationally representative sample of children followed from birth in 2001 through age 4 (n = 6,450). Asthma was based on parental report of a medical professional's diagnosis. We used generalized estimating equation binomial models to compute adjusted odds ratios (ORs) of childhood asthma with maternal obesity and 4 measures of gestational weight gain. Compared with children of normal-weight mothers, children of obese mothers had increased risk of asthma (adjusted OR, 1.63; 95% confidence interval [CI], 1.26-2.12) by age 4, and children born to overweight mothers had similar risk (adjusted OR, 1.25; 95% CI, 0.99-1.59). Extreme-low weight gain (gain (≥25 kg) were associated with increased risk of asthma; however, the following measures were not significant predictors of asthma: meeting gestational weight gain recommendations of the Institute of Medicine, total gestational weight gain, and weekly rate of weight gain in the second and third trimesters. Extreme-low or extreme-high gestational weight gain and maternal obesity are risk factors for early childhood asthma, further evidence of the long-term impact of intrauterine exposure on children and the need to target preconception care to improve child health indicators.

Erythropoietin improves place learning in fimbria-fornix-transected rats and modifies the search pattern of normal rats

DEFF Research Database (Denmark)

Mogensen, Jesper; Miskowiak, Kamilla; Sørensen, Thomas Alrik

2004-01-01

administration of EPO significantly improves the posttraumatic functional recovery of the presently studied place learning task after transections of the fimbria-fornix. Additionally, administration of EPO influences the strategy, although not quality, of task solution in normal (sham-operated) rats.......The acquisition of a water-maze-based allocentric place learning task was studied in four groups of rats: two groups subjected to bilateral transections of the fimbria-fornix and two groups undergoing a sham control operation. At the moment of surgery all animals were given one systemic......-associated impairment. The two sham-operated groups did not differ with respect to the proficiency of task acquisition. But administration of EPO to intact animals caused a significant modification of swim patterns-apparently reflecting a somewhat modified strategy of task solution. It is concluded that systemic...

Impact of excessive pre-pregnancy body mass index and abnormal gestational weight gain on pregnancy outcomes in women with chronic hypertension.

Science.gov (United States)

Ornaghi, Sara; Algeri, Paola; Todyrenchuk, Lyudmyla; Vertemati, Emanuela; Vergani, Patrizia

2018-04-10

To investigate the effects of excessive pre-pregnancy body mass index (BMI) and abnormal gestational weight gain on adverse outcomes in women with chronic hypertension (CH). A retrospective cohort study of CH women with singleton pregnancy delivered at our Institution in 2002-2013. Women were categorized as normal, overweight, and obese, according to their pre-pregnancy BMI. Further stratification was based on gestational weight gain (insufficient, adequate, and excessive) as defined by 2009 IOM guidelines. Gestational diabetes, hypothyroidism, superimposed preeclampsia, preterm birth gain increased odds of small for gestational age neonate in normal BMI women (aOR, 1.82; 95% CI 1.31-2.07), whereas excessive gain was associated with superimposed preeclampsia in normal BMI patients (aOR, 3.51; 95% CI, 1.16-7.89) and with cesarean delivery in obese women (aOR, 2.96; 95% CI, 1.09-5.81). Excessive pre-conception BMI and abnormal gestational weight gain increase odds of pregnancy complications in CH women. Our results stress the importance of pre-conception counseling for weight normalization in CH women, and support IOM recommendations for adequate weight gain during CH pregnancies. Copyright © 2018 International Society for the Study of Hypertension in Pregnancy. Published by Elsevier B.V. All rights reserved.

Association between maternal weight gain and birth weight

DEFF Research Database (Denmark)

Rode, Line; Hegaard, Hanne K; Kjaergaard, Hanne

2007-01-01

To investigate the association between maternal weight gain and birth weight less than 3,000 g and greater than or equal to 4,000 g in underweight (body mass index [BMI] less than 19.8 kg/m(2)), normal weight (BMI 19.8-26.0 kg/m(2)), overweight (BMI 26.1-29.0 kg/m(2)), and obese (BMI greater than...

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

Science.gov (United States)

Linden, Tanya

2018-01-01

Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

Gain Scheduling for the Orion Launch Abort Vehicle Controller

Science.gov (United States)

McNamara, Sara J.; Restrepo, Carolina I.; Madsen, Jennifer M.; Medina, Edgar A.; Proud, Ryan W.; Whitley, Ryan J.

2011-01-01

One of NASAs challenges for the Orion vehicle is the control system design for the Launch Abort Vehicle (LAV), which is required to abort safely at any time during the atmospheric ascent portion of ight. The focus of this paper is the gain design and scheduling process for a controller that covers the wide range of vehicle configurations and flight conditions experienced during the full envelope of potential abort trajectories from the pad to exo-atmospheric flight. Several factors are taken into account in the automation process for tuning the gains including the abort effectors, the environmental changes and the autopilot modes. Gain scheduling is accomplished using a linear quadratic regulator (LQR) approach for the decoupled, simplified linear model throughout the operational envelope in time, altitude and Mach number. The derived gains are then implemented into the full linear model for controller requirement validation. Finally, the gains are tested and evaluated in a non-linear simulation using the vehicles ight software to ensure performance requirements are met. An overview of the LAV controller design and a description of the linear plant models are presented. Examples of the most significant challenges with the automation of the gain tuning process are then discussed. In conclusion, the paper will consider the lessons learned through out the process, especially in regards to automation, and examine the usefulness of the gain scheduling tool and process developed as applicable to non-Orion vehicles.

Corticocortical feedback increases the spatial extent of normalization

Science.gov (United States)

Nassi, Jonathan J.; Gómez-Laberge, Camille; Kreiman, Gabriel; Born, Richard T.

2014-01-01

Normalization has been proposed as a canonical computation operating across different brain regions, sensory modalities, and species. It provides a good phenomenological description of non-linear response properties in primary visual cortex (V1), including the contrast response function and surround suppression. Despite its widespread application throughout the visual system, the underlying neural mechanisms remain largely unknown. We recently observed that corticocortical feedback contributes to surround suppression in V1, raising the possibility that feedback acts through normalization. To test this idea, we characterized area summation and contrast response properties in V1 with and without feedback from V2 and V3 in alert macaques and applied a standard normalization model to the data. Area summation properties were well explained by a form of divisive normalization, which computes the ratio between a neuron's driving input and the spatially integrated activity of a “normalization pool.” Feedback inactivation reduced surround suppression by shrinking the spatial extent of the normalization pool. This effect was independent of the gain modulation thought to mediate the influence of contrast on area summation, which remained intact during feedback inactivation. Contrast sensitivity within the receptive field center was also unaffected by feedback inactivation, providing further evidence that feedback participates in normalization independent of the circuit mechanisms involved in modulating contrast gain and saturation. These results suggest that corticocortical feedback contributes to surround suppression by increasing the visuotopic extent of normalization and, via this mechanism, feedback can play a critical role in contextual information processing. PMID:24910596

Maximizing gain in high-throughput screening using conformal prediction.

Science.gov (United States)

Svensson, Fredrik; Afzal, Avid M; Norinder, Ulf; Bender, Andreas

2018-02-21

Iterative screening has emerged as a promising approach to increase the efficiency of screening campaigns compared to traditional high throughput approaches. By learning from a subset of the compound library, inferences on what compounds to screen next can be made by predictive models, resulting in more efficient screening. One way to evaluate screening is to consider the cost of screening compared to the gain associated with finding an active compound. In this work, we introduce a conformal predictor coupled with a gain-cost function with the aim to maximise gain in iterative screening. Using this setup we were able to show that by evaluating the predictions on the training data, very accurate predictions on what settings will produce the highest gain on the test data can be made. We evaluate the approach on 12 bioactivity datasets from PubChem training the models using 20% of the data. Depending on the settings of the gain-cost function, the settings generating the maximum gain were accurately identified in 8-10 out of the 12 datasets. Broadly, our approach can predict what strategy generates the highest gain based on the results of the cost-gain evaluation: to screen the compounds predicted to be active, to screen all the remaining data, or not to screen any additional compounds. When the algorithm indicates that the predicted active compounds should be screened, our approach also indicates what confidence level to apply in order to maximize gain. Hence, our approach facilitates decision-making and allocation of the resources where they deliver the most value by indicating in advance the likely outcome of a screening campaign.

Association between maternal nutritional status of pre pregnancy, gestational weight gain and preterm birth.

Science.gov (United States)

Xinxo, Sonela; Bimbashi, Astrit; Z Kakarriqi, Eduard; Zaimi, Edmond

2013-01-01

Maternal nutritional status of pre pregnancy and gestational weight gain affects the preterm birth. The association between maternal nutritional status of pre pregnancy and preterm birth appears to be complex and varied by studies from different countries, thus this association between the gestational weight gain and preterm birth is more consolidated. The study aims to determine any association between the pre pregnancy maternal nutritional status, gestational weight gain and the preterm birth rate in the Albanian context. In case control study, we analyzed women who have delivered in obstetric institutions in Tirana during the year 2012. Body mass index and gestational weight gain of 150 women who had a preterm delivery were compared with those of 150 matched control women who had a normal delivery regarding the gestation age. The self-reported pre pregnancy weight, height, gestational weight gain, age, education and parity are collected through a structured questioner. The body mass index and gestational weight gain are categorized based on the Institute of Medicine recommendation. The multiple logistic regression is used to measure the association between the nutritional status of pre pregnancy and gestational weight gain and the preterm birth rate. The women which have a underweight status or obese of pre pregnancy are more likely to have a preterm birth compared to the women of a normal pre-pregnancy nutritional status (respectively OR =2.7 and 4.3 pnutritional status and gestational weight gain affects the risk for preterm birth. Pre-pregnancy and gestation nutritional assessments should be part of routine prenatal visits.

Organizational Learning: Keeping Pace with Change through Action Learning

OpenAIRE

Yeadon-Lee, Annie

2015-01-01

In the current climate of economic ‘austerity’, organisational learning has increasingly gained importance, and a need for new ways of transferring learning has been identified. Organisational learning is seen as key to organisational success, ensuring both competitive advantage and organisational longevity. However, in order for organisations to keep pace with change they must not only strive to learn but also pay attention to how they might learn. A dominant view within the field of organis...

Gaining Insight into Business Telecommunications Students through the Assessment of Learning Styles

Science.gov (United States)

Sandman, Thomas E.

2009-01-01

The assessment of student learning styles can be of significant value for developing and evaluating an appropriate mix of pedagogical techniques and activities. With this in mind, learning style preferences were collected from over 300 undergraduate business telecommunications students. These set of data show that a breadth of learning style…

Classification of Laser Induced Fluorescence Spectra from Normal and Malignant bladder tissues using Learning Vector Quantization Neural Network in Bladder Cancer Diagnosis

DEFF Research Database (Denmark)

Karemore, Gopal Raghunath; Mascarenhas, Kim Komal; Patil, Choudhary

2008-01-01

In the present work we discuss the potential of recently developed classification algorithm, Learning Vector Quantization (LVQ), for the analysis of Laser Induced Fluorescence (LIF) Spectra, recorded from normal and malignant bladder tissue samples. The algorithm is prototype based and inherently...

Relationship between pre-pregnancy maternal BMI and optimal weight gain in singleton pregnancies

Directory of Open Access Journals (Sweden)

Pierre-Yves Robillard

2018-05-01

Interpretation: IOM-2009 recommendations are adequate for normal and over-weighted women but not for thin and obese women: a thin woman (17 kg/m2 should gain 21.6 ± 2 kg (instead of 12.5–18. An obese 32 kg/m2 should gain 3.6 kg (instead of 5–9. Very obese 40 kg/m2 should lose 6 kg.

Giant Pulse Phenomena in a High Gain Erbium Doped Fiber Amplifier

Science.gov (United States)

Li, Stephen X.; Merritt, Scott; Krainak, Michael A.; Yu, Anthony

2018-01-01

High gain Erbium Doped Fiber Amplifiers (EDFAs) are vulnerable to optical damage when unseeded, e.g. due to nonlinear effects that produce random, spontaneous Q-switched (SQS) pulses with high peak power, i.e. giant pulses. Giant pulses can damage either the components within a high gain EDFA or external components and systems coupled to the EDFA. We explore the conditions under which a reflective, polarization-maintaining (PM), core-pumped high gain EDFA generates giant pulses, provide details on the evolution of normal pulses into giant pulses, and provide results on the transient effects of giant pulses on an amplifier's fused-fiber couplers, an effect which we call Fiber Overload Induced Leakage (FOIL). While FOIL's effect on fused-fiber couplers is temporary, its damage to forward pump lasers in a high gain EDFA can be permanent.

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

Science.gov (United States)

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

2011-01-01

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

Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.

Science.gov (United States)

Iuculano, Teresa; Rosenberg-Lee, Miriam; Richardson, Jennifer; Tenison, Caitlin; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

2015-09-30

Competency with numbers is essential in today's society; yet, up to 20% of children exhibit moderate to severe mathematical learning disabilities (MLD). Behavioural intervention can be effective, but the neurobiological mechanisms underlying successful intervention are unknown. Here we demonstrate that eight weeks of 1:1 cognitive tutoring not only remediates poor performance in children with MLD, but also induces widespread changes in brain activity. Neuroplasticity manifests as normalization of aberrant functional responses in a distributed network of parietal, prefrontal and ventral temporal-occipital areas that support successful numerical problem solving, and is correlated with performance gains. Remarkably, machine learning algorithms show that brain activity patterns in children with MLD are significantly discriminable from neurotypical peers before, but not after, tutoring, suggesting that behavioural gains are not due to compensatory mechanisms. Our study identifies functional brain mechanisms underlying effective intervention in children with MLD and provides novel metrics for assessing response to intervention.

[Clinical correlation of hypnagogic hypersynchrony during sleep in normal children and those with learning disability].

Science.gov (United States)

Olmos G de Alba, G; Fraire-Martínez, M I; Valenzuela-Romero, R

One of the electroencephalographic (EEG) patterns that can be mistaken for paroxysmal clinical activity, when not taken into account and especially in children, is hypnagogic hypersynchrony (HH). This consists in generalised, paroxysmal, synchronic, symmetrical, slow, high voltage waves lasting 2 8 seconds, which appear in drowsiness and in stage I. It was observed that this pattern often appeared in children with learning disability (LD). AIMS. To correlate clinical data with the presence of HH during sleep in normal children and those with LD. We assessed 180 children between the ages of 6 12 years with normal neurological development, 130 of which suffered LD and 50 who did not have LD. EEG was performed with sleep deprivation, following the International Federation of Clinical Neurophysiology guidelines. The presence or absence of HH, together with its characteristics, was assessed. Of the children with LD, 35.38% displayed HH and of the children without LD, only 4% displayed HH. Since the characteristics of HH in the children with LD were different to previous descriptions, we put forward criteria with which to evaluate those differences. HH appeared more often in children with LD than in normal children. Qualitative, quantitative (p< 0.05) and morphological changes were found in the paroxysmal activity of HH during the stages of sleep in children with LD.

Glucagon-like peptide-1 analogs against antipsychotic-induced weight gain

DEFF Research Database (Denmark)

Ebdrup, Bjørn H; Knop, Filip K; Ishøy, Pelle L

2012-01-01

between schizophrenia and overweight patients. DISCUSSION: Current interventions against antipsychotic-induced weight gain do not facilitate a substantial and lasting weight loss. GLP-1 analogues used in the treatment of type 2 diabetes are associated with significant and sustained weight loss...... are already compromised in normal weight patients with schizophrenia. Here we outline the current strategies against antipsychotic-induced weight gain, and we describe peripheral and cerebral effects of the gut hormone glucagon-like peptide-1 (GLP-1). Moreover, we account for similarities in brain changes...... in overweight patients. Potential effects of treating schizophrenia patients with antipsychotic-induced weight gain with GLP-1 analogues are discussed. CONCLUSIONS: We propose that adjunctive treatment with GLP-1 analogues may constitute a new avenue to treat and prevent metabolic and cerebral deficiencies...

A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement

Science.gov (United States)

Nortvig, Anne-Mette; Petersen, Anne Kristine; Balle, Søren Hattesen

2018-01-01

In higher education, e-learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face-to-face teaching to online learning and/or blended learning in order to try to define which of the formats provides,…

A combination of HARMONIE short time direct normal irradiance forecasts and machine learning: The #hashtdim procedure

Science.gov (United States)

Gastón, Martín; Fernández-Peruchena, Carlos; Körnich, Heiner; Landelius, Tomas

2017-06-01

The present work describes the first approach of a new procedure to forecast Direct Normal Irradiance (DNI): the #hashtdim that treats to combine ground information and Numerical Weather Predictions. The system is centered in generate predictions for the very short time. It combines the outputs from the Numerical Weather Prediction Model HARMONIE with an adaptive methodology based on Machine Learning. The DNI predictions are generated with 15-minute and hourly temporal resolutions and presents 3-hourly updates. Each update offers forecasts to the next 12 hours, the first nine hours are generated with 15-minute temporal resolution meanwhile the last three hours present hourly temporal resolution. The system is proved over a Spanish emplacement with BSRN operative station in south of Spain (PSA station). The #hashtdim has been implemented in the framework of the Direct Normal Irradiance Nowcasting methods for optimized operation of concentrating solar technologies (DNICast) project, under the European Union's Seventh Programme for research, technological development and demonstration framework.

"Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

Science.gov (United States)

Coya, Liliam de Barbosa; Perez-Coffie, Jorge

1982-01-01

"Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

Event-related brain potentials, bilateral electrodermal activity and Mangina-Test performance in learning disabled/ADHD pre-adolescents with severe behavioral disorders as compared to age-matched normal controls.

Science.gov (United States)

Mangina, C A; Beuzeron-Mangina, J H; Grizenko, N

2000-07-01

The most frequently encountered developmental problems of learning disabilities/ADHD often co-exist with severe behavioral disorders. As a direct consequence, this condition opens the way to delinquency, school drop-out, depression, suicide, substance abuse, work absenteeism, and other psycho-social complications. In this paper, we are presenting a selective overview of our previous research and its clinical applications in this field as it relates to our present research data pertaining to the effects of our original Memory Workload Paradigm on the event-related brain potentials in differentiating normal and pathological pre-adolescents (learning disabled/ADHD with concomitant severe behavioral disorders such as oppositional and conduct). In addition, it provides data on the bilateral electrodermal activity during cognitive workload and Mangina-Test performance of pathological and normal pre-adolescents conducted in separate sessions. The results of our present research indicate that a significant memory load effect for the P450 latency (F(3,27)=4.98, PWorkload Paradigm in pre-frontal and frontal regions clearly differentiated normal from pathological pre-adolescents (F(1, 18)=12.21, Presearch findings provide an original and valuable demonstration of an integrative and effective clinical psychophysiological application of central (ERPs), autonomic (bilateral electrodermal activity) and neuro-psychometric aspects (Mangina-Test) which characterize normal and pathological pre-adolescents and underpin the neurophysiological basis of learning disabled/ADHD with severe behavioral disorders as opposed to normal subjects.

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

NARCIS (Netherlands)

Gauttier, Stéphanie; Arnedillo-Sanchez, Inmaculada

2016-01-01

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

Effect of normalization methods on the performance of supervised learning algorithms applied to HTSeq-FPKM-UQ data sets: 7SK RNA expression as a predictor of survival in patients with colon adenocarcinoma.

Science.gov (United States)

Shahriyari, Leili

2017-11-03

One of the main challenges in machine learning (ML) is choosing an appropriate normalization method. Here, we examine the effect of various normalization methods on analyzing FPKM upper quartile (FPKM-UQ) RNA sequencing data sets. We collect the HTSeq-FPKM-UQ files of patients with colon adenocarcinoma from TCGA-COAD project. We compare three most common normalization methods: scaling, standardizing using z-score and vector normalization by visualizing the normalized data set and evaluating the performance of 12 supervised learning algorithms on the normalized data set. Additionally, for each of these normalization methods, we use two different normalization strategies: normalizing samples (files) or normalizing features (genes). Regardless of normalization methods, a support vector machine (SVM) model with the radial basis function kernel had the maximum accuracy (78%) in predicting the vital status of the patients. However, the fitting time of SVM depended on the normalization methods, and it reached its minimum fitting time when files were normalized to the unit length. Furthermore, among all 12 learning algorithms and 6 different normalization techniques, the Bernoulli naive Bayes model after standardizing files had the best performance in terms of maximizing the accuracy as well as minimizing the fitting time. We also investigated the effect of dimensionality reduction methods on the performance of the supervised ML algorithms. Reducing the dimension of the data set did not increase the maximum accuracy of 78%. However, it leaded to discovery of the 7SK RNA gene expression as a predictor of survival in patients with colon adenocarcinoma with accuracy of 78%. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Glucagon-like peptide-1 analogs against antipsychotic-induced weight gain: potential physiological benefits

OpenAIRE

Ebdrup Bjørn H; Knop Filip K; Ishøy Pelle L; Rostrup Egill; Fagerlund Birgitte; Lublin Henrik; Glenthøj Birte

2012-01-01

Abstract Background Antipsychotic-induced weight gain constitutes a major unresolved clinical problem which may ultimately be associated with reducing life expectancy by 25 years. Overweight is associated with brain deterioration, cognitive decline and poor quality of life, factors which are already compromised in normal weight patients with schizophrenia. Here we outline the current strategies against antipsychotic-induced weight gain, and we describe peripheral and cerebral effects of the g...

Clusters of week-specific maternal gestational weight gain pattern and their association with birthweight: an observational cohort study.

Science.gov (United States)

Liang, Huan; Yin, Chuanmin; Dong, Xinran; Acharya, Ganesh; Li, Xiaotian

2017-10-01

Gestational weight gain varies widely among different populations, and an inappropriate gestational weight gain is associated with adverse pregnancy outcomes. We aimed to investigate week-specific serial changes in gestational weight gain in an urban Chinese population to derive clusters of gestational weight gain patterns and explore the impact of gestational weight gain patterns on birthweight. This was an observational cohort study of 6130 women delivered at a university hospital in Shanghai, China. Pre-pregnancy bodyweight, height, week-specific and total gestational weight gain, pregnancy outcome and birthweight were extracted using electronic medical records. The association between gestational weight gain and gestational age was tested using linear regression, and week-specific reference percentiles for gestational weight gain were calculated. Hierarchical clustering was used to derive gestational weight gain clusters. Mean birthweight among the clusters was compared using Dunnet's test. We found a significant linear association between gestational weight gain and gestational age (r = 0.56; p gain pattern were identified. The birthweight significantly correlated with gestational weight gain (r = 0.28; p gain throughout the pregnancy, the mean birthweight among the clusters that had abnormal gestational weight gain (inadequate or excessive) in the third trimester was significantly different (p gain (between 5 and 95 percentile) in the third-trimester had similar mean birthweight. Women with abnormal gestational weight gain before the third-trimester still had a fair chance of delivering a normal birthweight baby if their gestational weight gain was normal in the third-trimester, suggesting that interventions started even late in pregnancy may have a positive effect on fetal growth. © 2017 Nordic Federation of Societies of Obstetrics and Gynecology.

Mobile Learning for Higher Education in Problem-Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn

2011-01-01

This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams - Introducing interprofessional learning at the University Medical Centre Mannheim, Germany.

Science.gov (United States)

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M

2016-01-01

In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for.

Proportionate-type normalized last mean square algorithms

CERN Document Server

Wagner, Kevin

2013-01-01

The topic of this book is proportionate-type normalized least mean squares (PtNLMS) adaptive filtering algorithms, which attempt to estimate an unknown impulse response by adaptively giving gains proportionate to an estimate of the impulse response and the current measured error. These algorithms offer low computational complexity and fast convergence times for sparse impulse responses in network and acoustic echo cancellation applications. New PtNLMS algorithms are developed by choosing gains that optimize user-defined criteria, such as mean square error, at all times. PtNLMS algorithms ar

Learning attention for historical text normalization by learning to pronounce

DEFF Research Database (Denmark)

Bollmann, Marcel; Bingel, Joachim; Søgaard, Anders

2017-01-01

Automated processing of historical texts often relies on pre-normalization to modern word forms. Training encoder-decoder architectures to solve such problems typically requires a lot of training data, which is not available for the named task. We address this problem by using several novel encoder...

Linear hypergeneralization of learned dynamics across movement speeds reveals anisotropic, gain-encoding primitives for motor adaptation.

