Experimental evaluation of rigor mortis. VII. Effect of ante- and post-mortem electrocution on the evolution of rigor mortis.

Science.gov (United States)

Krompecher, T; Bergerioux, C

1988-01-01

The influence of electrocution on the evolution of rigor mortis was studied on rats. Our experiments showed that: (1) Electrocution hastens the onset of rigor mortis. After an electrocution of 90 s, a complete rigor develops already 1 h post-mortem (p.m.) compared to 5 h p.m. for the controls. (2) Electrocution hastens the passing of rigor mortis. After an electrocution of 90 s, the first significant decrease occurs at 3 h p.m. (8 h p.m. in the controls). (3) These modifications in rigor mortis evolution are less pronounced in the limbs not directly touched by the electric current. (4) In case of post-mortem electrocution, the changes are slightly less pronounced, the resistance is higher and the absorbed energy is lower as compared with the ante-mortem electrocution cases. The results are completed by two practical observations on human electrocution cases.

Performative Tools and Collaborative Learning

DEFF Research Database (Denmark)

Minder, Bettina; Lassen, Astrid Heidemann

of performative tools used in transdisciplinary events for collaborative learning. The results of this single case study add to extant knowledge- and learning literature by providing the reader with a rich description of characteristics and learning functions of performative tools in transdisciplinary events......The use of performative tools can support collaborative learning across knowledge domains (i.e. science and practice), because they create new spaces for dialog. However, so far innovation literature provides little answers to the important discussion of how to describe the effects and requirements...... and a description of how they interrelate with the specific setting of such an event. Furthermore, they complement previous findings by relating performative tools to collaborative learning for knowledge intensive ideas....

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Directory of Open Access Journals (Sweden)

Ya-huei Wang

2017-08-01

Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

Development of rigor mortis is not affected by muscle volume.

Science.gov (United States)

Kobayashi, M; Ikegaya, H; Takase, I; Hatanaka, K; Sakurada, K; Iwase, H

2001-04-01

There is a hypothesis suggesting that rigor mortis progresses more rapidly in small muscles than in large muscles. We measured rigor mortis as tension determined isometrically in rat musculus erector spinae that had been cut into muscle bundles of various volumes. The muscle volume did not influence either the progress or the resolution of rigor mortis, which contradicts the hypothesis. Differences in pre-rigor load on the muscles influenced the onset and resolution of rigor mortis in a few pairs of samples, but did not influence the time taken for rigor mortis to reach its full extent after death. Moreover, the progress of rigor mortis in this muscle was biphasic; this may reflect the early rigor of red muscle fibres and the late rigor of white muscle fibres.

Long persistence of rigor mortis at constant low temperature.

Science.gov (United States)

Varetto, Lorenzo; Curto, Ombretta

2005-01-06

We studied the persistence of rigor mortis by using physical manipulation. We tested the mobility of the knee on 146 corpses kept under refrigeration at Torino's city mortuary at a constant temperature of +4 degrees C. We found a persistence of complete rigor lasting for 10 days in all the cadavers we kept under observation; and in one case, rigor lasted for 16 days. Between the 11th and the 17th days, a progressively increasing number of corpses showed a change from complete into partial rigor (characterized by partial bending of the articulation). After the 17th day, all the remaining corpses showed partial rigor and in the two cadavers that were kept under observation "à outrance" we found the absolute resolution of rigor mortis occurred on the 28th day. Our results prove that it is possible to find a persistence of rigor mortis that is much longer than the expected when environmental conditions resemble average outdoor winter temperatures in temperate zones. Therefore, this datum must be considered when a corpse is found in those environmental conditions so that when estimating the time of death, we are not misled by the long persistence of rigor mortis.

Can Social Learning Increase Learning Speed, Performance or Both?

NARCIS (Netherlands)

Heinerman, J.V.; Stork, J.; Rebolledo Coy, M.A.; Hubert, J.G.; Eiben, A.E.; Bartz-Beielstein, Thomas; Haasdijk, Evert

2017-01-01

Social learning enables multiple robots to share learned experiences while completing a task. The literature offers contradicting examples of its benefits; robots trained with social learning reach a higher performance, an increased learning speed, or both, compared to their individual learning

Stochastic Variational Learning in Recurrent Spiking Networks

Directory of Open Access Journals (Sweden)

Danilo eJimenez Rezende

2014-04-01

Full Text Available The ability to learn and perform statistical inference with biologically plausible recurrent network of spiking neurons is an important step towards understanding perception and reasoning. Here we derive and investigate a new learning rule for recurrent spiking networks with hidden neurons, combining principles from variational learning and reinforcement learning. Our network defines a generative model over spike train histories and the derived learning rule has the form of a local Spike Timing Dependent Plasticity rule modulated by global factors (neuromodulators conveying information about ``novelty on a statistically rigorous ground.Simulations show that our model is able to learn bothstationary and non-stationary patterns of spike trains.We also propose one experiment that could potentially be performed with animals in order to test the dynamics of the predicted novelty signal.

Stochastic variational learning in recurrent spiking networks.

Science.gov (United States)

Jimenez Rezende, Danilo; Gerstner, Wulfram

2014-01-01

The ability to learn and perform statistical inference with biologically plausible recurrent networks of spiking neurons is an important step toward understanding perception and reasoning. Here we derive and investigate a new learning rule for recurrent spiking networks with hidden neurons, combining principles from variational learning and reinforcement learning. Our network defines a generative model over spike train histories and the derived learning rule has the form of a local Spike Timing Dependent Plasticity rule modulated by global factors (neuromodulators) conveying information about "novelty" on a statistically rigorous ground. Simulations show that our model is able to learn both stationary and non-stationary patterns of spike trains. We also propose one experiment that could potentially be performed with animals in order to test the dynamics of the predicted novelty signal.

A case of instantaneous rigor?

Science.gov (United States)

Pirch, J; Schulz, Y; Klintschar, M

2013-09-01

The question of whether instantaneous rigor mortis (IR), the hypothetic sudden occurrence of stiffening of the muscles upon death, actually exists has been controversially debated over the last 150 years. While modern German forensic literature rejects this concept, the contemporary British literature is more willing to embrace it. We present the case of a young woman who suffered from diabetes and who was found dead in an upright standing position with back and shoulders leaned against a punchbag and a cupboard. Rigor mortis was fully established, livor mortis was strong and according to the position the body was found in. After autopsy and toxicological analysis, it was stated that death most probably occurred due to a ketoacidotic coma with markedly increased values of glucose and lactate in the cerebrospinal fluid as well as acetone in blood and urine. Whereas the position of the body is most unusual, a detailed analysis revealed that it is a stable position even without rigor mortis. Therefore, this case does not further support the controversial concept of IR.

Rigorous Performance Evaluation of Smartphone GNSS/IMU Sensors for ITS Applications

Directory of Open Access Journals (Sweden)

Vassilis Gikas

2016-08-01

Full Text Available With the rapid growth in smartphone technologies and improvement in their navigation sensors, an increasing amount of location information is now available, opening the road to the provision of new Intelligent Transportation System (ITS services. Current smartphone devices embody miniaturized Global Navigation Satellite System (GNSS, Inertial Measurement Unit (IMU and other sensors capable of providing user position, velocity and attitude. However, it is hard to characterize their actual positioning and navigation performance capabilities due to the disparate sensor and software technologies adopted among manufacturers and the high influence of environmental conditions, and therefore, a unified certification process is missing. This paper presents the analysis results obtained from the assessment of two modern smartphones regarding their positioning accuracy (i.e., precision and trueness capabilities (i.e., potential and limitations based on a practical but rigorous methodological approach. Our investigation relies on the results of several vehicle tracking (i.e., cruising and maneuvering tests realized through comparing smartphone obtained trajectories and kinematic parameters to those derived using a high-end GNSS/IMU system and advanced filtering techniques. Performance testing is undertaken for the HTC One S (Android and iPhone 5s (iOS. Our findings indicate that the deviation of the smartphone locations from ground truth (trueness deteriorates by a factor of two in obscured environments compared to those derived in open sky conditions. Moreover, it appears that iPhone 5s produces relatively smaller and less dispersed error values compared to those computed for HTC One S. Also, the navigation solution of the HTC One S appears to adapt faster to changes in environmental conditions, suggesting a somewhat different data filtering approach for the iPhone 5s. Testing the accuracy of the accelerometer and gyroscope sensors for a number of

Validating YouTube Factors Affecting Learning Performance

Science.gov (United States)

Pratama, Yoga; Hartanto, Rudy; Suning Kusumawardani, Sri

2018-03-01

YouTube is often used as a companion medium or a learning supplement. One of the educational places that often uses is Jogja Audio School (JAS) which focuses on music production education. Music production is a difficult material to learn, especially at the audio mastering. With tutorial contents from YouTube, students find it easier to learn and understand audio mastering and improved their learning performance. This study aims to validate the role of YouTube as a medium of learning in improving student’s learning performance by looking at the factors that affect student learning performance. The sample involves 100 respondents from JAS at audio mastering level. The results showed that student learning performance increases seen from factors that have a significant influence of motivation, instructional content, and YouTube usefulness. Overall findings suggest that YouTube has a important role to student learning performance in music production education and as an innovative and efficient learning medium.

"Rigor mortis" in a live patient.

Science.gov (United States)

Chakravarthy, Murali

2010-03-01

Rigor mortis is conventionally a postmortem change. Its occurrence suggests that death has occurred at least a few hours ago. The authors report a case of "Rigor Mortis" in a live patient after cardiac surgery. The likely factors that may have predisposed such premortem muscle stiffening in the reported patient are, intense low cardiac output status, use of unusually high dose of inotropic and vasopressor agents and likely sepsis. Such an event may be of importance while determining the time of death in individuals such as described in the report. It may also suggest requirement of careful examination of patients with muscle stiffening prior to declaration of death. This report is being published to point out the likely controversies that might arise out of muscle stiffening, which should not always be termed rigor mortis and/ or postmortem.

Classroom Talk for Rigorous Reading Comprehension Instruction

Science.gov (United States)

Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

2004-01-01

This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…

Experimental evaluation of rigor mortis. III. Comparative study of the evolution of rigor mortis in different sized muscle groups in rats.

Science.gov (United States)

Krompecher, T; Fryc, O

1978-01-01

The use of new methods and an appropriate apparatus has allowed us to make successive measurements of rigor mortis and a study of its evolution in the rat. By a comparative examination on the front and hind limbs, we have determined the following: (1) The muscular mass of the hind limbs is 2.89 times greater than that of the front limbs. (2) In the initial phase rigor mortis is more pronounced in the front limbs. (3) The front and hind limbs reach maximum rigor mortis at the same time and this state is maintained for 2 hours. (4) Resolution of rigor mortis is accelerated in the front limbs during the initial phase, but both front and hind limbs reach complete resolution at the same time.

[Experimental study of restiffening of the rigor mortis].

Science.gov (United States)

Wang, X; Li, M; Liao, Z G; Yi, X F; Peng, X M

2001-11-01

To observe changes of the length of sarcomere of rat when restiffening. We measured the length of sarcomere of quadriceps in 40 rats in different condition by scanning electron microscope. The length of sarcomere of rigor mortis without destroy is obviously shorter than that of restiffening. The length of sarcomere is negatively correlative to the intensity of rigor mortis. Measuring the length of sarcomere can determine the intensity of rigor mortis and provide evidence for estimation of time since death.

Rigorous approximation of stationary measures and convergence to equilibrium for iterated function systems

International Nuclear Information System (INIS)

Galatolo, Stefano; Monge, Maurizio; Nisoli, Isaia

2016-01-01

We study the problem of the rigorous computation of the stationary measure and of the rate of convergence to equilibrium of an iterated function system described by a stochastic mixture of two or more dynamical systems that are either all uniformly expanding on the interval, either all contracting. In the expanding case, the associated transfer operators satisfy a Lasota–Yorke inequality, we show how to compute a rigorous approximations of the stationary measure in the L "1 norm and an estimate for the rate of convergence. The rigorous computation requires a computer-aided proof of the contraction of the transfer operators for the maps, and we show that this property propagates to the transfer operators of the IFS. In the contracting case we perform a rigorous approximation of the stationary measure in the Wasserstein–Kantorovich distance and rate of convergence, using the same functional analytic approach. We show that a finite computation can produce a realistic computation of all contraction rates for the whole parameter space. We conclude with a description of the implementation and numerical experiments. (paper)

Blended Learning: An Innovative Approach

Science.gov (United States)

Lalima; Dangwal, Kiran Lata

2017-01-01

Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right…

Parent Management Training-Oregon Model: Adapting Intervention with Rigorous Research.

Science.gov (United States)

Forgatch, Marion S; Kjøbli, John

2016-09-01

Parent Management Training-Oregon Model (PMTO(®) ) is a set of theory-based parenting programs with status as evidence-based treatments. PMTO has been rigorously tested in efficacy and effectiveness trials in different contexts, cultures, and formats. Parents, the presumed agents of change, learn core parenting practices, specifically skill encouragement, limit setting, monitoring/supervision, interpersonal problem solving, and positive involvement. The intervention effectively prevents and ameliorates children's behavior problems by replacing coercive interactions with positive parenting practices. Delivery format includes sessions with individual families in agencies or families' homes, parent groups, and web-based and telehealth communication. Mediational models have tested parenting practices as mechanisms of change for children's behavior and found support for the theory underlying PMTO programs. Moderating effects include children's age, maternal depression, and social disadvantage. The Norwegian PMTO implementation is presented as an example of how PMTO has been tailored to reach diverse populations as delivered by multiple systems of care throughout the nation. An implementation and research center in Oslo provides infrastructure and promotes collaboration between practitioners and researchers to conduct rigorous intervention research. Although evidence-based and tested within a wide array of contexts and populations, PMTO must continue to adapt to an ever-changing world. © 2016 Family Process Institute.

Pengaruh Learning Climate Terhadap Job Performance Melalui Career Related Continuous Learning

OpenAIRE

Anggiani, Sarfilianty

2017-01-01

This research objective is to identify and to analyze the relatioship of Learning climatehas an influence on Job Performance through the Career Related Continuous Learning. The result of the study showed that Learning climate influenced Job Performance through the career related continuous learning. Managerial implication and the recommendation for future study are provided.

Monitoring muscle optical scattering properties during rigor mortis

Science.gov (United States)

Xia, J.; Ranasinghesagara, J.; Ku, C. W.; Yao, G.

2007-09-01

Sarcomere is the fundamental functional unit in skeletal muscle for force generation. In addition, sarcomere structure is also an important factor that affects the eating quality of muscle food, the meat. The sarcomere structure is altered significantly during rigor mortis, which is the critical stage involved in transforming muscle to meat. In this paper, we investigated optical scattering changes during the rigor process in Sternomandibularis muscles. The measured optical scattering parameters were analyzed along with the simultaneously measured passive tension, pH value, and histology analysis. We found that the temporal changes of optical scattering, passive tension, pH value and fiber microstructures were closely correlated during the rigor process. These results suggested that sarcomere structure changes during rigor mortis can be monitored and characterized by optical scattering, which may find practical applications in predicting meat quality.

Performance of Blended Learning in University Teaching:

Directory of Open Access Journals (Sweden)

Michael Reiss

2010-07-01

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

Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students.

Science.gov (United States)

El-Banna, Majeda M; Tebbenhoff, Billinda; Whitlow, Malinda; Wyche, Karen Fraser

Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.

Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

Energy Technology Data Exchange (ETDEWEB)

Prowell, Stacy J [ORNL; Symons, Christopher T [ORNL

2015-01-01

Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

Evaluating Rigor in Qualitative Methodology and Research Dissemination

Science.gov (United States)

Trainor, Audrey A.; Graue, Elizabeth

2014-01-01

Despite previous and successful attempts to outline general criteria for rigor, researchers in special education have debated the application of rigor criteria, the significance or importance of small n research, the purpose of interpretivist approaches, and the generalizability of qualitative empirical results. Adding to these complications, the…

An ultramicroscopic study on rigor mortis.

Science.gov (United States)

Suzuki, T

1976-01-01

Gastrocnemius muscles taken from decapitated mice at various intervals after death and from mice killed by 2,4-dinitrophenol or mono-iodoacetic acid injection to induce rigor mortis soon after death, were observed by electron microscopy. The prominent appearance of many fine cross striations in the myofibrils (occurring about every 400 A) was considered to be characteristic of rigor mortis. These striations were caused by minute granules studded along the surfaces of both thick and thin filaments and appeared to be the bridges connecting the 2 kinds of filaments and accounted for the hardness and rigidity of the muscle.