Science.gov (United States)

Joiner, Wilsaan M; Ajayi, Obafunso; Sing, Gary C; Smith, Maurice A

2011-01-01

The ability to generalize learned motor actions to new contexts is a key feature of the motor system. For example, the ability to ride a bicycle or swing a racket is often first developed at lower speeds and later applied to faster velocities. A number of previous studies have examined the generalization of motor adaptation across movement directions and found that the learned adaptation decays in a pattern consistent with the existence of motor primitives that display narrow Gaussian tuning. However, few studies have examined the generalization of motor adaptation across movement speeds. Following adaptation to linear velocity-dependent dynamics during point-to-point reaching arm movements at one speed, we tested the ability of subjects to transfer this adaptation to short-duration higher-speed movements aimed at the same target. We found near-perfect linear extrapolation of the trained adaptation with respect to both the magnitude and the time course of the velocity profiles associated with the high-speed movements: a 69% increase in movement speed corresponded to a 74% extrapolation of the trained adaptation. The close match between the increase in movement speed and the corresponding increase in adaptation beyond what was trained indicates linear hypergeneralization. Computational modeling shows that this pattern of linear hypergeneralization across movement speeds is not compatible with previous models of adaptation in which motor primitives display isotropic Gaussian tuning of motor output around their preferred velocities. Instead, we show that this generalization pattern indicates that the primitives involved in the adaptation to viscous dynamics display anisotropic tuning in velocity space and encode the gain between motor output and motion state rather than motor output itself.

The effectiveness of collaborative problem based physics learning (CPBPL) model to improve student’s self-confidence on physics learning

Science.gov (United States)

Prahani, B. K.; Suprapto, N.; Suliyanah; Lestari, N. A.; Jauhariyah, M. N. R.; Admoko, S.; Wahyuni, S.

2018-03-01

In the previous research, Collaborative Problem Based Physic Learning (CPBPL) model has been developed to improve student’s science process skills, collaborative problem solving, and self-confidence on physics learning. This research is aimed to analyze the effectiveness of CPBPL model towards the improvement of student’s self-confidence on physics learning. This research implemented quasi experimental design on 140 senior high school students who were divided into 4 groups. Data collection was conducted through questionnaire, observation, and interview. Self-confidence measurement was conducted through Self-Confidence Evaluation Sheet (SCES). The data was analyzed using Wilcoxon test, n-gain, and Kruskal Wallis test. Result shows that: (1) There is a significant score improvement on student’s self-confidence on physics learning (α=5%), (2) n-gain value student’s self-confidence on physics learning is high, and (3) n-gain average student’s self-confidence on physics learning was consistent throughout all groups. It can be concluded that CPBPL model is effective to improve student’s self-confidence on physics learning.

Acting to gain information

Science.gov (United States)

Rosenchein, Stanley J.; Burns, J. Brian; Chapman, David; Kaelbling, Leslie P.; Kahn, Philip; Nishihara, H. Keith; Turk, Matthew

1993-01-01

This report is concerned with agents that act to gain information. In previous work, we developed agent models combining qualitative modeling with real-time control. That work, however, focused primarily on actions that affect physical states of the environment. The current study extends that work by explicitly considering problems of active information-gathering and by exploring specialized aspects of information-gathering in computational perception, learning, and language. In our theoretical investigations, we analyzed agents into their perceptual and action components and identified these with elements of a state-machine model of control. The mathematical properties of each was developed in isolation and interactions were then studied. We considered the complexity dimension and the uncertainty dimension and related these to intelligent-agent design issues. We also explored active information gathering in visual processing. Working within the active vision paradigm, we developed a concept of 'minimal meaningful measurements' suitable for demand-driven vision. We then developed and tested an architecture for ongoing recognition and interpretation of visual information. In the area of information gathering through learning, we explored techniques for coping with combinatorial complexity. We also explored information gathering through explicit linguistic action by considering the nature of conversational rules, coordination, and situated communication behavior.

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams – Introducing interprofessional learning at the University Medical Centre Mannheim, Germany

Science.gov (United States)

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M.

2016-01-01

Aim: In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. Method: A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. Results: The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. Conclusion: The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for. PMID:27280142

Extensive intron gain in the ancestor of placental mammals

Science.gov (United States)

2011-01-01

Background Genome-wide studies of intron dynamics in mammalian orthologous genes have found convincing evidence for loss of introns but very little for intron turnover. Similarly, large-scale analysis of intron dynamics in a few vertebrate genomes has identified only intron losses and no gains, indicating that intron gain is an extremely rare event in vertebrate evolution. These studies suggest that the intron-rich genomes of vertebrates do not allow intron gain. The aim of this study was to search for evidence of de novo intron gain in domesticated genes from an analysis of their exon/intron structures. Results A phylogenomic approach has been used to analyse all domesticated genes in mammals and chordates that originated from the coding parts of transposable elements. Gain of introns in domesticated genes has been reconstructed on well established mammalian, vertebrate and chordate phylogenies, and examined as to where and when the gain events occurred. The locations, sizes and amounts of de novo introns gained in the domesticated genes during the evolution of mammals and chordates has been analyzed. A significant amount of intron gain was found only in domesticated genes of placental mammals, where more than 70 cases were identified. De novo gained introns show clear positional bias, since they are distributed mainly in 5' UTR and coding regions, while 3' UTR introns are very rare. In the coding regions of some domesticated genes up to 8 de novo gained introns have been found. Intron densities in Eutheria-specific domesticated genes and in older domesticated genes that originated early in vertebrates are lower than those for normal mammalian and vertebrate genes. Surprisingly, the majority of intron gains have occurred in the ancestor of placentals. Conclusions This study provides the first evidence for numerous intron gains in the ancestor of placental mammals and demonstrates that adequate taxon sampling is crucial for reconstructing intron evolution. The

From struggles to resource gains in interprofessional service networks: Key findings from a multiple case study.

Science.gov (United States)

Toiviainen, Hanna; Kira, Mari

2017-07-01

In interprofessional service networks, employees cross professional boundaries to collaborate with colleagues and clients with expertise and values different from their own. It can be a struggle to adopt shared work practices and deal with "multivoicedness." At the same time, networks allow members to engage in meaningful service provision, gain a broader understanding of the service provided, and obtain social support. Intertwined network struggles and resource gains have received limited attention in the interprofessional care literature to date. The aim of the study was to investigate the learning potential of the co-existing struggles and resource gains. This article reports findings from two interprofessional networks. Interviews were conducted with 19 employees and thematically analysed. Three types of struggles and six types of resource gains of networking were identified. The struggles relate, first, to the assumptions of networking following similar practices to those in a home organisation; second, to the challenges of dealing with the multivoicedness of networking; and, third, to the experienced gap between the networking ideals and the reality of cooperation. At the same time, the network members experience gains in emotional resources (e.g., stronger sense of meaningfulness at work), cognitive resources (e.g., understanding the customer needs from alternative perspectives), and social resources (e.g., being able to rely on other professionals' competence). Learning potential emerged from the dynamics between coexisting struggles and resource gains.

Normal aging and decision making: The role of motivation

OpenAIRE

Depping, Miriam K; Freund, Alexandra M

2011-01-01

The main argument of this review is that motivational development associated with normal aging affects decision making. With increasing age, the ratio of gains to losses becomes more and more unfavorable. Reflecting the increasing losses in resources, goal orientation changes from a predominant orientation towards gains in young adulthood to an increasingly stronger orientation towards the prevention of loss in older adulthood. As goals serve as reference points for the evaluation of decision...

How are learning physics and student beliefs about learning physics connected? Measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning

Science.gov (United States)

May, David B.

2002-11-01

To explore students' epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. Reports were assigned to students in the introductory physics course for honors engineering majors at The Ohio State University in two successive years. The Weekly Reports of several students from the first year were analyzed for the kinds of epistemological beliefs exhibited therein, called epistemological self-reflection, and a coding scheme was developed for categorizing and quantifying this reflection. The connection between epistemological self-reflection and conceptual learning in physics seen in a pilot study was replicated in a larger study, in which the coded reflections from the Weekly Reports of thirty students were correlated with their conceptual learning gains. Although the total amount of epistemological self-reflection was not found to be related to conceptual gain, different kinds of epistemological self-reflection were. Describing learning physics concepts in terms of logical reasoning and making personal connections were positively correlated with gains; describing learning from authority figures or by observing phenomena without making inferences were negatively correlated. Linear regression equations were determined in order to quantify the effects on conceptual gain of specific ways of describing learning. In an experimental test of this model, the regression equations and the Weekly Report coding scheme developed from the first year's data were used to predict the conceptual gains of thirty students from the second year. The prediction was unsuccessful, possibly because these students were not given as much feedback on their reflections as were the first-year students. These results show that epistemological beliefs are important factors affecting

The learning environment and learning styles: a guide for mentors.

Science.gov (United States)

Vinales, James Jude

The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

Influence of catch up growth on spatial learning and memory in a mouse model of intrauterine growth restriction.

Directory of Open Access Journals (Sweden)

Cristina Duran Fernandez-Feijoo

Full Text Available Intrauterine growth restriction (IUGR and rapid postnatal weight gain or catch up growth (CUG increase the susceptibility to metabolic syndrome during adult life. Longitudinal studies have also revealed a high incidence of learning difficulties in children with IUGR. The aim of the present study was to investigate the effect of nutrition and CUG on learning memory in an IUGR animal model. We hypothesized that synaptic protein expression and transcription, an essential mechanism for memory consolidation, might be affected by intrauterine undernutrition.IUGR was induced by 50% maternal caloric undernutrition throughout late gestation. During the suckling period, dams were either fed ad libitum or food restricted. The pups were divided into: Normal prenatal diet-Normal postnatal diet (NN, Restricted prenatal diet- Normal postnatal diet + catch up growth (RN+, Normal prenatal diet-Restricted postnatal diet (NR and Restricted prenatal diet-Restricted postnatal diet (RR. At 4 weeks of age, memory was assessed via a water maze test. To evaluate synaptic function, 2 specific synaptic proteins (postsynaptic density-95 [PSD95], synaptophysin as well as insulin receptors (IR were tested by Western Blot and quantitative polymerase chain reaction (qPCR. Brain-derived neurotrophic factor and serum insulin levels were also studied.The RN+ group presented a learning curve similar to the NN animals. The RR animals without CUG showed learning disabilities. PSD95 was lower in the RR group than in the NN and RN+ mice. In contrast, synaptophysin was similar in all groups. IR showed an inverse expression pattern to that of the PSD95. In conclusion, perinatal nutrition plays an important role in learning. CUG after a period of prenatal malnutrition seems to improve learning skills. The functional alterations observed might be related to lower PSD95 activity and a possible dysfunction in the hormone regulation of synaptic plasticity.

Semantic and phonological coding in poor and normal readers.

Science.gov (United States)

Vellutino, F R; Scanlon, D M; Spearing, D

1995-02-01

Three studies were conducted evaluating semantic and phonological coding deficits as alternative explanations of reading disability. In the first study, poor and normal readers in second and sixth grade were compared on various tests evaluating semantic development as well as on tests evaluating rapid naming and pseudoword decoding as independent measures of phonological coding ability. In a second study, the same subjects were given verbal memory and visual-verbal learning tasks using high and low meaning words as verbal stimuli and Chinese ideographs as visual stimuli. On the semantic tasks, poor readers performed below the level of the normal readers only at the sixth grade level, but, on the rapid naming and pseudoword learning tasks, they performed below the normal readers at the second as well as at the sixth grade level. On both the verbal memory and visual-verbal learning tasks, performance in poor readers approximated that of normal readers when the word stimuli were high in meaning but not when they were low in meaning. These patterns were essentially replicated in a third study that used some of the same semantic and phonological measures used in the first experiment, and verbal memory and visual-verbal learning tasks that employed word lists and visual stimuli (novel alphabetic characters) that more closely approximated those used in learning to read. It was concluded that semantic coding deficits are an unlikely cause of reading difficulties in most poor readers at the beginning stages of reading skills acquisition, but accrue as a consequence of prolonged reading difficulties in older readers. It was also concluded that phonological coding deficits are a probable cause of reading difficulties in most poor readers.

Association Between Gestational Weight Gain According to Body Mass Index and Postpartum Weight in a Large Cohort of Danish Women

DEFF Research Database (Denmark)

Rode, Line; Kjærgaard, Hanne; Ottesen, Bent

2012-01-01

weight, 60% of overweight and 50% of obese women gained more than recommended during pregnancy. For normal weight and overweight women with GWG above recommendations the OR of gaining = 5 kg (11 lbs) 1-year postpartum was 2.8 (95% CI 2.0-4.0) and 2.8 (95% CI 1.3-6.2, respectively) compared to women...... with GWG within recommendations. GWG above IOM recommendations significantly increases normal weight, overweight and obese women's risk of retaining weight 1 year after delivery. Health personnel face a challenge in prenatal counseling as 40-60% of these women gain more weight than recommended...

The association between gestational weight gain and risk of stillbirth: a population-based cohort study.

Science.gov (United States)

Yao, Ruofan; Park, Bo Y; Foster, Sarah E; Caughey, Aaron B

2017-10-01

To estimate the risk of stillbirth associated with excessive and inadequate weight gain during pregnancy. Retrospective cohort study using the Texas vital records database between 2006 and 2011, with 2,230,310 births (5502 stillbirths) was included for analysis. Pregnancies were categorized as adequate weight gain, excessive weight gain, inadequate weight gain, or weight loss based on the Institute of Medicine 2009 recommendations. Hazard ratios (HRs) for stillbirth were estimated for each gestational weight-gain stratum using adequate weight gain as the comparison group. The analysis was performed separately for each body mass index (BMI) class. Both inadequate weight gain and weight loss were associated with an increased risk of stillbirth for all BMI classes except the morbidly obese group. Highest risk was seen in weight-loss groups after 36 completed weeks (normal weight: HR = 18.85 [8.25-43.09]; overweight: HR = 5.87 [2.99-11.55]; obese: HR = 3.44 [2.34-5.05]). Weight loss was associated with reduced stillbirth risk in morbidly obese women between 24 and 28 weeks (HR = 0.56 [0.34-0.95]). Excess weight gain was associated with an increased risk of stillbirth among obese and morbidly obese women, with highest risk after 36 completed weeks (obese: HR = 2.00 [1.55-2.58]; morbidly obese: HR = 3.16 [2.17-4.62]). In contrast, excess weight gain was associated with reduced risk of stillbirth in normal-weight women between 24 and 28 weeks (HR = 0.57 [0.44-0.70]) and in overweight women between 29 and 33 weeks (HR = 0.62 [0.45-0.85]). Analysis for the underweight group was limited by sample size. Both excessive weight gain and inadequate weight gain were not associated with stillbirth in this group. Stillbirth risk increased with inadequate weight gain and weight loss in all BMI classes except the morbidly obese group, where weight demonstrated a protective effect. Conversely, excessive weight gain was associated with higher risk of stillbirth among

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

Science.gov (United States)

JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

2017-05-01

This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF

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Ali Muntaha

2013-03-01

One sample t test, using a different test of independent sample t test, normality test and test upgrades using N-gain. The results showed: (1 the development of the learning process is done through four stages define (definition/determination, design (design, develop (development, and disseminate (spread, (2 the development of learning results in the study valid, (3 the results of the development of effective learning in this study to enhance the students’ ability to think creatively

Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

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Simándi Szilvia

2017-08-01

Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

Maximizing therapeutic gain with gemcitabine and fractionated radiation

International Nuclear Information System (INIS)

Mason, Kathy A.; Milas, Luka; Hunter, Nancy R.; Elshaikh, Mohamed; Buchmiller, Lara; Kishi, Kazushi; Hittelman, K. Walter; Ang, K. Kian

1999-01-01

Purpose/Objective: The nucleoside analogue gemcitabine inhibits cellular repair and repopulation, induces apoptosis, causes tumor growth delay, and enhances radiation-induced growth delay. After single doses of drug and radiation, maximum enhancement of tumor response was obtained when gemcitabine preceded radiation by at least 24 h. Conversely, the cellular radioresponse of the normal gastrointestinal epithelium was slightly protected when gemcitabine and radiation were separated by 24 h. This differential response created a time frame within which therapeutic gain could be maximized. In our present investigation, we sought to define the most therapeutically beneficial scheme of gemcitabine administration when combined with fractionated radiotherapy. Methods and Materials: C3Hf/Kam mice were given identical drug and radiation schedules of administration, and both normal tissue (jejunal mucosa) and tumor (Sa-NH) responses were measured. Irradiation was given once per day for 5 days in normal tissue and tumor growth delay studies and twice per day for the tumor cure endpoint. A total dose of 25 mg/kg gemcitabine was given i.p. in 1 of 3 schedules: a single dose of 25 mg/kg 24 h before the start of fractionated irradiation, 12.5 mg/kg 24 h before the first and third radiation doses, or 24 h before each of 5 radiation doses. Groups of mice bearing 7- or 8-mm diameter tumors were treated with gemcitabine alone or in combination with fractionated irradiation under ambient or hypoxic conditions. The survival response of the jejunal mucosa was quantified by the microcolony assay and histologically by quantifying apoptosis, mitosis, S-phase fraction, and crypt cellularity. Results: For tumor growth delay, dose-modifying factors (DMFs) were similar (1.34-1.46) for all 3 schedules of drug administration. In contrast, the response of the jejunum was strongly dependent on the schedule of gemcitabine administration. A single dose of gemcitabine before the start of fractionated

Conceptualizing On-the-Job Learning Styles

Science.gov (United States)

Berings, Marjolein G. M. C.; Poell, Rob F.; Simons, P. Robert-Jan

2005-01-01

The broad aims of this study are to gain insight into employees' on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and…

LEARNING STRATEGY IMPLEMENTATION OF GENERATIVE LEARNING ASSISTED SCIENTIST’S CARD TO IMPROVE SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT IN CLASS VIII

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R. Yuliarti

2016-01-01

Full Text Available In general, self-efficacy of the students is still low. This study aims to determine the learning strategies implementation of generative learning assisted scientist's card in improving self-efficacy and cognitive learning outcomes of the students. The study designed form One Group Pretest-Posttest Design. The improvement of self-efficacy can be determined from the change in the questionnaire score before and after the learning and observations during the learning process. Cognitive learning outcomes are known from pretest and posttest scores. To determine the improvement, the data were analyzed by using the gain test. The results showed that N-gain of self-efficacy is 0.13 (low and N-gain of cognitive learning is 0.60 (medium. Based on the observation, students’ self-efficacy has increased each meeting. Cognitive learning results also achieved mastery learning as big as 72.88%. It could be concluded that the learning strategy of generative learning assisted scientist's card can improve self efficacy and cognitive learning outcomes of the students.Pada umumnya, self efficacy yang dimiliki siswa masih rendah. Penelitian ini bertujuan untuk mengetahui penerapan strategi pembelajaran generative learning berbantuan scientist’s card dalam meningkatkan self efficacy dan  hasil belajar  kognitif siswa.  Desain penelitian berbentuk One Group Pretest-Posttest Design. Peningkatan self efficacy dapat diketahui dari perubahan  skor angket sebelum dan sesudah pembelajaran dan hasil observasi selama pembelajaran. Hasil  belajar kognitif diketahui dari skor pretest dan posttest. Untuk mengetahui peningkatannya, data yang diperoleh dianalisis menggunakan uji gain. Hasil penelitian menunjukkan bahwa peningkatan self efficacy berkatagori rendah dan peningkatan hasil belajar kognitif berkatagori sedang. Berdasarkan hasil observasi, self efficacy siswa setiap pertemuan meningkat. Hasil belajar ranah kognitif juga mencapai ketuntasan belajar .Jadi dapat

Sequence specific motor performance gains after memory consolidation in children and adolescents.

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Shoshi Dorfberger

Full Text Available Memory consolidation for a trained sequence of finger opposition movements, in 9- and 12-year-old children, was recently found to be significantly less susceptible to interference by a subsequent training experience, compared to that of 17-year-olds. It was suggested that, in children, the experience of training on any sequence of finger movements may affect the performance of the sequence elements, component movements, rather than the sequence as a unit; the latter has been implicated in the learning of the task by adults. This hypothesis implied a possible childhood advantage in the ability to transfer the gains from a trained to the reversed, untrained, sequence of movements. Here we report the results of transfer tests undertaken to test this proposal in 9-, 12-, and 17-year-olds after training in the finger-to-thumb opposition sequence (FOS learning task. Our results show that the performance gains in the trained sequence partially transferred from the left, trained hand, to the untrained hand at 48-hours after a single training session in the three age-groups tested. However, there was very little transfer of the gains from the trained to the untrained, reversed, sequence performed by either hand. The results indicate sequence specific post-training gains in FOS performance, as opposed to a general improvement in performance of the individual, component, movements that comprised both the trained and untrained sequences. These results do not support the proposal that the reduced susceptibility to interference, in children before adolescence, reflects a difference in movement syntax representation after training.

Sequence specific motor performance gains after memory consolidation in children and adolescents.

Science.gov (United States)

Dorfberger, Shoshi; Adi-Japha, Esther; Karni, Avi

2012-01-01

Memory consolidation for a trained sequence of finger opposition movements, in 9- and 12-year-old children, was recently found to be significantly less susceptible to interference by a subsequent training experience, compared to that of 17-year-olds. It was suggested that, in children, the experience of training on any sequence of finger movements may affect the performance of the sequence elements, component movements, rather than the sequence as a unit; the latter has been implicated in the learning of the task by adults. This hypothesis implied a possible childhood advantage in the ability to transfer the gains from a trained to the reversed, untrained, sequence of movements. Here we report the results of transfer tests undertaken to test this proposal in 9-, 12-, and 17-year-olds after training in the finger-to-thumb opposition sequence (FOS) learning task. Our results show that the performance gains in the trained sequence partially transferred from the left, trained hand, to the untrained hand at 48-hours after a single training session in the three age-groups tested. However, there was very little transfer of the gains from the trained to the untrained, reversed, sequence performed by either hand. The results indicate sequence specific post-training gains in FOS performance, as opposed to a general improvement in performance of the individual, component, movements that comprised both the trained and untrained sequences. These results do not support the proposal that the reduced susceptibility to interference, in children before adolescence, reflects a difference in movement syntax representation after training.

Short-Term Study Abroad: Perspectives on Speaking Gains and Language Contact

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Hernández, Todd A.

2016-01-01

Previous studies have shown that study abroad has a positive effect on second language (L2) learning outcomes for students who spend at least a semester abroad. It is unclear, however, whether a short-term experience also has a measurable impact on L2 development. The present study examines the relationship between speaking proficiency gains made…

Explorations in Statistics: The Analysis of Ratios and Normalized Data

Science.gov (United States)

Curran-Everett, Douglas

2013-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This ninth installment of "Explorations in Statistics" explores the analysis of ratios and normalized--or standardized--data. As researchers, we compute a ratio--a numerator divided by a denominator--to compute a…

Substantial weight gain during adulthood: the road to bariatric surgery.

Science.gov (United States)

McCullough, Peter A; Sandberg, Keisha R; Miller, Wendy M; Odom, Jacqueline S; Sloan, Kevin C; de Jong, Adam T; Nori, Katherine E; Irving, Sarah D; Krause, Kevin R; Franklin, Barry A

2005-01-01

We sought to examine the relationship of body mass index (BMI) at age 18 years with the degree and rate of rise in body weight during adulthood among the morbidly obese. We evaluated 196 patients with a standard medical history form and a structured interview with questions regarding weight at age 18 years. The study included 40 (20.4%) men and 156 (79.6%) women. The mean BMI was 50.2+/-8.0 kg/m2, range 37.0-80.0 kg/m2. Based on self-reported weight, 133 (67.9%) were overweight/obese (BMI >25 kg/m2) and 68 (34.7%) were obese (BMI > or =30 kg/m2) at age 18 years. The distribution of cumulative weight gain was normal with a mean of 60.8+/-23.7 kg. There was a positive relationship (r=0.36, pweight gain were BMI at age 18 years (pweight gains during adult life, resulting in morbid obesity and high rates of obesity-related comorbidities.

The contribution of fat component to gestational weight gain

Directory of Open Access Journals (Sweden)

2013-12-01

Full Text Available Objective: to estimate the role of adipose tissue in gestational weight gain (GWG and preferential fat deposition among normal-weight women. Subjects and methods: prospective cohort study of 84 pregnancies: maternal body mass index 18,5–24,9 kg/m2, singleton term pregnancy, nondiabetic women, somatically well. GWG and skinfold thickness were evaluated in the 1st, 2nd, 3d trimesters, on the 3d day after delivery. Results: fat mass gain in low GWG was similar to recommended GWG and in the high-GWG group was greater one. Women with recommended and low GWG returned to their initial fat level on the 3d day after delivery, in excessive weight gain fat significantly increased (р=0,025. Compared to initial recommended GWG resulted in triceps skinfold thicknesses loss (р=0,001, in abdominal skinfold gained nothing and in thighs skinfold thicknesses increasing (р=0,021. Inadequate GWG leads to fat loss in arms (р=0,017, fat of abdominal area and thighs return to initial level. In excessive GWG fat in the upper trunk and arms not changed, in the lower area (thighs significantly increased compared to initial level (р=0,001 or other groups (р=0,001. Conclusion: excessive GWG was associated with greater adipose tissue cumulation and its deposition preferentially over the thighs. Inadequate GWG was clearly linked to low fat-free mass gain.

Association between maternal weight gain and birth weight

DEFF Research Database (Denmark)

Rode, Line; Hegaard, Hanne K; Kjaergaard, Hanne

2007-01-01

To investigate the association between maternal weight gain and birth weight less than 3,000 g and greater than or equal to 4,000 g in underweight (body mass index [BMI] less than 19.8 kg/m(2)), normal weight (BMI 19.8-26.0 kg/m(2)), overweight (BMI 26.1-29.0 kg/m(2)), and obese (BMI greater than...... 29.0 kg/m(2)) women, with emphasis on the use of the American Institute of Medicine (IOM) recommendations in Denmark....

Service Learning Through Disaster Relief

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Donna J. Duerst

2010-06-01

Full Text Available The Rock County 4-H Disaster Relief Committee raised $1,550 to aid tsunami victims in Sri Lanka and then turned its attention to Hurricane Katrina relief efforts. Thirty-one 4-H youth participated in a service learning trip to the South with the objectives of helping hurricane victims, learning about new cultures and achieving personal growth during three days of service projects in Louisiana and Mississippi. Their written reflections and other evaluative measures revealed they learned about southern culture, gained a greater appreciation for their lives, gained self confidence and developed a desire to help others more often. The trip was a valuable developmental experience for the youth, and information from the trip could be utilized to create similar experiences based on service learning. This article provides an overview of the trip and describes the evaluation methods used to measure learning and assess personal growth.

STEM learning on electricity using arduino-phet based experiment to improve 8th grade students’ STEM literacy

Science.gov (United States)

Prima, E. C.; Oktaviani, T. D.; Sholihin, H.

2018-05-01

Technology is the application of scientific knowledge for practical purposes, especially in industry. One way to support the development of the technology is by integrating the use of technology and build the technology with the learning process in the form of STEM (science, technology, engineering, mathematics) Learning approach. Applying STEM Learning could improve Students’ STEM Literacy. The learning approach is applied in every aspect of Learning including the application of STEM Learning in the lesson plan and worksheet. The method used in this research is weak experimental method. One group class (N=15) is taken and learn using STEM Learning approach. The topic choosen is the electricity topic which is separated into electrical circuit and parameters. The learning process is separated into 3 meetings. 15 Students are given a STEM Literacy test item before and after the lesson. The result of the normalized gain shows there are improvement in students’ STEM Literacy by 0.16 categorieed as low improvement. The most higher improvement is the students’ technology literacy, because students learn using the same technology in every meeting. This factor influences students’ technology literacy so the result is higher than another.

Gestational Weight Gain and Pregnancy Outcomes in 481 Obese Glucose-Tolerant Women

DEFF Research Database (Denmark)

Jensen, Dorte Møller; Ovesen, Per; Beck-Nielsen, Henning

2005-01-01

OBJECTIVE: To investigate the effect of gestational weight gain in obese glucose-tolerant women. RESEARCH DESIGN AND METHODS: We performed a historical cohort study of 481 women with prepregnancy BMI > or = 30 kg/m2 and a normal 2-h 75-g oral glucose tolerance test (OGTT) during the third trimester......-weight women (3,478 g). In multivariate analyses, increasing weight gain was associated with significantly higher rates of hypertension (OR 4.8 [95% CI for group 4 vs. group 1: 1.7-13.1]), cesarean section (3.5 [1.6-7.8]), induction of labor (3.7 [1.7-8.0]), and large-for-gestational-age infants (4.7 [2.......0-11.0]). There was no difference in rates of small-for-gestational-age infants. Significant predictors for birth weight (determined by multiple linear regression) were gestational weight gain, 2-h OGTT result, pre-gestational BMI, maternal age, gestational age, and smoking. CONCLUSIONS: Increasing weight gain in obese women...

Gestational weight gain.

Science.gov (United States)

Kominiarek, Michelle A; Peaceman, Alan M

2017-12-01

Prenatal care providers are advised to evaluate maternal weight at each regularly scheduled prenatal visit, monitor progress toward meeting weight gain goals, and provide individualized counseling if significant deviations from a woman's goals occur. Today, nearly 50% of women exceed their weight gain goals with overweight and obese women having the highest prevalence of excessive weight gain. Risks of inadequate weight gain include low birthweight and failure to initiate breast-feeding whereas the risks of excessive weight gain include cesarean deliveries and postpartum weight retention for the mother and large-for-gestational-age infants, macrosomia, and childhood overweight or obesity for the offspring. Prenatal care providers have many resources and tools to incorporate weight and other health behavior counseling into routine prenatal practices. Because many women are motivated to improve health behaviors, pregnancy is often considered the optimal time to intervene for issues related to eating habits and physical activity to prevent excessive weight gain. Gestational weight gain is a potentially modifiable risk factor for a number of adverse maternal and neonatal outcomes and meta-analyses of randomized controlled trials report that diet or exercise interventions during pregnancy can help reduce excessive weight gain. However, health behavior interventions for gestational weight gain have not significantly improved other maternal and neonatal outcomes and have limited effectiveness in overweight and obese women. Copyright © 2017 Elsevier Inc. All rights reserved.

Building machine learning systems with Python

CERN Document Server

Coelho, Luis Pedro

2015-01-01

This book primarily targets Python developers who want to learn and use Python's machine learning capabilities and gain valuable insights from data to develop effective solutions for business problems.

The effect of the Thanksgiving Holiday on weight gain

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Dinger Mary K

2006-11-01

Full Text Available Abstract Background More people than ever are considered obese and the resulting health problems are evident. These facts highlight the need for identification of critical time periods for weight gain. Therefore the purpose was to assess potential changes that occur in body weight during the Thanksgiving holiday break in college students. Methods 94 college students (23.0 ± 4.6 yrs, 72.1 ± 14.0 kg, 172.6 ± 9.3 cm, 24.0 ± 3.9 kg/m2 reported to the human body composition laboratory at the University of Oklahoma following a 6-hour fast with testing occurring prior to, and immediately following the Thanksgiving holiday break (13 ± 3 days. Body weight (BW was assessed using a balance beam scale while participants were dressed in minimal clothing. Paired t-tests were used to assess changes in BW pre and post Thanksgiving holiday with additional analysis by gender, body mass index (BMI, and class standing (i.e. undergraduate vs. graduate. Results Overall, a significant (P P P 2 group compared to a non significant 0.2 kg gain in the normal group (2. Conclusion These data indicate that participants in our study gained a significant amount of BW (0.5 kg during the Thanksgiving holiday. While an increase in BW of half a kilogram may not be cause for alarm, the increase could have potential long-term health consequences if participants retained this weight gain throughout the college year. Additionally, because the overweight/obese participants gained the greatest amount of BW, this group may be at increased risk for weight gain and further obesity development during the holiday season.

Comparing L2 Word Learning through a Tablet or Real Objects: What Benefits Learning Most?

NARCIS (Netherlands)

Vlaar, M.A.J.; Verhagen, J.; Oudgenoeg-Paz, O.; Leseman, P.P.M.

2017-01-01

In child-robot interactions focused on language learning, tablets are often used to structure the interaction between the robot and the child. However, it is not clear how tablets affect children’s learning gains. Real-life objects are thought to benefit children’s word learning, but it is not clear

Gestational Weight Gain and its Relation with Birth Weight of the Newborn.

Science.gov (United States)

Thapa, Meena; Paneru, Rupa

2017-01-01

Gestational weight gain is an important predictor of the health of the newborn. It is affected by body mass index of the women. This study was conducted to find out gestational weight gain according to Institute of Medicine 2009 recommendation and relationship of newborn birth weight to body mass index and gestational weight gain of the women. It was cross sectional, hospital based study. The women, who attended at term pregnancy for delivery and having recorded first trimester body weight, were included in the study. Their body mass index was calculated and they were stratified into 4 groups according to body mass index. The gestational weight gain was calculated by subtracting first trimester body weight from body weight at the time of admission for delivery. All the women were followed till delivery. The newborn birth weight was taken immediately after delivery. A total of 227 women were enrolled in the study. More than half of the women had normal body mass index. There were 84 (37%) overweight and obese women. Mean gestational weight gain was 10.21 kg, and mean weight of the newborn was 3.05 kg. There were equal number of women who had adequate weight gain and less weight gain according to recommendation. Excess weight gain was seen in 34 (15%) women. Women of higher body mass index and women who had gain more weight during pregnancy had larger newborns. Body mass index and gestational weight gain of the women were important predictors of birth weight of the newborn. There is a positive correlation between gestational weight gain of the women and birth weight of the newborn.

E-learning Paradigms and The Development of E-learning Strategy

DEFF Research Database (Denmark)

Duus, Henrik Johannsen

2006-01-01

The e-learning area is characterized by a magnitude of different products, systems and approaches. The variations can also be observed in differences in the views and notions of e-learning among business people, researchers and journalists. This article attempts to disentangle the area by using...... economic and sociological theories, the theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning....... The selection of which paradigm to use in the development of an e-learning strategy may prove crucial for success. Implications for the development of an e-learning strategy in businesses and learning institutions are outlined....

Operational gain : measuring the capture of genetic gain ...

African Journals Online (AJOL)

The concept of operational gain is more than the weighted average of the genetic quality of planted hectares, and encompasses tree breeding efficiencies, propagation efficiencies, matching of species and genotype to site, plant use efficiency and early measures of stand density and growth. To test the operational gain ...

The Impact of Kangaroo Care on Premature Infant Weight Gain.

Science.gov (United States)

Evereklian, Melvina; Posmontier, Bobbie

Preterm births occur among 11.4% of all live infant births. Without steady weight gain, premature infants may experience lengthy hospitalizations, neurodevelopmental deficits and hospital readmissions, which can increase the financial burden on the health care system and their families. The total U.S. health-related costs linked to preterm infant deliveries are estimated at $4.33 billion. Kangaroo care is a feasible practice that can improve preterm infant weight gain. However, this intervention is utilized less often throughout the U.S. due to numerous barriers including a lack of consistent protocols, inadequate knowledge, and decreased level of confidence in demonstrating the proper kangarooing technique. An integrative review was conducted to evaluate the impact of kangaroo care on premature infant weight gain in order to educate nurses about its efficacy among preterm infants. A literature search was conducted using CINAHL, PubMed, Cochrane Reviews, ClinicalKey and Google Scholar. Large volume searches were restricted using appropriate filters and limiters. Most of the evaluated studies determined that weight gain was greater among the kangarooing premature infants. Kangaroo care is a low-tech low-cost modality that can facilitate improved preterm infant weight gain even in low-resource settings. Despite its current efficacy, kangaroo care is not widely utilized due to several barriers including an absence of standardized protocols and a lack of knowledge about its benefits. Kangaroo care can become a widespread formalized practice after nurses and parents learn about the technique and its numerous benefits for premature infants, including its association with improved weight gain. Copyright © 2017 Elsevier Inc. All rights reserved.

Company learning about corporate social responsibility

NARCIS (Netherlands)

Cramer, J.M.

2005-01-01

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

When size matters: attention affects performance by contrast or response gain.

Science.gov (United States)

Herrmann, Katrin; Montaser-Kouhsari, Leila; Carrasco, Marisa; Heeger, David J

2010-12-01

Covert attention, the selective processing of visual information in the absence of eye movements, improves behavioral performance. We found that attention, both exogenous (involuntary) and endogenous (voluntary), can affect performance by contrast or response gain changes, depending on the stimulus size and the relative size of the attention field. These two variables were manipulated in a cueing task while stimulus contrast was varied. We observed a change in behavioral performance consonant with a change in contrast gain for small stimuli paired with spatial uncertainty and a change in response gain for large stimuli presented at one location (no uncertainty) and surrounded by irrelevant flanking distracters. A complementary neuroimaging experiment revealed that observers' attention fields were wider with than without spatial uncertainty. Our results support important predictions of the normalization model of attention and reconcile previous, seemingly contradictory findings on the effects of visual attention.

The Impact of Gloss Types on Reading Comprehension, Vocabulary Gain and Vocabulary Retention: A Comparative Study

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Atefeh Elekaei

2015-09-01

Full Text Available The significance and impact of vocabulary learning in reading comprehension and L2 language learning are apparent to teachers, researchers and language learners. Moreover, glosses are found as one of the most effective strategies regarding vocabulary retention. Therefore, the present study attempted to investigate the effect of different types of glosses on reading comprehension, vocabulary gain and vocabulary retention. To this end, 140 Iranian EFL learners learning English were selected and were divided into four groups (footnote gloss group, interlinear gloss group, marginal gloss group, and glossary group. They were required to read a text and answer four reading comprehension questions. In addition, one immediate vocabulary post-test and one delayed vocabulary post-test were taken in order to investigate learners' vocabulary gain and vocabulary retention. In order to analyze the data, one one-way ANOVA and one MANOVA were run. The results of one-way ANOVA revealed that participants who received interlinear glosses significantly outperformed the other groups regarding comprehending the text. Moreover, the immediate vocabulary post-test was conducted immediately after reading test and the delayed post-test was administered after four weeks. The results of MANOVA indicated that the group which received interlinear glosses outperformed the other groups in both vocabulary gain and vocabulary retention. The present study has implications for teachers and learners. Teachers can find better methods to teach new reading passages as well as vocabulary items. Also, glosses help learners to have a better comprehension of difficult passages and they facilitate learning. Moreover, learners can enhance their vocabulary knowledge with the help of glosses.

High-fat-diet-induced weight gain ameliorates bone loss without exacerbating AβPP processing and cognition in female APP/PS1 mice

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Yunhua ePeng

2014-08-01

Full Text Available Osteoporosis is negatively correlated with body mass, whereas both osteoporosis and weight loss occur at higher incidence during the progression of Alzheimer’s disease (AD than the age-matched non-dementia individuals. Given that there is no evidence that overweight associated with AD-type cognitive dysfunction, we hypothesized that moderate weight gain might have a protective effect on the bone loss in AD without exacerbating cognitive dysfunction. In the present study, feeding a high-fat-diet (HFD, 45% calorie from fat to female APP/PS1 transgenic mice, an AD animal model, induced weight gain. The bone mineral density, microarchitecture, and biomechanical properties of the femurs were then evaluated. The results showed that the middle-aged female APP/PS1 transgenic mice were susceptible to osteoporosis of the femoral bones and that weight gain significantly enhanced bone mass and mechanical properties. Notably, HFD was not detrimental to brain insulin signaling and AβPP processing, as well as to exploration ability and working, learning and memory performance of the transgenic mice measured by T maze and water maze, compared with the mice fed a normal fat diet (10% calorie from fat. In addition, the circulating levels of leptin but not estradiol were remarkably elevated in HFD-treated mice. These results suggest that a body weight gain induced by the HFD feeding regimen significantly improved bone mass in female APP/PS1 mice with no detriments to exploration ability and spatial memory, most likely via the action of elevated circulating leptin.

Towards a Quality Assessment Method for Learning Preference Profiles in Negotiation

Science.gov (United States)

Hindriks, Koen V.; Tykhonov, Dmytro

In automated negotiation, information gained about an opponent's preference profile by means of learning techniques may significantly improve an agent's negotiation performance. It therefore is useful to gain a better understanding of how various negotiation factors influence the quality of learning. The quality of learning techniques in negotiation are typically assessed indirectly by means of comparing the utility levels of agreed outcomes and other more global negotiation parameters. An evaluation of learning based on such general criteria, however, does not provide any insight into the influence of various aspects of negotiation on the quality of the learned model itself. The quality may depend on such aspects as the domain of negotiation, the structure of the preference profiles, the negotiation strategies used by the parties, and others. To gain a better understanding of the performance of proposed learning techniques in the context of negotiation and to be able to assess the potential to improve the performance of such techniques a more systematic assessment method is needed. In this paper we propose such a systematic method to analyse the quality of the information gained about opponent preferences by learning in single-instance negotiations. The method includes measures to assess the quality of a learned preference profile and proposes an experimental setup to analyse the influence of various negotiation aspects on the quality of learning. We apply the method to a Bayesian learning approach for learning an opponent's preference profile and discuss our findings.

Comparing Efficiency of Web Based Learning Contents on Different Media

Directory of Open Access Journals (Sweden)

Julija Lapuh Bele

2009-11-01

Full Text Available The purpose of the research was to find out what kind of multimedia learning materials gave the most efficient and effective results with regards to learning time and knowledge gained. Different web based learning materials were used as regards presentation mode: static pictures, animations with online text and animations with narrated text. Although the research results showed that learners from WBL contents with static graphics learnt less time than learners from animations, we did not find significant differences in learning time between experimental groups. However, we proved significant differences between three experimental groups in terms of gained knowledge. The learners using learning materials with static graphics performed worse than learners using materials with animations. Furthermore, we did not prove significant differences in gained knowledge between groups that learnt from audio animations and the animations with online text.

Dichoptic training in adults with amblyopia: Additional stereoacuity gains over monocular training.

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Liu, Xiang-Yun; Zhang, Jun-Yun

2017-08-04

Dichoptic training is a recent focus of research on perceptual learning in adults with amblyopia, but whether and how dichoptic training is superior to traditional monocular training is unclear. Here we investigated whether dichoptic training could further boost visual acuity and stereoacuity in monocularly well-trained adult amblyopic participants. During dichoptic training the participants used the amblyopic eye to practice a contrast discrimination task, while a band-filtered noise masker was simultaneously presented in the non-amblyopic fellow eye. Dichoptic learning was indexed by the increase of maximal tolerable noise contrast for successful contrast discrimination in the amblyopic eye. The results showed that practice tripled maximal tolerable noise contrast in 13 monocularly well-trained amblyopic participants. Moreover, the training further improved stereoacuity by 27% beyond the 55% gain from previous monocular training, but unchanged visual acuity of the amblyopic eyes. Therefore our dichoptic training method may produce extra gains of stereoacuity, but not visual acuity, in adults with amblyopia after monocular training. Copyright © 2017 Elsevier Ltd. All rights reserved.

Pregnancy weight gain by gestational age and stillbirth: a population-based cohort study.

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Johansson, K; Hutcheon, J A; Bodnar, L M; Cnattingius, S; Stephansson, O

2017-11-21

To study the association between total and early pregnancy (gain and risk of stillbirth, stratified by early-pregnancy body mass index (BMI). Population-based cohort study. Stockholm-Gotland Region, Sweden. Pregnant women with singleton births (n = 160 560). Pregnancy weight gain was standardised into gestational age-specific z-scores. For analyses of total pregnancy weight gain, a matched design with an incidence density sampling approach was used. Findings were also contrasted with current Institute of Medicine (IOM) weight gain recommendations. Stillbirth defined as fetal death at ≥22 completed weeks of gestation. For all BMI categories, there was no statistical association between total or early pregnancy weight gain and stillbirth within the range of a weight gain z-score of -2.0 SD to +2.0 SD. Among normal-weight women, the adjusted odds ratio of stillbirth for lower (-2.0 to -1.0 SD) and higher (+1.0 to +1.9 SD) total weight gain was 0.85 (95% CI; 0.48-1.49) and 1.03 (0.60-1.77), respectively, as compared with the reference category. Further, there were no associations between total or early pregnancy weight gain and stillbirth within the range of weight gain currently recommended by the IOM. For the majority of the BMI categories, the point estimates at the extremes of weight gain values (gain and increased risks of high weight gain, but estimates were imprecise and not statistically significant. We found no associations between total or early pregnancy weight gain and stillbirth across the range of weight gain experienced by most women. There was no association between weight gain during pregnancy and stillbirth among most women. © 2017 Karolinska Institutet. BJOG: An International Journal of Obstetrics and Gynaecology published by John Wiley & Sons Ltd on behalf of Royal College of Obstetricians and Gynaecologists.

TensorLy: Tensor Learning in Python

NARCIS (Netherlands)

Kossaifi, Jean; Panagakis, Yannis; Pantic, Maja

2016-01-01

Tensor methods are gaining increasing traction in machine learning. However, there are scant to no resources available to perform tensor learning and decomposition in Python. To answer this need we developed TensorLy. TensorLy is a state of the art general purpose library for tensor learning.

Results and lessons learned from a prevention of weight gain program for low-income overweight and obese young mothers: Mothers In Motion

Directory of Open Access Journals (Sweden)

Mei-Wei Chang

2017-02-01

Full Text Available Abstract Background Mothers In Motion (MIM, a community-based lifestyle behavioral intervention, was designed and conducted to help low-income overweight and obese young mothers prevent further weight gain via promotion of stress management, healthy eating, and physical activity. This paper presents intervention effect on body weight (primary outcome and summarizes lessons learned. Methods Participants (N = 612 were recruited from 7 Special Supplemental Nutrition Program for Women, Infants, and Children (WIC offices in Michigan and were individually randomized to an intervention n= 410 or a comparison (n =202 group (2: 1 ratio. During the 16-week intervention, intervention participants watched theory-based culturally sensitive videos (in DVD format featuring peers from the target audience to learn skills for managing stress, eating healthier, and being more physically active. They also dialed into peer support group teleconferences to enhance skills learned in the videos and increase motivation for lifestyle behavioral changes. Body weight, the primary outcome, was measured at baseline, immediately after the 16-week intervention, and 3 months after the 16-week intervention. Intervention effect was tested via general linear mixed model for repeated measures, using baseline measures as adjusting covariates. Results At baseline, the mean age of the participants was 28.5 ± 5.0 years (intervention: 28.4 ± 5.0, comparison: 28.9 ± 5.0; the mean body weight was 190.2 ± 1.4 lbs (intervention: 191.8 ± 30.0, comparison: 188.5 ± 29.1; and the mean body mass index (BMI was 32.2 ± 4.4 (intervention: 32.2 ± 4.4, comparison: 31.7 ± 4.2. Of sample, 64.7% were obese. At 3 months after the 16-week intervention, no significant weight differences were found between the intervention (188.3 ± 10.6 lbs, BMI: 31.6 ± 1.8 and comparison groups (187.7 ± 10.6 lbs, BMI: 31.53 ± 1.8 when controlling

Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.

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Kooloos, Jan G M; Schepens-Franke, Annelieke N; Bergman, Esther M; Donders, Rogier A R T; Vorstenbosch, Marc A T M

2014-01-01

Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task. © 2014 American Association of Anatomists.

Alteration of a motor learning rule under mirror-reversal transformation does not depend on the amplitude of visual error.

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Kasuga, Shoko; Kurata, Makiko; Liu, Meigen; Ushiba, Junichi

2015-05-01

Human's sophisticated motor learning system paradoxically interferes with motor performance when visual information is mirror-reversed (MR), because normal movement error correction further aggravates the error. This error-increasing mechanism makes performing even a simple reaching task difficult, but is overcome by alterations in the error correction rule during the trials. To isolate factors that trigger learners to change the error correction rule, we manipulated the gain of visual angular errors when participants made arm-reaching movements with mirror-reversed visual feedback, and compared the rule alteration timing between groups with normal or reduced gain. Trial-by-trial changes in the visual angular error was tracked to explain the timing of the change in the error correction rule. Under both gain conditions, visual angular errors increased under the MR transformation, and suddenly decreased after 3-5 trials with increase. The increase became degressive at different amplitude between the two groups, nearly proportional to the visual gain. The findings suggest that the alteration of the error-correction rule is not dependent on the amplitude of visual angular errors, and possibly determined by the number of trials over which the errors increased or statistical property of the environment. The current results encourage future intensive studies focusing on the exact rule-change mechanism. Copyright © 2014 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

WebQuest Learning as Perceived by Higher-Education Learners

Science.gov (United States)

Zheng, Robert; Stucky, Bradd; McAlack, Matt; Menchaca, Mike; Stoddart, Sue

2005-01-01

The WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education. It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment.…

Relating normalization to neuronal populations across cortical areas.

Science.gov (United States)

Ruff, Douglas A; Alberts, Joshua J; Cohen, Marlene R

2016-09-01

Normalization, which divisively scales neuronal responses to multiple stimuli, is thought to underlie many sensory, motor, and cognitive processes. In every study where it has been investigated, neurons measured in the same brain area under identical conditions exhibit a range of normalization, ranging from suppression by nonpreferred stimuli (strong normalization) to additive responses to combinations of stimuli (no normalization). Normalization has been hypothesized to arise from interactions between neuronal populations, either in the same or different brain areas, but current models of normalization are not mechanistic and focus on trial-averaged responses. To gain insight into the mechanisms underlying normalization, we examined interactions between neurons that exhibit different degrees of normalization. We recorded from multiple neurons in three cortical areas while rhesus monkeys viewed superimposed drifting gratings. We found that neurons showing strong normalization shared less trial-to-trial variability with other neurons in the same cortical area and more variability with neurons in other cortical areas than did units with weak normalization. Furthermore, the cortical organization of normalization was not random: neurons recorded on nearby electrodes tended to exhibit similar amounts of normalization. Together, our results suggest that normalization reflects a neuron's role in its local network and that modulatory factors like normalization share the topographic organization typical of sensory tuning properties. Copyright © 2016 the American Physiological Society.