Learning Environment And Pupils Academic Performance ...

African Journals Online (AJOL)

Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

Tenderness of pre- and post rigor lamb longissimus muscle.

Science.gov (United States)

Geesink, Geert; Sujang, Sadi; Koohmaraie, Mohammad

2011-08-01

Lamb longissimus muscle (n=6) sections were cooked at different times post mortem (prerigor, at rigor, 1dayp.m., and 7 days p.m.) using two cooking methods. Using a boiling waterbath, samples were either cooked to a core temperature of 70 °C or boiled for 3h. The latter method was meant to reflect the traditional cooking method employed in countries where preparation of prerigor meat is practiced. The time postmortem at which the meat was prepared had a large effect on the tenderness (shear force) of the meat (PCooking prerigor and at rigor meat to 70 °C resulted in higher shear force values than their post rigor counterparts at 1 and 7 days p.m. (9.4 and 9.6 vs. 7.2 and 3.7 kg, respectively). The differences in tenderness between the treatment groups could be largely explained by a difference in contraction status of the meat after cooking and the effect of ageing on tenderness. Cooking pre and at rigor meat resulted in severe muscle contraction as evidenced by the differences in sarcomere length of the cooked samples. Mean sarcomere lengths in the pre and at rigor samples ranged from 1.05 to 1.20 μm. The mean sarcomere length in the post rigor samples was 1.44 μm. Cooking for 3 h at 100 °C did improve the tenderness of pre and at rigor prepared meat as compared to cooking to 70 °C, but not to the extent that ageing did. It is concluded that additional intervention methods are needed to improve the tenderness of prerigor cooked meat. Copyright © 2011 Elsevier B.V. All rights reserved.

Scientific rigor through videogames.

Science.gov (United States)

Treuille, Adrien; Das, Rhiju

2014-11-01

Hypothesis-driven experimentation - the scientific method - can be subverted by fraud, irreproducibility, and lack of rigorous predictive tests. A robust solution to these problems may be the 'massive open laboratory' model, recently embodied in the internet-scale videogame EteRNA. Deploying similar platforms throughout biology could enforce the scientific method more broadly. Copyright © 2014 Elsevier Ltd. All rights reserved.

Rigorous Mathematical Thinking Approach to Enhance Students’ Mathematical Creative and Critical Thinking Abilities

Science.gov (United States)

Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.

2017-09-01

The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.

Challenge and Hindrance Stress: Relationships with Exhaustion, Motivation to Learn, and Learning Performance

Science.gov (United States)

LePine, Jeffrey A.; LePine, Marcie A.; Jackson, Christine L.

2004-01-01

In a study of 696 learners, the authors found that stress associated with challenges in the learning environment had a positive relationship with learning performance and that stress associated with hindrances in the learning environment had a negative relationship with learning performance. They also found evidence suggesting that these…

Emergency cricothyrotomy for trismus caused by instantaneous rigor in cardiac arrest patients.

Science.gov (United States)

Lee, Jae Hee; Jung, Koo Young

2012-07-01

Instantaneous rigor as muscle stiffening occurring in the moment of death (or cardiac arrest) can be confused with rigor mortis. If trismus is caused by instantaneous rigor, orotracheal intubation is impossible and a surgical airway should be secured. Here, we report 2 patients who had emergency cricothyrotomy for trismus caused by instantaneous rigor. This case report aims to help physicians understand instantaneous rigor and to emphasize the importance of securing a surgical airway quickly on the occurrence of trismus. Copyright © 2012 Elsevier Inc. All rights reserved.

Rigor or mortis: best practices for preclinical research in neuroscience.

Science.gov (United States)

Steward, Oswald; Balice-Gordon, Rita

2014-11-05

Numerous recent reports document a lack of reproducibility of preclinical studies, raising concerns about potential lack of rigor. Examples of lack of rigor have been extensively documented and proposals for practices to improve rigor are appearing. Here, we discuss some of the details and implications of previously proposed best practices and consider some new ones, focusing on preclinical studies relevant to human neurological and psychiatric disorders. Copyright © 2014 Elsevier Inc. All rights reserved.

Motivation, learning strategies, participation and medical school performance.

Science.gov (United States)

Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

2012-07-01

Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school

Learning Styles and Student Performance in Introductory Economics

Science.gov (United States)

Brunton, Bruce

2015-01-01

Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

From performance measurement to learning

DEFF Research Database (Denmark)

Lewis, Jenny; Triantafillou, Peter

2012-01-01

Over the last few decades accountability has accommodated an increasing number of different political, legal and administrative goals. This article focuses on the administrative aspect of accountability and explores the potential perils of a shift from performance measurement to learning. While...... overload. We conclude with some comments on limiting the undesirable consequences of such a move. Points for practitioners Public administrators need to identify and weigh the (human, political and economic) benefits and costs of accountability regimes. While output-focused performance measurement regimes...... to comply with accountability requirements, because of the first point. Third, the costs of compliance are likely to increase because learning requires more participation and dialogue. Fourth, accountability as learning may generate a ‘change for the sake of change’ mentality, creating further government...

Rigorous high-precision enclosures of fixed points and their invariant manifolds

Science.gov (United States)

Wittig, Alexander N.

The well established concept of Taylor Models is introduced, which offer highly accurate C0 enclosures of functional dependencies, combining high-order polynomial approximation of functions and rigorous estimates of the truncation error, performed using verified arithmetic. The focus of this work is on the application of Taylor Models in algorithms for strongly non-linear dynamical systems. A method is proposed to extend the existing implementation of Taylor Models in COSY INFINITY from double precision coefficients to arbitrary precision coefficients. Great care is taken to maintain the highest efficiency possible by adaptively adjusting the precision of higher order coefficients in the polynomial expansion. High precision operations are based on clever combinations of elementary floating point operations yielding exact values for round-off errors. An experimental high precision interval data type is developed and implemented. Algorithms for the verified computation of intrinsic functions based on the High Precision Interval datatype are developed and described in detail. The application of these operations in the implementation of High Precision Taylor Models is discussed. An application of Taylor Model methods to the verification of fixed points is presented by verifying the existence of a period 15 fixed point in a near standard Henon map. Verification is performed using different verified methods such as double precision Taylor Models, High Precision intervals and High Precision Taylor Models. Results and performance of each method are compared. An automated rigorous fixed point finder is implemented, allowing the fully automated search for all fixed points of a function within a given domain. It returns a list of verified enclosures of each fixed point, optionally verifying uniqueness within these enclosures. An application of the fixed point finder to the rigorous analysis of beam transfer maps in accelerator physics is presented. Previous work done by

Statistical mechanics rigorous results

CERN Document Server

Ruelle, David

1999-01-01

This classic book marks the beginning of an era of vigorous mathematical progress in equilibrium statistical mechanics. Its treatment of the infinite system limit has not been superseded, and the discussion of thermodynamic functions and states remains basic for more recent work. The conceptual foundation provided by the Rigorous Results remains invaluable for the study of the spectacular developments of statistical mechanics in the second half of the 20th century.

ASTM Committee C28: International Standards for Properties and Performance of Advanced Ceramics-Three Decades of High-Quality, Technically-Rigorous Normalization

Science.gov (United States)

Jenkins, Michael G.; Salem, Jonathan A.

2016-01-01

Physical and mechanical properties and performance of advanced ceramics and glasses are difficult to measure correctly without the proper techniques. For over three decades, ASTM Committee C28 on Advanced Ceramics, has developed high-quality, technically-rigorous, full-consensus standards (e.g., test methods, practices, guides, terminology) to measure properties and performance of monolithic and composite ceramics that may be applied to glasses in some cases. These standards contain testing particulars for many mechanical, physical, thermal, properties and performance of these materials. As a result these standards are used to generate accurate, reliable, repeatable and complete data. Within Committee C28, users, producers, researchers, designers, academicians, etc. have written, continually updated, and validated through round-robin test programs, 50 standards since the Committee's founding in 1986. This paper provides a detailed retrospective of the 30 years of ASTM Committee C28 including a graphical pictogram listing of C28 standards along with examples of the tangible benefits of standards for advanced ceramics to demonstrate their practical applications.

ASTM Committee C28: International Standards for Properties and Performance of Advanced Ceramics, Three Decades of High-quality, Technically-rigorous Normalization

Science.gov (United States)

Jenkins, Michael G.; Salem, Jonathan A.

2016-01-01

Physical and mechanical properties and performance of advanced ceramics and glasses are difficult to measure correctly without the proper techniques. For over three decades, ASTM Committee C28 on Advanced Ceramics, has developed high quality, rigorous, full-consensus standards (e.g., test methods, practices, guides, terminology) to measure properties and performance of monolithic and composite ceramics that may be applied to glasses in some cases. These standards testing particulars for many mechanical, physical, thermal, properties and performance of these materials. As a result these standards provide accurate, reliable, repeatable and complete data. Within Committee C28 users, producers, researchers, designers, academicians, etc. have written, continually updated, and validated through round-robin test programs, nearly 50 standards since the Committees founding in 1986. This paper provides a retrospective review of the 30 years of ASTM Committee C28 including a graphical pictogram listing of C28 standards along with examples of the tangible benefits of advanced ceramics standards to demonstrate their practical applications.

High and low rigor temperature effects on sheep meat tenderness and ageing.

Science.gov (United States)

Devine, Carrick E; Payne, Steven R; Peachey, Bridget M; Lowe, Timothy E; Ingram, John R; Cook, Christian J

2002-02-01

Immediately after electrical stimulation, the paired m. longissimus thoracis et lumborum (LT) of 40 sheep were boned out and wrapped tightly with a polyethylene cling film. One of the paired LT's was chilled in 15°C air to reach a rigor mortis (rigor) temperature of 18°C and the other side was placed in a water bath at 35°C and achieved rigor at this temperature. Wrapping reduced rigor shortening and mimicked meat left on the carcass. After rigor, the meat was aged at 15°C for 0, 8, 26 and 72 h and then frozen. The frozen meat was cooked to 75°C in an 85°C water bath and shear force values obtained from a 1×1 cm cross-section. The shear force values of meat for 18 and 35°C rigor were similar at zero ageing, but as ageing progressed, the 18 rigor meat aged faster and became more tender than meat that went into rigor at 35°C (Prigor at each ageing time were significantly different (Prigor were still significantly greater. Thus the toughness of 35°C meat was not a consequence of muscle shortening and appears to be due to both a faster rate of tenderisation and the meat tenderising to a greater extent at the lower temperature. The cook loss at 35°C rigor (30.5%) was greater than that at 18°C rigor (28.4%) (P<0.01) and the colour Hunter L values were higher at 35°C (P<0.01) compared with 18°C, but there were no significant differences in a or b values.

Improving Job Performance: Workplace Learning Is the First Step

Science.gov (United States)

Daryoush, Younes; Silong, Abu Daud; Omar, Zohara; Othman, Jamilah

2013-01-01

The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study…

Focusing on the essentials: learning for performance.

Science.gov (United States)

Murphy, Catherine J

2008-12-10

As The World health report 2006 emphasized, there is increasing consensus that training programmes should focus on "know-how" instead of "know-all." Health workers need to know how to do the job they will be expected to do. IntraHealth International's Learning for performance: a guide and toolkit for health worker training and education programs offers a step-by-step, customizable approach designed to develop the right skills linked to job responsibilities. Using Learning for performance (LFP) yields more efficient training that focuses on what is essential for health workers to do their jobs and on effective learning methods, while addressing the factors that ensure application of new skills on the job. This brief communication describes the Learning for performance approach and initial findings from its application for pre-service education and in-service training in three countries: India, Mali and Bangladesh. Based on IntraHealth's experiences, the author provides thoughts on how LFP's performance-based learning approach can be a useful tool in training scale-up to strengthen human resources for health.

Focusing on the essentials: learning for performance

Directory of Open Access Journals (Sweden)

Murphy Catherine J

2008-12-01

Full Text Available Abstract As The World health report 2006 emphasized, there is increasing consensus that training programmes should focus on "know-how" instead of "know-all." Health workers need to know how to do the job they will be expected to do. IntraHealth International's Learning for performance: a guide and toolkit for health worker training and education programs offers a step-by-step, customizable approach designed to develop the right skills linked to job responsibilities. Using Learning for performance (LFP yields more efficient training that focuses on what is essential for health workers to do their jobs and on effective learning methods, while addressing the factors that ensure application of new skills on the job. This brief communication describes the Learning for performance approach and initial findings from its application for pre-service education and in-service training in three countries: India, Mali and Bangladesh. Based on IntraHealth's experiences, the author provides thoughts on how LFP's performance-based learning approach can be a useful tool in training scale-up to strengthen human resources for health.

Physiological studies of muscle rigor mortis in the fowl

International Nuclear Information System (INIS)

Nakahira, S.; Kaneko, K.; Tanaka, K.

1990-01-01

A simple system was developed for continuous measurement of muscle contraction during nor mortis. Longitudinal muscle strips dissected from the Peroneus Longus were suspended in a plastic tube containing liquid paraffin. Mechanical activity was transmitted to a strain-gauge transducer which is connected to a potentiometric pen-recorder. At the onset of measurement 1.2g was loaded on the muscle strip. This model was used to study the muscle response to various treatments during nor mortis. All measurements were carried out under the anaerobic condition at 17°C, except otherwise stated. 1. The present system was found to be quite useful for continuous measurement of muscle rigor course. 2. Muscle contraction under the anaerobic condition at 17°C reached a peak about 2 hours after the onset of measurement and thereafter it relaxed at a slow rate. In contrast, the aerobic condition under a high humidity resulted in a strong rigor, about three times stronger than that in the anaerobic condition. 3. Ultrasonic treatment (37, 000-47, 000Hz) at 25°C for 10 minutes resulted in a moderate muscle rigor. 4. Treatment of muscle strip with 2mM EGTA at 30°C for 30 minutes led to a relaxation of the muscle. 5. The muscle from the birds killed during anesthesia with pentobarbital sodium resulted in a slow rate of rigor, whereas the birds killed one day after hypophysectomy led to a quick muscle rigor as seen in intact controls. 6. A slight muscle rigor was observed when muscle strip was placed in a refrigerator at 0°C for 18.5 hours and thereafter temperature was kept at 17°C. (author)

Effect of students' learning styles on classroom performance in problem-based learning.

Science.gov (United States)

Alghasham, Abdullah A

2012-01-01

Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

Estimation of the breaking of rigor mortis by myotonometry.

Science.gov (United States)

Vain, A; Kauppila, R; Vuori, E

1996-05-31

Myotonometry was used to detect breaking of rigor mortis. The myotonometer is a new instrument which measures the decaying oscillations of a muscle after a brief mechanical impact. The method gives two numerical parameters for rigor mortis, namely the period and decrement of the oscillations, both of which depend on the time period elapsed after death. In the case of breaking the rigor mortis by muscle lengthening, both the oscillation period and decrement decreased, whereas, shortening the muscle caused the opposite changes. Fourteen h after breaking the stiffness characteristics of the right and left m. biceps brachii, or oscillation periods, were assimilated. However, the values for decrement of the muscle, reflecting the dissipation of mechanical energy, maintained their differences.

The effect of negative performance stereotypes on learning.

Science.gov (United States)

Rydell, Robert J; Rydell, Michael T; Boucher, Kathryn L

2010-12-01

Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Rigorous solution to Bargmann-Wigner equation for integer spin

CERN Document Server

Huang Shi Zhong; Wu Ning; Zheng Zhi Peng

2002-01-01

A rigorous method is developed to solve the Bargamann-Wigner equation for arbitrary integer spin in coordinate representation in a step by step way. The Bargmann-Wigner equation is first transformed to a form easier to solve, the new equations are then solved rigorously in coordinate representation, and the wave functions in a closed form are thus derived

RIGOR MORTIS AND THE INFLUENCE OF CALCIUM AND MAGNESIUM SALTS UPON ITS DEVELOPMENT.