Mobile Guide System Using Problem-Solving Strategy for Museum Learning: A Sequential Learning Behavioural Pattern Analysis

Science.gov (United States)

Sung, Y.-T.; Hou, H.-T.; Liu, C.-K.; Chang, K.-E.

2010-01-01

Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio-visual guide systems. To gain a deeper understanding of the features and…

Strengthening Deeper Learning through Virtual Teams in E-Learning: A Synthesis of Determinants and Best Practices

Science.gov (United States)

Makani, Joyline; Durier-Copp, Martine; Kiceniuk, Deborah; Blandford, Alieda

2016-01-01

Globally, e-learning is gaining popularity as its potential contributions to economic and social development are recognised. However, its full potential has not been realised, as most e-learning practices merely replicate traditional existing teaching methods and have not fully exploited the interactive and social components of peer learning.…

Achieving Appropriate Gestational Weight Gain: The Role of Healthcare Provider Advice.

Science.gov (United States)

Deputy, Nicholas P; Sharma, Andrea J; Kim, Shin Y; Olson, Christine K

2018-01-10

The Institute of Medicine (IOM) revised gestational weight gain recommendations in 2009. We examined associations between healthcare provider advice about gestational weight gain and inadequate or excessive weight gain, stratified by prepregnancy body mass index category. We analyzed cross-sectional data from women delivering full-term (37-42 weeks of gestation), singleton infants from four states that participated in the 2010-2011 Pregnancy Risk Assessment Monitoring System (unweighted n = 7125). Women reported the weight gain range (start and end values) advised by their healthcare provider; advice was categorized as follows: starting below recommendations, starting and ending within recommendations (IOM consistent), ending above recommendations, not remembered, or not received. We examined associations between healthcare provider advice and inadequate or excessive, compared with appropriate, gestational weight gain using adjusted prevalence ratios (aPR) and 95% confidence intervals (CIs). Overall, 26.3% of women reported receiving IOM-consistent healthcare provider advice; 26.0% received no advice. Compared with IOM-consistent advice, advice below recommendations was associated with higher likelihood of inadequate weight gain among underweight (aPR 2.22, CI 1.29-3.82) and normal weight women (aPR 1.57, CI 1.23-2.02); advice above recommendations was associated with higher likelihood of excessive weight gain among all but underweight women (aPR range 1.36, CI 1.08-1.72 to aPR 1.42, CI 1.19-1.71). Not remembering or not receiving advice was associated with both inadequate and excessive weight gain. Few women reported receiving IOM-consistent advice; not receiving IOM-consistent advice put women at-risk for weight gain outside recommendations. Strategies that raise awareness of IOM recommendations and address barriers to providing advice are needed.

System Quality Characteristics for Selecting Mobile Learning Applications

Science.gov (United States)

Sarrab, Mohamed; Al-Shihi, Hafedh; Al-Manthari, Bader

2015-01-01

The majority of M-learning (Mobile learning) applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased…

Smartphones Promote Autonomous Learning in ESL Classrooms

Directory of Open Access Journals (Sweden)

Viji Ramamuruthy

2015-10-01

Full Text Available The rapid development of high-technology has caused new inventions of gadgets for all walks of life regardless age. In this rapidly advancing technology era many individuals possess hi-tech gadgets such as laptops, tablets, iPad, android phones and smart phones. Adult learners in higher learning institution especially are fond of using smart phones. Students become passive in the classrooms as they are glued to their smart phones. This situation triggers the question of whether learning really takes place while the students are too engaged with their smart phones in the ESL classroom. In this context, the following questions are framed to investigate this issue: What type of learning skills are gained by using smartphones in ESL classrooms? Does smartphone use promote the autonomous learning process? To what extent do learners rely on the lecturers in addition to the usage of smartphones? What are the learning satisfactions gained by ESL learners using smartphones? A total of 70 smartphone users in the age range 18 to 26 years participated in this quantitative study. Questionnaires eliciting demographic details of the respondents, learning skills, learning satisfaction, students' perception on teacher's role in the ESL classroom and autonomous learning were distributed to all the randomly chosen samples. The data were then analyzed by using SPSS version 16. The findings revealed that smartphone use boosted learners’ critical thinking, creative thinking, communication and collaboration skills. In fact, learners gain great satisfaction in the learning process through smartphones. Although learners have moved toward autonomous learning, they are still reliant on the teachers to achieve their learning goals.

Using the Blended Learning Approach in a Quantitative Literacy Course

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Botts, Ryan T.; Carter, Lori; Crockett, Catherine

2018-01-01

The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the…

MOS current gain cells with electronically variable gain and constant bandwidth

NARCIS (Netherlands)

Klumperink, Eric A.M.; Seevinck, Evert

1989-01-01

Two MOS current gain cells are proposed that provide linear amplification of currents supplied by several linear MOS V-I converters. The gain is electronically variable by a voltage or a current and can be made insensitive to temperature and IC processing. The gain cells have a constant

Social presence – connecting pre-service teachers as learners using a blended learning model

Directory of Open Access Journals (Sweden)

Rosemarie Garner

2016-03-01

Full Text Available The national reform agenda for early childhood education and care across Australia has led to an increased demand for qualified early childhood teachers. In response, universities have developed innovative approaches in delivering early childhood teacher education courses designed to support existing diploma qualified educators to gain their teaching qualifications. One such course at a major Australian University incorporated a flexible multi-modal option of study which included community-based, on line e-learning and face-to-face intensive tutorials. This paper reports on a study examining the outcomes for students undertaking their studies using this course delivery mode. The study sought to examine the students’ perceptions of the efficacy of the teaching and learning approach in meeting their learning needs, and the factors that were most influential in informing these perceptions. The findings indicated that it was the inclusion of contact and a social presence in the online learning environment which was most influential. Normal 0 false false false EN-AU ZH-CN AR-SA Contrast gain control in first- and second-order motion perception.

Science.gov (United States)

Lu, Z L; Sperling, G

1996-12-01

A novel pedestal-plus-test paradigm is used to determine the nonlinear gain-control properties of the first-order (luminance) and the second-order (texture-contrast) motion systems, that is, how these systems' responses to motion stimuli are reduced by pedestals and other masking stimuli. Motion-direction thresholds were measured for test stimuli consisting of drifting luminance and texture-contrast-modulation stimuli superimposed on pedestals of various amplitudes. (A pedestal is a static sine-wave grating of the same type and same spatial frequency as the moving test grating.) It was found that first-order motion-direction thresholds are unaffected by small pedestals, but at pedestal contrasts above 1-2% (5-10 x pedestal threshold), motion thresholds increase proportionally to pedestal amplitude (a Weber law). For first-order stimuli, pedestal masking is specific to the spatial frequency of the test. On the other hand, motion-direction thresholds for texture-contrast stimuli are independent of pedestal amplitude (no gain control whatever) throughout the accessible pedestal amplitude range (from 0 to 40%). However, when baseline carrier contrast increases (with constant pedestal modulation amplitude), motion thresholds increase, showing that gain control in second-order motion is determined not by the modulator (as in first-order motion) but by the carrier. Note that baseline contrast of the carrier is inherently independent of spatial frequency of the modulator. The drastically different gain-control properties of the two motion systems and prior observations of motion masking and motion saturation are all encompassed in a functional theory. The stimulus inputs to both first- and second-order motion process are normalized by feedforward, shunting gain control. The different properties arise because the modulator is used to control the first-order gain and the carrier is used to control the second-order gain.

Prefrontal activation may predict working-memory training gain in normal aging and mild cognitive impairment

NARCIS (Netherlands)

Vermeij, A.; Kessels, R.P.C.; Heskamp, L.; Simons, E.M.F.; Dautzenberg, P.LJ.; Claassen, J.A.H.R.

2017-01-01

Cognitive training has been shown to result in improved behavioral performance in normal aging and mild cognitive impairment (MCI), yet little is known about the neural correlates of cognitive plasticity, or about individual differences in responsiveness to cognitive training. In this study, 21

Gain and movement time of convergence-accommodation in preschool children.

Science.gov (United States)

Suryakumar, R; Bobier, W R

2004-11-01

Convergence-accommodation is the synkinetic change in accommodation driven by vergence. A few studies have investigated the static and dynamic properties of this cross-link in adults but little is known about convergence-accommodation in children. The purpose of this study was to develop a technique for measuring convergence-accommodation and to study its dynamics (gain and movement time) in a sample of pre-school children. Convergence-accommodation measures were examined on thiry-seven normal pre-school children (mean age = 4.0 +/- 1.31 yrs). Stimulus CA/C (sCA/C) ratios and movement time measures of convergence-accommodation were assessed using a photorefractor while subjects viewed a DOG target. Repeated measures were obtained on eight normal adults (mean age = 23 +/- 0.2 yrs). The mean sCA/C ratios and movement times were not significantly different between adults and children (0.10 D/Delta [0.61 D/M.A.], 743 +/- 70 ms and 0.11 D/Delta [0.50 D/M.A.], 787 +/- 216 ms). Repeated measures on adults showed a non-significant mean difference of 0.001 D/Delta. The results suggest that the possible differences in crystalline lens (plant) characteristics between children and adults do not appear to influence convergence-accommodation gain or duration.

Audiovisual spoken word training can promote or impede auditory-only perceptual learning: prelingually deafened adults with late-acquired cochlear implants versus normal hearing adults.

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Bernstein, Lynne E; Eberhardt, Silvio P; Auer, Edward T

2014-01-01

Training with audiovisual (AV) speech has been shown to promote auditory perceptual learning of vocoded acoustic speech by adults with normal hearing. In Experiment 1, we investigated whether AV speech promotes auditory-only (AO) perceptual learning in prelingually deafened adults with late-acquired cochlear implants. Participants were assigned to learn associations between spoken disyllabic C(=consonant)V(=vowel)CVC non-sense words and non-sense pictures (fribbles), under AV and then AO (AV-AO; or counter-balanced AO then AV, AO-AV, during Periods 1 then 2) training conditions. After training on each list of paired-associates (PA), testing was carried out AO. Across all training, AO PA test scores improved (7.2 percentage points) as did identification of consonants in new untrained CVCVC stimuli (3.5 percentage points). However, there was evidence that AV training impeded immediate AO perceptual learning: During Period-1, training scores across AV and AO conditions were not different, but AO test scores were dramatically lower in the AV-trained participants. During Period-2 AO training, the AV-AO participants obtained significantly higher AO test scores, demonstrating their ability to learn the auditory speech. Across both orders of training, whenever training was AV, AO test scores were significantly lower than training scores. Experiment 2 repeated the procedures with vocoded speech and 43 normal-hearing adults. Following AV training, their AO test scores were as high as or higher than following AO training. Also, their CVCVC identification scores patterned differently than those of the cochlear implant users. In Experiment 1, initial consonants were most accurate, and in Experiment 2, medial consonants were most accurate. We suggest that our results are consistent with a multisensory reverse hierarchy theory, which predicts that, whenever possible, perceivers carry out perceptual tasks immediately based on the experience and biases they bring to the task. We

SU-F-R-08: Can Normalization of Brain MRI Texture Features Reduce Scanner-Dependent Effects in Unsupervised Machine Learning?

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Ogden, K; O’Dwyer, R [SUNY Upstate Medical University, Syracuse, NY (United States); Bradford, T [Syracuse University, Syracuse, NY (United States); Cussen, L [Rochester Institute of Technology, Rochester, NY (United States)

2016-06-15

Purpose: To reduce differences in features calculated from MRI brain scans acquired at different field strengths with or without Gadolinium contrast. Methods: Brain scans were processed for 111 epilepsy patients to extract hippocampus and thalamus features. Scans were acquired on 1.5 T scanners with Gadolinium contrast (group A), 1.5T scanners without Gd (group B), and 3.0 T scanners without Gd (group C). A total of 72 features were extracted. Features were extracted from original scans and from scans where the image pixel values were rescaled to the mean of the hippocampi and thalami values. For each data set, cluster analysis was performed on the raw feature set and for feature sets with normalization (conversion to Z scores). Two methods of normalization were used: The first was over all values of a given feature, and the second by normalizing within the patient group membership. The clustering software was configured to produce 3 clusters. Group fractions in each cluster were calculated. Results: For features calculated from both the non-rescaled and rescaled data, cluster membership was identical for both the non-normalized and normalized data sets. Cluster 1 was comprised entirely of Group A data, Cluster 2 contained data from all three groups, and Cluster 3 contained data from only groups 1 and 2. For the categorically normalized data sets there was a more uniform distribution of group data in the three Clusters. A less pronounced effect was seen in the rescaled image data features. Conclusion: Image Rescaling and feature renormalization can have a significant effect on the results of clustering analysis. These effects are also likely to influence the results of supervised machine learning algorithms. It may be possible to partly remove the influence of scanner field strength and the presence of Gadolinium based contrast in feature extraction for radiomics applications.

SU-F-R-08: Can Normalization of Brain MRI Texture Features Reduce Scanner-Dependent Effects in Unsupervised Machine Learning?

International Nuclear Information System (INIS)

Ogden, K; O’Dwyer, R; Bradford, T; Cussen, L

2016-01-01

Purpose: To reduce differences in features calculated from MRI brain scans acquired at different field strengths with or without Gadolinium contrast. Methods: Brain scans were processed for 111 epilepsy patients to extract hippocampus and thalamus features. Scans were acquired on 1.5 T scanners with Gadolinium contrast (group A), 1.5T scanners without Gd (group B), and 3.0 T scanners without Gd (group C). A total of 72 features were extracted. Features were extracted from original scans and from scans where the image pixel values were rescaled to the mean of the hippocampi and thalami values. For each data set, cluster analysis was performed on the raw feature set and for feature sets with normalization (conversion to Z scores). Two methods of normalization were used: The first was over all values of a given feature, and the second by normalizing within the patient group membership. The clustering software was configured to produce 3 clusters. Group fractions in each cluster were calculated. Results: For features calculated from both the non-rescaled and rescaled data, cluster membership was identical for both the non-normalized and normalized data sets. Cluster 1 was comprised entirely of Group A data, Cluster 2 contained data from all three groups, and Cluster 3 contained data from only groups 1 and 2. For the categorically normalized data sets there was a more uniform distribution of group data in the three Clusters. A less pronounced effect was seen in the rescaled image data features. Conclusion: Image Rescaling and feature renormalization can have a significant effect on the results of clustering analysis. These effects are also likely to influence the results of supervised machine learning algorithms. It may be possible to partly remove the influence of scanner field strength and the presence of Gadolinium based contrast in feature extraction for radiomics applications.

Maternal pre-pregnancy body mass index, gestational weight gain influence birth weight.

Science.gov (United States)

Zhao, R; Xu, L; Wu, M L; Huang, S H; Cao, X J

2018-02-01

Evidence suggests that pre-pregnancy body mass index and gestational weight gain have impact on pregnancy and birth weight, yet whether maternal gestational weight gain has a differential effect on the rates of adverse birth weight among women with different pre-pregnancy body mass index categories are unknown. We selected 1617 children matched with their mothers as study subjects. The subjects were divided into three categories: weight gain below the American Institute of Medicine guidelines, weight gain within the American Institute of Medicine guidelines and weight gain above the American Institute of Medicine guidelines. The prevalence of pre-pregnancy underweight and overweight/obese women was 16.3% and 12.3%. And nearly 15.2% of the women had gestational weight gain below American Institute of Medicine guideline, 52.1% of the women had gestational weight gain above American Institute of Medicine guideline. Maternal overweight and obese was associated with increased risk for macrosomia and large-for-gestational age. Women had gestational weight gain below American Institute of Medicine guideline were more likely to have low birth weight and small-for-gestational age than women who had gestational weight gain within American Institute of Medicine guideline. Furthermore, the risks for macrosomia and large-for-gestational age were increased in women with above American Institute of Medicine guideline. And for women with a normal weight before pregnancy, gestational weight gain above the American Institute of Medicine guidelines were associated with higher rates of macrosomia and large-for-gestational age, compared with the women of similar pre-pregnancy weight category but with gestational weight gain within the American Institute of Medicine guidelines. Women with abnormal pre-pregnancy body mass index and gestational weight gain are at risk for adverse birth weight outcomes. Moreover, gestational weight gain has a differential effect on the rates of adverse

Focus on Form, Learner Uptake and Subsequent Lexical Gains in Learners' Oral Production

Science.gov (United States)

Alcon-Soler, Eva

2009-01-01

This descriptive study reports findings on the relationship between focus on form, learner uptake and subsequent lexical gains in learners' oral production. The data for the study consisted in 17 45-minute audio-recorded teacher-led conversations, 204 learners' diaries (17 sessions x 12 learners) reporting what they had learned after each…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

Science.gov (United States)

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

The Gain-Loss Model: A Probabilistic Skill Multimap Model for Assessing Learning Processes

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Robusto, Egidio; Stefanutti, Luca; Anselmi, Pasquale

2010-01-01

Within the theoretical framework of knowledge space theory, a probabilistic skill multimap model for assessing learning processes is proposed. The learning process of a student is modeled as a function of the student's knowledge and of an educational intervention on the attainment of specific skills required to solve problems in a knowledge…

Machine learning with R cookbook

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Chiu, Yu-Wei

2015-01-01

If you want to learn how to use R for machine learning and gain insights from your data, then this book is ideal for you. Regardless of your level of experience, this book covers the basics of applying R to machine learning through to advanced techniques. While it is helpful if you are familiar with basic programming or machine learning concepts, you do not require prior experience to benefit from this book.

Written Narratives of Normal and Learning Disabled Children.

Science.gov (United States)

Johnson, Doris J.; Grant, James O.

1989-01-01

Writing samples of 295 primary school children improved in productivity, syntax, and level of abstraction from grade one through three. The writing of learning-disabled children who were matched with average reading ability primary-school children indicated no significant differences in productivity, but problems in syntax (especially morphology),…

Fetal growth in relation to gestational weight gain in women with Type 2 diabetes

DEFF Research Database (Denmark)

Parellada, C B; Asbjörnsdóttir, Björg; Ringholm, Lene

2014-01-01

AIMS: To evaluate fetal growth in relation to gestational weight gain in women with Type 2 diabetes. METHODS: A retrospective cohort study of 142 consecutive pregnancies in 28 women of normal weight, 39 overweight women and 75 obese women with Type 2 diabetes (pre-pregnancy BMI .../week, respectively. In multiple linear regression analysis, gestational weight gain was associated with a higher infant birth weight z-score independent of pre-pregnancy BMI, smoking, HbA1c and insulin dose at last visit, ethnicity and parity [β=0.1 (95% CI 0.06-0.14), P

CT and MRI normal findings

International Nuclear Information System (INIS)

Moeller, T.B.; Reif, E.

1998-01-01

This book gives answers to questions frequently heard especially from trainees and doctors not specialising in the field of radiology: Is that a normal finding? How do I decide? What are the objective criteria? The information presented is three-fold. The normal findings of the usual CT and MRI examinations are shown with high-quality pictures serving as a reference, with inscribed important additional information on measures, angles and other criteria describing the normal conditions. These criteria are further explained and evaluated in accompanying texts which also teach the systematic approach for individual picture analysis, and include a check list of major aspects, as a didactic guide for learning. The book is primarily intended for students, radiographers, radiology trainees and doctors from other medical fields, but radiology specialists will also find useful details of help in special cases. (orig./CB) [de

Caffeine effects on learning, performance, and anxiety in normal school-age children.

Science.gov (United States)

Bernstein, G A; Carroll, M E; Crosby, R D; Perwien, A R; Go, F S; Benowitz, N L

1994-01-01

The purpose of this investigation was to study the acute effects of caffeine on learning, performance, and anxiety in normal prepubertal children. Twenty-one children were evaluated in a double-blind, placebo-controlled crossover design. Subjects were studied during four sessions, 1 week apart, under the following conditions: baseline, placebo, 2.5 mg/kg caffeine, and 5.0 mg/kg caffeine. Subjects were randomized to order of placebo and the two dosages of caffeine. Dependent measures included tests of attention, manual dexterity, short-term memory, and processing speed. Anxiety rating scales were also administered. Saliva samples were analyzed for caffeine levels. Caffeine improved performance on two of four measures of the Test of Variables of Attention and on a test of manual dexterity in the dominant hand. There was a trend toward increased current level of self-reported anxiety after caffeine on a visual analogue measure of anxiety. Children reported feeling significantly less "sluggish" after caffeine ingestion than after placebo ingestion. In a small sample size, there was indication that caffeine enhanced performance on a test of attention and on a motor task. Children also reported feeling less "sluggish" but somewhat more anxious. Because caffeine is so widely available and frequently consumed by children, these results are important and need replication.

Optical gain and gain suppression of quantum-well lasers with valence band mixing

International Nuclear Information System (INIS)

Ahn, D.; Chuang, S.L.

1990-01-01

The effects of valence band mixing on the nonlinear gains of quantum-well lasers are studied theoretically. The authors' analysis is based on the multiband effective-mass theory and the density matrix formalism with intraband relaxation taken into account. The gain and the gain-suppression coefficient of a quantum-well laser are calculated from the complex optical susceptibility obtained by the density matrix formulation with the theoretical dipole moments obtained from the multiband effective-mass theory. The calculated gain spectrum shows that there are remarkable differences (both in peak amplitude and spectral shape) between our model with valence band mixing and the conventional parabolic band model. The shape of the gain spectrum calculated by the authors' model becomes more symmetric due to intraband relaxation together with nonparabolic energy dispersions and is closer to the experimental observations when compared with the conventional method using the parabolic band model and the multiband effective-mass calculation without intraband relaxation. Both give quite asymmetric gain spectra. Optical intensity in the GaAs active region is estimated by solving rate equations for the stationary states with nonlinear gain suppression. The authors calculate the mode gain for the resonant mode including the gain suppression, which results in spectral hole burning of the gain spectrum

Decomposition of potential efficiency gains from hospital mergers in Greece.

Science.gov (United States)

Flokou, Angeliki; Aletras, Vassilis; Niakas, Dimitris

2017-12-01

This paper evaluates the technical efficiency of 71 Greek public hospitals and examines potential efficiency gains from 13 candidate mergers among them. Efficiency assessments are performed using bootstrapped Data Envelopment Analysis (DEA) whilst merger analysis is conducted by applying the Bogetoft and Wang methodology which allows the overall potential merger gains to be decomposed into three main components of inefficiency, namely technical (or learning), scope (or harmony) and scale (or size) effects. Thus, the analysis provides important insights not only on the magnitude of the potential total efficiency gains but also on their sources. The overall analysis is conducted in the context of a complete methodological framework where methods for outlier detection, returns to scale identification, and bias corrections for DEA estimations are also applied. Mergers are analyzed under the assumptions of constant, variable and non-decreasing returns to scale in an input oriented DEA model with three inputs and three outputs. The main finding of the study indicates that almost all mergers show substantial potential room for efficiency improvement, which is mainly attributed to the pre-merger technical inefficiencies of the individual hospitals and therefore it might be possible to be achieved without the need of implementing full-scale mergers. The same -though, at a lower extent- applies to the harmony effect whilst the size effect shows marginal or even negative gains.

Smart Educational Process Based on Personal Learning Capabilities

OpenAIRE

Gavriushenko, Mariia; Lindberg, Renny S. N.; Khriyenko, Oleksiy

2017-01-01

Personalized learning is increasingly gaining popularity, especially with the development of information technology and modern educational resources for learning. Each person is individual and has different knowledge background, different kind of memory, different learning speed. Teacher can adapt learning course, learning instructions or learning material according to the majority of learners in class, but that means that learning process is not adapted to the personality of each...

Clinical and histological effects of blue light on normal skin.

NARCIS (Netherlands)

Kleinpenning, M.M.; Smits, T.; Frunt, M.H.A.; Erp, P.E.J. van; Kerkhof, P.C.M. van de; Gerritsen, R.M.

2010-01-01

INTRODUCTION: Phototherapy with visible light is gaining interest in dermatological practice. Theoretically, blue light could induce biological effects comparable to ultraviolet A (UVA) radiation. OBJECTIVES: To study the effects of blue light on normal skin in terms of photodamage, skin ageing and

Is this the right normalization? A diagnostic tool for ChIP-seq normalization.

Science.gov (United States)

Angelini, Claudia; Heller, Ruth; Volkinshtein, Rita; Yekutieli, Daniel

2015-05-09

Chip-seq experiments are becoming a standard approach for genome-wide profiling protein-DNA interactions, such as detecting transcription factor binding sites, histone modification marks and RNA Polymerase II occupancy. However, when comparing a ChIP sample versus a control sample, such as Input DNA, normalization procedures have to be applied in order to remove experimental source of biases. Despite the substantial impact that the choice of the normalization method can have on the results of a ChIP-seq data analysis, their assessment is not fully explored in the literature. In particular, there are no diagnostic tools that show whether the applied normalization is indeed appropriate for the data being analyzed. In this work we propose a novel diagnostic tool to examine the appropriateness of the estimated normalization procedure. By plotting the empirical densities of log relative risks in bins of equal read count, along with the estimated normalization constant, after logarithmic transformation, the researcher is able to assess the appropriateness of the estimated normalization constant. We use the diagnostic plot to evaluate the appropriateness of the estimates obtained by CisGenome, NCIS and CCAT on several real data examples. Moreover, we show the impact that the choice of the normalization constant can have on standard tools for peak calling such as MACS or SICER. Finally, we propose a novel procedure for controlling the FDR using sample swapping. This procedure makes use of the estimated normalization constant in order to gain power over the naive choice of constant (used in MACS and SICER), which is the ratio of the total number of reads in the ChIP and Input samples. Linear normalization approaches aim to estimate a scale factor, r, to adjust for different sequencing depths when comparing ChIP versus Input samples. The estimated scaling factor can easily be incorporated in many peak caller algorithms to improve the accuracy of the peak identification. The

Motor memory is encoded as a gain-field combination of intrinsic and extrinsic action representations.