Science.gov (United States)

Meltzer, S J; Auer, J

1908-01-01

Calcium salts hasten and magnesium salts retard the development of rigor mortis, that is, when these salts are administered subcutaneously or intravenously. When injected intra-arterially, concentrated solutions of both kinds of salts cause nearly an immediate onset of a strong stiffness of the muscles which is apparently a contraction, brought on by a stimulation caused by these salts and due to osmosis. This contraction, if strong, passes over without a relaxation into a real rigor. This form of rigor may be classed as work-rigor (Arbeitsstarre). In animals, at least in frogs, with intact cords, the early contraction and the following rigor are stronger than in animals with destroyed cord. If M/8 solutions-nearly equimolecular to "physiological" solutions of sodium chloride-are used, even when injected intra-arterially, calcium salts hasten and magnesium salts retard the onset of rigor. The hastening and retardation in this case as well as in the cases of subcutaneous and intravenous injections, are ion effects and essentially due to the cations, calcium and magnesium. In the rigor hastened by calcium the effects of the extensor muscles mostly prevail; in the rigor following magnesium injection, on the other hand, either the flexor muscles prevail or the muscles become stiff in the original position of the animal at death. There seems to be no difference in the degree of stiffness in the final rigor, only the onset and development of the rigor is hastened in the case of the one salt and retarded in the other. Calcium hastens also the development of heat rigor. No positive facts were obtained with regard to the effect of magnesium upon heat vigor. Calcium also hastens and magnesium retards the onset of rigor in the left ventricle of the heart. No definite data were gathered with regard to the effects of these salts upon the right ventricle.

Learning Strategy Instruction Innovation Configuration

Science.gov (United States)

Schumaker, Jean B.

2011-01-01

One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

Bringing scientific rigor to community-developed programs in Hong Kong

Directory of Open Access Journals (Sweden)

Fabrizio Cecilia S

2012-12-01

Full Text Available Abstract Background This paper describes efforts to generate evidence for community-developed programs to enhance family relationships in the Chinese culture of Hong Kong, within the framework of community-based participatory research (CBPR. Methods The CBPR framework was applied to help maximize the development of the intervention and the public health impact of the studies, while enhancing the capabilities of the social service sector partners. Results Four academic-community research teams explored the process of designing and implementing randomized controlled trials in the community. In addition to the expected cultural barriers between teams of academics and community practitioners, with their different outlooks, concerns and languages, the team navigated issues in utilizing the principles of CBPR unique to this Chinese culture. Eventually the team developed tools for adaptation, such as an emphasis on building the relationship while respecting role delineation and an iterative process of defining the non-negotiable parameters of research design while maintaining scientific rigor. Lessons learned include the risk of underemphasizing the size of the operational and skills shift between usual agency practices and research studies, the importance of minimizing non-negotiable parameters in implementing rigorous research designs in the community, and the need to view community capacity enhancement as a long term process. Conclusions The four pilot studies under the FAMILY Project demonstrated that nuanced design adaptations, such as wait list controls and shorter assessments, better served the needs of the community and led to the successful development and vigorous evaluation of a series of preventive, family-oriented interventions in the Chinese culture of Hong Kong.

Bringing scientific rigor to community-developed programs in Hong Kong.

Science.gov (United States)

Fabrizio, Cecilia S; Hirschmann, Malia R; Lam, Tai Hing; Cheung, Teresa; Pang, Irene; Chan, Sophia; Stewart, Sunita M

2012-12-31

This paper describes efforts to generate evidence for community-developed programs to enhance family relationships in the Chinese culture of Hong Kong, within the framework of community-based participatory research (CBPR). The CBPR framework was applied to help maximize the development of the intervention and the public health impact of the studies, while enhancing the capabilities of the social service sector partners. Four academic-community research teams explored the process of designing and implementing randomized controlled trials in the community. In addition to the expected cultural barriers between teams of academics and community practitioners, with their different outlooks, concerns and languages, the team navigated issues in utilizing the principles of CBPR unique to this Chinese culture. Eventually the team developed tools for adaptation, such as an emphasis on building the relationship while respecting role delineation and an iterative process of defining the non-negotiable parameters of research design while maintaining scientific rigor. Lessons learned include the risk of underemphasizing the size of the operational and skills shift between usual agency practices and research studies, the importance of minimizing non-negotiable parameters in implementing rigorous research designs in the community, and the need to view community capacity enhancement as a long term process. The four pilot studies under the FAMILY Project demonstrated that nuanced design adaptations, such as wait list controls and shorter assessments, better served the needs of the community and led to the successful development and vigorous evaluation of a series of preventive, family-oriented interventions in the Chinese culture of Hong Kong.

Organisational Learning and Performance--An Empirical Study

Science.gov (United States)

Jyothibabu, C.; Pradhan, Bibhuti Bhusan; Farooq, Ayesha

2011-01-01

This paper explores the important question "how the learning entities--individual, group or organisation--are affecting organisational performance". The answer is important for promoting learning and improving performance. This empirical study in the leading power utility in India found that there is a positive relation between…

Sleep loss, learning capacity and academic performance.

Science.gov (United States)

Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi

2006-10-01

At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested.

The Impact of a Learning Organization on Performance: Focusing on Knowledge Performance and Financial Performance

Science.gov (United States)

Kim, Kyoungshin; Watkins, Karen E.; Lu, Zhenqiu

2017-01-01

Purpose: The purpose of this study is to examine the relationships among a learning organization, knowledge and financial performance using the Dimensions of the Learning Organization Questionnaire and its abbreviated version. Design/methodology/approach: This study used a secondary data set and performed second-order factor analysis and…

Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

Science.gov (United States)

Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

2017-01-01

Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

Rigorous patient-prosthesis matching of Perimount Magna aortic bioprosthesis.

Science.gov (United States)

Nakamura, Hiromasa; Yamaguchi, Hiroki; Takagaki, Masami; Kadowaki, Tasuku; Nakao, Tatsuya; Amano, Atsushi

2015-03-01

Severe patient-prosthesis mismatch, defined as effective orifice area index ≤0.65 cm(2) m(-2), has demonstrated poor long-term survival after aortic valve replacement. Reported rates of severe mismatch involving the Perimount Magna aortic bioprosthesis range from 4% to 20% in patients with a small annulus. Between June 2008 and August 2011, 251 patients (mean age 70.5 ± 10.2 years; mean body surface area 1.55 ± 0.19 m(2)) underwent aortic valve replacement with a Perimount Magna bioprosthesis, with or without concomitant procedures. We performed our procedure with rigorous patient-prosthesis matching to implant a valve appropriately sized to each patient, and carried out annular enlargement when a 19-mm valve did not fit. The bioprosthetic performance was evaluated by transthoracic echocardiography predischarge and at 1 and 2 years after surgery. Overall hospital mortality was 1.6%. Only 5 (2.0%) patients required annular enlargement. The mean follow-up period was 19.1 ± 10.7 months with a 98.4% completion rate. Predischarge data showed a mean effective orifice area index of 1.21 ± 0.20 cm(2) m(-2). Moderate mismatch, defined as effective orifice area index ≤0.85 cm(2) m(-2), developed in 4 (1.6%) patients. None developed severe mismatch. Data at 1 and 2 years showed only two cases of moderate mismatch; neither was severe. Rigorous patient-prosthesis matching maximized the performance of the Perimount Magna, and no severe mismatch resulted in this Japanese population of aortic valve replacement patients. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.

Science.gov (United States)

Claeys, Maureen; Deplaecie, Monique; Vanderplancke, Tine; Delbaere, Ilse; Myny, Dries; Beeckman, Dimitri; Verhaeghe, Sofie

2015-09-01

An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. The traditional clinical placement concept achieved the highest score for learning culture (plearning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (plearning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Rigorous bounds on the free energy of electron-phonon models

NARCIS (Netherlands)

Raedt, Hans De; Michielsen, Kristel

1997-01-01

We present a collection of rigorous upper and lower bounds to the free energy of electron-phonon models with linear electron-phonon interaction. These bounds are used to compare different variational approaches. It is shown rigorously that the ground states corresponding to the sharpest bounds do

Double phosphorylation of the myosin regulatory light chain during rigor mortis of bovine Longissimus muscle.

Science.gov (United States)

Muroya, Susumu; Ohnishi-Kameyama, Mayumi; Oe, Mika; Nakajima, Ikuyo; Shibata, Masahiro; Chikuni, Koichi

2007-05-16

To investigate changes in myosin light chains (MyLCs) during postmortem aging of the bovine longissimus muscle, we performed two-dimensional gel electrophoresis followed by identification with matrix-assisted laser desorption ionization time-of-flight mass spectrometry. The results of fluorescent differential gel electrophoresis showed that two spots of the myosin regulatory light chain (MyLC2) at pI values of 4.6 and 4.7 shifted toward those at pI values of 4.5 and 4.6, respectively, by 24 h postmortem when rigor mortis was completed. Meanwhile, the MyLC1 and MyLC3 spots did not change during the 14 days postmortem. Phosphoprotein-specific staining of the gels demonstrated that the MyLC2 proteins at pI values of 4.5 and 4.6 were phosphorylated. Furthermore, possible N-terminal region peptides containing one and two phosphoserine residues were detected in each mass spectrum of the MyLC2 spots at pI values of 4.5 and 4.6, respectively. These results demonstrated that MyLC2 became doubly phosphorylated during rigor formation of the bovine longissimus, suggesting involvement of the MyLC2 phosphorylation in the progress of beef rigor mortis. Bovine; myosin regulatory light chain (RLC, MyLC2); phosphorylation; rigor mortis; skeletal muscle.

The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

Science.gov (United States)

Park, Yoonhee; Jacobs, Ronald L.

2011-01-01

Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

The Learning Impact of a 4-Dimensional Digital Construction Learning Environment

OpenAIRE

Chris Landorf; Stephen Ward

2017-01-01

This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialle...

Auditory and motor imagery modulate learning in music performance.

Science.gov (United States)

Brown, Rachel M; Palmer, Caroline

2013-01-01

Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

Auditory and motor imagery modulate learning in music performance

Science.gov (United States)

Brown, Rachel M.; Palmer, Caroline

2013-01-01

Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

Teori Adult Learning, Ekspriental Learning Cycle Dan Perubahan Performance Individu Dalam Pendidikan Dan Pelatihan

Directory of Open Access Journals (Sweden)

Moh. Dannur

2017-07-01

Full Text Available Teori belajar merupakan hal yang sangat penting dalam Manajmen Pendidikan dan Pelatihan apabila ingin meraih hasil yang maksimal dalam proses transformasi pengetahuan. Adult Learning dan Ekspriental Learning Cycle salah satu teori yang paling masyhur di dalamnya. Dalam upaya meraih hasil yang maksimal juga perlu adanya pengetahuan tentang motivasi dan faktor-faktor dalam pengembangan individu, perubahan performanya, serta dinamika individu kelompok. Sehingga dengan pengetahuan yang dimilikiakan dengan mudah merealisasikan yang diinginkan. Kata kunci: Adult learning, expriental learning cycle, performance.  Learning theory is very important in Management of Education and Training if you want to achieve the maximum results in the transformation process of knowledge. Adult Learning and Expriental Learning Cycle are the most famous theories within it. In the effort to achieve the maximum results also needs the knowledge about motivation, the factors in the development of individuals, the changes of performance, and the dynamics of individual groups. So with this knowledge you will easily realize the thing you desired. Keywords: Adult learning, expriental learning cycle, performance.

Accelerating Biomedical Discoveries through Rigor and Transparency.

Science.gov (United States)

Hewitt, Judith A; Brown, Liliana L; Murphy, Stephanie J; Grieder, Franziska; Silberberg, Shai D

2017-07-01

Difficulties in reproducing published research findings have garnered a lot of press in recent years. As a funder of biomedical research, the National Institutes of Health (NIH) has taken measures to address underlying causes of low reproducibility. Extensive deliberations resulted in a policy, released in 2015, to enhance reproducibility through rigor and transparency. We briefly explain what led to the policy, describe its elements, provide examples and resources for the biomedical research community, and discuss the potential impact of the policy on translatability with a focus on research using animal models. Importantly, while increased attention to rigor and transparency may lead to an increase in the number of laboratory animals used in the near term, it will lead to more efficient and productive use of such resources in the long run. The translational value of animal studies will be improved through more rigorous assessment of experimental variables and data, leading to better assessments of the translational potential of animal models, for the benefit of the research community and society. Published by Oxford University Press on behalf of the Institute for Laboratory Animal Research 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Auditory and motor imagery modulate learning in music performance

Directory of Open Access Journals (Sweden)

Rachel M. Brown

2013-07-01

Full Text Available Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians’ encoding (during Learning, as they practiced novel melodies, and retrieval (during Recall of those melodies. Pianists learned melodies by listening without performing (auditory learning or performing without sound (motor learning; following Learning, pianists performed the melodies from memory with auditory feedback (Recall. During either Learning (Experiment 1 or Recall (Experiment 2, pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced and temporal regularity (variability of quarter-note interonset intervals were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists’ pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2. Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1: Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2: Higher auditory imagery skill predicted greater temporal regularity during Recall in the

Recent Development in Rigorous Computational Methods in Dynamical Systems

OpenAIRE

Arai, Zin; Kokubu, Hiroshi; Pilarczyk, Paweł

2009-01-01

We highlight selected results of recent development in the area of rigorous computations which use interval arithmetic to analyse dynamical systems. We describe general ideas and selected details of different ways of approach and we provide specific sample applications to illustrate the effectiveness of these methods. The emphasis is put on a topological approach, which combined with rigorous calculations provides a broad range of new methods that yield mathematically rel...

Learning strategies during clerkships and their effects on clinical performance.

Science.gov (United States)

van Lohuizen, M T; Kuks, J B M; van Hell, E A; Raat, A N; Cohen-Schotanus, J

2009-11-01

Previous research revealed relationships between learning strategies and knowledge acquisition. During clerkships, however, students' focus widens beyond mere knowledge acquisition as they further develop overall competence. This shift in focus can influence learning strategy use. We explored which learning strategies were used during clerkships and their relationship to clinical performance. Participants were 113 (78%) clerks at the university hospital or one of six affiliated hospitals. Learning strategies were assessed using the 'Approaches to Learning at Work Questionnaire' (deep, surface-rational and surface-disorganised learning). Clinical performance was calculated by taking the mean of clinical assessment marks. The relationship between learning strategies and clinical performance was explored using regression analysis. Most students (89%) did not clearly prefer a single learning strategy. No relationship was found between learning strategies and clinical performance. Since overall competence comprises integration of knowledge, skills and professional behaviour, we assume that students without a clear preference use more than one learning strategy. Finding no relationship between learning strategies and clinical performance reflects the complexity of clinical learning. Depending on circumstances it may be important to obtain relevant information quickly (surface-rational) or understand material thoroughly (deep). In future research we will examine when and why students use different learning strategies.

Trends: Rigor Mortis in the Arts.

Science.gov (United States)

Blodget, Alden S.

1991-01-01

Outlines how past art education provided a refuge for students from the rigors of other academic subjects. Observes that in recent years art education has become "discipline based." Argues that art educators need to reaffirm their commitment to a humanistic way of knowing. (KM)

Using grounded theory as a method for rigorously reviewing literature

NARCIS (Netherlands)

Wolfswinkel, J.; Furtmueller-Ettinger, Elfriede; Wilderom, Celeste P.M.

2013-01-01

This paper offers guidance to conducting a rigorous literature review. We present this in the form of a five-stage process in which we use Grounded Theory as a method. We first probe the guidelines explicated by Webster and Watson, and then we show the added value of Grounded Theory for rigorously

Multi-instance dictionary learning via multivariate performance measure optimization

KAUST Repository

Wang, Jim Jing-Yan

2016-12-29

The multi-instance dictionary plays a critical role in multi-instance data representation. Meanwhile, different multi-instance learning applications are evaluated by specific multivariate performance measures. For example, multi-instance ranking reports the precision and recall. It is not difficult to see that to obtain different optimal performance measures, different dictionaries are needed. This observation motives us to learn performance-optimal dictionaries for this problem. In this paper, we propose a novel joint framework for learning the multi-instance dictionary and the classifier to optimize a given multivariate performance measure, such as the F1 score and precision at rank k. We propose to represent the bags as bag-level features via the bag-instance similarity, and learn a classifier in the bag-level feature space to optimize the given performance measure. We propose to minimize the upper bound of a multivariate loss corresponding to the performance measure, the complexity of the classifier, and the complexity of the dictionary, simultaneously, with regard to both the dictionary and the classifier parameters. In this way, the dictionary learning is regularized by the performance optimization, and a performance-optimal dictionary is obtained. We develop an iterative algorithm to solve this minimization problem efficiently using a cutting-plane algorithm and a coordinate descent method. Experiments on multi-instance benchmark data sets show its advantage over both traditional multi-instance learning and performance optimization methods.