Science.gov (United States)

Brayanov, Jordan B; Press, Daniel Z; Smith, Maurice A

2012-10-24

Actions can be planned in either an intrinsic (body-based) reference frame or an extrinsic (world-based) frame, and understanding how the internal representations associated with these frames contribute to the learning of motor actions is a key issue in motor control. We studied the internal representation of this learning in human subjects by analyzing generalization patterns across an array of different movement directions and workspaces after training a visuomotor rotation in a single movement direction in one workspace. This provided a dense sampling of the generalization function across intrinsic and extrinsic reference frames, which allowed us to dissociate intrinsic and extrinsic representations and determine the manner in which they contributed to the motor memory for a trained action. A first experiment showed that the generalization pattern reflected a memory that was intermediate between intrinsic and extrinsic representations. A second experiment showed that this intermediate representation could not arise from separate intrinsic and extrinsic learning. Instead, we find that the representation of learning is based on a gain-field combination of local representations in intrinsic and extrinsic coordinates. This gain-field representation generalizes between actions by effectively computing similarity based on the (Mahalanobis) distance across intrinsic and extrinsic coordinates and is in line with neural recordings showing mixed intrinsic-extrinsic representations in motor and parietal cortices.

Making Work-Based Learning Work

Science.gov (United States)

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

Glucagon-like peptide-1 analogs against antipsychotic-induced weight gain: potential physiological benefits

Science.gov (United States)

2012-01-01

Background Antipsychotic-induced weight gain constitutes a major unresolved clinical problem which may ultimately be associated with reducing life expectancy by 25 years. Overweight is associated with brain deterioration, cognitive decline and poor quality of life, factors which are already compromised in normal weight patients with schizophrenia. Here we outline the current strategies against antipsychotic-induced weight gain, and we describe peripheral and cerebral effects of the gut hormone glucagon-like peptide-1 (GLP-1). Moreover, we account for similarities in brain changes between schizophrenia and overweight patients. Discussion Current interventions against antipsychotic-induced weight gain do not facilitate a substantial and lasting weight loss. GLP-1 analogs used in the treatment of type 2 diabetes are associated with significant and sustained weight loss in overweight patients. Potential effects of treating schizophrenia patients with antipsychotic-induced weight gain with GLP-1 analogs are discussed. Conclusions We propose that adjunctive treatment with GLP-1 analogs may constitute a new avenue to treat and prevent metabolic and cerebral deficiencies in schizophrenia patients with antipsychotic-induced weight gain. Clinical research to support this idea is highly warranted. PMID:22891821

Glucagon-like peptide-1 analogs against antipsychotic-induced weight gain: potential physiological benefits

Directory of Open Access Journals (Sweden)

Ebdrup Bjørn H

2012-08-01

Full Text Available Abstract Background Antipsychotic-induced weight gain constitutes a major unresolved clinical problem which may ultimately be associated with reducing life expectancy by 25 years. Overweight is associated with brain deterioration, cognitive decline and poor quality of life, factors which are already compromised in normal weight patients with schizophrenia. Here we outline the current strategies against antipsychotic-induced weight gain, and we describe peripheral and cerebral effects of the gut hormone glucagon-like peptide-1 (GLP-1. Moreover, we account for similarities in brain changes between schizophrenia and overweight patients. Discussion Current interventions against antipsychotic-induced weight gain do not facilitate a substantial and lasting weight loss. GLP-1 analogs used in the treatment of type 2 diabetes are associated with significant and sustained weight loss in overweight patients. Potential effects of treating schizophrenia patients with antipsychotic-induced weight gain with GLP-1 analogs are discussed. Conclusions We propose that adjunctive treatment with GLP-1 analogs may constitute a new avenue to treat and prevent metabolic and cerebral deficiencies in schizophrenia patients with antipsychotic-induced weight gain. Clinical research to support this idea is highly warranted.

On the performance of the noise power spectrum from the gain-corrected radiography images.

Science.gov (United States)

Kim, Dong Sik; Lee, Eunae

2018-01-01

Fixed pattern noise due to nonuniform amplifier gains and scintillator sensitivity should be alleviated in radiography imaging to acquire low-noise x-ray images from detectors. Here, the noise property of the detector is usually evaluated observing the noise power spectrum (NPS). A gain-correction scheme, in which uniformly illuminated images are averaged to design a gain map, can be applied to alleviate the fixed pattern noise problem. The normalized NPS (NNPS) of the gain-corrected image decreases as the number of images for the average increases and converges to an infimum, which can be achieved if the fixed pattern noise is completely removed. If we know the NNPS infimum of the detector, then we can determine the performance of the gain-corrected images compared with the achievable lower bound. We first construct an image-formation model considering the nonuniform gain and then consider two measurement methods based on subtraction and division to estimate the NNPS infimum of the detector. In order to obtain a high-precision NNPS infimum estimate, we consider a time-averaging method. For several flat-panel radiography detectors, we constructed the NNPS infimum measurements and compared them with NNPS values of the gain-corrected images. We observed that the NNPS values of the gain-corrected images approached the NNPS infimum as the number of images for the average increased.

Chronic allopurinol treatment during the last trimester of pregnancy in sows: effects on low and normal birth weight offspring.

Directory of Open Access Journals (Sweden)

Elise T Gieling

Full Text Available Low-birth-weight (LBW children are born with several risk factors for disease, morbidity and neonatal mortality, even if carried to term. Placental insufficiency leading to hypoxemia and reduced nutritional supply is the main cause for LBW. Brain damage and poor neurological outcome can be the consequence. LBW after being carried to term gives better chances for survival, but these children are still at risk for poor health and the development of cognitive impairments. Preventive therapies are not yet available. We studied the risk/efficacy of chronic prenatal treatment with the anti-oxidative drug allopurinol, as putative preventive treatment in piglets. LBW piglets served as a natural model for LBW. A cognitive holeboard test was applied to study the learning and memory abilities of these allopurinol treated piglets after weaning. Preliminary analysis of the plasma concentrations in sows and their piglets suggested that a daily dose of 15 mg.kg(-1 resulted in effective plasma concentration of allopurinol in piglets. No adverse effects of chronic allopurinol treatment were found on farrowing, birth weight, open field behavior, learning abilities, relative brain, hippocampus and spleen weights. LBW piglets showed increased anxiety levels in an open field test, but cognitive performance was not affected by allopurinol treatment. LBW animals treated with allopurinol showed the largest postnatal compensatory body weight gain. In contrast to a previous study, no differences in learning abilities were found between LBW and normal-birth-weight piglets. This discrepancy might be attributable to experimental differences. Our results indicate that chronic prenatal allopurinol treatment during the third trimester of pregnancy is safe, as no adverse side effects were observed. Compensatory weight gain of treated piglets is a positive indication for the chronic prenatal use of allopurinol in these animals. Further studies are needed to assess the possible

Parents' Perceptions of Primary Health Care Physiotherapy With Preterm Infants: Normalization, Clarity, and Trust.

Science.gov (United States)

Håkstad, Ragnhild B; Obstfelder, Aud; Øberg, Gunn Kristin

2016-08-01

Having a preterm infant is a life-altering event for parents. The use of interventions intended to support the parents is recommended. In this study, we investigated how parents' perceptions of physiotherapy in primary health care influenced their adaptation to caring for a preterm child. We conducted 17 interviews involving parents of seven infants, at infants' corrected age (CA) 3, 6, and 12 months. The analysis was a systematic text condensation, connecting to theory of participatory sense-making. The parents described a progression toward a new normalcy in the setting of persistent uncertainty. Physiotherapists can ameliorate this uncertainty and support the parents' progression toward normalization, by providing knowledge and acknowledging both the child as subject and the parent-child relationship. Via embodied interaction and the exploration of their child's capacity, the parents learn about their children's individuality and gain the confidence necessary to support and care for their children in everyday life. © The Author(s) 2015.

Cross-Platform Learning: On the Nature of Children's Learning from Multiple Media Platforms

Science.gov (United States)

Fisch, Shalom M.

2013-01-01

It is increasingly common for an educational media project to span several media platforms (e.g., TV, Web, hands-on materials), assuming that the benefits of learning from multiple media extend beyond those gained from one medium alone. Yet research typically has investigated learning from a single medium in isolation. This paper reviews several…

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

Science.gov (United States)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

The scientific learning approach using multimedia-based maze game to improve learning outcomes

Science.gov (United States)

Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

2016-02-01

The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

Recognition of Prior Learning as an integral component of ...

African Journals Online (AJOL)

This is irrespective of whether that learning has been acquired through unstructured learning, performance development, off-the-job assessment, or skills and knowledge that meet workplace needs but have been gained through various previous learning experiences. The concept Recognition of Prior Learning (RPL) is ...

Cross-platform learning: on the nature of children's learning from multiple media platforms.

Science.gov (United States)

Fisch, Shalom M

2013-01-01

It is increasingly common for an educational media project to span several media platforms (e.g., TV, Web, hands-on materials), assuming that the benefits of learning from multiple media extend beyond those gained from one medium alone. Yet research typically has investigated learning from a single medium in isolation. This paper reviews several recent studies to explore cross-platform learning (i.e., learning from combined use of multiple media platforms) and how such learning compares to learning from one medium. The paper discusses unique benefits of cross-platform learning, a theoretical mechanism to explain how these benefits might arise, and questions for future research in this emerging field. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

Learning Recursion: Multiple Nested and Crossed Dependencies

Directory of Open Access Journals (Sweden)

Meinou de Vries

2011-06-01

Full Text Available Language acquisition in both natural and artificial language learning settings crucially depends on extracting information from ordered sequences. A shared sequence learning mechanism is thus assumed to underlie both natural and artificial language learning. A growing body of empirical evidence is consistent with this hypothesis. By means of artificial language learning experiments, we may therefore gain more insight in this shared mechanism. In this paper, we review empirical evidence from artificial language learning and computational modeling studies, as well as natural language data, and suggest that there are two key factors that help deter-mine processing complexity in sequence learning, and thus in natural language processing. We propose that the specific ordering of non-adjacent dependencies (i.e. nested or crossed, as well as the number of non-adjacent dependencies to be resolved simultaneously (i.e. two or three are important factors in gaining more insight into the boundaries of human sequence learning; and thus, also in natural language processing. The implications for theories of linguistic competence are discussed.

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

OpenAIRE

Ballen, Cissy J.; Wieman, Carl; Salehi, Shima; Searle, Jeremy B.; Zamudio, Kelly R.

2017-01-01

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self...

Condition monitoring with wind turbine SCADA data using Neuro-Fuzzy normal behavior models

DEFF Research Database (Denmark)

Schlechtingen, Meik; Santos, Ilmar

2012-01-01

System (ANFIS) models are employed to learn the normal behavior in a training phase, where the component condition can be considered healthy. In the application phase the trained models are applied to predict the target signals, e.g. temperatures, pressures, currents, power output, etc. The behavior......This paper presents the latest research results of a project that focuses on normal behavior models for condition monitoring of wind turbines and their components, via ordinary Supervisory Control And Data Acquisition (SCADA) data. In this machine learning approach Adaptive Neuro-Fuzzy Interference...... of the prediction error is used as an indicator for normal and abnormal behavior, with respect to the learned behavior. The advantage of this approach is that the prediction error is widely decoupled from the typical fluctuations of the SCADA data caused by the different turbine operational modes. To classify...

Mathematical Creative Thinking Ability of the Seventh Grade Students in Terms of Learning Styles to the Preview-Question-Read-Reflect-Recite-Review (PQ4R Learning

Directory of Open Access Journals (Sweden)

Fiatun Istiqomah

2017-08-01

Full Text Available The purpose of this study are: (1 to know the effectiveness of PQ4R learning model in improving the creative thinking skills of the learners; (2 to know the classifications of the learners based on the levels of creative thinking skills; and (3 to describe the misconception which hampers the creative thinking skills at low level in  from the learning styles of the learners. The population in this study is the seventh grade students of SMP N 21 Semarang. The method in this study is mixed method research. Quantitative data analysis uses t-test, z-test, and normalized gain test. Analysis of qualitative data using data reduction stages, data presentation, and conclusions. The results show: (1 PQ4R learning model is effective in improving the creative thinking ability of the learners; (2 the classifications of the learners based on the levels of creative thinking ability which have variations the are many of the learners who are different in each level; and (3 misconception which hampers the creative thinking skills at low level with the learning styles: (a visual meets four misconception indicators, (b auditorial meets three misconception indicators, and (c kinesthetic meets six misconception indicators.

Size at birth, weight gain in infancy and childhood, and adult blood pressure in 5 low- and middle-income-country cohorts: when does weight gain matter?

Science.gov (United States)

Adair, Linda S; Martorell, Reynaldo; Stein, Aryeh D; Hallal, Pedro C; Sachdev, Harshpal S; Prabhakaran, Dorairaj; Wills, Andrew K; Norris, Shane A; Dahly, Darren L; Lee, Nanette R; Victora, Cesar G

2009-05-01

Promoting catch-up growth in malnourished children has health benefits, but recent evidence suggests that accelerated child weight gain increases adult chronic disease risk. We aimed to determine how birth weight (BW) and weight gain to midchildhood relate to blood pressure (BP) in young adults. We pooled data from birth cohorts in Brazil, Guatemala, India, the Philippines, and South Africa. We used conditional weight (CW), a residual of current weight regressed on prior weights, to represent deviations from expected weight gain from 0 to 12, 12 to 24, 24 to 48 mo, and 48 mo to adulthood. Adult BP and risk of prehypertension or hypertension (P/HTN) were modeled before and after adjustment for adult body mass index (BMI) and height. Interactions of CWs with small size-for-gestational age (SGA) at birth were tested. Higher CWs were associated with increased BP and odds of P/HTN, with coefficients proportional to the contribution of each CW to adult BMI. Adjusted for adult height and BMI, no child CW was associated with adult BP, but 1 SD of BW was related to a 0.5-mm Hg lower systolic BP and a 9% lower odds of P/HTN. BW and CW associations with systolic BP and P/HTN were not different between adults born SGA and those with normal BW, but higher CW at 48 mo was associated with higher diastolic BP in those born SGA. Greater weight gain at any age relates to elevated adult BP, but faster weight gains in infancy and young childhood do not pose a higher risk than do gains at other ages.

THE IMPLEMENTATION OF JOBSHEET-BASED STUDENT TEAMS ACHIEVEMENT DIVISION LEARNING MODEL TO IMPROVE STUDENTS LEARNING OUTCOMES

Directory of Open Access Journals (Sweden)

Kadek Dodi Permana

2016-09-01

Full Text Available This study aims to improve the Information and Communications Technology (ICT learning outcomes of the students in SMA N 2 Singaraja through the learning model of Job sheet-based Student Team Achievement Division (STAD. This is a classroom action research. The data analysis reveals that learning outcomes in cycle I gain a mean score of 80. 51 and a classical provisions of 15%. There are three students who pass with a minimum score of 85 in cycle I. From these categories, the students’ learning outcomes in the first cycle have not met the criterion of 85%. The mean score of cycle II is 88. 57 and the classical provisions is 90%. In the second cycle, there are 18 students who gain a minimum score of 85. Based on the success criterion, a research study is successful if the minimum completeness criterion reaches 85 and the minimum classical completeness criterion reaches 85%. From the categories, the students’ learning outcomes have been successfully improved since the percentage of classical completeness in the second cycle has reached its expected results.

Health behaviours of pregnant women and gestational weight gains – a pilot study

Directory of Open Access Journals (Sweden)

Edyta Suliga

2015-10-01

Full Text Available Introduction: Abnormal weight gain during pregnancy may exert a negative effect on the development of the foetus, the course of pregnancy, and later the state of health of the mother and her baby. Due to the unfavourable health consequences of abnormal body weight gains in expectant mothers studies of the factors that determine the amount of these gains are important. Aim of the research : Evaluation of the relationship between health behaviours in pregnancy, nutritional status before pregnancy, selected socio-demographic factors, and gestational weight gain. Material and methods : The investigation included 274 women. Using a questionnaire, information was collected pertaining to the place of residence, age, body height and weight, cigarette smoking, and eating habits during pregnancy. The total weight gain during pregnancy was calculated as the difference between perinatal weight and pre-pregnancy body weight. Gestational weight gains were classified as low, recommended, or high. Results: Increased risk of high weight gain was associated with the consumption of alcoholic beverages (odds ratio (OR = 2.82, especially beer (OR = 2.72, high consumption of products supplying proteins of animal origin (OR = 2.87, and overweight before pregnancy (OR = 3.37, as well as the delivery being the mother’s first, compared to the third and subsequent childbirth (OR = 4.17. Conclusions: This study indicates that there is a need for health education among females at reproductive age in order to reduce excess weight before conception, and promotion of adequate health behaviours in pregnancy, which would allow the maintenance of normal weight gain during this period.

Should I Gain Weight?

Science.gov (United States)

... Videos for Educators Search English Español Should I Gain Weight? KidsHealth / For Teens / Should I Gain Weight? ... something about it. Why Do People Want to Gain Weight? Some of the reasons people give for ...

Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

Science.gov (United States)

Barrocas, Lisa; Cramer, Elizabeth D.

2014-01-01

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

The Effect of Learning Modality and Auditory Feedback on Word Memory: Cochlear-Implanted versus Normal-Hearing Adults.

Science.gov (United States)

Taitelbaum-Swead, Riki; Icht, Michal; Mama, Yaniv

2017-03-01

In recent years, the effect of cognitive abilities on the achievements of cochlear implant (CI) users has been evaluated. Some studies have suggested that gaps between CI users and normal-hearing (NH) peers in cognitive tasks are modality specific, and occur only in auditory tasks. The present study focused on the effect of learning modality (auditory, visual) and auditory feedback on word memory in young adults who were prelingually deafened and received CIs before the age of 5 yr, and their NH peers. A production effect (PE) paradigm was used, in which participants learned familiar study words by vocal production (saying aloud) or by no-production (silent reading or listening). Words were presented (1) in the visual modality (written) and (2) in the auditory modality (heard). CI users performed the visual condition twice-once with the implant ON and once with it OFF. All conditions were followed by free recall tests. Twelve young adults, long-term CI users, implanted between ages 1.7 and 4.5 yr, and who showed ≥50% in monosyllabic consonant-vowel-consonant open-set test with their implants were enrolled. A group of 14 age-matched NH young adults served as the comparison group. For each condition, we calculated the proportion of study words recalled. Mixed-measures analysis of variances were carried out with group (NH, CI) as a between-subjects variable, and learning condition (aloud or silent reading) as a within-subject variable. Following this, paired sample t tests were used to evaluate the PE size (differences between aloud and silent words) and overall recall ratios (aloud and silent words combined) in each of the learning conditions. With visual word presentation, young adults with CIs (regardless of implant status CI-ON or CI-OFF), showed comparable memory performance (and a similar PE) to NH peers. However, with auditory presentation, young adults with CIs showed poorer memory for nonproduced words (hence a larger PE) relative to their NH peers. The

Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

Science.gov (United States)

Gaikwad, Nitin; Tankhiwale, Suresh

2014-01-01

Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and

Machine Learning

Energy Technology Data Exchange (ETDEWEB)

Chikkagoudar, Satish; Chatterjee, Samrat; Thomas, Dennis G.; Carroll, Thomas E.; Muller, George

2017-04-21

The absence of a robust and unified theory of cyber dynamics presents challenges and opportunities for using machine learning based data-driven approaches to further the understanding of the behavior of such complex systems. Analysts can also use machine learning approaches to gain operational insights. In order to be operationally beneficial, cybersecurity machine learning based models need to have the ability to: (1) represent a real-world system, (2) infer system properties, and (3) learn and adapt based on expert knowledge and observations. Probabilistic models and Probabilistic graphical models provide these necessary properties and are further explored in this chapter. Bayesian Networks and Hidden Markov Models are introduced as an example of a widely used data driven classification/modeling strategy.

Learning objects as coadjuvants in the human physiology teaching-learning process

Directory of Open Access Journals (Sweden)

Marcus Vinícius Lara

2014-08-01

Full Text Available The use of Information and Communication Technologies (ICTs in the academic environment of biomedical area has gained much importance, both for their ability to complement the understanding of the subject obtained in the classroom, is the ease of access, or makes more pleasure the learning process, since these tools are present in everyday of the students and use a simple language. Considering that, this study aims to report the experience of building learning objects in human physiology as a tool for learning facilitation, and discuss the impact of this teaching methodology

Detective quantum efficiency gains compared with speed gains for hypersensitized astronomical plates

International Nuclear Information System (INIS)

Kaye, A.L.

1977-01-01

It is reasonable to assume that gains in detective quantum efficiency (DQE) are far better criteria for assessing the performance of hypersensitizing techniques than gains in speed. It is shown here that gains in speed can be misleading, for some methods of hypersensitization give plates of increased speed but reduced detective quantum efficiency. (author)

Phonological learning in semantic dementia.

Science.gov (United States)

Jefferies, Elizabeth; Bott, Samantha; Ehsan, Sheeba; Lambon Ralph, Matthew A

2011-04-01

Patients with semantic dementia (SD) have anterior temporal lobe (ATL) atrophy that gives rise to a highly selective deterioration of semantic knowledge. Despite pronounced anomia and poor comprehension of words and pictures, SD patients have well-formed, fluent speech and normal digit span. Given the intimate connection between phonological STM and word learning revealed by both neuropsychological and developmental studies, SD patients might be expected to show good acquisition of new phonological forms, even though their ability to map these onto meanings is impaired. In contradiction of these predictions, a limited amount of previous research has found poor learning of new phonological forms in SD. In a series of experiments, we examined whether SD patient, GE, could learn novel phonological sequences and, if so, under which circumstances. GE showed normal benefits of phonological knowledge in STM (i.e., normal phonotactic frequency and phonological similarity effects) but reduced support from semantic memory (i.e., poor immediate serial recall for semantically degraded words, characterised by frequent item errors). Next, we demonstrated normal learning of serial order information for repeated lists of single-digit number words using the Hebb paradigm: these items were well-understood allowing them to be repeated without frequent item errors. In contrast, patient GE showed little learning of nonsense syllable sequences using the same Hebb paradigm. Detailed analysis revealed that both GE and the controls showed a tendency to learn their own errors as opposed to the target items. Finally, we showed normal learning of phonological sequences for GE when he was prevented from repeating his errors. These findings confirm that the ATL atrophy in SD disrupts phonological processing for semantically degraded words but leaves the phonological architecture intact. Consequently, when item errors are minimised, phonological STM can support the acquisition of new phoneme

Machine learning with R

CERN Document Server

Lantz, Brett

2013-01-01

Written as a tutorial to explore and understand the power of R for machine learning. This practical guide that covers all of the need to know topics in a very systematic way. For each machine learning approach, each step in the process is detailed, from preparing the data for analysis to evaluating the results. These steps will build the knowledge you need to apply them to your own data science tasks.Intended for those who want to learn how to use R's machine learning capabilities and gain insight from your data. Perhaps you already know a bit about machine learning, but have never used R; or

Team learning: building shared mental models

NARCIS (Netherlands)

Bossche, van den P.; Gijselaers, W.; Segers, M.; Woltjer, G.B.; Kirschner, P.

2011-01-01

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning

Association between gestational weight gain according to body mass index and postpartum weight in a large cohort of Danish women.

Science.gov (United States)

Rode, Line; Kjærgaard, Hanne; Ottesen, Bent; Damm, Peter; Hegaard, Hanne K

2012-02-01

Our aim was to investigate the association between gestational weight gain (GWG) and postpartum weight retention (PWR) in pre-pregnancy underweight, normal weight, overweight or obese women, with emphasis on the American Institute of Medicine (IOM) recommendations. We performed secondary analyses on data based on questionnaires from 1,898 women from the "Smoke-free Newborn Study" conducted 1996-1999 at Hvidovre Hospital, Denmark. Relationship between GWG and PWR was examined according to BMI as a continuous variable and in four groups. Association between PWR and GWG according to IOM recommendations was tested by linear regression analysis and the association between PWR ≥ 5 kg (11 lbs) and GWG by logistic regression analysis. Mean GWG and mean PWR were constant for all BMI units until 26-27 kg/m(2). After this cut-off mean GWG and mean PWR decreased with increasing BMI. Nearly 40% of normal weight, 60% of overweight and 50% of obese women gained more than recommended during pregnancy. For normal weight and overweight women with GWG above recommendations the OR of gaining ≥ 5 kg (11 lbs) 1-year postpartum was 2.8 (95% CI 2.0-4.0) and 2.8 (95% CI 1.3-6.2, respectively) compared to women with GWG within recommendations. GWG above IOM recommendations significantly increases normal weight, overweight and obese women's risk of retaining weight 1 year after delivery. Health personnel face a challenge in prenatal counseling as 40-60% of these women gain more weight than recommended for their BMI. As GWG is potentially modifiable, our study should be followed by intervention studies focusing on GW.

Using a Learning Activity Sequence in Large-Enrollment Physical Geology Classes: Supporting the Needs of Underserved Students While Motivating Interest, Learning, and Success

Science.gov (United States)

Pun, A.; Smith, G. A.

2011-12-01

-enrollment department sections taught during the same period. (2) Anonymous student surveys show that: 97% of students do at least some of the assigned reading before class while 58% indicate they would not do the reading if online reading assessments were not assigned; 72% indicate post-lecture online assessments prepare them for exams; greater than 80% of students feel that they learn more in the LAS approach than with traditional instruction; 90% favor active learning in the classroom to only lecture; learning opportunities motivate 82% to attend class to participate in peer instruction and in-class exercises, even if these assignments did not contribute at all to their grade. Notably, first-generation students show disproportionately greater preference for active in-class learning. (3) Learning gains were assessed with the geoscience concept inventory (GCI) of Libarkin and Anderson (2005, J Geo Ed 53(4):395-401). Paired pre- and post-test scores (n=404) in 5 classes show an improvement from 46% to 52% (11% normalized gain), within the target goal that McConnell et al. (2008, GSA Abst Prog 41(1):49) propose for introductory geology courses that produce improved conceptual geoscience learning.

[Pre-pregnancy nutritional status, maternal weight gain, prenatal care, and adverse perinatal outcomes among adolescent mothers].

Science.gov (United States)

Santos, Marta Maria Antonieta de Souza; Baião, Mirian Ribeiro; de Barros, Denise Cavalcante; Pinto, Alessandra de Almeida; Pedrosa, Priscila La Marca; Saunders, Claudia

2012-03-01

To identify the association between pre-gestational nutritional status, maternal weight gain, and prenatal care with low birth weight (LBW) and prematurity outcomes in infants of adolescent mothers. Cross-sectional study with 542 pairs of adolescent mothers and their children attending a public maternity hospital in Rio de Janeiro. Data were collected from medical records. To determine the association between independent variables and the outcomes studied, odds ratio (OR) and a 95% confidence interval (CI) were estimated With respect to pre-pregnancy nutritional status of adolescents, 87% had normal weight, 1% were underweight, 10% were overweight, and 2% obese. Inadequate total gestational weight gain (72%) exceeded adequacy (28%). Birth weight was favored with greater gestational weight gain, and reduced with late onset of prenatal care. The comparison between the low birth weight and normal birth weight groups revealed significant differences between variable means: interval between the past pregnancy and current pregnancy (p = 0.022), pre-gestational weight (p = 0.018); pre-gestational body mass index (p pregnancy weight and body mass index before pregnancy. The minimum frequency of six prenatal care visits was a protective factor against LBW and prematurity.

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

Science.gov (United States)

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

1992-01-01

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

Preventing Weight Gain

Science.gov (United States)

... Local Programs Related Topics Diabetes Nutrition Preventing Weight Gain Language: English (US) Español (Spanish) Recommend on Facebook ... cancer. Choosing an Eating Plan to Prevent Weight Gain So, how do you choose a healthful eating ...

Teaching & Learning for International Students in a 'Learning Community': Creating, Sharing and Building Knowledge

Directory of Open Access Journals (Sweden)

Linzi Kemp, PhD

2010-08-01

Full Text Available This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a learning community approach to teaching, educators can ensure that students gain workplace skills such as collaboration, creativity, critical thinking, and problem solving. In this case study, it is shown how an active learning community, introduced into a blended teaching environment (face-to-face and virtual, effectively supported international undergraduates in the building of knowledge and workplace skills.

Predicting losing and gaining river reaches in lowland New Zealand based on a statistical methodology

Science.gov (United States)

Yang, Jing; Zammit, Christian; Dudley, Bruce

2017-04-01

The phenomenon of losing and gaining in rivers normally takes place in lowland where often there are various, sometimes conflicting uses for water resources, e.g., agriculture, industry, recreation, and maintenance of ecosystem function. To better support water allocation decisions, it is crucial to understand the location and seasonal dynamics of these losses and gains. We present a statistical methodology to predict losing and gaining river reaches in New Zealand based on 1) information surveys with surface water and groundwater experts from regional government, 2) A collection of river/watershed characteristics, including climate, soil and hydrogeologic information, and 3) the random forests technique. The surveys on losing and gaining reaches were conducted face-to-face at 16 New Zealand regional government authorities, and climate, soil, river geometry, and hydrogeologic data from various sources were collected and compiled to represent river/watershed characteristics. The random forests technique was used to build up the statistical relationship between river reach status (gain and loss) and river/watershed characteristics, and then to predict for river reaches at Strahler order one without prior losing and gaining information. Results show that the model has a classification error of around 10% for "gain" and "loss". The results will assist further research, and water allocation decisions in lowland New Zealand.

AFP Algorithm and a Canonical Normal Form for Horn Formulas

OpenAIRE

Majdoddin, Ruhollah

2014-01-01

AFP Algorithm is a learning algorithm for Horn formulas. We show that it does not improve the complexity of AFP Algorithm, if after each negative counterexample more that just one refinements are performed. Moreover, a canonical normal form for Horn formulas is presented, and it is proved that the output formula of AFP Algorithm is in this normal form.

College physics students' epistemological self-reflection and its relationship to conceptual learning

Science.gov (United States)

May, David B.; Etkina, Eugenia

2002-12-01

Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

Science.gov (United States)

Kristianti, Y.; Prabawanto, S.; Suhendra, S.

2017-09-01

This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

Dependence of therapeutic gain factor on stage of oral cancer

International Nuclear Information System (INIS)

Velmurugan, J.; Solomon, J.G.R.; Koteshwer Rao, K.; Supe, S.S.; Prasad, G.N.S.

1998-01-01

To achieve therapeutic gain, unconventional dose per fraction has been employed in radiotherapy, in addition to the conventional dose per fraction of 2 Gy. Dose fractionation factor (DFF) and therapeutic gain factor (TGF) have been utilised to test the efficiency of such unconventional fractionation schedules. In this study, isoeffective dose for 100% tumour regression and mucosal and skin reactions were estimated. CRE, TDF and ERD values for tumour and normal tissue reactions were evaluated. DEF and TGF values have been determined on the basis of dose, CRE, TDF and ERD, in order to understand the influence of these bioeffect models and stage of cancer on TGF associated with differing fractionation schedules. There was a noticeable difference in TGF values determined on the basis of four criteria, which is in agreement with radiobiological phenomenon, that tissues with different α/β values differ in their responsiveness. (author)

Efficacy of Role Play in Concert with Lecture to Enhance Student Learning of Immunology

Directory of Open Access Journals (Sweden)

Samantha L. Elliott

2010-11-01

Full Text Available Despite numerous reports that active learning increases student understanding, many barriers still exist that prevent faculty from shedding the traditional passive lecture and adopting active learning strategies in the classroom. This study looks at the use of role play as an active learning technique to convey new material, or as reinforcement to traditional lecture. A pre- and post-test survey was utilized to determine student learning gains, along with an anonymous survey to determine student attitudes about role play. Student learning gains are similar regardless of class size, role-playing participation or learning style, and reflect an increase in lower order cognition. Attitudes and learning gains indicate role play is preferable as a reinforcement technique, although the order does not matter if both lecture and role play are utilized to convey information. These data provide insight into the best practices of role-playing implementation in concert with traditional lecture format.

Factors Affecting the Normalization of CALL in Chinese Senior High Schools

Science.gov (United States)

He, Bi; Puakpong, Nattaya; Lian, Andrew

2015-01-01

With the development of Information Technology, increasing attention has been paid to Computer Assisted Language Learning (CALL). Meanwhile, increasing enthusiasm is seen for English learning and teaching in China. Yet, few research studies have focused on the normalization of CALL in ethnically diverse areas. In response to this research gap,…

iPad Use for Accelerating Reading Gains in Secondary Students with Learning Disabilities

Science.gov (United States)

Retter, Shannan; Anderson, Christine; Kieran, Laura

2013-01-01

This action research project explored the use of the iPad 2 in a special education classroom with high school students who were considered struggling readers to determine if an academic gain in reading comprehension, reading fluency, and vocabulary implementing the intervention of an iPad and four specific applications (apps). The high school…

The FITS model: an improved Learning by Design approach

NARCIS (Netherlands)

Drs. Ing. Koen Michels; Prof. Dr. Marc de Vries; MEd Dave van Breukelen; MEd Frank Schure

2016-01-01

Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A

Learning between projects: More than sending messages in bottles

NARCIS (Netherlands)

Hartmann, Andreas; Dorée, André

2015-01-01

Although learning from projects has gained much importance in research and practice, progress in understanding and improving inter-project learning appears to be slight. We argue that the adoption of a sender/receiver approach limits the learning effectiveness in project-based organisations. Drawing

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

Science.gov (United States)

Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

Understanding Student Retention in Computer Science Education: The Role of Environment, Gains, Barriers and Usefulness

Science.gov (United States)

Giannakos, Michail N.; Pappas, Ilias O.; Jaccheri, Letizia; Sampson, Demetrios G.

2017-01-01

Researchers have been working to understand the high dropout rates in computer science (CS) education. Despite the great demand for CS professionals, little is known about what influences individuals to complete their CS studies. We identify gains of studying CS, the (learning) environment, degree's usefulness, and barriers as important predictors…

Validating a Method to Assess Lipreading, Audiovisual Gain, and Integration During Speech Reception With Cochlear-Implanted and Normal-Hearing Subjects Using a Talking Head.

Science.gov (United States)

Schreitmüller, Stefan; Frenken, Miriam; Bentz, Lüder; Ortmann, Magdalene; Walger, Martin; Meister, Hartmut

Watching a talker's mouth is beneficial for speech reception (SR) in many communication settings, especially in noise and when hearing is impaired. Measures for audiovisual (AV) SR can be valuable in the framework of diagnosing or treating hearing disorders. This study addresses the lack of standardized methods in many languages for assessing lipreading, AV gain, and integration. A new method is validated that supplements a German speech audiometric test with visualizations of the synthetic articulation of an avatar that was used, for it is feasible to lip-sync auditory speech in a highly standardized way. Three hypotheses were formed according to the literature on AV SR that used live or filmed talkers. It was tested whether respective effects could be reproduced with synthetic articulation: (1) cochlear implant (CI) users have a higher visual-only SR than normal-hearing (NH) individuals, and younger individuals obtain higher lipreading scores than older persons. (2) Both CI and NH gain from presenting AV over unimodal (auditory or visual) sentences in noise. (3) Both CI and NH listeners efficiently integrate complementary auditory and visual speech features. In a controlled, cross-sectional study with 14 experienced CI users (mean age 47.4) and 14 NH individuals (mean age 46.3, similar broad age distribution), lipreading, AV gain, and integration of a German matrix sentence test were assessed. Visual speech stimuli were synthesized by the articulation of the Talking Head system "MASSY" (Modular Audiovisual Speech Synthesizer), which displayed standardized articulation with respect to the visibility of German phones. In line with the hypotheses and previous literature, CI users had a higher mean visual-only SR than NH individuals (CI, 38%; NH, 12%; p < 0.001). Age was correlated with lipreading such that within each group, younger individuals obtained higher visual-only scores than older persons (rCI = -0.54; p = 0.046; rNH = -0.78; p < 0.001). Both CI and NH

Learning effects of interactive decision-making processes for climate change adaptation

NARCIS (Netherlands)

Baird, J.; Plummer, R.; Haug, C.C.; Huitema, D.

2014-01-01

Learning is gaining attention in relation to governance processes for contemporary environmental challenges; however, scholarship at the nexus of learning and environmental governance lacks clarity and understanding about how to define and measure learning, and the linkages between learning, social

Influences of finite gain bandwidth on pulse propagation in parabolic fiber amplifiers with distributed gain profiles

International Nuclear Information System (INIS)

Zhao Jia-Sheng; Li Pan; Chen Xiao-Dong; Feng Su-Juan; Mao Qing-He

2012-01-01

The evolutions of the pulses propagating in decreasing and increasing gain distributed fiber amplifiers with finite gain bandwidths are investigated by simulations with the nonlinear Schrödinger equation. The results show that the parabolic pulse propagations in both the decreasing and the increasing gain amplifiers are restricted by the finite gain bandwidth. For a given input pulse, by choosing a small initial gain coefficient and gain variation rate, the whole gain for the pulse amplification limited by the gain bandwidth may be higher, which is helpful for the enhancement of the output linearly chirped pulse energy. Compared to the decreasing gain distributed fiber amplifier, the increasing gain distributed amplifier may be more conducive to suppress the pulse spectral broadening and increase the critical amplifier length for achieving a larger output linearly chirped pulse energy

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

Science.gov (United States)

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…

A systematic study of genome context methods: calibration, normalization and combination

Directory of Open Access Journals (Sweden)

Dale Joseph M

2010-10-01

Full Text Available Abstract Background Genome context methods have been introduced in the last decade as automatic methods to predict functional relatedness between genes in a target genome using the patterns of existence and relative locations of the homologs of those genes in a set of reference genomes. Much work has been done in the application of these methods to different bioinformatics tasks, but few papers present a systematic study of the methods and their combination necessary for their optimal use. Results We present a thorough study of the four main families of genome context methods found in the literature: phylogenetic profile, gene fusion, gene cluster, and gene neighbor. We find that for most organisms the gene neighbor method outperforms the phylogenetic profile method by as much as 40% in sensitivity, being competitive with the gene cluster method at low sensitivities. Gene fusion is generally the worst performing of the four methods. A thorough exploration of the parameter space for each method is performed and results across different target organisms are presented. We propose the use of normalization procedures as those used on microarray data for the genome context scores. We show that substantial gains can be achieved from the use of a simple normalization technique. In particular, the sensitivity of the phylogenetic profile method is improved by around 25% after normalization, resulting, to our knowledge, on the best-performing phylogenetic profile system in the literature. Finally, we show results from combining the various genome context methods into a single score. When using a cross-validation procedure to train the combiners, with both original and normalized scores as input, a decision tree combiner results in gains of up to 20% with respect to the gene neighbor method. Overall, this represents a gain of around 15% over what can be considered the state of the art in this area: the four original genome context methods combined using a

Learning to Support Learning Together: An Experience with the Soft Systems Methodology

Science.gov (United States)

Sanchez, Adolfo; Mejia, Andres

2008-01-01

An action research approach called soft systems methodology (SSM) was used to foster organisational learning in a school regarding the role of the learning support department within the school and its relation with the normal teaching-learning activities. From an initial situation of lack of coordination as well as mutual misunderstanding and…

[Association between mothers' body mass index before pregnancy or weight gain during pregnancy and autism in children].

Science.gov (United States)

Ling, Ziyu; Wang, Jianmin; Li, Xia; Zhong, Yan; Qin, Yuanyuan; Xie, Shengnan; Yang, Senbei; Zhang, Jing

2015-09-01

To explore the relationship between mothers' body mass index (BMI) before pregnancy or weight gain during pregnancy and autism in children. From 2013 to 2014, the 181 children with autism and 181 healthy children matched by sex and age from same area were included in this study. According to mothers' BMI before pregnancy, the selected cases were divided into 3 groups: low, normal and high group. Then 3 groups were divided into 3 subgroups based on mother' s weight gain during pregnancy: low, normal and high group, according to the recommendations of Institute of Medicine. Logistic regression analysis and χ(2) test were conducted with SPSS 18.0 software to analysis the relationship between mothers' BMI before pregnancy or weight gain during pregnancy and autism in children. The age and sex distributions of case group and control group were consistent (χ(2)=0.434, P>0.05). The mothers' BMI before pregnancy of case group was higher than that of control group (χ(2)=9.580, Pautism in children. Logistic regression analysis showed that mothers' BMI before pregnancy (unadjusted OR=1.89, 95% CI: 1.26-2.85, adjusted OR=1.52, 95% CI: 1.19-2.27) and weight gain during pregnancy were the risk factors for autism in children (unadjusted OR=1.63, 95% CI: 1.08-1.25, adjusted OR=1.64, 95% CI: 1.21-2.21). Overweight or obesity before pregnancy and excessive weight gain during pregnancy were associated with autism in children, suggesting that women who plan to be pregnant should pay attention to body weight control.

Bringing authentic service learning to the classroom: benefits and lessons learned

Science.gov (United States)

Chamberlain, Leslie C.

2016-06-01

Project-based learning, which has gained significant attention within K-12 education, provides rich hands-on experiences for students. Bringing an element of service to the projects allow students to engage in a local or global community, providing an abundance of benefits to the students’ learning. For example, service projects build confidence, increase motivation, and exercise problem-solving and communication skills in addition to developing a deep understanding of content. I will present lessons I have learned through four years of providing service learning opportunities in my classroom. I share ideas for astronomy projects, tips for connecting and listening to a community, and helpful guidelines to hold students accountable in order to ensure a productive and educational project.

Obesity, gestational weight gain and preterm birth: a study within the Danish National Birth Cohort

DEFF Research Database (Denmark)

Nøhr, Ellen Aagaard; Bech, Bodil Hammer; Vaeth, Michael

2007-01-01

The aim of the present study was to assess the impact of obesity and gestational weight gain on the risk of subtypes of preterm birth, because little is known about these associations. The study included 62 167 women within the Danish National Birth Cohort for whom self-reported information about...... prepregnancy body mass index (BMI) and gestational weight gain was available. Information about spontaneous preterm birth with or without preterm premature rupture of membranes (PPROM) and about induced preterm deliveries was obtained from national registers. Cox regression analyses were used to examine...... associations of prepregnancy BMI and gestational weight gain with subtypes of preterm birth. The crude risks of PPROM and of induced preterm deliveries were higher in obese women (BMI > or = 30) than in normal-weight women (18.5 gestation, when obese...

Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment.

Science.gov (United States)

Hedenius, Martina; Persson, Jonas; Tremblay, Antoine; Adi-Japha, Esther; Veríssimo, João; Dye, Cristina D; Alm, Per; Jennische, Margareta; Bruce Tomblin, J; Ullman, Michael T

2011-01-01

The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that these

Grammar Predicts Procedural Learning and Consolidation Deficits in Children with Specific Language Impairment

Science.gov (United States)

Hedenius, Martina; Persson, Jonas; Tremblay, Antoine; Adi-Japha, Esther; Veríssimo, João; Dye, Cristina D.; Alm, Per; Jennische, Margareta; Tomblin, J. Bruce; Ullman, Michael T.

2011-01-01

The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining the consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically-developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that

The influence of project-based learning on the student conception about kinematics and critical thinking skills

Science.gov (United States)

Handhika, J.; Cari, C.; Sunarno, W.; Suparmi, A.; Kurniadi, E.

2018-05-01

This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

Uncovering the Best Skill Multimap by Constraining the Error Probabilities of the Gain-Loss Model

Science.gov (United States)

Anselmi, Pasquale; Robusto, Egidio; Stefanutti, Luca

2012-01-01

The Gain-Loss model is a probabilistic skill multimap model for assessing learning processes. In practical applications, more than one skill multimap could be plausible, while none corresponds to the true one. The article investigates whether constraining the error probabilities is a way of uncovering the best skill assignment among a number of…

Learning Path Recommendation Based on Modified Variable Length Genetic Algorithm

Science.gov (United States)

Dwivedi, Pragya; Kant, Vibhor; Bharadwaj, Kamal K.

2018-01-01

With the rapid advancement of information and communication technologies, e-learning has gained a considerable attention in recent years. Many researchers have attempted to develop various e-learning systems with personalized learning mechanisms for assisting learners so that they can learn more efficiently. In this context, curriculum sequencing…

Mirror reversal and visual rotation are learned and consolidated via separate mechanisms: recalibrating or learning de novo?

Science.gov (United States)

Telgen, Sebastian; Parvin, Darius; Diedrichsen, Jörn

2014-10-08

Motor learning tasks are often classified into adaptation tasks, which involve the recalibration of an existing control policy (the mapping that determines both feedforward and feedback commands), and skill-learning tasks, requiring the acquisition of new control policies. We show here that this distinction also applies to two different visuomotor transformations during reaching in humans: Mirror-reversal (left-right reversal over a mid-sagittal axis) of visual feedback versus rotation of visual feedback around the movement origin. During mirror-reversal learning, correct movement initiation (feedforward commands) and online corrections (feedback responses) were only generated at longer latencies. The earliest responses were directed into a nonmirrored direction, even after two training sessions. In contrast, for visual rotation learning, no dependency of directional error on reaction time emerged, and fast feedback responses to visual displacements of the cursor were immediately adapted. These results suggest that the motor system acquires a new control policy for mirror reversal, which initially requires extra processing time, while it recalibrates an existing control policy for visual rotations, exploiting established fast computational processes. Importantly, memory for visual rotation decayed between sessions, whereas memory for mirror reversals showed offline gains, leading to better performance at the beginning of the second session than in the end of the first. With shifts in time-accuracy tradeoff and offline gains, mirror-reversal learning shares common features with other skill-learning tasks. We suggest that different neuronal mechanisms underlie the recalibration of an existing versus acquisition of a new control policy and that offline gains between sessions are a characteristic of latter. Copyright © 2014 the authors 0270-6474/14/3413768-12$15.00/0.

Learn & Go: Entwicklung einer Mobile Learning Applikation für Smartphones zur Nutzung von Learning Management Features und Funktionen via Webservice [Learn & Go: Development of a mobile learning application for smartphones to use learning management features and functions via web services

Directory of Open Access Journals (Sweden)

Igel, Christoph

2013-01-01

Full Text Available [english] This paper indicates an attractive offer of the Saarland University to the economic study organisation in the mobile age. The realised solution allows students, without requiring any browser technologies, to use functions of the University’s learning management system avoiding to hold information and contents available more than once. Besides the methodical approch to gain the prototyp of the mobile application, the thereby achieved added value of accessing information for medical students regardless time or place is pointed out as well as the advantage perspectively gained as an innovative qualification option in the lifelong learning process for all different kinds of professional groups in the medical sector.[german] Dieser Beitrag zeigt im mobilen Zeitalter eine attraktive Offerte der Universität des Saarlandes zur ökonomischen Studienorganisation auf. Die realisierte Lösung ermöglicht Studierenden, fernab von Browsertechnologien, die Nutzung von Funktionen des Learning-Management-Systems der saarländischen Hochschulen ohne die Informationen und Inhalte mehrfach vorzuhalten. Das methodische Vorgehen zur Pilotierung der mobilen Applikation wird im Folgenden ebenso beleuchtet wie das hierdurch ermöglichte Potential des orts- und zeitunabhängigen Zugriffs auf Informationen, zum einen für Studierende der Human- und Zahnmedizin an der Universität des Saarlandes und zum anderen perspektivisch als innovative Qualifizierungsform im Lifelong Learning Prozess für alle Berufsgruppen im Gesundheitswesen.

Enrolment Purposes, Instructional Activities, and Perceptions of Attitudinal Learning in a Human Trafficking MOOC

Science.gov (United States)

Watson, Sunnie Lee; Kim, Woori

2016-01-01

This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the…

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.

Evaluation of normal tissue responses to high-LET radiations

International Nuclear Information System (INIS)

Halnan, K.E.

1979-01-01

Clinical results presented have been analysed to evaluate normal tissue responses to high-LET radiations. Damage to brain, spinal cord, gut, skin, connective tissue and bone has occurred. A high RBE is probable for brain and possible for spinal cord and gut but other reasons for damage are also discussed. A net gain seems likely. Random controlled trials are advocated. (author)

A Design Framework for Personal Learning Environments

NARCIS (Netherlands)

Rahimi, E.

2015-01-01

The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

African American and White women׳s perceptions of weight gain, physical activity, and nutrition during pregnancy.