Multi-instance dictionary learning via multivariate performance measure optimization

KAUST Repository

Wang, Jim Jing-Yan; Tsang, Ivor Wai-Hung; Cui, Xuefeng; Lu, Zhiwu; Gao, Xin

2016-01-01

The multi-instance dictionary plays a critical role in multi-instance data representation. Meanwhile, different multi-instance learning applications are evaluated by specific multivariate performance measures. For example, multi-instance ranking reports the precision and recall. It is not difficult to see that to obtain different optimal performance measures, different dictionaries are needed. This observation motives us to learn performance-optimal dictionaries for this problem. In this paper, we propose a novel joint framework for learning the multi-instance dictionary and the classifier to optimize a given multivariate performance measure, such as the F1 score and precision at rank k. We propose to represent the bags as bag-level features via the bag-instance similarity, and learn a classifier in the bag-level feature space to optimize the given performance measure. We propose to minimize the upper bound of a multivariate loss corresponding to the performance measure, the complexity of the classifier, and the complexity of the dictionary, simultaneously, with regard to both the dictionary and the classifier parameters. In this way, the dictionary learning is regularized by the performance optimization, and a performance-optimal dictionary is obtained. We develop an iterative algorithm to solve this minimization problem efficiently using a cutting-plane algorithm and a coordinate descent method. Experiments on multi-instance benchmark data sets show its advantage over both traditional multi-instance learning and performance optimization methods.

Rigor, vigor, and the study of health disparities.

Science.gov (United States)

Adler, Nancy; Bush, Nicole R; Pantell, Matthew S

2012-10-16

Health disparities research spans multiple fields and methods and documents strong links between social disadvantage and poor health. Associations between socioeconomic status (SES) and health are often taken as evidence for the causal impact of SES on health, but alternative explanations, including the impact of health on SES, are plausible. Studies showing the influence of parents' SES on their children's health provide evidence for a causal pathway from SES to health, but have limitations. Health disparities researchers face tradeoffs between "rigor" and "vigor" in designing studies that demonstrate how social disadvantage becomes biologically embedded and results in poorer health. Rigorous designs aim to maximize precision in the measurement of SES and health outcomes through methods that provide the greatest control over temporal ordering and causal direction. To achieve precision, many studies use a single SES predictor and single disease. However, doing so oversimplifies the multifaceted, entwined nature of social disadvantage and may overestimate the impact of that one variable and underestimate the true impact of social disadvantage on health. In addition, SES effects on overall health and functioning are likely to be greater than effects on any one disease. Vigorous designs aim to capture this complexity and maximize ecological validity through more complete assessment of social disadvantage and health status, but may provide less-compelling evidence of causality. Newer approaches to both measurement and analysis may enable enhanced vigor as well as rigor. Incorporating both rigor and vigor into studies will provide a fuller understanding of the causes of health disparities.

Focus on performance: the 21 century revolution in medical education.

Science.gov (United States)

Davidoff, Frank

2008-01-01

For centuries medicine was predominantly a tradition-based "trade" until the introduction of science transformed it into an intellectually rigorous discipline. That transformation contributed heavily to the dominance in medical education of the learning of biomedical concepts ("knowing that") over learning how to translate that knowledge into clinical performance ("knowing how"). The recent emergence of performance-oriented educational initiatives suggests, however, that the balance between these two complementary approaches is changing, a change that has been referred to as "the Flexnerian revolution of the 21(st) century." Problem-based learning, learning the practice of evidence-based medicine, and learning to use clinical guidelines are among the important initiatives designed to develop high-level performance in the care of individual patients. Initiatives in which learners acquire skill in changing the performance of care systems are also being widely implemented. These trends have received important formal support through recent changes in residency training accreditation standards. Although it is too early to assess the impact of these initiatives or to know whether they will develop further, medical education is unlikely to reach its full potential unless it successfully comes to grips with the challenges of understanding, teaching, and measuring performance.

Learning Spaces

CERN Document Server

Falmagne, Jean-Claude

2011-01-01

Learning spaces offer a rigorous mathematical foundation for practical systems of educational technology. Learning spaces generalize partially ordered sets and are special cases of knowledge spaces. The various structures are investigated from the standpoints of combinatorial properties and stochastic processes. Leaning spaces have become the essential structures to be used in assessing students' competence of various topics. A practical example is offered by ALEKS, a Web-based, artificially intelligent assessment and learning system in mathematics and other scholarly fields. At the heart of A

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

Science.gov (United States)

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

2011-09-01

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

Structure of Small World Innovation Network and Learning Performance

Directory of Open Access Journals (Sweden)

Shuang Song

2014-01-01

Full Text Available This paper examines the differences of learning performance of 5 MNCs (multinational corporations that filed the largest number of patents in China. We establish the innovation network with the patent coauthorship data by these 5 MNCs and classify the networks by the tail of distribution curve of connections. To make a comparison of the learning performance of these 5 MNCs with differing network structures, we develop an organization learning model by regarding the reality as having m dimensions, which denotes the heterogeneous knowledge about the reality. We further set n innovative individuals that are mutually interactive and own unique knowledge about the reality. A longer (shorter distance between the knowledge of the individual and the reality denotes a lower (higher knowledge level of that individual. Individuals interact with and learn from each other within the small-world network. By making 1,000 numerical simulations and averaging the simulated results, we find that the differing structure of the small-world network leads to the differences of learning performance between these 5 MNCs. The network monopolization negatively impacts and network connectivity positively impacts learning performance. Policy implications in the conclusion section suggest that to improve firm learning performance, it is necessary to establish a flat and connective network.

Quality of nuchal translucency measurements correlates with broader aspects of program rigor and culture of excellence.

Science.gov (United States)

Evans, Mark I; Krantz, David A; Hallahan, Terrence; Sherwin, John; Britt, David W

2013-01-01

To determine if nuchal translucency (NT) quality correlates with the extent to which clinics vary in rigor and quality control. We correlated NT performance quality (bias and precision) of 246,000 patients with two alternative measures of clinic culture - % of cases for whom nasal bone (NB) measurements were performed and % of requisitions correctly filled for race-ethnicity and weight. When requisition errors occurred in 5% (33%), the curve lowered to 0.93 MoM (p 90%, MoM was 0.99 compared to those quality exists independent of individual variation in NT quality, and two divergent indices of program rigor are associated with NT quality. Quality control must be program wide, and to effect continued improvement in the quality of NT results across time, the cultures of clinics must become a target for intervention. Copyright © 2013 S. Karger AG, Basel.

Effect of e-learning and repeated performance feedback on spirometry test quality in family practice: a cluster trial.

Science.gov (United States)

Schermer, Tjard R; Akkermans, Reinier P; Crockett, Alan J; van Montfort, Marian; Grootens-Stekelenburg, Joke; Stout, Jim W; Pieters, Willem

2011-01-01

Spirometry has become an indispensable tool in primary care to exclude, diagnose, and monitor chronic respiratory conditions, but the quality of spirometry tests in family practices is a reason for concern. Aim of this study was to investigate whether a combination of e-learning and bimonthly performance feedback would improve spirometry test quality in family practices in the course of 1 year. Our study was a cluster trial with 19 family practices allocated to intervention or control conditions through minimization. Intervention consisted of e-learning and bimonthly feedback reports to practice nurses. Control practices received only the joint baseline workshop. Spirometry quality was assessed by independent lung function technicians. Two outcomes were defined, with the difference between rates of tests with 2 acceptable and repeatable blows being the primary outcome and the difference between rates of tests with 2 acceptable blows being the secondary outcome. We used multilevel logistic regression analysis to calculate odds ratios (ORs) for an adequate test in intervention group practices. We analyzed 1,135 tests. Rate of adequate tests was 33% in intervention and 30% in control group practices (OR = 1.3; P=.605). Adequacy of tests did not differ between groups but tended to increase with time: OR = 2.2 (P = .057) after 3 and OR = 2.0 (P = .086) in intervention group practices after 4 feedback reports. When ignoring test repeatability, these differences between the groups were slightly more pronounced: OR = 2.4 (P = .033) after 3 and OR=2.2 (P = .051) after 4 feedback reports. In the course of 1 year, we observed a small and late effect of e-learning and repeated feedback on the quality of spirometry as performed by family practice nurses. This intervention does not seem to compensate the lack of rigorous training and experience in performing spirometry tests in most practices.

Effect of e-Learning and Repeated Performance Feedback on Spirometry Test Quality in Family Practice: A Cluster Trial

Science.gov (United States)

Schermer, Tjard R.; Akkermans, Reinier P.; Crockett, Alan J.; van Montfort, Marian; Grootens-Stekelenburg, Joke; Stout, Jim W.; Pieters, Willem

2011-01-01

PURPOSE Spirometry has become an indispensable tool in primary care to exclude, diagnose, and monitor chronic respiratory conditions, but the quality of spirometry tests in family practices is a reason for concern. Aim of this study was to investigate whether a combination of e-learning and bimonthly performance feedback would improve spirometry test quality in family practices in the course of 1 year. METHODS Our study was a cluster trial with 19 family practices allocated to intervention or control conditions through minimization. Intervention consisted of e-learning and bimonthly feedback reports to practice nurses. Control practices received only the joint baseline workshop. Spirometry quality was assessed by independent lung function technicians. Two outcomes were defined, with the difference between rates of tests with 2 acceptable and repeatable blows being the primary outcome and the difference between rates of tests with 2 acceptable blows being the secondary outcome. We used multilevel logistic regression analysis to calculate odds ratios (ORs) for an adequate test in intervention group practices. RESULTS We analyzed 1,135 tests. Rate of adequate tests was 33% in intervention and 30% in control group practices (OR = 1.3; P=.605). Adequacy of tests did not differ between groups but tended to increase with time: OR = 2.2 (P = .057) after 3 and OR = 2.0 (P = .086) in intervention group practices after 4 feedback reports. When ignoring test repeatability, these differences between the groups were slightly more pronounced: OR = 2.4 (P = .033) after 3 and OR=2.2 (P = .051) after 4 feedback reports. CONCLUSIONS In the course of 1 year, we observed a small and late effect of e-learning and repeated feedback on the quality of spirometry as performed by family practice nurses. This intervention does not seem to compensate the lack of rigorous training and experience in performing spirometry tests in most practices. PMID:21747104

Accounting Student's Learning Approaches And Impact On Academic Performance

OpenAIRE

Ismail, Suhaiza

2009-01-01

The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

LEARNING STYLES AND STUDENTS’ PERFORMANCE IN DESIGN PROBLEM SOLVING

Directory of Open Access Journals (Sweden)

Elçin Tezel

2010-07-01

Full Text Available Design curricula and all core design studio courses are prepared for performance attainment by giving theoretical and professional training. However students’ performance may be affected by both the constraints set on a design problem, and their learning styles. This study explores the performance of interior architectural students in relation to their learning styles (as proposed by Kolb’s Experiential Learning Theory, and different types of constraints set on design problems. Design performance, measured as conceptual development, form and spatial configuration, structural innovation and ergonomics, and craftsmanship, was found to change throughout the two bipolar continuum of the learning cycle with regard to two design conditions characterized by different types of constraint use.

How Individual Scholars Can Reduce the Rigor-Relevance Gap in Management Research

OpenAIRE

Wolf, Joachim; Rosenberg, Timo

2012-01-01

This paper discusses a number of avenues management scholars could follow to reduce the existing gap between scientific rigor and practical relevance without relativizing the importance of the first goal dimension. Such changes are necessary because many management studies do not fully exploit the possibilities to increase their practical relevance while maintaining scientific rigor. We argue that this rigor-relevance gap is not only the consequence of the currently prevailing institutional c...

Onset of rigor mortis is earlier in red muscle than in white muscle.

Science.gov (United States)

Kobayashi, M; Takatori, T; Nakajima, M; Sakurada, K; Hatanaka, K; Ikegaya, H; Matsuda, Y; Iwase, H

2000-01-01

Rigor mortis is thought to be related to falling ATP levels in muscles postmortem. We measured rigor mortis as tension determined isometrically in three rat leg muscles in liquid paraffin kept at 37 degrees C or 25 degrees C--two red muscles, red gastrocnemius (RG) and soleus (SO) and one white muscle, white gastrocnemius (WG). Onset, half and full rigor mortis occurred earlier in RG and SO than in WG both at 37 degrees C and at 25 degrees C even though RG and WG were portions of the same muscle. This suggests that rigor mortis directly reflects the postmortem intramuscular ATP level, which decreases more rapidly in red muscle than in white muscle after death. Rigor mortis was more retarded at 25 degrees C than at 37 degrees C in each type of muscle.

Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

Science.gov (United States)

Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

2016-01-01

This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…

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

Assessing Performance and Learning in Interprofessional Health Care Teams.

Science.gov (United States)

Ekmekci, Ozgur; Sheingold, Brenda; Plack, Margaret; LeLacheur, Susan; Halvaksz, Jennifer; Lewis, Karen; Schlumpf, Karen; Greenberg, Larrie

2015-01-01

Teamwork has become an integral part of health care delivery. Such emphasis on teamwork has generated the need to systematically measure and improve the learning and performance of health care teams. The purpose of this study was to develop a comprehensive assessment instrument, the Interprofessional Education and Practice Inventory (IPEPI), to evaluate learning and performance in interprofessional health care teams. The 12-month study commenced in three 4-month phases: (1) a panel of 25 national and international experts participated in the Delphi process to identify factors influencing team learning and team performance; (2) the research team analyzed the findings from the two Delphi rounds to develop the IPEPI; and (3) a cohort of 27 students at the university engaged in clinical simulations to test and refine the IPEPI. Findings suggest key factors that significantly influence team learning and performance include whether the group is able to foster a climate of mutual respect, adopt effective communication strategies, develop a sense of trust, and invite contributions from others. Additionally, in assessing organizational factors, participants indicated those factors that significantly influence team learning and performance include whether the organization is patient-centered, creates a culture of safety (not blame), and supports individual and team learning. These findings highlight the critical role assessment plays in enhancing not just interprofessional education or interprofessional practice, but in essence advancing interprofessional education and practice--which requires an integrated examination of how health care professionals learn and perform in teams.

Photoconductivity of amorphous silicon-rigorous modelling

International Nuclear Information System (INIS)

Brada, P.; Schauer, F.

1991-01-01

It is our great pleasure to express our gratitude to Prof. Grigorovici, the pioneer of the exciting field of amorphous state by our modest contribution to this area. In this paper are presented the outline of the rigorous modelling program of the steady-state photoconductivity in amorphous silicon and related materials. (Author)

Convergence analysis of Chauvin's PCA learning algorithm with a constant learning rate

International Nuclear Information System (INIS)

Lv Jiancheng; Yi Zhang

2007-01-01

The convergence of Chauvin's PCA learning algorithm with a constant learning rate is studied in this paper by using a DDT method (deterministic discrete-time system method). Different from the DCT method (deterministic continuous-time system method), the DDT method does not require that the learning rate converges to zero. An invariant set of Chauvin's algorithm with a constant learning rate is obtained so that the non-divergence of this algorithm can be guaranteed. Rigorous mathematic proofs are provided to prove the local convergence of this algorithm

Mobile Learning Panel (Briefing Slides)

Science.gov (United States)

2010-08-12

Learning “ Technological change is accelerating. To accomplish the Air Force mission in an environment of accelerating change, we will need to recruit...environment for the learners of tomorrow today!! • Defining the new knowledge concepts for learning • Defining the new technologies required • Defining...quality and academic rigor in distance learning classes  Enables mission critical, right place/right time, formation/ educate possibilities

Reframing Rigor: A Modern Look at Challenge and Support in Higher Education

Science.gov (United States)

Campbell, Corbin M.; Dortch, Deniece; Burt, Brian A.

2018-01-01

This chapter describes the limitations of the traditional notions of academic rigor in higher education, and brings forth a new form of rigor that has the potential to support student success and equity.

Effects of Multimodal Information on Learning Performance and Judgment of Learning

Science.gov (United States)

Chen, Gongxiang; Fu, Xiaolan

2003-01-01

Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgment of learning (JOL). Experiment 1 examined the effects of representation type (word-only versus word-plus-picture) and presentation channel (visual-only versus visual-plus-auditory) on recall and immediate-JOL in fixed-rate…

Self-regulated learning and academic performance in medical education.

Science.gov (United States)

Lucieer, Susanna M; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

2016-06-01

Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance. In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students' self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis. Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA. The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students' self-regulated learning skills. Future research is required to understand the limited impact on performance.

Performance management when innovation and learning become critical performance indicators

NARCIS (Netherlands)

Molleman, E.; Timmerman, H.

2003-01-01

If the organization's leading performance indicators shift towards innovation and the creation of knowledge, this will result in more non-routine work and a higher level of interdependency among workers. We argue that a contingent performance management (PM) system has to focus on Learning and group

Study Design Rigor in Animal-Experimental Research Published in Anesthesia Journals.