Science.gov (United States)

Whitaker, Kara M; Wilcox, Sara; Liu, Jihong; Blair, Steven N; Pate, Russell R

2016-03-01

To describe African American and White women's perceptions of weight gain, physical activity, and nutrition during pregnancy and to explore differences in perceptions by race. Qualitative interview study. Two Ob/Gyn clinics in South Carolina, USA. Thirty pregnant women (15 African American, 15 White) between 20 and 30 weeks gestation, equally represented across pre-pregnancy BMI categories (10 normal weight, 10 overweight, and 10 obese). White women more frequently described intentions to meet weight gain, physical activity, and dietary guidelines in pregnancy than African American women. African American women were more concerned with inadequate weight gain while White women more commonly expressed concerns about excessive weight gain. More White women discussed the importance of physical activity for weight management. Regardless of race, few women described risks of excessive weight gain or benefits of physical activity as it relates to the baby's health. The primary cited barrier of healthy eating was the high cost of fresh produce. Several knowledge gaps as well as race differences were identified in women's perceptions and intentions toward weight gain, physical activity, and nutrition during pregnancy. Future interventions should seek to educate women about common misperceptions. It may be necessary to culturally tailor gestational weight gain interventions to optimise health outcomes. Copyright © 2015 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)

Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

Directory of Open Access Journals (Sweden)

Constanza Tolosa

2017-01-01

Full Text Available We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students’ learning with a free writing activity done as pretest and posttest and used a semi-structured interview to explore their attitudes towards language learning and their perceived development of their native language. Data analysis indicated statistically significant gains in foreign language writing and positive attitudinal changes toward foreign and native language learning.

Balance maintenance as an acquired motor skill: Delayed gains and robust retention after a single session of training in a virtual environment.

Science.gov (United States)

Elion, Orit; Sela, Itamar; Bahat, Yotam; Siev-Ner, Itzhak; Weiss, Patrice L Tamar; Karni, Avi

2015-06-03

Does the learning of a balance and stability skill exhibit time-course phases and transfer limitations characteristic of the acquisition and consolidation of voluntary movement sequences? Here we followed the performance of young adults trained in maintaining balance while standing on a moving platform synchronized with a virtual reality road travel scene. The training protocol included eight 3 min long iterations of the road scene. Center of Pressure (CoP) displacements were analyzed for each task iteration within the training session, as well as during tests at 24h, 4 weeks and 12 weeks post-training to test for consolidation phase ("offline") gains and assess retention. In addition, CoP displacements in reaction to external perturbations were assessed before and after the training session and in the 3 subsequent post-training assessments (stability tests). There were significant reductions in CoP displacements as experience accumulated within session, with performance stabilizing by the end of the session. However, CoP displacements were further reduced at 24h post-training (delayed "offline" gains) and these gains were robustly retained. There was no transfer of the practice-related gains to performance in the stability tests. The time-course of learning the balance maintenance task, as well as the limitation on generalizing the gains to untrained conditions, are in line with the results of studies of manual movement skill learning. The current results support the conjecture that a similar repertoire of basic neuronal mechanisms of plasticity may underlay skill (procedural, "how to" knowledge) acquisition and skill memory consolidation in voluntary and balance maintenance tasks. Copyright © 2015 Elsevier B.V. All rights reserved.

Implementation of problem-based learning in geometry lessons

Science.gov (United States)

Ahamad, S. N. S. H.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

2017-12-01

The aim of this study is twofold. Firstly, it aims to examine the effects of the Problem-Based Learning (PBL) approach on students’ performance in the learning of geometry. Secondly, it seeks to gain insights from the students regarding the implementation of PBL in geometry lessons. The participants were 22 students from one Year 10 class in a co-educational secondary school in Brunei Darussalam. A mixed method design was employed with data collected from the pre-, post- and retention tests, and interviews. The findings from this study revealed positive influences on students’ performance in learning geometry as gain and retention of knowledge was observed. Meanwhile, mixed responses from the interviews implied that in terms of 1) learning attitudes, students favoured the idea of independent learning but some critiqued that the process of PBL might be time-consuming; 2) learning difficulties, some students struggled in assimilating information leading to poor decision- making; and 3) knowledge and skills, some students believed to have nurtured some skills such as communication and research skills.

Cooperative learning in science: intervention in the secondary school

Science.gov (United States)

Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

2011-04-01

The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.

Learning style and concept acquisition of community college students in introductory biology

Science.gov (United States)

Bobick, Sandra Burin

This study investigated the influence of learning style on concept acquisition within a sample of community college students in a general biology course. There are two subproblems within the larger problem: (1) the influence of demographic variables (age, gender, number of college credits, prior exposure to scientific information) on learning style, and (2) the correlations between prior scientific knowledge, learning style and student understanding of the concept of the gene. The sample included all students enrolled in an introductory general biology course during two consecutive semesters at an urban community college. Initial data was gathered during the first week of the semester, at which time students filled in a short questionnaire (age, gender, number of college credits, prior exposure to science information either through reading/visual sources or a prior biology course). Subjects were then given the Inventory of Learning Processes-Revised (ILP-R) which measures general preferences in five learning styles; Deep Learning; Elaborative Learning, Agentic Learning, Methodical Learning and Literal Memorization. Subjects were then given the Gene Conceptual Knowledge pretest: a 15 question objective section and an essay section. Subjects were exposed to specific concepts during lecture and laboratory exercises. At the last lab, students were given the Genetics Conceptual Knowledge Posttest. Pretest/posttest gains were correlated with demographic variables and learning styles were analyzed for significant correlations. Learning styles, as the independent variable in a simultaneous multiple regression, were significant predictors of results on the gene assessment tests, including pretest, posttest and gain. Of the learning styles, Deep Learning accounted for the greatest positive predictive value of pretest essay and pretest objective results. Literal Memorization was a significant negative predictor for posttest essay, essay gain and objective gain. Simultaneous

Learning Type Extension Trees for Metal Bonding State Prediction

DEFF Research Database (Denmark)

Frasconi, Paolo; Jaeger, Manfred; Passerini, Andrea

2008-01-01

Type Extension Trees (TET) have been recently introduced as an expressive representation language allowing to encode complex combinatorial features of relational entities. They can be efficiently learned with a greedy search strategy driven by a generalized relational information gain and a discr......Type Extension Trees (TET) have been recently introduced as an expressive representation language allowing to encode complex combinatorial features of relational entities. They can be efficiently learned with a greedy search strategy driven by a generalized relational information gain...

Challenges in clinical natural language processing for automated disorder normalization.

Science.gov (United States)

Leaman, Robert; Khare, Ritu; Lu, Zhiyong

2015-10-01

Identifying key variables such as disorders within the clinical narratives in electronic health records has wide-ranging applications within clinical practice and biomedical research. Previous research has demonstrated reduced performance of disorder named entity recognition (NER) and normalization (or grounding) in clinical narratives than in biomedical publications. In this work, we aim to identify the cause for this performance difference and introduce general solutions. We use closure properties to compare the richness of the vocabulary in clinical narrative text to biomedical publications. We approach both disorder NER and normalization using machine learning methodologies. Our NER methodology is based on linear-chain conditional random fields with a rich feature approach, and we introduce several improvements to enhance the lexical knowledge of the NER system. Our normalization method - never previously applied to clinical data - uses pairwise learning to rank to automatically learn term variation directly from the training data. We find that while the size of the overall vocabulary is similar between clinical narrative and biomedical publications, clinical narrative uses a richer terminology to describe disorders than publications. We apply our system, DNorm-C, to locate disorder mentions and in the clinical narratives from the recent ShARe/CLEF eHealth Task. For NER (strict span-only), our system achieves precision=0.797, recall=0.713, f-score=0.753. For the normalization task (strict span+concept) it achieves precision=0.712, recall=0.637, f-score=0.672. The improvements described in this article increase the NER f-score by 0.039 and the normalization f-score by 0.036. We also describe a high recall version of the NER, which increases the normalization recall to as high as 0.744, albeit with reduced precision. We perform an error analysis, demonstrating that NER errors outnumber normalization errors by more than 4-to-1. Abbreviations and acronyms are found

Higher order thinking skills: using e-portfolio in project-based learning

Science.gov (United States)

Lukitasari, M.; Handhika, J.; Murtafiah, W.

2018-03-01

The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

Design Principles for Cell Phone Learning in EFL

Science.gov (United States)

Wang, Feihong

2010-01-01

Cell phone learning (C-learning), as an instructional approach, has been gaining more and more attention in the field of teaching English as a foreign language (EFL) in the last 10 years. While studies have proved C-learning an effective instructional approach in research settings, a review of literature indicates the lack of design principles to…

Active rc filter permits easy trade-off of amplifier gain and sensitivity to gain

Science.gov (United States)

Kerwin, W. J.; Shaffer, C. V.

1968-01-01

Passive RC network was designed with zeros of transmission in the right half of the complex frequency plane in the feedback loop of a simple negative-gain amplifier. The proper positioning provides any desired trade-off between amplifier gain and sensitivity to amplifier gain.

Normalized Index of Synergy for Evaluating the Coordination of Motor Commands

Science.gov (United States)

Togo, Shunta; Imamizu, Hiroshi

2015-01-01

Humans perform various motor tasks by coordinating the redundant motor elements in their bodies. The coordination of motor outputs is produced by motor commands, as well properties of the musculoskeletal system. The aim of this study was to dissociate the coordination of motor commands from motor outputs. First, we conducted simulation experiments where the total elbow torque was generated by a model of a simple human right and left elbow with redundant muscles. The results demonstrated that muscle tension with signal-dependent noise formed a coordinated structure of trial-to-trial variability of muscle tension. Therefore, the removal of signal-dependent noise effects was required to evaluate the coordination of motor commands. We proposed a method to evaluate the coordination of motor commands, which removed signal-dependent noise from the measured variability of muscle tension. We used uncontrolled manifold analysis to calculate a normalized index of synergy. Simulation experiments confirmed that the proposed method could appropriately represent the coordinated structure of the variability of motor commands. We also conducted experiments in which subjects performed the same task as in the simulation experiments. The normalized index of synergy revealed that the subjects coordinated their motor commands to achieve the task. Finally, the normalized index of synergy was applied to a motor learning task to determine the utility of the proposed method. We hypothesized that a large part of the change in the coordination of motor outputs through learning was because of changes in motor commands. In a motor learning task, subjects tracked a target trajectory of the total torque. The change in the coordination of muscle tension through learning was dominated by that of motor commands, which supported the hypothesis. We conclude that the normalized index of synergy can be used to evaluate the coordination of motor commands independently from the properties of the

Promoting Learning Achievement, Problem Solving, and Learning Curiosity of High School Students: Empirical Thai Study of Self-directed Learning in Physics Course

Directory of Open Access Journals (Sweden)

Wittaya Worapun

2017-11-01

Full Text Available Three phases of this research were employed to study learning achievement, problem solving, and learning curiosity among 43 students in the 11th grade through self-directed learning in a Physics course. Research instruments included: a learning achievement test, a test of curiosity, observations using anecdotal evidence of curiosity, and a test of problem solving ability. The findings show that six components of self-directed learning were evident, i.e. principles and basic concepts, syntax, social system, principle of reaction, and support system. It was found that five main procedures of self-directed learning were applicable in a management model: diagnosis, strategies, growth in habit, taking action, and summarizing and assessing. Students gained in their learning achievement ; furthermore, their posttest scores in problem solving were greater than their pretest scores at .05 level of statistical significance.

Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning.

Directory of Open Access Journals (Sweden)

Kristoffer Carl Aberg

Full Text Available Learning how to gain rewards (approach learning and avoid punishments (avoidance learning is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance learning scored higher on measures of approach (vs. avoidance trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits.

Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning

Science.gov (United States)

Carl Aberg, Kristoffer; Doell, Kimberly C.; Schwartz, Sophie

2016-01-01

Learning how to gain rewards (approach learning) and avoid punishments (avoidance learning) is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance) learning scored higher on measures of approach (vs. avoidance) trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative) outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits. PMID:27851807

Statistical learning methods: Basics, control and performance

Energy Technology Data Exchange (ETDEWEB)

Zimmermann, J. [Max-Planck-Institut fuer Physik, Foehringer Ring 6, 80805 Munich (Germany)]. E-mail: zimmerm@mppmu.mpg.de

2006-04-01

The basics of statistical learning are reviewed with a special emphasis on general principles and problems for all different types of learning methods. Different aspects of controlling these methods in a physically adequate way will be discussed. All principles and guidelines will be exercised on examples for statistical learning methods in high energy and astrophysics. These examples prove in addition that statistical learning methods very often lead to a remarkable performance gain compared to the competing classical algorithms.

Statistical learning methods: Basics, control and performance

International Nuclear Information System (INIS)

Zimmermann, J.

2006-01-01

The basics of statistical learning are reviewed with a special emphasis on general principles and problems for all different types of learning methods. Different aspects of controlling these methods in a physically adequate way will be discussed. All principles and guidelines will be exercised on examples for statistical learning methods in high energy and astrophysics. These examples prove in addition that statistical learning methods very often lead to a remarkable performance gain compared to the competing classical algorithms

District Governance and Student Learning in Indonesia

OpenAIRE

Pradhan, Menno; de Ree, Joppe

2014-01-01

We document the likely importance of district governance and teacher management policies in relation to student learning in Indonesian primary schools. As the responsibility to deliver primary education has been decentralized to district governments, we expect district specific variations in teacher management policies. Consequently, we also expect variations in learning trajectories across districts. We document substantial heterogeneity in learning gains across districts. Furthermore, we sh...

Improving student learning and views of physics in a large enrollment introductory physics class

Science.gov (United States)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

Science.gov (United States)

Monet, Julie A.; Etkina, Eugenia

2008-10-01

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

Preparing Students for Flipped or Team-Based Learning Methods

Science.gov (United States)

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

A guided note taking strategy supports student learning in the large lecture classes

Science.gov (United States)

Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

2017-09-01

In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

NARCIS (Netherlands)

Pedaste, Margus; Kori, Külli; Maeots, Mario; de Jong, Anthonius J.M.; Riopel, Martin; Smyrnaiou, Zacharoula

2016-01-01

Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and

Enhanced attentional gain as a mechanism for generalized perceptual learning in human visual cortex.

Science.gov (United States)

Byers, Anna; Serences, John T

2014-09-01

Learning to better discriminate a specific visual feature (i.e., a specific orientation in a specific region of space) has been associated with plasticity in early visual areas (sensory modulation) and with improvements in the transmission of sensory information from early visual areas to downstream sensorimotor and decision regions (enhanced readout). However, in many real-world scenarios that require perceptual expertise, observers need to efficiently process numerous exemplars from a broad stimulus class as opposed to just a single stimulus feature. Some previous data suggest that perceptual learning leads to highly specific neural modulations that support the discrimination of specific trained features. However, the extent to which perceptual learning acts to improve the discriminability of a broad class of stimuli via the modulation of sensory responses in human visual cortex remains largely unknown. Here, we used functional MRI and a multivariate analysis method to reconstruct orientation-selective response profiles based on activation patterns in the early visual cortex before and after subjects learned to discriminate small offsets in a set of grating stimuli that were rendered in one of nine possible orientations. Behavioral performance improved across 10 training sessions, and there was a training-related increase in the amplitude of orientation-selective response profiles in V1, V2, and V3 when orientation was task relevant compared with when it was task irrelevant. These results suggest that generalized perceptual learning can lead to modified responses in the early visual cortex in a manner that is suitable for supporting improved discriminability of stimuli drawn from a large set of exemplars. Copyright © 2014 the American Physiological Society.

Is it appropriate for Korean women to adopt the 2009 Institute of Medicine recommendations for gestational weight gain?

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Jeong Ha Wie

Full Text Available The 2009 Institute of Medicine (IOM guidelines for gestational weight gain (GWG are intended for use among women in the United States. Little data are available on whether the 2009 IOM recommendations can be applied to Asian women. This study aimed to evaluate whether the recommendations are related to adverse pregnancy outcomes in Korean pregnant women.A retrospective cohort study was conducted for all singleton-pregnant women at a university hospital in Korea. After classifying the enrolled women into four Korean pre-pregnancy body mass index (BMI categories, the risk of adverse pregnancy outcomes were analyzed for women who gained inadequate or excessive GWG based on 2009 IOM recommendations. Of 7,843 pregnancies, 64.0% of women had normal pre-pregnancy BMI and 42.7% achieved optimal GWG. Across all BMI categories, adverse pregnancies outcomes such as small for gestational age (SGA, large for gestational age (LGA, preterm birth, preeclampsia, and cesarean due to dystocia were significantly associated with GWG (all P ≤ 0.001.Women with normal BMI who gained inadequate weight were more likely to develop SGA and preterm birth and less likely to develop LGA (adjusted odds ratio (aOR 2.21, 1.33, and 0.54, respectively. Whereas, women with normal BMI who gained excessive weight were more likely to develop LGA, preterm birth, preeclampsia, and cesarean section due to dystocia (aOR 2.10, 1.33, 1.37, and 1.37, respectively and less likely to develop SGA (aOR 0.60.It is tolerable for Korean women to follow recommended GWG from the 2009 IOM guidelines to decrease adverse pregnancy outcomes. This will be helpful for antenatal care on GWG not only for Korean pregnant women, but also other Asian women who have lower BMI criteria than Caucasian women.

Technology Education Using a Novel Approach in e-Learning-Towards Optimizing the Quality of Learning Outcomes

Science.gov (United States)

Malkawi, M. I.; Hawarey, M. M.

2012-04-01

Ever since the advent of the new era in presenting taught material in Electronic Form, international bodies, academic institutions, public sectors, as well as specialized entities in the private sector, globally, have all persevered to exploit the power of Distance Learning and e-Learning to disseminate the knowledge in Science and Art using the ubiquitous World Wide Web and its supporting Internet and Internetworking. Many Science & Education-sponsoring bodies, like UNESCO, the European Community, and the World Bank have been keen at funding multinational Distance Learning projects, many of which were directed at an educated audience in certain technical areas. Many countries around the Middle East have found a number of interested European partners to launch funding requests, and were generally successful in their solicitation efforts for the needed funds from these funding bodies. Albeit their intricacies in generating a wealth of knowledge in electronic form, many of the e-Learning schemas developed thus far, have only pursued their goals in the most conventional of ways; In essence, there had been little innovation introduced to gain anything, if any, above traditional classroom lecturing, other than, of course, the gained advantage of the simultaneous online testing and evaluation of the learned material by the examinees. In a sincere effort to change the way in which people look at the merits of e-Learning, and seek the most out of it, we shall propose a novel approach aimed at optimizing the learning outcomes of presented materials. In this paper we propose what shall henceforth be called as Iterative e-Learning. In Iterative e-Learning, as the name implies, a student uses some form of electronic media to access course material in a specific subject. At the end of each phase (Section, Chapter, Session, etc.) on a specific topic, the student is assessed online of how much he/she would have achieved before he/she would move on. If the student fails, due to

Influence of additional language learning on first language learning in children with language disorders.

Science.gov (United States)

To, Carol K S; Law, Thomas; Li, Xin-xin

2012-01-01

Multilingualism can bring about various positive outcomes to typically developing children. Its effect on children with language difficulties is not yet clear. The aim of this study was to examine the effects of multilingual learning as a medium of instruction (MOI) on first language (L1) acquisition of children with language disorders (LD). Nineteen Cantonese-speaking students aged 5;8-6;8 who were diagnosed with LD were recruited from a school that used Putonghua (an alternative Chinese dialect) as the MOI when learning Chinese language and were compared with 18 age-and-gender-matched Cantonese-speaking students with LD from a school that used Cantonese as the MOI when learning Chinese language. All the students also learned English (L2) as a subject at school. Proficiency in Cantonese was tested at the beginning and the end of the semester in Grade One in terms of: (1) grammar, (2) expressive vocabulary, (3) auditory textual comprehension, (4) word definition and (5) narration. Mixed-model ANOVAs revealed an effect of time on language proficiency indicating positive gains in both groups. Interaction effects between time and group were not significant. There was a trend that children learning Putonghua showed slightly more improvement in auditory textual comprehension. Proficiency gains were similar across groups. The study found no evidence that a multilingual learning environment hinders the language proficiency in L1 in students who have LD. © 2011 Royal College of Speech and Language Therapists.

Effects of Learning Design Patterns in Service Learning Courses

Science.gov (United States)

Gerholz, Karl-Heinz; Liszt, Verena; Klingsieck, Katrin B.

2018-01-01

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the…

Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis

Science.gov (United States)

Leary, Heather; Walker, Andrew; Shelton, Brett E.; Fitt, M. Harrison

2013-01-01

Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the following meta-analysis coded 223 outcomes from 94 studies with small but positive gains for PBL students…

Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students.

Science.gov (United States)

LaDage, Lara D; Tornello, Samantha L; Vallejera, Jennilyn M; Baker, Emily E; Yan, Yue; Chowdhury, Anik

2018-03-01

There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

Science.gov (United States)

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

An output amplitude configurable wideband automatic gain control with high gain step accuracy

International Nuclear Information System (INIS)

He Xiaofeng; Ye Tianchun; Mo Taishan; Ma Chengyan

2012-01-01

An output amplitude configurable wideband automatic gain control (AGC) with high gain step accuracy for the GNSS receiver is presented. The amplitude of an AGC is configurable in order to cooperate with baseband chips to achieve interference suppression and be compatible with different full range ADCs. And what's more, the gain-boosting technology is introduced and the circuit is improved to increase the step accuracy. A zero, which is composed by the source feedback resistance and the source capacity, is introduced to compensate for the pole. The AGC is fabricated in a 0.18 μm CMOS process. The AGC shows a 62 dB gain control range by 1 dB each step with a gain error of less than 0.2 dB. The AGC provides 3 dB bandwidth larger than 80 MHz and the overall power consumption is less than 1.8 mA, and the die area is 800 × 300 μm 2 . (semiconductor integrated circuits)

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

Directory of Open Access Journals (Sweden)

Chun-Ting Yeh

2016-12-01

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

Quality of Teaching Mathematics and Learning Achievement Gains: Evidence from Primary Schools in Kenya

Science.gov (United States)

Ngware, Moses W.; Ciera, James; Musyoka, Peter K.; Oketch, Moses

2015-01-01

This paper examines the contribution of quality mathematics teaching to student achievement gains. Quality of mathematics teaching is assessed through teacher demonstration of the five strands of mathematical proficiency, the level of cognitive task demands, and teacher mathematical knowledge. Data is based on 1907 grade 6 students who sat for the…

Episodic memory deficits slow down the dynamics of cognitive procedural learning in normal ageing

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Beaunieux, Hélène; Hubert, Valérie; Pitel, Anne Lise; Desgranges, Béatrice; Eustache, Francis

2009-01-01

Cognitive procedural learning is characterized by three phases, each involving distinct processes. Considering the implication of the episodic memory in the first cognitive stage, the impairment of this memory system might be responsible for a slowing down of the cognitive procedural learning dynamics in the course of aging. Performances of massed cognitive procedural learning were evaluated in older and younger participants using the Tower of Toronto task. Nonverbal intelligence and psychomotor abilities were used to analyze procedural dynamics, while episodic memory and working memory were assessed to measure their respective contributions to learning strategies. This experiment showed that older participants did not spontaneously invoke episodic memory and presented a slowdown in the cognitive procedural learning associated with a late involvement of working memory. These findings suggest that the slowdown in the cognitive procedural learning may be linked with the implementation of different learning strategies less involving episodic memory in older subjects. PMID:18654928

Analysis of EMG Signals in Aggressive and Normal Activities by Using Higher-Order Spectra

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Necmettin Sezgin

2012-01-01

Full Text Available The analysis and classification of electromyography (EMG signals are very important in order to detect some symptoms of diseases, prosthetic arm/leg control, and so on. In this study, an EMG signal was analyzed using bispectrum, which belongs to a family of higher-order spectra. An EMG signal is the electrical potential difference of muscle cells. The EMG signals used in the present study are aggressive or normal actions. The EMG dataset was obtained from the machine learning repository. First, the aggressive and normal EMG activities were analyzed using bispectrum and the quadratic phase coupling of each EMG episode was determined. Next, the features of the analyzed EMG signals were fed into learning machines to separate the aggressive and normal actions. The best classification result was 99.75%, which is sufficient to significantly classify the aggressive and normal actions.

Analysis of EMG Signals in Aggressive and Normal Activities by Using Higher-Order Spectra

Science.gov (United States)

Sezgin, Necmettin

2012-01-01

The analysis and classification of electromyography (EMG) signals are very important in order to detect some symptoms of diseases, prosthetic arm/leg control, and so on. In this study, an EMG signal was analyzed using bispectrum, which belongs to a family of higher-order spectra. An EMG signal is the electrical potential difference of muscle cells. The EMG signals used in the present study are aggressive or normal actions. The EMG dataset was obtained from the machine learning repository. First, the aggressive and normal EMG activities were analyzed using bispectrum and the quadratic phase coupling of each EMG episode was determined. Next, the features of the analyzed EMG signals were fed into learning machines to separate the aggressive and normal actions. The best classification result was 99.75%, which is sufficient to significantly classify the aggressive and normal actions. PMID:23193379

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...

On the organizational learning work process

International Nuclear Information System (INIS)

Weil, Richard; Apostolakis, George

2000-01-01

This paper presents an organizational learning work process for use at nuclear power plants or other high-risk industries. Relying on insights gained from surveying organizational learning activities at nuclear power plants, the proposed work process synthesizes distributed learning activities and improves upon existing organizational learning processes. A root-cause analysis that targets organizational factors is presented. Additionally, a more accurate and objective methodology for prioritizing operating experience is presented. This methodology was applied to a case study during a workshop with utility personnel held at MIT. (author)

ANALISIS PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KREATIF SISWA SD MELALUI PROJECT BASED LEARNING

Directory of Open Access Journals (Sweden)

Wa Ode Lidya Arisanti

2017-02-01

Full Text Available Abstract: Learning science is not just memorize the concepts, but learn how to process and mastery of the scientific attitude. Actually, learning is still centered on the teacher, so that students can develop the knowledge and skills of thinking. Knowledge and thinking skills students can experience a change in the proper way, one way that can be done by applying the model of project-based learning. This study aims to determine whether there is a difference mastery of concepts and creative thinking skills between classes that implement learning model project based learning and classroom rather than project-based learning on water recycling materials. The research design used in this study was Quasi Experimental Design devoted no pattern Nonequivalent Control Group Design This design consists of two groups: the experimental group and the control group. Furthermore, each class were given a pretest and posttest study with mastery test questions using the concept of multiple choice questions of 15 questions and test creative thinking skills with five essay questions on each test. Classroom learning experiment treated with a model project based learning and classroom learning with no control got projet models based learning. The results showed in general there are significant differences in mastery of concepts (p = 0.00 between the experimental class learning by applying the model of project-based learning in the learning process (the average N-gain = 0.477 in the medium category, with students learning by applying rather than project-based learning (the average N-gain = 0.290 in the low category. There is no difference in the ability to think creatively (p = 0.22 between the experimental class and control class, with an average N-gain the experimental class 0,075 while the control class is 0.060 which both are in the low category. Keywords: project based learning, mastery of concepts, creative   Abstrak: Belajar IPA bukan hanya menghafal konsep

Global Learning Communities: A Comparison of Online Domestic and International Science Class Partnerships

Science.gov (United States)

Kerlin, Steven C.; Carlsen, William S.; Kelly, Gregory J.; Goehring, Elizabeth

2013-08-01

The conception of Global Learning Communities (GLCs) was researched to discover potential benefits of the use of online technologies that facilitated communication and scientific data sharing outside of the normal classroom setting. 1,419 students in 635 student groups began the instructional unit. Students represented the classrooms of 33 teachers from the USA, 6 from Thailand, 7 from Australia, and 4 from Germany. Data from an international environmental education project were analyzed to describe grades 7-9 student scientific writing in domestic US versus international-US classroom online partnerships. The development of an argument analytic and a research model of exploratory data analysis followed by statistical testing were used to discover and highlight different ways students used evidence to support their scientific claims about temperature variation at school sites and deep-sea hydrothermal vents. Findings show modest gains in the use of some evidentiary discourse components by US students in international online class partnerships compared to their US counterparts in domestic US partnerships. The analytic, research model, and online collaborative learning tools may be used in other large-scale studies and learning communities. Results provide insights about the benefits of using online technologies and promote the establishment of GLCs.

An Experiential Learning Activity Demonstrating Normal and Phobic Anxiety

Science.gov (United States)

Canu, Will H.

2008-01-01

This article describes an activity for an undergraduate abnormal psychology course that used student-generated data to illustrate normal versus clinically significant anxiety responses related to specific phobias. Students (N = 37) viewed 14 images of low- or high-anxiety valence and rated their subjective response to each. Discussion in a…

Subnormal energy expenditure: a putative causal factor in the weight gain induced by treatment of hyperthyroidism.

Science.gov (United States)

Jacobsen, R; Lundsgaard, C; Lorenzen, J; Toubro, S; Perrild, H; Krog-Mikkelsen, I; Astrup, A

2006-03-01

To examine the causes of weight gain occurring as an adverse effect of treatment of hyperthyroidism. We measured 24-h energy expenditure (EE), body composition and spontaneous physical activity (SPA) in eight patients before and 1 year after treatment of hyperthyroidism was initiated, and eight controls. One year after initiation of treatment thyrotropin was normalized, thyroid hormones had fallen to the lower end of the reference range and fat mass had increased by 3.5 kg (p hyperthyroid patients before treatment than in controls (p = 0.003), and treatment decreased 24-h EE by 1.9 MJ/day (p = 0.001). After treatment, 24-h EE, adjusted for FFM, was similar to the controls. Multiple regression analyses showed that the suppressed EE could partly be attributed to an iatrogenic suppression of thyroid hormones, resulting in lower sleeping EE. Twenty-four hour SPA was normal in the hyperthyroid state, but decreased after treatment by 21% (p = 0.045), to a level not significantly different, but still below that of the controls. The study suggests that weight gain during treatment of hyperthyroidism might be due to subnormal levels of EE and SPA caused by a suppression of the thyroid hormone to a level in the lower end of the normal range.

Gain investigation of Perylene-Red-doped PMMA for stimulated luminescent solar concentrators.

Science.gov (United States)

Kaysir, Md Rejvi; Fleming, Simon; Argyros, Alexander

2018-04-01

Luminescent solar concentrators (LSCs) utilizing stimulated emission by a seed laser are a promising approach to overcome the limitations of conventional LSCs, with a significant reduction of the photovoltaic material. In our previous work, we demonstrated the principle of a stimulated LSC (s-LSC) and correspondingly developed a model for quantifying the output power of such a system, taking into account different important physical parameters. The model suggested Perylene Red (PR) dye as a potential candidate for s-LSCs. Here, we experimentally investigate the gain of PR-doped polymethyl methacrylate (PMMA) required for s-LSCs using a single pump wavelength (instead of the solar spectrum) as a proof of principle. The results found from the experiment are well matched with the previously developed numerical model except for gain saturation, which occurs at a comparatively small seed laser signal power. To investigate the gain saturation, two approaches were taken: investigating (i) spectral hole burning and (ii) triplet state absorption. Experimental investigation of spectral hole burning with PR dyes showed a small effect on the gain saturation. We developed a general state model considering triplet state absorption of the PR dyes for the second approach. The state model suggests that the PR dyes suffer from significant triplet state absorption loss, which obstructs the normal operation of the PR-based s-LSC system.

Gain attenuation of gated framing camera

International Nuclear Information System (INIS)

Xiao Shali; Liu Shenye; Cao Zhurong; Li Hang; Zhang Haiying; Yuan Zheng; Wang Liwei

2009-01-01

The theoretic model of framing camera's gain attenuation is analyzed. The exponential attenuation curve of the gain along the pulse propagation time is simulated. An experiment to measure the coefficient of gain attenuation based on the gain attenuation theory is designed. Experiment result shows that the gain follows an exponential attenuation rule with a quotient of 0.0249 nm -1 , the attenuation coefficient of the pulse is 0.00356 mm -1 . The loss of the pulse propagation along the MCP stripline is the leading reason of gain attenuation. But in the figure of a single stripline, the gain dose not follow the rule of exponential attenuation completely, instead, there is a gain increase at the stripline bottom. That is caused by the reflection of the pulse. The reflectance is about 24.2%. Combining the experiment and theory, which design of the stripline MCP can improved the gain attenuation. (authors)

Incidental second language vocabulary learning from reading novels: a comparison of three mobile modes

OpenAIRE

Fisher, Tony; Sharples, Mike; Pemberton, Richard; Ogata, Hiroaki; Uosaki, Noriko; Edmonds, Phil; Hull, Anthony; Tschorn, Patrick

2012-01-01

This paper reports on a study in which incidental English vocabulary learning from three mobile modes (book, e-book and e-book with user modelling and adaptive vocabulary learning support) was investigated. The study employed a crossover design to test for vocabulary gain from reading three simplified English novels among a group of Japanese high school students, learning English as a second language. Small vocabulary gains were noted; however there was no significant difference between the m...

Partial Adaptation of Obtained and Observed Value Signals Preserves Information about Gains and Losses.

Science.gov (United States)

Burke, Christopher J; Baddeley, Michelle; Tobler, Philippe N; Schultz, Wolfram

2016-09-28

Given that the range of rewarding and punishing outcomes of actions is large but neural coding capacity is limited, efficient processing of outcomes by the brain is necessary. One mechanism to increase efficiency is to rescale neural output to the range of outcomes expected in the current context, and process only experienced deviations from this expectation. However, this mechanism comes at the cost of not being able to discriminate between unexpectedly low losses when times are bad versus unexpectedly high gains when times are good. Thus, too much adaptation would result in disregarding information about the nature and absolute magnitude of outcomes, preventing learning about the longer-term value structure of the environment. Here we investigate the degree of adaptation in outcome coding brain regions in humans, for directly experienced outcomes and observed outcomes. We scanned participants while they performed a social learning task in gain and loss blocks. Multivariate pattern analysis showed two distinct networks of brain regions adapt to the most likely outcomes within a block. Frontostriatal areas adapted to directly experienced outcomes, whereas lateral frontal and temporoparietal regions adapted to observed social outcomes. Critically, in both cases, adaptation was incomplete and information about whether the outcomes arose in a gain block or a loss block was retained. Univariate analysis confirmed incomplete adaptive coding in these regions but also detected nonadapting outcome signals. Thus, although neural areas rescale their responses to outcomes for efficient coding, they adapt incompletely and keep track of the longer-term incentives available in the environment. Optimal value-based choice requires that the brain precisely and efficiently represents positive and negative outcomes. One way to increase efficiency is to adapt responding to the most likely outcomes in a given context. However, too strong adaptation would result in loss of precise

Learning between projects: More than sending messages in bottles

OpenAIRE

Hartmann, Andreas; Dorée, André

2015-01-01

Although learning from projects has gained much importance in research and practice, progress in understanding and improving inter-project learning appears to be slight. We argue that the adoption of a sender/receiver approach limits the learning effectiveness in project-based organisations. Drawing upon the notion of learning as a social activity embedded in an organisational context, we develop the argument that learning from projects takes place within projects rooted in the historical, or...

Machine Learning via Mathematical Programming

National Research Council Canada - National Science Library

Mamgasarian, Olivi

1999-01-01

Mathematical programming approaches were applied to a variety of problems in machine learning in order to gain deeper understanding of the problems and to come up with new and more efficient computational algorithms...

A learning flight control system for the F8-DFBW aircraft. [Digital Fly-By-Wire

Science.gov (United States)

Montgomery, R. C.; Mekel, R.; Nachmias, S.

1978-01-01

This report contains a complete description of a learning control system designed for the F8-DFBW aircraft. The system is parameter-adaptive with the additional feature that it 'learns' the variation of the control system gains needed over the flight envelope. It, thus, generates and modifies its gain schedule when suitable data are available. The report emphasizes the novel learning features of the system: the forms of representation of the flight envelope and the process by which identified parameters are used to modify the gain schedule. It contains data taken during piloted real-time 6 degree-of-freedom simulations that were used to develop and evaluate the system.

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

Directory of Open Access Journals (Sweden)

Amy Siegesmund

2016-05-01

Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

Unsupervised learning algorithms

CERN Document Server

Aydin, Kemal

2016-01-01

This book summarizes the state-of-the-art in unsupervised learning. The contributors discuss how with the proliferation of massive amounts of unlabeled data, unsupervised learning algorithms, which can automatically discover interesting and useful patterns in such data, have gained popularity among researchers and practitioners. The authors outline how these algorithms have found numerous applications including pattern recognition, market basket analysis, web mining, social network analysis, information retrieval, recommender systems, market research, intrusion detection, and fraud detection. They present how the difficulty of developing theoretically sound approaches that are amenable to objective evaluation have resulted in the proposal of numerous unsupervised learning algorithms over the past half-century. The intended audience includes researchers and practitioners who are increasingly using unsupervised learning algorithms to analyze their data. Topics of interest include anomaly detection, clustering,...

Weight Gain during Pregnancy

Science.gov (United States)

... Global Map Premature Birth Report Cards Careers Archives Pregnancy Before or between pregnancies Nutrition, weight & fitness Prenatal ... fitness > Weight gain during pregnancy Weight gain during pregnancy E-mail to a friend Please fill in ...

The Effects of Self-Paced Blended Learning of Mathematics

Science.gov (United States)

Balentyne, Phoebe; Varga, Mary Alice

2016-01-01

As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…

Multi-layer network utilizing rewarded spike time dependent plasticity to learn a foraging task.

Directory of Open Access Journals (Sweden)

Pavel Sanda

2017-09-01

Full Text Available Neural networks with a single plastic layer employing reward modulated spike time dependent plasticity (STDP are capable of learning simple foraging tasks. Here we demonstrate advanced pattern discrimination and continuous learning in a network of spiking neurons with multiple plastic layers. The network utilized both reward modulated and non-reward modulated STDP and implemented multiple mechanisms for homeostatic regulation of synaptic efficacy, including heterosynaptic plasticity, gain control, output balancing, activity normalization of rewarded STDP and hard limits on synaptic strength. We found that addition of a hidden layer of neurons employing non-rewarded STDP created neurons that responded to the specific combinations of inputs and thus performed basic classification of the input patterns. When combined with a following layer of neurons implementing rewarded STDP, the network was able to learn, despite the absence of labeled training data, discrimination between rewarding patterns and the patterns designated as punishing. Synaptic noise allowed for trial-and-error learning that helped to identify the goal-oriented strategies which were effective in task solving. The study predicts a critical set of properties of the spiking neuronal network with STDP that was sufficient to solve a complex foraging task involving pattern classification and decision making.

Clinical risk factors for weight gain during psychopharmacologic treatment of depression: results from 2 large German observational studies.

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Kloiber, Stefan; Domschke, Katharina; Ising, Marcus; Arolt, Volker; Baune, Bernhard T; Holsboer, Florian; Lucae, Susanne

2015-06-01

Weight gain during psychopharmacologic treatment has considerable impact on the clinical management of depression, treatment continuation, and risk for metabolic disorders. As no profound clinical risk factors have been identified so far, the aim of our analyses was to determine clinical risk factors associated with short-term weight development in 2 large observational psychopharmacologic treatment studies for major depression. Clinical variables at baseline (age, gender, depression psychopathology, anthropometry, disease history, and disease entity) were analyzed for association with percent change in body mass index (BMI; normal range, 18.5 to 25 kg/m(2)) during 5 weeks of naturalistic psychopharmacologic treatment in patients who had a depressive episode as single depressive episode, in the course of recurrent unipolar depression or bipolar disorder according to DSM-IV criteria. 703 patients participated in the Munich Antidepressant Response Signature (MARS) project, an ongoing study since 2002, and 214 patients participated in a study conducted at the University of Muenster from 2004 to 2006 in Germany. Lower BMI, weight-increasing side effects of medication, severity of depression, and psychotic symptoms could be identified as clinical risk factors associated with elevated weight gain during the initial treatment phase of 5 weeks in both studies. Based on these results, a composite risk score for weight gain consisting of BMI ≤ 25 kg/m(2), Hamilton Depression Rating Scale (17-item) score > 20, presence of psychotic symptoms, and administration of psychopharmacologic medication with potential weight-gaining side effects was highly discriminative for mean weight gain (F4,909 = 26.77, P = 5.14E-21) during short-term psychopharmacologic treatment. On the basis of our results, depressed patients with low to normal BMI, severe depression, or psychotic symptoms should be considered at higher risk for weight gain during acute antidepressant treatment. We introduce

Learning: from association to cognition.

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Shanks, David R

2010-01-01

Since the very earliest experimental investigations of learning, tension has existed between association-based and cognitive theories. Associationism accounts for the phenomena of both conditioning and "higher" forms of learning via concepts such as excitation, inhibition, and reinforcement, whereas cognitive theories assume that learning depends on hypothesis testing, cognitive models, and propositional reasoning. Cognitive theories have received considerable impetus in regard to both human and animal learning from recent research suggesting that the key illustration of cue selection in learning, blocking, often arises from inferential reasoning. At the same time, a dichotomous view that separates noncognitive, unconscious (implicit) learning from cognitive, conscious (explicit) learning has gained favor. This review selectively describes key findings from this research, evaluates evidence for and against associative and cognitive explanatory constructs, and critically examines both the dichotomous view of learning as well as the claim that learning can occur unconsciously.

E-learning Platforms and E-learning Students: Building the Bridge to Success

Directory of Open Access Journals (Sweden)

Sérgio GONÇALVES

2013-07-01

Full Text Available Normal 0 21 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US;} E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one. In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

E-learning Platforms and E-learning Students: Building the Bridge to Success

Directory of Open Access Journals (Sweden)

Manuel RODRIGUES

2012-09-01

Full Text Available Normal 0 21 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US;} E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one. In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

Personalized versus Normal Practice of L2 Speaking on Iranian EFL Learners’ Oral Proficiency

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Ayda Rahmani

2015-03-01

Full Text Available Personalized learning is a self-initiated, self-directed or self-prioritized pursuit which gives the learner a degree of choice about the process of learning i.e. what to learn, how to learn and when to learn. Of course personalized learning does not indicate unlimited choice; because, L2 learners will still have targets to be met. However, it provides learners with the opportunity to learn in ways that suit their individual learning styles. The L2 learner should have the opportunity to freely choose a series of activities, already predisposed by the teacher, to improve and develop L2 proficiency. This is because human beings have different ways to learn and process information; and, these different ways of learning are independent of each other. In other words, learning styles and techniques differ across individuals; thus, personalized learning provides L2 learners to freely choose the activities they enjoy the most. So it is a student-centered learning method in which the interests and the preferences of the learner is taken into account.The present study is an investigation of a personalized versus normal practice of L2 proficiency. For this purpose an OPT (Oxford Placement Test was given to a total of 80 Iranian EFL learners. Then, 40 of them who were considered as intermediate learners were selected for the purpose of the study. The participants were randomly divided into two groups i.e. an experimental group and a control group. Both groups were pretested prior to the study. Then, the experimental group received the treatment in the form of personalized learning (games-based learning, songs, music, stories, English tongue twisters and the materials that the subjects were most interested in for ten sessions while the control group received a normal practice of speaking proficiency (based on New Interchange course books. After ten sessions, both groups were post tested. Then the results of the posttests were subjects of statistical analysis

Perceived psychosocial stress and gestational weight gain among women with gestational diabetes.

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Ai Kubo

Full Text Available Growing evidence links perceived stress-a potentially modifiable psychosocial risk factor-with health behaviors and obesity. Yet little is known about the relationship between stress during pregnancy and gestational weight gain, particularly among women with pregnancy complications. We conducted a cross-sectional analysis to examine associations between psychosocial stress during pregnancy and gestational weight gain among women with gestational diabetes. We used baseline data from the Gestational Diabetes's Effects on Moms (GEM study: 1,353 women with gestational diabetes who delivered a term singleton within Kaiser Permanente Northern California were included. Perceived stress near the time of gestational diabetes diagnosis was measured using the validated Perceived Stress Scale (PSS10. Gestational weight gain was categorized according to the 2009 Institute of Medicine recommendations. Binomial regression analyses adjusted for gestational age and maternal age at the time of gestational diabetes diagnosis, and race/ethnicity and estimated rate ratios (RR and their 95% confidence interval (CI. Among women with a normal pregravid Body Mass Index (BMI 18.5-24.9 kg/m2, there was a significant association between high (Q4 PSS score and risk of both exceeding and gaining below the Institute of Medicine recommendations compared to those with lower stress (Q1 [adjusted RR = 2.16 95% CI 1.45-3.21; RR = 1.39 95% CI 1.01-1.91, respectively.] Among women with pregravid overweight/obesity (BMI≥25 kg/m2, there was no association. Although the temporal relationship could not be established from this study, there may be a complex interplay between psychosocial stress and gestational weight gain among women with gestational diabetes. Further studies examining stress earlier in pregnancy, risk of developing gestational diabetes and excess/inadequate gestational weight gain are warranted to clarify these complex relationships.

Learning Apex programming

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Kaufman, Matt

2015-01-01

If you are a developer who has some object-oriented programming experience, Learning Apex Programming is the perfect book for you. This book is most appropriate for developers who wish to gain an understanding of the Force.com platform and how to use Apex to create business applications.

Tracing learning about astronomy during an ICT supported inquiry

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Østergaard, Lars Domino; Johnson, Per

2012-01-01

-based learning has to offer. In this presentation we examine the cases of two year 8 classes (14 year old students) who engaged in science inquiry in their science and English lessons and collaborated with a New Zealand class to explore the topic of astronomy. To gain insight into the students’ developing ideas...... in astronomy we adopted a multilevel– multifaceted approach. Evidence of learning was collected at three different levels: immediate, close and proximal. We will highlight the insights we gained into students’ developing science inquiry skills and knowledge and explain how the different proximities...

Assessing the Risk of Having Small for Gestational Age Newborns Among Lebanese Underweight and Normal Pre-pregnancy Weight Women.

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Rafei, Rym El; Abbas, Hussein A; Alameddine, Hind; Bizri, Ayah Al; Melki, Imad; Yunis, Khalid A

2018-01-01

Introduction It has been established that underweight women with low gestational weight gain (GWG) are at a higher risk of having Small for Gestational Age (SGA) newborns. However, the association remains poorly studied in Middle Eastern societies exhibiting different ethnic groups, genetic predisposing factors along with differences in nutritional food intake during pregnancy. The aim of this study is to assess the risk of having a SGA newborn among underweight and normal weight BMI women while studying the role of GWG in this association. Methods This is a retrospective cross-sectional study of 62,351 singleton pregnancies from the National Collaborative Perinatal Neonatal Network between 2001 and 2009 from 27 hospitals across Lebanon. Women who had underweight and normal pre-pregnancy BMI were included. Results A total of 8.6% newborns were SGA and 6.6% of women were underweight. Among women with normal and underweight pre-pregnancy BMI, 8.6 and 12.4% had SGA births respectively. Overall, the adjusted OR of having SGA newborns was significantly higher among underweight women (OR = 1.448; 95%CI = 1.287-1.630) compared to normal pre-pregnancy BMI. Below normal weight gain significantly increased the odds of SGA for both normal and underweight pre-pregnancy BMI women, with adjusted ORs of 1.535 (95% CI = 1.418-1.661) and 1.970 (95%CI = 1.515-2.560) respectively. Discussion Higher risks of SGA newborns in underweight and normal BMI women with low GWG were observed. In addition, normal weight gain couldn't protect underweight women of having risk for SGA newborns. Hence, all pregnant women should be encouraged to maintain healthy BMI before pregnancy and attain adequate GWG.

Utilization of blended learning to teach preclinical endodontics.

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Maresca, Cristina; Barrero, Carlos; Duggan, Dereck; Platin, Enrique; Rivera, Eric; Hannum, Wallace; Petrola, Frank

2014-08-01

Blended learning (BL) is the integration of classroom learning with an online environment. The purpose of this study was to determine whether dental students who experienced BL in a preclinical endodontic course demonstrated better manual skills, conceptual knowledge, and learning experience compared to those experiencing traditional learning. All eighty-one students (100 percent) in a preclinical endodontics course agreed to participate and were assigned to either the traditional or BL group. A root canal procedure was used to determine the level of manual skills gained by each group. Pre- and post-intervention quizzes were given to all students to evaluate conceptual knowledge gained, and the students' perspectives on the methods were evaluated with a survey. The BL group scored better than the traditional group on the manual skills exercise at a statistically significant level (p=0.0067). There were no differences in the post-intervention quiz scores between the two groups, and the students' opinions were positive regarding BL. With BL, the students were able to learn and demonstrate dental skills at a high level.

Higher Leptin but Not Human Milk Macronutrient Concentration Distinguishes Normal-Weight from Obese Mothers at 1-Month Postpartum.

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De Luca, Arnaud; Frasquet-Darrieux, Marine; Gaud, Marie-Agnès; Christin, Patricia; Boquien, Clair-Yves; Millet, Christine; Herviou, Manon; Darmaun, Dominique; Robins, Richard J; Ingrand, Pierre; Hankard, Régis

2016-01-01

Exclusively breastfed infants born to obese mothers have previously been shown to gain less weight by 1-month postpartum than infants of normal-weight mothers. Our hypothesis is that human milk composition and volume may differ between obese and normal-weight mothers. To compare human milk leptin, macronutrient concentration, and volume in obese and normal-weight mothers. Mother and infant characteristics were studied as secondary aims. This cross-sectional observational study compared 50 obese mothers matched for age, parity, ethnic origin, and educational level with 50 normal-weight mothers. Leptin, macronutrient human milk concentration, and milk volume were determined at 1 month in exclusively breastfed infants. Mother characteristics and infant growth were recorded. Human milk leptin concentration was higher in obese mothers than normal-weight mothers (4.8±2.7 vs. 2.5±1.5 ng.mL-1, pobese and normal-weight mothers in protein, lipid, carbohydrate content, and volume, nor in infant weight gain. Leptin concentration was higher in the milk of obese mothers than that of normal-weight mothers, but macronutrient concentration was not. It remains to be established whether the higher leptin content impacts on infant growth beyond the 1-month of the study period.