Science.gov (United States)

Hoerauf, Janine M; Moss, Angela F; Fernandez-Bustamante, Ana; Bartels, Karsten

2018-01-01

Lack of reproducibility of preclinical studies has been identified as an impediment for translation of basic mechanistic research into effective clinical therapies. Indeed, the National Institutes of Health has revised its grant application process to require more rigorous study design, including sample size calculations, blinding procedures, and randomization steps. We hypothesized that the reporting of such metrics of study design rigor has increased over time for animal-experimental research published in anesthesia journals. PubMed was searched for animal-experimental studies published in 2005, 2010, and 2015 in primarily English-language anesthesia journals. A total of 1466 publications were graded on the performance of sample size estimation, randomization, and blinding. Cochran-Armitage test was used to assess linear trends over time for the primary outcome of whether or not a metric was reported. Interrater agreement for each of the 3 metrics (power, randomization, and blinding) was assessed using the weighted κ coefficient in a 10% random sample of articles rerated by a second investigator blinded to the ratings of the first investigator. A total of 1466 manuscripts were analyzed. Reporting for all 3 metrics of experimental design rigor increased over time (2005 to 2010 to 2015): for power analysis, from 5% (27/516), to 12% (59/485), to 17% (77/465); for randomization, from 41% (213/516), to 50% (243/485), to 54% (253/465); and for blinding, from 26% (135/516), to 38% (186/485), to 47% (217/465). The weighted κ coefficients and 98.3% confidence interval indicate almost perfect agreement between the 2 raters beyond that which occurs by chance alone (power, 0.93 [0.85, 1.0], randomization, 0.91 [0.85, 0.98], and blinding, 0.90 [0.84, 0.96]). Our hypothesis that reported metrics of rigor in animal-experimental studies in anesthesia journals have increased during the past decade was confirmed. More consistent reporting, or explicit justification for absence

Machine learning in the string landscape

Science.gov (United States)

Carifio, Jonathan; Halverson, James; Krioukov, Dmitri; Nelson, Brent D.

2017-09-01

We utilize machine learning to study the string landscape. Deep data dives and conjecture generation are proposed as useful frameworks for utilizing machine learning in the landscape, and examples of each are presented. A decision tree accurately predicts the number of weak Fano toric threefolds arising from reflexive polytopes, each of which determines a smooth F-theory compactification, and linear regression generates a previously proven conjecture for the gauge group rank in an ensemble of 4/3× 2.96× {10}^{755} F-theory compactifications. Logistic regression generates a new conjecture for when E 6 arises in the large ensemble of F-theory compactifications, which is then rigorously proven. This result may be relevant for the appearance of visible sectors in the ensemble. Through conjecture generation, machine learning is useful not only for numerics, but also for rigorous results.

Single-case synthesis tools I: Comparing tools to evaluate SCD quality and rigor.

Science.gov (United States)

Zimmerman, Kathleen N; Ledford, Jennifer R; Severini, Katherine E; Pustejovsky, James E; Barton, Erin E; Lloyd, Blair P

2018-03-03

Tools for evaluating the quality and rigor of single case research designs (SCD) are often used when conducting SCD syntheses. Preferred components include evaluations of design features related to the internal validity of SCD to obtain quality and/or rigor ratings. Three tools for evaluating the quality and rigor of SCD (Council for Exceptional Children, What Works Clearinghouse, and Single-Case Analysis and Design Framework) were compared to determine if conclusions regarding the effectiveness of antecedent sensory-based interventions for young children changed based on choice of quality evaluation tool. Evaluation of SCD quality differed across tools, suggesting selection of quality evaluation tools impacts evaluation findings. Suggestions for selecting an appropriate quality and rigor assessment tool are provided and across-tool conclusions are drawn regarding the quality and rigor of studies. Finally, authors provide guidance for using quality evaluations in conjunction with outcome analyses when conducting syntheses of interventions evaluated in the context of SCD. Copyright © 2018 Elsevier Ltd. All rights reserved.

Training and performance: The mediating role of organizational learning

Directory of Open Access Journals (Sweden)

María Isabel Barba Aragón

2014-07-01

Full Text Available Although there is a general recognition in the literature that training improves a firm's performance, empirical research does not always provide evidence to support this effect. One possible explanation is that training does not have a direct effect on performance but an indirect effect by improving other organizational outcomes. This paper suggests that organizational learning is one of those variables and that it mediates the relationship between training and performance and that the adoption of a learning-oriented training enhances performances through its positive effect on organizational learning. Using a sample of Spanish firms we obtain empirical evidence, which supports the view that this mediating effect is present.

Studies on the estimation of the postmortem interval. 3. Rigor mortis (author's transl).

Science.gov (United States)

Suzutani, T; Ishibashi, H; Takatori, T

1978-11-01

The authors have devised a method for classifying rigor mortis into 10 types based on its appearance and strength in various parts of a cadaver. By applying the method to the findings of 436 cadavers which were subjected to medico-legal autopsies in our laboratory during the last 10 years, it has been demonstrated that the classifying method is effective for analyzing the phenomenon of onset, persistence and disappearance of rigor mortis statistically. The investigation of the relationship between each type of rigor mortis and the postmortem interval has demonstrated that rigor mortis may be utilized as a basis for estimating the postmortem interval but the values have greater deviation than those described in current textbooks.

Using Machine Learning to Predict Student Performance

OpenAIRE

Pojon, Murat

2017-01-01

This thesis examines the application of machine learning algorithms to predict whether a student will be successful or not. The specific focus of the thesis is the comparison of machine learning methods and feature engineering techniques in terms of how much they improve the prediction performance. Three different machine learning methods were used in this thesis. They are linear regression, decision trees, and naïve Bayes classification. Feature engineering, the process of modification ...

Rigorous vector wave propagation for arbitrary flat media

Science.gov (United States)

Bos, Steven P.; Haffert, Sebastiaan Y.; Keller, Christoph U.

2017-08-01

Precise modelling of the (off-axis) point spread function (PSF) to identify geometrical and polarization aberrations is important for many optical systems. In order to characterise the PSF of the system in all Stokes parameters, an end-to-end simulation of the system has to be performed in which Maxwell's equations are rigorously solved. We present the first results of a python code that we are developing to perform multiscale end-to-end wave propagation simulations that include all relevant physics. Currently we can handle plane-parallel near- and far-field vector diffraction effects of propagating waves in homogeneous isotropic and anisotropic materials, refraction and reflection of flat parallel surfaces, interference effects in thin films and unpolarized light. We show that the code has a numerical precision on the order of 10-16 for non-absorbing isotropic and anisotropic materials. For absorbing materials the precision is on the order of 10-8. The capabilities of the code are demonstrated by simulating a converging beam reflecting from a flat aluminium mirror at normal incidence.

ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

Directory of Open Access Journals (Sweden)

Suhaiza Ismail

2009-12-01

Full Text Available The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST was used to assess the approaches to learning adopted by students whilst the students final examination result was considered in examining the performance of the students. The results indicate that majority of the accounting students, both male andfemale groups prefer to use the deep approach in studying Business Finance. The findings also reveal that there were significant relationships between learning approaches and academic performance with positive direction appears for deep and strategic approaches whilst negative relationship reveals for surface approach.

Rigor mortis in an unusual position: Forensic considerations.

Science.gov (United States)

D'Souza, Deepak H; Harish, S; Rajesh, M; Kiran, J

2011-07-01

We report a case in which the dead body was found with rigor mortis in an unusual position. The dead body was lying on its back with limbs raised, defying gravity. Direction of the salivary stains on the face was also defying the gravity. We opined that the scene of occurrence of crime is unlikely to be the final place where the dead body was found. The clues were revealing a homicidal offence and an attempt to destroy the evidence. The forensic use of 'rigor mortis in an unusual position' is in furthering the investigations, and the scientific confirmation of two facts - the scene of death (occurrence) is different from the scene of disposal of dead body, and time gap between the two places.

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning.

Science.gov (United States)

Wulf, Gabriele; Lewthwaite, Rebecca

2016-10-01

Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self- and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.

The Relationship of Learning and Performance Diagnosis at Different System Levels.

Science.gov (United States)

Lubega, Khalid

2003-01-01

Examines learning and performance diagnosis, separately and in relation to each other, as they function in organization systems; explains the relationship between learning and performance diagnosis at the individual, process, and organizational levels using a three-level performance model; and discusses types of learning, including nonlearning,…

Effect of Pre-rigor Salting Levels on Physicochemical and Textural Properties of Chicken Breast Muscles

Science.gov (United States)

Choi, Yun-Sang

2015-01-01

This study was conducted to evaluate the effect of pre-rigor salting level (0-4% NaCl concentration) on physicochemical and textural properties of pre-rigor chicken breast muscles. The pre-rigor chicken breast muscles were de-boned 10 min post-mortem and salted within 25 min post-mortem. An increase in pre-rigor salting level led to the formation of high ultimate pH of chicken breast muscles at post-mortem 24 h. The addition of minimum of 2% NaCl significantly improved water holding capacity, cooking loss, protein solubility, and hardness when compared to the non-salting chicken breast muscle (psalting level caused the inhibition of myofibrillar protein degradation and the acceleration of lipid oxidation. However, the difference in NaCl concentration between 3% and 4% had no great differences in the results of physicochemical and textural properties due to pre-rigor salting effects (p>0.05). Therefore, our study certified the pre-rigor salting effect of chicken breast muscle salted with 2% NaCl when compared to post-rigor muscle salted with equal NaCl concentration, and suggests that the 2% NaCl concentration is minimally required to ensure the definite pre-rigor salting effect on chicken breast muscle. PMID:26761884

Effect of Pre-rigor Salting Levels on Physicochemical and Textural Properties of Chicken Breast Muscles.

Science.gov (United States)

Kim, Hyun-Wook; Hwang, Ko-Eun; Song, Dong-Heon; Kim, Yong-Jae; Ham, Youn-Kyung; Yeo, Eui-Joo; Jeong, Tae-Jun; Choi, Yun-Sang; Kim, Cheon-Jei

2015-01-01

This study was conducted to evaluate the effect of pre-rigor salting level (0-4% NaCl concentration) on physicochemical and textural properties of pre-rigor chicken breast muscles. The pre-rigor chicken breast muscles were de-boned 10 min post-mortem and salted within 25 min post-mortem. An increase in pre-rigor salting level led to the formation of high ultimate pH of chicken breast muscles at post-mortem 24 h. The addition of minimum of 2% NaCl significantly improved water holding capacity, cooking loss, protein solubility, and hardness when compared to the non-salting chicken breast muscle (prigor salting level caused the inhibition of myofibrillar protein degradation and the acceleration of lipid oxidation. However, the difference in NaCl concentration between 3% and 4% had no great differences in the results of physicochemical and textural properties due to pre-rigor salting effects (p>0.05). Therefore, our study certified the pre-rigor salting effect of chicken breast muscle salted with 2% NaCl when compared to post-rigor muscle salted with equal NaCl concentration, and suggests that the 2% NaCl concentration is minimally required to ensure the definite pre-rigor salting effect on chicken breast muscle.

ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

OpenAIRE

Suhaiza Ismail

2009-01-01

The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

Job-demand for learning and job-related learning: the mediating effect of job performance improvement initiatives

OpenAIRE

Loon, M; Bartram, T

2007-01-01

This study examined whether job-performance-improvementinitiatives mediate the relationship between individuals’ job-demand for learning and job-related learning. Data were obtained from 115 full-time\\ud employees in a diverse range of occupations. A partial least squares analysis revealed that job-performance-improvement-initiatives mediate partially the effects of job-demand for learning on job-related learning. Several implications\\ud for future research and policy are drawn from the findi...

The Relationship between Learning Organization Dimensions and Library Performance

Science.gov (United States)

Haley, Qing Kong

2010-01-01

The purpose of this research was to examine the relationship between learning organization dimensions and academic library performance. It studied whether differences existed in learning organization dimensions given the predictor variables of performance indicators, library resources, and demographics of the academic library. This research…

Biomedical text mining for research rigor and integrity: tasks, challenges, directions.

Science.gov (United States)

Kilicoglu, Halil

2017-06-13

An estimated quarter of a trillion US dollars is invested in the biomedical research enterprise annually. There is growing alarm that a significant portion of this investment is wasted because of problems in reproducibility of research findings and in the rigor and integrity of research conduct and reporting. Recent years have seen a flurry of activities focusing on standardization and guideline development to enhance the reproducibility and rigor of biomedical research. Research activity is primarily communicated via textual artifacts, ranging from grant applications to journal publications. These artifacts can be both the source and the manifestation of practices leading to research waste. For example, an article may describe a poorly designed experiment, or the authors may reach conclusions not supported by the evidence presented. In this article, we pose the question of whether biomedical text mining techniques can assist the stakeholders in the biomedical research enterprise in doing their part toward enhancing research integrity and rigor. In particular, we identify four key areas in which text mining techniques can make a significant contribution: plagiarism/fraud detection, ensuring adherence to reporting guidelines, managing information overload and accurate citation/enhanced bibliometrics. We review the existing methods and tools for specific tasks, if they exist, or discuss relevant research that can provide guidance for future work. With the exponential increase in biomedical research output and the ability of text mining approaches to perform automatic tasks at large scale, we propose that such approaches can support tools that promote responsible research practices, providing significant benefits for the biomedical research enterprise. Published by Oxford University Press 2017. This work is written by a US Government employee and is in the public domain in the US.

Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

Science.gov (United States)

Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

2018-01-01

Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

Analysis of the Impacts of City Year's Whole School Whole Child Model on Partner Schools' Performance

Science.gov (United States)

Meredith, Julie; Anderson, Leslie M.

2015-01-01

City Year is a learning organization committed to the rigorous evaluation of its "Whole School Whole Child" model, which trains and deploys teams of AmeriCorps members to low-performing, urban schools to empower more students to reach their full potential. A third-party study by Policy Studies Associates (PSA) examined the impact of…

Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills.

Science.gov (United States)

Lin, Hsin-Hsin

2015-01-01

It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method.

Multiagent -Learning for Aloha-Like Spectrum Access in Cognitive Radio Systems

Directory of Open Access Journals (Sweden)

Li Husheng

2010-01-01

Full Text Available An Aloha-like spectrum access scheme without negotiation is considered for multiuser and multichannel cognitive radio systems. To avoid collisions incurred by the lack of coordination, each secondary user learns how to select channels according to its experience. Multiagent reinforcement leaning (MARL is applied for the secondary users to learn good strategies of channel selection. Specifically, the framework of -learning is extended from single user case to multiagent case by considering other secondary users as a part of the environment. The dynamics of the -learning are illustrated using a Metrick-Polak plot, which shows the traces of -values in the two-user case. For both complete and partial observation cases, rigorous proofs of the convergence of multiagent -learning without communications, under certain conditions, are provided using the Robins-Monro algorithm and contraction mapping, respectively. The learning performance (speed and gain in utility is evaluated by numerical simulations.

Moving beyond Data Transcription: Rigor as Issue in Representation of Digital Literacies

Science.gov (United States)

Hagood, Margaret Carmody; Skinner, Emily Neil

2015-01-01

Rigor in qualitative research has been based upon criteria of credibility, dependability, confirmability, and transferability. Drawing upon articles published during our editorship of the "Journal of Adolescent & Adult Literacy," we illustrate how the use of digital data in research study reporting may enhance these areas of rigor,…

Convergence analysis of Chauvin's PCA learning algorithm with a constant learning rate

Energy Technology Data Exchange (ETDEWEB)

Lv Jiancheng [Computational Intelligence Laboratory, School of Computer Science and Engineering, University of Electronic Science and Technology of China, Chengdu 610054 (China); Yi Zhang [Computational Intelligence Laboratory, School of Computer Science and Engineering, University of Electronic Science and Technology of China, Chengdu 610054 (China)]. E-mail: zhangyi@uestc.edu.cn

2007-05-15

The convergence of Chauvin's PCA learning algorithm with a constant learning rate is studied in this paper by using a DDT method (deterministic discrete-time system method). Different from the DCT method (deterministic continuous-time system method), the DDT method does not require that the learning rate converges to zero. An invariant set of Chauvin's algorithm with a constant learning rate is obtained so that the non-divergence of this algorithm can be guaranteed. Rigorous mathematic proofs are provided to prove the local convergence of this algorithm.

Active explorers show low learning performance in a social insect

Institute of Scientific and Technical Information of China (English)

Eve UDINO; Margot PEREZ; Claudio CARERE; Patrizia d'ETTORRE

2017-01-01

An intriguing question in behavioral biology is whether consistent individual differences (called animal personalities) relate to variation in cognitive performance because commonly measured personality traits may be associated with risk-reward trade-offs.Social insects,whose learning abilities have been extensively characterized,show consistent behavioral variability,both at colony and at individual level.We investigated the possible link between personality traits and learning performance in the carpenter ant Camponotus aethiops.Exploratory activity,sociability,and aggression were assessed twice in ant foragers.Behaviors differed among individuals,they were partly repeatable across time and exploratory activity correlated positively with aggression.Learning abilities were quantified by differential conditioning of the maxilla-labium extension response,a task that requires cue perception and information storage.We found that exploratory activity of individual ants significantly predicted learning performance:"active-explorers" were slower in learning the task than "inactive-explorers".The results suggest for the first time a link between a personality trait and cognitive performance in eusocial insects,and that the underlying individual variability could affect colony performance and success.

Increased scientific rigor will improve reliability of research and effectiveness of management

Science.gov (United States)

Sells, Sarah N.; Bassing, Sarah B.; Barker, Kristin J.; Forshee, Shannon C.; Keever, Allison; Goerz, James W.; Mitchell, Michael S.

2018-01-01

Rigorous science that produces reliable knowledge is critical to wildlife management because it increases accurate understanding of the natural world and informs management decisions effectively. Application of a rigorous scientific method based on hypothesis testing minimizes unreliable knowledge produced by research. To evaluate the prevalence of scientific rigor in wildlife research, we examined 24 issues of the Journal of Wildlife Management from August 2013 through July 2016. We found 43.9% of studies did not state or imply a priori hypotheses, which are necessary to produce reliable knowledge. We posit that this is due, at least in part, to a lack of common understanding of what rigorous science entails, how it produces more reliable knowledge than other forms of interpreting observations, and how research should be designed to maximize inferential strength and usefulness of application. Current primary literature does not provide succinct explanations of the logic behind a rigorous scientific method or readily applicable guidance for employing it, particularly in wildlife biology; we therefore synthesized an overview of the history, philosophy, and logic that define scientific rigor for biological studies. A rigorous scientific method includes 1) generating a research question from theory and prior observations, 2) developing hypotheses (i.e., plausible biological answers to the question), 3) formulating predictions (i.e., facts that must be true if the hypothesis is true), 4) designing and implementing research to collect data potentially consistent with predictions, 5) evaluating whether predictions are consistent with collected data, and 6) drawing inferences based on the evaluation. Explicitly testing a priori hypotheses reduces overall uncertainty by reducing the number of plausible biological explanations to only those that are logically well supported. Such research also draws inferences that are robust to idiosyncratic observations and

Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals

Science.gov (United States)

Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna

2012-01-01

Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…

Application of the rigorous method to x-ray and neutron beam scattering on rough surfaces

International Nuclear Information System (INIS)

Goray, Leonid I.

2010-01-01

The paper presents a comprehensive numerical analysis of x-ray and neutron scattering from finite-conducting rough surfaces which is performed in the frame of the boundary integral equation method in a rigorous formulation for high ratios of characteristic dimension to wavelength. The single integral equation obtained involves boundary integrals of the single and double layer potentials. A more general treatment of the energy conservation law applicable to absorption gratings and rough mirrors is considered. In order to compute the scattering intensity of rough surfaces using the forward electromagnetic solver, Monte Carlo simulation is employed to average the deterministic diffraction grating efficiency due to individual surfaces over an ensemble of realizations. Some rules appropriate for numerical implementation of the theory at small wavelength-to-period ratios are presented. The difference between the rigorous approach and approximations can be clearly seen in specular reflectances of Au mirrors with different roughness parameters at wavelengths where grazing incidence occurs at close to or larger than the critical angle. This difference may give rise to wrong estimates of rms roughness and correlation length if they are obtained by comparing experimental data with calculations. Besides, the rigorous approach permits taking into account any known roughness statistics and allows exact computation of diffuse scattering.

The Influence of Virtual Learning Environments in Students' Performance

Science.gov (United States)

Alves, Paulo; Miranda, Luísa; Morais, Carlos

2017-01-01

This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution…

A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

Science.gov (United States)

Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

2015-01-01

Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

Which Interventions Have the Greatest Effect on Student Learning in Sub-Saharan Africa? "A Meta-Analysis of Rigorous Impact Evaluations"

Science.gov (United States)

Conn, Katharine

2014-01-01

In the last three decades, there has been a large increase in the number of rigorous experimental and quasi-experimental evaluations of education programs in developing countries. These impact evaluations have taken place all over the globe, including a large number in Sub-Saharan Africa (SSA). The fact that the developing world is socially and…

Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

Science.gov (United States)

Goff, Anne-Marie

2011-01-01

High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

Evaluation of knowledge transfer in an immersive virtual learning environment for the transportation community.

Science.gov (United States)

2014-05-01

Immersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scientific investigations regarding the : transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key ...

Adaptation and learning: characteristic time scales of performance dynamics.

Science.gov (United States)

Newell, Karl M; Mayer-Kress, Gottfried; Hong, S Lee; Liu, Yeou-Teh

2009-12-01

A multiple time scales landscape model is presented that reveals structures of performance dynamics that were not resolved in the traditional power law analysis of motor learning. It shows the co-existence of separate processes during and between practice sessions that evolve in two independent dimensions characterized by time scales that differ by about an order of magnitude. Performance along the slow persistent dimension of learning improves often as much and sometimes more during rest (memory consolidation and/or insight generation processes) than during a practice session itself. In contrast, the process characterized by the fast, transient dimension of adaptation reverses direction between practice sessions, thereby significantly degrading performance at the beginning of the next practice session (warm-up decrement). The theoretical model fits qualitatively and quantitatively the data from Snoddy's [Snoddy, G. S. (1926). Learning and stability. Journal of Applied Psychology, 10, 1-36] classic learning study of mirror tracing and other averaged and individual data sets, and provides a new account of the processes of change in adaptation and learning. 2009 Elsevier B.V. All rights reserved.

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

Science.gov (United States)

Tan, Lin Mei; Laswad, Fawzi

2015-01-01

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

Learning Apache Solr high performance

CERN Document Server

Mohan, Surendra

2014-01-01

This book is an easy-to-follow guide, full of hands-on, real-world examples. Each topic is explained and demonstrated in a specific and user-friendly flow, from search optimization using Solr to Deployment of Zookeeper applications. This book is ideal for Apache Solr developers and want to learn different techniques to optimize Solr performance with utmost efficiency, along with effectively troubleshooting the problems that usually occur while trying to boost performance. Familiarity with search servers and database querying is expected.

Science learning motivation as correlate of students’ academic performances

Directory of Open Access Journals (Sweden)

Nhorvien Jay P. Libao

2016-09-01

Full Text Available This study was designed to analyze the relationship  of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

Learning Climate and Job Performance among Health Workers. A Pilot Study.

Science.gov (United States)

Cortini, Michela; Pivetti, Monica; Cervai, Sara

2016-01-01

This paper will explore if and how psychological strain plays a mediator role between the learning climate and job performance in a group of health workers. Although the relationship between learning climate and job performance has already been explored in the international literature, the role of psychological strain, which may hamper or deepen this relationship, has yet to be investigated. The research hypothesis is that psychological strain mediates the relationship between the climate toward learning (including also the error avoidance climate) and job performance. Data were gathered in a Public hospital in Italy. Participants ( N = 61) were health professionals (nurses and obstetricians). Considering the relatively small sample size, a mediation analysis with the aid of the SPSS macro PROCESS was performed. The results show that the relationship between the learning climate (specifically its dimension of organizational appreciation toward learning) and job performance is mediated by psychological strain. The future research agenda and practical implications are discussed in the paper.

Effects of rigor status during high-pressure processing on the physical qualities of farm-raised abalone (Haliotis rufescens).

Science.gov (United States)

Hughes, Brianna H; Greenberg, Neil J; Yang, Tom C; Skonberg, Denise I

2015-01-01

High-pressure processing (HPP) is used to increase meat safety and shelf-life, with conflicting quality effects depending on rigor status during HPP. In the seafood industry, HPP is used to shuck and pasteurize oysters, but its use on abalones has only been minimally evaluated and the effect of rigor status during HPP on abalone quality has not been reported. Farm-raised abalones (Haliotis rufescens) were divided into 12 HPP treatments and 1 unprocessed control treatment. Treatments were processed pre-rigor or post-rigor at 2 pressures (100 and 300 MPa) and 3 processing times (1, 3, and 5 min). The control was analyzed post-rigor. Uniform plugs were cut from adductor and foot meat for texture profile analysis, shear force, and color analysis. Subsamples were used for scanning electron microscopy of muscle ultrastructure. Texture profile analysis revealed that post-rigor processed abalone was significantly (P abalone meat was more tender than pre-rigor processed meat, and post-rigor processed foot meat was lighter in color than pre-rigor processed foot meat, suggesting that waiting for rigor to resolve prior to processing abalones may improve consumer perceptions of quality and market value. © 2014 Institute of Food Technologists®

Rigor or Reliability and Validity in Qualitative Research: Perspectives, Strategies, Reconceptualization, and Recommendations.

Science.gov (United States)

Cypress, Brigitte S

Issues are still raised even now in the 21st century by the persistent concern with achieving rigor in qualitative research. There is also a continuing debate about the analogous terms reliability and validity in naturalistic inquiries as opposed to quantitative investigations. This article presents the concept of rigor in qualitative research using a phenomenological study as an exemplar to further illustrate the process. Elaborating on epistemological and theoretical conceptualizations by Lincoln and Guba, strategies congruent with qualitative perspective for ensuring validity to establish the credibility of the study are described. A synthesis of the historical development of validity criteria evident in the literature during the years is explored. Recommendations are made for use of the term rigor instead of trustworthiness and the reconceptualization and renewed use of the concept of reliability and validity in qualitative research, that strategies for ensuring rigor must be built into the qualitative research process rather than evaluated only after the inquiry, and that qualitative researchers and students alike must be proactive and take responsibility in ensuring the rigor of a research study. The insights garnered here will move novice researchers and doctoral students to a better conceptual grasp of the complexity of reliability and validity and its ramifications for qualitative inquiry.

Rigorous Line-Based Transformation Model Using the Generalized Point Strategy for the Rectification of High Resolution Satellite Imagery

Directory of Open Access Journals (Sweden)

Kun Hu

2016-09-01

Full Text Available High precision geometric rectification of High Resolution Satellite Imagery (HRSI is the basis of digital mapping and Three-Dimensional (3D modeling. Taking advantage of line features as basic geometric control conditions instead of control points, the Line-Based Transformation Model (LBTM provides a practical and efficient way of image rectification. It is competent to build the mathematical relationship between image space and the corresponding object space accurately, while it reduces the workloads of ground control and feature recognition dramatically. Based on generalization and the analysis of existing LBTMs, a novel rigorous LBTM is proposed in this paper, which can further eliminate the geometric deformation caused by sensor inclination and terrain variation. This improved nonlinear LBTM is constructed based on a generalized point strategy and resolved by least squares overall adjustment. Geo-positioning accuracy experiments with IKONOS, GeoEye-1 and ZiYuan-3 satellite imagery are performed to compare rigorous LBTM with other relevant line-based and point-based transformation models. Both theoretic analysis and experimental results demonstrate that the rigorous LBTM is more accurate and reliable without adding extra ground control. The geo-positioning accuracy of satellite imagery rectified by rigorous LBTM can reach about one pixel with eight control lines and can be further improved by optimizing the horizontal and vertical distribution of control lines.

Academic performance in blended learning in higher education

OpenAIRE

Moreira, J. António; Mendes, Alexandra

2011-01-01

Institutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have presented reform initiatives covering in their strategic plans new frames ofoperation, where e-learning and/or b-learning are recognized. The present study aims mainly to know the impact that b-learning and the implementation of some pedagogical models adapted to these environments may have on academic performance of students in higher education. Data analysis, r...

Some rigorous results concerning spectral theory for ideal MHD

International Nuclear Information System (INIS)

Laurence, P.

1986-01-01

Spectral theory for linear ideal MHD is laid on a firm foundation by defining appropriate function spaces for the operators associated with both the first- and second-order (in time and space) partial differential operators. Thus, it is rigorously established that a self-adjoint extension of F(xi) exists. It is shown that the operator L associated with the first-order formulation satisfies the conditions of the Hille--Yosida theorem. A foundation is laid thereby within which the domains associated with the first- and second-order formulations can be compared. This allows future work in a rigorous setting that will clarify the differences (in the two formulations) between the structure of the generalized eigenspaces corresponding to the marginal point of the spectrum ω = 0

Some rigorous results concerning spectral theory for ideal MHD

International Nuclear Information System (INIS)

Laurence, P.

1985-05-01

Spectral theory for linear ideal MHD is laid on a firm foundation by defining appropriate function spaces for the operators associated with both the first and second order (in time and space) partial differential operators. Thus, it is rigorously established that a self-adjoint extension of F(xi) exists. It is shown that the operator L associated with the first order formulation satisfies the conditions of the Hille-Yosida theorem. A foundation is laid thereby within which the domains associated with the first and second order formulations can be compared. This allows future work in a rigorous setting that will clarify the differences (in the two formulations) between the structure of the generalized eigenspaces corresponding to the marginal point of the spectrum ω = 0

Beyond Performativity: A Pragmatic Model of Teacher Professional Learning

Science.gov (United States)

Lloyd, Margaret; Davis, James P.

2018-01-01

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified…

Statistical and Machine Learning Models to Predict Programming Performance

OpenAIRE

Bergin, Susan

2006-01-01

This thesis details a longitudinal study on factors that influence introductory programming success and on the development of machine learning models to predict incoming student performance. Although numerous studies have developed models to predict programming success, the models struggled to achieve high accuracy in predicting the likely performance of incoming students. Our approach overcomes this by providing a machine learning technique, using a set of three significant...

Critical Analysis of Strategies for Determining Rigor in Qualitative Inquiry.

Science.gov (United States)

Morse, Janice M

2015-09-01

Criteria for determining the trustworthiness of qualitative research were introduced by Guba and Lincoln in the 1980s when they replaced terminology for achieving rigor, reliability, validity, and generalizability with dependability, credibility, and transferability. Strategies for achieving trustworthiness were also introduced. This landmark contribution to qualitative research remains in use today, with only minor modifications in format. Despite the significance of this contribution over the past four decades, the strategies recommended to achieve trustworthiness have not been critically examined. Recommendations for where, why, and how to use these strategies have not been developed, and how well they achieve their intended goal has not been examined. We do not know, for example, what impact these strategies have on the completed research. In this article, I critique these strategies. I recommend that qualitative researchers return to the terminology of social sciences, using rigor, reliability, validity, and generalizability. I then make recommendations for the appropriate use of the strategies recommended to achieve rigor: prolonged engagement, persistent observation, and thick, rich description; inter-rater reliability, negative case analysis; peer review or debriefing; clarifying researcher bias; member checking; external audits; and triangulation. © The Author(s) 2015.

Does learning style influence academic performance in different forms of assessment?

Science.gov (United States)

Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael

2014-03-01

Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment. © 2013 Anatomical Society.

Assessing the impact of blended learning on student performance

OpenAIRE

Do Won Kwak; Flavio Menezes; Carl Sherwood

2013-01-01

This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

A Generalized Method for the Comparable and Rigorous Calculation of the Polytropic Efficiencies of Turbocompressors

Science.gov (United States)

Dimitrakopoulos, Panagiotis

2018-03-01

The calculation of polytropic efficiencies is a very important task, especially during the development of new compression units, like compressor impellers, stages and stage groups. Such calculations are also crucial for the determination of the performance of a whole compressor. As processors and computational capacities have substantially been improved in the last years, the need for a new, rigorous, robust, accurate and at the same time standardized method merged, regarding the computation of the polytropic efficiencies, especially based on thermodynamics of real gases. The proposed method is based on the rigorous definition of the polytropic efficiency. The input consists of pressure and temperature values at the end points of the compression path (suction and discharge), for a given working fluid. The average relative error for the studied cases was 0.536 %. Thus, this high-accuracy method is proposed for efficiency calculations related with turbocompressors and their compression units, especially when they are operating at high power levels, for example in jet engines and high-power plants.

Relationship between Academic Performance, Spatial Competence, Learning Styles and Attrition

Directory of Open Access Journals (Sweden)

Marianela Noriega Biggio

2013-04-01

Full Text Available This paper discusses the results of research on factors affecting academic performance and attrition in a sample of 1,500 freshman students majoring in architecture, design and urbanism at the Universidad de Buenos Aires, Argentina [University of Buenos Aires, Argentina] who were enrolled in a drafting course. The hypotheses we tested concern the mediating role of learning styles on the relationship between spatial competence and academic performance, learning-style differences by gender and cohort, and the relationship between attrition, spatial competence level and learning style. Statistical analysis of the data was performed and spatial competence enhanced by motivational profile was found to predict final achievement. Educational implications are identified, highlighting the need to promote in students those academic behaviors that characterize a self-regulated learning style and encourage the use of specific intellectual abilities.

Student Learning Styles and Performance in an Introductory Finance Class

Science.gov (United States)

Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew

2014-01-01

Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…

Neural Correlates of High Performance in Foreign Language Vocabulary Learning

Science.gov (United States)

Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.

2010-01-01

Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…

Actively Encouraging Learning and Degree Persistence in Advanced Astrophysics Courses

Science.gov (United States)

McIntosh, Daniel H.

2018-01-01

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

Exploring the Political Underbelly of Organizational Learning: Learning during Pay and Performance Management Change

Science.gov (United States)

Field, Laurie

2011-01-01

Purpose: In an effort to better understand the political dimensions of organizational learning, this paper aims to examine learning processes in an organizational context--namely renegotiation of pay and performance management arrangements--where the interests of organizational members are threatened. Design/methodology/approach: Data were derived…

Performance in physiology evaluation: possible improvement by active learning strategies.

Science.gov (United States)

Montrezor, Luís H

2016-12-01

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them. Copyright © 2016 The American Physiological Society.

Study of the quality characteristics in cold-smoked salmon (Salmo salar) originating from pre- or post-rigor raw material.

Science.gov (United States)

Birkeland, S; Akse, L

2010-01-01

Improved slaughtering procedures in the salmon industry have caused a delayed onset of rigor mortis and, thus, a potential for pre-rigor secondary processing. The aim of this study was to investigate the effect of rigor status at time of processing on quality traits color, texture, sensory, microbiological, in injection salted, and cold-smoked Atlantic salmon (Salmo salar). Injection of pre-rigor fillets caused a significant (Prigor processed fillets; however, post-rigor (1477 ± 38 g) fillets had a significant (P>0.05) higher fracturability than pre-rigor fillets (1369 ± 71 g). Pre-rigor fillets were significantly (Prigor fillets (37.8 ± 0.8) and had significantly lower (Prigor processed fillets. This study showed that similar quality characteristics can be obtained in cold-smoked products processed either pre- or post-rigor when using suitable injection salting protocols and smoking techniques. © 2010 Institute of Food Technologists®

Performance assessment in algebra learning process

Science.gov (United States)

Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

2017-12-01

The purpose of research to describe the implementation of performance assessment on algebra learning process. The subject in this research is math educator of SMAN 1 Ngawi class X. This research includes descriptive qualitative research type. Techniques of data collecting are done by observation method, interview, and documentation. Data analysis technique is done by data reduction, data presentation, and conclusion. The results showed any indication that the steps taken by the educator in applying the performance assessment are 1) preparing individual worksheets and group worksheets, 2) preparing rubric assessments for independent worksheets and groups and 3) making performance assessments rubric to learners’ performance results with individual or groups task.

The Regulation of Task Performance: A Trans-disciplinary Review

Directory of Open Access Journals (Sweden)

Ian eClark

2016-01-01

Full Text Available Definitions of meta-cognition typically have two components: (1 knowledge about one’s own cognitive functioning; and, (2 control over one’s own cognitive activities. Since Flavell and his colleagues provided the empirical foundation on which to build studies of metacognition and the autonoetic (self knowledge required for effective learning, the intervening years have seen the extensive dissemination of theoretical and empirical research on metacognition, which now encompasses a variety of issues and domains including educational psychology and neuroscience. Nevertheless, the psychological and neural underpinnings of metacognitive predictions and reflections that determine subsequent regulation of task performance remain ill understood. This article provides an outline of metacognition in the science of education with evidence drawn from neuroimaging, psycho-physiological, and psychological literature. We will rigorously explore research that addresses the pivotal role of the prefrontal cortex (PFC in controlling the metacognitive processes that underpin the self-regulated learning (SRL strategies learners employ to regulate task performance. The article delineates what those strategies are, and how the learning environment can facilitate or frustrate strategy use by influencing learners’ self-efficacy.

Experimental evaluation of rigor mortis. VIII. Estimation of time since death by repeated measurements of the intensity of rigor mortis on rats.

Science.gov (United States)

Krompecher, T

1994-10-21

The development of the intensity of rigor mortis was monitored in nine groups of rats. The measurements were initiated after 2, 4, 5, 6, 8, 12, 15, 24, and 48 h post mortem (p.m.) and lasted 5-9 h, which ideally should correspond to the usual procedure after the discovery of a corpse. The experiments were carried out at an ambient temperature of 24 degrees C. Measurements initiated early after death resulted in curves with a rising portion, a plateau, and a descending slope. Delaying the initial measurement translated into shorter rising portions, and curves initiated 8 h p.m. or later are comprised of a plateau and/or a downward slope only. Three different phases were observed suggesting simple rules that can help estimate the time since death: (1) if an increase in intensity was found, the initial measurements were conducted not later than 5 h p.m.; (2) if only a decrease in intensity was observed, the initial measurements were conducted not earlier than 7 h p.m.; and (3) at 24 h p.m., the resolution is complete, and no further changes in intensity should occur. Our results clearly demonstrate that repeated measurements of the intensity of rigor mortis allow a more accurate estimation of the time since death of the experimental animals than the single measurement method used earlier. A critical review of the literature on the estimation of time since death on the basis of objective measurements of the intensity of rigor mortis is also presented.

Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance

Science.gov (United States)

Pardo, Abelardo; Han, Feifei; Ellis, Robert A.

2017-01-01

Self-regulated learning theories are used to understand the reasons for different levels of university student academic performance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict student academic performance. The former approach…

The MIXED framework: A novel approach to evaluating mixed-methods rigor.

Science.gov (United States)

Eckhardt, Ann L; DeVon, Holli A

2017-10-01

Evaluation of rigor in mixed-methods (MM) research is a persistent challenge due to the combination of inconsistent philosophical paradigms, the use of multiple research methods which require different skill sets, and the need to combine research at different points in the research process. Researchers have proposed a variety of ways to thoroughly evaluate MM research, but each method fails to provide a framework that is useful for the consumer of research. In contrast, the MIXED framework is meant to bridge the gap between an academic exercise and practical assessment of a published work. The MIXED framework (methods, inference, expertise, evaluation, and design) borrows from previously published frameworks to create a useful tool for the evaluation of a published study. The MIXED framework uses an experimental eight-item scale that allows for comprehensive integrated assessment of MM rigor in published manuscripts. Mixed methods are becoming increasingly prevalent in nursing and healthcare research requiring researchers and consumers to address issues unique to MM such as evaluation of rigor. © 2017 John Wiley & Sons Ltd.

Science learning motivation as correlate of students’ academic performances

OpenAIRE

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P.; Dupa, Maria Elena D.; Bautista, Romiro Gordo

2016-01-01

This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, e...

ATP, IMP, and glycogen in cod muscle at onset and during development of rigor mortis depend on the sampling location

DEFF Research Database (Denmark)

Cappeln, Gertrud; Jessen, Flemming

2002-01-01

Variation in glycogen, ATP, and IMP contents within individual cod muscles were studied in ice stored fish during the progress of rigor mortis. Rigor index was determined before muscle samples for chemical analyzes were taken at 16 different positions on the fish. During development of rigor......, the contents of glycogen and ATP decreased differently in relation to rigor index depending on sampling location. Although fish were considered to be in strong rigor according to the rigor index method, parts of the muscle were not in rigor as high ATP concentrations were found in dorsal and tall muscle....

Games-to-teach or games-to-learn unlocking the power of digital game-based learning through performance

CERN Document Server

Chee, Yam San

2016-01-01

The book presents a critical evaluation of current approaches related to the use of digital games in education. The author identifies two competing paradigms: that of games-to-teach and games-to-learn. Arguing in favor of the latter, the author advances the case for approaching game-based learning through the theoretical lens of performance, rooted in play and dialog, to unlock the power of digital games for 21st century learning. Drawing upon the author’s research, three concrete exemplars of game-based learning curricula are described and discussed. The challenge of advancing game-based learning in education is addressed in the context of school reform. Finally, future prospects of and educational opportunities for game-based learning are articulated. Readers of the book will find the explication of performance theory applied to game-based learning especially interesting. This work constitutes the author’s original theorization. Readers will derive four main benefits: (1) an explication of the differenc...

Entrepreneurial Learning, Heuristics and Venture Creation

OpenAIRE

RAUF, MIAN SHAMS; ZAINULLAH, MOHAMMAD

2009-01-01

After rigorous criticism on trait approach and with the emergence of behavioral approach in entrepreneurship during 1980s, the researchers started to introduce learning and cognitive theories in entrepreneurship to describe and explain the dynamic nature of entrepreneurship. Many researchers have described venture creation as a core and the single most important element of entrepreneurship. This thesis will discuss and present the role of entrepreneurial learning and heuristics in venture cre...

Cloud-Based Mobile Learning

Directory of Open Access Journals (Sweden)

Alexandru BUTOI

2013-01-01

Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.

Learning Disability: Experience of Diagnosis

Science.gov (United States)

Kenyon, Elinor; Beail, Nigel; Jackson, Tom

2014-01-01

Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using…

Disciplining Bioethics: Towards a Standard of Methodological Rigor in Bioethics Research

Science.gov (United States)

Adler, Daniel; Shaul, Randi Zlotnik

2012-01-01

Contemporary bioethics research is often described as multi- or interdisciplinary. Disciplines are characterized, in part, by their methods. Thus, when bioethics research draws on a variety of methods, it crosses disciplinary boundaries. Yet each discipline has its own standard of rigor—so when multiple disciplinary perspectives are considered, what constitutes rigor? This question has received inadequate attention, as there is considerable disagreement regarding the disciplinary status of bioethics. This disagreement has presented five challenges to bioethics research. Addressing them requires consideration of the main types of cross-disciplinary research, and consideration of proposals aiming to ensure rigor in bioethics research. PMID:22686634

Optimal correction and design parameter search by modern methods of rigorous global optimization

International Nuclear Information System (INIS)

Makino, K.; Berz, M.

2011-01-01

optics for the computation of aberrations allow the determination of particularly sharp underestimators for large regions. As a consequence, the subsequent progressive pruning of the allowed search space as part of the optimization progresses is carried out particularly effectively. The end result is the rigorous determination of the single or multiple optimal solutions of the parameter optimization, regardless of their location, their number, and the starting values of optimization. The methods are particularly powerful if executed in interplay with genetic optimizers generating their new populations within the currently active unpruned space. Their current best guess provides rigorous upper bounds of the minima, which can then beneficially be used for better pruning. Examples of the method and its performance will be presented, including the determination of all operating points of desired tunes or chromaticities, etc. in storage ring lattices.

Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

Science.gov (United States)

Burguillo, Juan C.

2010-01-01

This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

MASTERS OF ANALYTICAL TRADECRAFT: CERTIFYING THE STANDARDS AND ANALYTIC RIGOR OF INTELLIGENCE PRODUCTS

Science.gov (United States)

2016-04-01

AU/ACSC/2016 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY MASTERS OF ANALYTICAL TRADECRAFT: CERTIFYING THE STANDARDS AND ANALYTIC RIGOR OF...establishing unit level certified Masters of Analytic Tradecraft (MAT) analysts to be trained and entrusted to evaluate and rate the standards and...cues) ideally should meet or exceed effective rigor (based on analytical process).4 To accomplish this, decision makers should not be left to their

A Performance-Oriented Approach to E-Learning in the Workplace

Science.gov (United States)

Wang, Minhong; Ran, Weijia; Liao, Jian; Yang, Stephen J. H.

2010-01-01

Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization's quest for success. To solve this problem, we need to examine what workplace…

Towards a Social Networks Model for Online Learning & Performance

Science.gov (United States)

Chung, Kon Shing Kenneth; Paredes, Walter Christian

2015-01-01

In this study, we develop a theoretical model to investigate the association between social network properties, "content richness" (CR) in academic learning discourse, and performance. CR is the extent to which one contributes content that is meaningful, insightful and constructive to aid learning and by social network properties we…

Variable learning performance: the levels of behaviour organization.

Science.gov (United States)

Csányi, V; Altbäcker, V

1990-01-01

Our experiments were focused on some special aspects of learning in the paradise fish. Passive avoidance conditioning method was used with different success depending on the complexity of the learning tasks. In the case of simple behavioural elements various "constrains" on avoidance learning were found. In a small, covered place the fish were ready to perform freezing reaction and mild punishment increased the frequency and duration of the freezing bouts very substantially. However, it was very difficult to enhance the frequency of freezing by punishment in a tank with transparent walls, where the main response to punishment was escape. The most easily learned tasks were the complex ones which had several different solutions. The fish learned to avoid either side of an aquarium very easily because they could use various behavioural elements to solve the problem. These findings could be interpreted within the framework of different organizational levels of behaviour.

Learning Capability and Business Performance: A Non-Financial and Financial Assessment

Science.gov (United States)

Ma Prieto, Isabel; Revilla, Elena

2006-01-01

Purpose: There has been little research that includes reliable deductions about the positive influence of learning capability on business performance. For this reason, the main objective of the present study is to empirically explore the link between learning capability in organizations and business performance evaluated in both financial and…

Electrocardiogram artifact caused by rigors mimicking narrow complex tachycardia: a case report.

Science.gov (United States)

Matthias, Anne Thushara; Indrakumar, Jegarajah

2014-02-04

The electrocardiogram (ECG) is useful in the diagnosis of cardiac and non-cardiac conditions. Rigors due to shivering can cause electrocardiogram artifacts mimicking various cardiac rhythm abnormalities. We describe an 80-year-old Sri Lankan man with an abnormal electrocardiogram mimicking narrow complex tachycardia during the immediate post-operative period. Electrocardiogram changes caused by muscle tremor during rigors could mimic a narrow complex tachycardia. Identification of muscle tremor as a cause of electrocardiogram artifact can avoid unnecessary pharmacological and non-pharmacological intervention to prevent arrhythmias.

Effects of Pre and Post-Rigor Marinade Injection on Some Quality Parameters of Longissimus Dorsi Muscles

Science.gov (United States)

Fadıloğlu, Eylem Ezgi; Serdaroğlu, Meltem

2018-01-01

Abstract This study was conducted to evaluate the effects of pre and post-rigor marinade injections on some quality parameters of Longissimus dorsi (LD) muscles. Three marinade formulations were prepared with 2% NaCl, 2% NaCl+0.5 M lactic acid and 2% NaCl+0.5 M sodium lactate. In this study marinade uptake, pH, free water, cooking loss, drip loss and color properties were analyzed. Injection time had significant effect on marinade uptake levels of samples. Regardless of marinate formulation, marinade uptake of pre-rigor samples injected with marinade solutions were higher than post rigor samples. Injection of sodium lactate increased pH values of samples whereas lactic acid injection decreased pH. Marinade treatment and storage period had significant effect on cooking loss. At each evaluation period interaction between marinade treatment and injection time showed different effect on free water content. Storage period and marinade application had significant effect on drip loss values. Drip loss in all samples increased during the storage. During all storage days, lowest CIE L* value was found in pre-rigor samples injected with sodium lactate. Lactic acid injection caused color fade in pre-rigor and post-rigor samples. Interaction between marinade treatment and storage period was found statistically significant (p<0.05). At day 0 and 3, the lowest CIE b* values obtained pre-rigor samples injected with sodium lactate and there were no differences were found in other samples. At day 6, no significant differences were found in CIE b* values of all samples. PMID:29805282

Continued usage of e-learning: Expectations and performance

OpenAIRE

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

2015-01-01

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

Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

Science.gov (United States)

Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

2017-01-01

Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note-taking activity. The contribution of students' characteristics and styles of learning to note-taking activity and learning performance were analyzed, and the relationships between the two types of…

Use of the Rigor Mortis Process as a Tool for Better Understanding of Skeletal Muscle Physiology: Effect of the Ante-Mortem Stress on the Progression of Rigor Mortis in Brook Charr (Salvelinus fontinalis).

Science.gov (United States)

Diouf, Boucar; Rioux, Pierre

1999-01-01

Presents the rigor mortis process in brook charr (Salvelinus fontinalis) as a tool for better understanding skeletal muscle metabolism. Describes an activity that demonstrates how rigor mortis is related to the post-mortem decrease of muscular glycogen and ATP, how glycogen degradation produces lactic acid that lowers muscle pH, and how…

Measurements of the degree of development of rigor mortis as an indicator of stress in slaughtered pigs.

Science.gov (United States)

Warriss, P D; Brown, S N; Knowles, T G

2003-12-13

The degree of development of rigor mortis in the carcases of slaughter pigs was assessed subjectively on a three-point scale 35 minutes after they were exsanguinated, and related to the levels of cortisol, lactate and creatine kinase in blood collected at exsanguination. Earlier rigor development was associated with higher concentrations of these stress indicators in the blood. This relationship suggests that the mean rigor score, and the frequency distribution of carcases that had or had not entered rigor, could be used as an index of the degree of stress to which the pigs had been subjected.

Rigorous Training of Dogs Leads to High Accuracy in Human Scent Matching-To-Sample Performance.

Directory of Open Access Journals (Sweden)

Sophie Marchal

Full Text Available Human scent identification is based on a matching-to-sample task in which trained dogs are required to compare a scent sample collected from an object found at a crime scene to that of a suspect. Based on dogs' greater olfactory ability to detect and process odours, this method has been used in forensic investigations to identify the odour of a suspect at a crime scene. The excellent reliability and reproducibility of the method largely depend on rigor in dog training. The present study describes the various steps of training that lead to high sensitivity scores, with dogs matching samples with 90% efficiency when the complexity of the scents presented during the task in the sample is similar to that presented in the in lineups, and specificity reaching a ceiling, with no false alarms in human scent matching-to-sample tasks. This high level of accuracy ensures reliable results in judicial human scent identification tests. Also, our data should convince law enforcement authorities to use these results as official forensic evidence when dogs are trained appropriately.

Facilitating long-term changes in student approaches to learning science.

Science.gov (United States)

Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T

2012-01-01

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

Learning-performance distinction and memory processes for motor skills: a focused review and perspective.

Science.gov (United States)

Kantak, Shailesh S; Winstein, Carolee J

2012-03-01

Behavioral research in cognitive psychology provides evidence for an important distinction between immediate performance that accompanies practice and long-term performance that reflects the relative permanence in the capability for the practiced skill (i.e. learning). This learning-performance distinction is strikingly evident when challenging practice conditions may impair practice performance, but enhance long-term retention of motor skills. A review of motor learning studies with a specific focus on comparing differences in performance between that at the end of practice and at delayed retention suggests that the delayed retention or transfer performance is a better indicator of motor learning than the performance at (or end of) practice. This provides objective evidence for the learning-performance distinction. This behavioral evidence coupled with an understanding of the motor memory processes of encoding, consolidation and retrieval may provide insight into the putative mechanism that implements the learning-performance distinction. Here, we propose a simplistic empirically-based framework--motor behavior-memory framework--that integrates the temporal evolution of motor memory processes with the time course of practice and delayed retention frequently used in behavioral motor learning paradigms. In the context of the proposed framework, recent research has used noninvasive brain stimulation to decipher the role of each motor memory process, and specific cortical brain regions engaged in motor performance and learning. Such findings provide beginning insights into the relationship between the time course of practice-induced performance changes and motor memory processes. This in turn has promising implications for future research and practical applications. Copyright © 2011 Elsevier B.V. All rights reserved.

Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

Science.gov (United States)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-01-01

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

Einstein's Theory A Rigorous Introduction for the Mathematically Untrained

CERN Document Server

Grøn, Øyvind

2011-01-01

This book provides an introduction to the theory of relativity and the mathematics used in its processes. Three elements of the book make it stand apart from previously published books on the theory of relativity. First, the book starts at a lower mathematical level than standard books with tensor calculus of sufficient maturity to make it possible to give detailed calculations of relativistic predictions of practical experiments. Self-contained introductions are given, for example vector calculus, differential calculus and integrations. Second, in-between calculations have been included, making it possible for the non-technical reader to follow step-by-step calculations. Thirdly, the conceptual development is gradual and rigorous in order to provide the inexperienced reader with a philosophically satisfying understanding of the theory.  Einstein's Theory: A Rigorous Introduction for the Mathematically Untrained aims to provide the reader with a sound conceptual understanding of both the special and genera...

Sonoelasticity to monitor mechanical changes during rigor and ageing.

Science.gov (United States)

Ayadi, A; Culioli, J; Abouelkaram, S

2007-06-01

We propose the use of sonoelasticity as a non-destructive method to monitor changes in the resistance of muscle fibres, unaffected by connective tissue. Vibrations were applied at low frequency to induce oscillations in soft tissues and an ultrasound transducer was used to detect the motions. The experiments were carried out on the M. biceps femoris muscles of three beef cattle. In addition to the sonoelasticity measurements, the changes in meat during rigor and ageing were followed by measurements of both the mechanical resistance of myofibres and pH. The variations of mechanical resistance and pH were compared to those of the sonoelastic variables (velocity and attenuation) at two frequencies. The relationships between pH and velocity or attenuation and between the velocity or attenuation and the stress at 20% deformation were highly correlated. We concluded that sonoelasticity is a non-destructive method that can be used to monitor mechanical changes in muscle fibers during rigor-mortis and ageing.

Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory

Science.gov (United States)

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

Science.gov (United States)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-05-01

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

Entertainment, Engagement and Education: Foundations and Developments in Digital and Physical Spaces to Support Learning through Making

DEFF Research Database (Denmark)

Giannakos, Michail N.; Divitini, Monica; Iversen, Ole Sejer

2017-01-01

programming languages; posit making as a very promising research area to support the learning processes, especially towards the acquisition of 21st Century learning competences. Collecting learning evidence via rigorous multidimensional and multidisciplinary case studies will allow us to better understand...

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

Science.gov (United States)

McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

2015-03-25

To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

Seeing the Errors You Feel Enhances Locomotor Performance but Not Learning.

Science.gov (United States)

Roemmich, Ryan T; Long, Andrew W; Bastian, Amy J

2016-10-24

In human motor learning, it is thought that the more information we have about our errors, the faster we learn. Here, we show that additional error information can lead to improved motor performance without any concomitant improvement in learning. We studied split-belt treadmill walking that drives people to learn a new gait pattern using sensory prediction errors detected by proprioceptive feedback. When we also provided visual error feedback, participants acquired the new walking pattern far more rapidly and showed accelerated restoration of the normal walking pattern during washout. However, when the visual error feedback was removed during either learning or washout, errors reappeared with performance immediately returning to the level expected based on proprioceptive learning alone. These findings support a model with two mechanisms: a dual-rate adaptation process that learns invariantly from sensory prediction error detected by proprioception and a visual-feedback-dependent process that monitors learning and corrects residual errors but shows no learning itself. We show that our voluntary correction model accurately predicted behavior in multiple situations where visual feedback was used to change acquisition of new walking patterns while the underlying learning was unaffected. The computational and behavioral framework proposed here suggests that parallel learning and error correction systems allow us to rapidly satisfy task demands without necessarily committing to learning, as the relative permanence of learning may be inappropriate or inefficient when facing environments that are liable to change. Copyright © 2016 Elsevier Ltd. All rights reserved.

A rigorous proof for the Landauer-Büttiker formula

DEFF Research Database (Denmark)

Cornean, Horia Decebal; Jensen, Arne; Moldoveanu, V.

Recently, Avron et al. shed new light on the question of quantum transport in mesoscopic samples coupled to particle reservoirs by semi-infinite leads. They rigorously treat the case when the sample undergoes an adiabatic evolution thus generating a current through th leads, and prove the so call...

Science Learning Motivation as Correlate of Students' Academic Performances

Science.gov (United States)

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

2016-01-01

This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

Differential learning and memory performance in OEF/OIF veterans for verbal and visual material.

Science.gov (United States)

Sozda, Christopher N; Muir, James J; Springer, Utaka S; Partovi, Diana; Cole, Michael A

2014-05-01

Memory complaints are particularly salient among veterans who experience combat-related mild traumatic brain injuries and/or trauma exposure, and represent a primary barrier to successful societal reintegration and everyday functioning. Anecdotally within clinical practice, verbal learning and memory performance frequently appears differentially reduced versus visual learning and memory scores. We sought to empirically investigate the robustness of a verbal versus visual learning and memory discrepancy and to explore potential mechanisms for a verbal/visual performance split. Participants consisted of 103 veterans with reported history of mild traumatic brain injuries returning home from U.S. military Operations Enduring Freedom and Iraqi Freedom referred for outpatient neuropsychological evaluation. Findings indicate that visual learning and memory abilities were largely intact while verbal learning and memory performance was significantly reduced in comparison, residing at approximately 1.1 SD below the mean for verbal learning and approximately 1.4 SD below the mean for verbal memory. This difference was not observed in verbal versus visual fluency performance, nor was it associated with estimated premorbid verbal abilities or traumatic brain injury history. In our sample, symptoms of depression, but not posttraumatic stress disorder, were significantly associated with reduced composite verbal learning and memory performance. Verbal learning and memory performance may benefit from targeted treatment of depressive symptomatology. Also, because visual learning and memory functions may remain intact, these might be emphasized when applying neurocognitive rehabilitation interventions to compensate for observed verbal learning and memory difficulties.

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

Science.gov (United States)

Rondeau, Kent V; Wagar, Terry H

2002-01-01

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

Structural reliability analysis under evidence theory using the active learning kriging model

Science.gov (United States)

Yang, Xufeng; Liu, Yongshou; Ma, Panke

2017-11-01

Structural reliability analysis under evidence theory is investigated. It is rigorously proved that a surrogate model providing only correct sign prediction of the performance function can meet the accuracy requirement of evidence-theory-based reliability analysis. Accordingly, a method based on the active learning kriging model which only correctly predicts the sign of the performance function is proposed. Interval Monte Carlo simulation and a modified optimization method based on Karush-Kuhn-Tucker conditions are introduced to make the method more efficient in estimating the bounds of failure probability based on the kriging model. Four examples are investigated to demonstrate the efficiency and accuracy of the proposed method.

The Impact of Students' Temporal Perspectives on Time-on-Task and Learning Performance in Game Based Learning

Science.gov (United States)

Romero, Margarida; Usart, Mireia

2013-01-01

The use of games for educational purposes has been considered as a learning methodology that attracts the students' attention and may allow focusing individuals on the learning activity through the [serious games] SG game dynamic. Based on the hypothesis that students' Temporal Perspective has an impact on learning performance and time-on-task,…

Effects of Online College Student's Internet Self-Efficacy on Learning Motivation and Performance

Science.gov (United States)

Chang, Chiung-Sui; Liu, Eric Zhi-Feng; Sung, Hung-Yen; Lin, Chun-Hung; Chen, Nian-Shing; Cheng, Shan-Shan

2014-01-01

This study investigates how Internet self-efficacy helps students to transform motivation into learning action, and its influence on learning performance. In this study, the effects of Internet self-efficacy on motivation and the learning performance of online college students were examined using social cognitive theory. The subjects of this study…

Characterization of rigor mortis of longissimus dorsi and triceps ...

African Journals Online (AJOL)

24 h) of the longissimus dorsi (LD) and triceps brachii (TB) muscles as well as the shear force (meat tenderness) and colour were evaluated, aiming at characterizing the rigor mortis in the meat during industrial processing. Data statistic treatment demonstrated that carcass temperature and pH decreased gradually during ...

Task complexity, student perceptions of vocabulary learning in EFL, and task performance.

Science.gov (United States)

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2013-03-01

The study deepened our understanding of how students' self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Participants were 120 second-year university students (mean age 21) from a Chinese university. This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants' prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. Our findings indicate that students' prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use. © 2011 The British Psychological Society.

Software metrics a rigorous and practical approach

CERN Document Server

Fenton, Norman

2014-01-01

A Framework for Managing, Measuring, and Predicting Attributes of Software Development Products and ProcessesReflecting the immense progress in the development and use of software metrics in the past decades, Software Metrics: A Rigorous and Practical Approach, Third Edition provides an up-to-date, accessible, and comprehensive introduction to software metrics. Like its popular predecessors, this third edition discusses important issues, explains essential concepts, and offers new approaches for tackling long-standing problems.New to the Third EditionThis edition contains new material relevant

A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

Science.gov (United States)

Shaw, Ruey-Shiang

2012-01-01

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

[A new formula for the measurement of rigor mortis: the determination of the FRR-index (author's transl)].

Science.gov (United States)

Forster, B; Ropohl, D; Raule, P

1977-07-05

The manual examination of rigor mortis as currently used and its often subjective evaluation frequently produced highly incorrect deductions. It is therefore desirable that such inaccuracies should be replaced by the objective measuring of rigor mortis at the extremities. To that purpose a method is described which can also be applied in on-the-spot investigations and a new formula for the determination of rigor mortis--indices (FRR) is introduced.

The Effectiveness of Self-Regulated Learning Scaffolds on Academic Performance in Computer-Based Learning Environments: A Meta-Analysis

Science.gov (United States)

Zheng, Lanqin

2016-01-01

This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2,648 students. Moderator analyses were performed using a…

The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent

Science.gov (United States)

Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie

2017-01-01

Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…

Reconciling the Rigor-Relevance Dilemma in Intellectual Capital Research

Science.gov (United States)

Andriessen, Daniel

2004-01-01

This paper raises the issue of research methodology for intellectual capital and other types of management research by focusing on the dilemma of rigour versus relevance. The more traditional explanatory approach to research often leads to rigorous results that are not of much help to solve practical problems. This paper describes an alternative…

Implementation of E-Learning and Corporate Performance: An Empirical Investigation

OpenAIRE

Chang-Yen Lai; Wen-Ching Liou

2010-01-01

Research indicates that successful adoption of information systems (IS) to support business strategy can help the organizations gain superior financial performance. e-Learning can be defined as learning through information and communication technologies and it should include a mechanism for forecasting the actual expected benefits, converted to monetary values, and then comparing the benefits to the projected cost. This study focuses on the relationship between the e-Learning and organization...

Editorial: Technology for higher education, adult learning and human performance

OpenAIRE

Minhong Wang; Chi-Cheng Chang; Feng Wu

2013-01-01

This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in t...

The Regulation of Task Performance: A Trans-Disciplinary Review

Science.gov (United States)

Clark, Ian; Dumas, Guillaume

2016-01-01

Definitions of meta-cognition typically have two components: (1) knowledge about one's own cognitive functioning; and, (2) control over one's own cognitive activities. Since Flavell and his colleagues provided the empirical foundation on which to build studies of meta-cognition and the autonoetic (self) knowledge required for effective learning, the intervening years have seen the extensive dissemination of theoretical and empirical research on meta-cognition, which now encompasses a variety of issues and domains including educational psychology and neuroscience. Nevertheless, the psychological and neural underpinnings of meta-cognitive predictions and reflections that determine subsequent regulation of task performance remain ill understood. This article provides an outline of meta-cognition in the science of education with evidence drawn from neuroimaging, psycho-physiological, and psychological literature. We will rigorously explore research that addresses the pivotal role of the prefrontal cortex (PFC) in controlling the meta-cognitive processes that underpin the self-regulated learning (SRL) strategies learners employ to regulate task performance. The article delineates what those strategies are, and how the learning environment can facilitate or frustrate strategy use by influencing learners' self-efficacy. PMID:26779050

A model of using social media for collaborative learning to enhance learners’ performance on learning

Directory of Open Access Journals (Sweden)

Waleed Mugahed Al-Rahmi

2017-10-01

Full Text Available Social media has been always described as the channel through which knowledge is transmitted between communities and learners. This social media has been utilized by colleges in a way to encourage collaborative learning and social interaction. This study explores the use of social media in the process of collaborative learning through learning Quran and Hadith. Through this investigation, different factors enhancing collaborative learning in learning Quran and Hadith in the context of using social media are going to be examined. 340 respondents participated in this study. The structural equation modeling (SEM was used to analyze the data obtained. Upon analysis and structural model validities, the study resulted in a model used for measuring the influences of the different variables. The study reported direct and indirect significant impacts of these variables on collaborative learning through the use of social media which might lead to a better performance by learners.

The Effects of Formal Learning and Informal Learning on Job Performance: The Mediating Role of the Value of Learning at Work

Science.gov (United States)

Park, Yoonhee; Choi, Woojae

2016-01-01

Although research has widely recognized the relationships between formal and informal learning and job performance, empirical studies have not paid sufficient attention to these relationships. In addition, there is little understanding how individual perceptions toward learning influence the relationships between the aforementioned two types of…

Probabilistic models and machine learning in structural bioinformatics

DEFF Research Database (Denmark)

Hamelryck, Thomas

2009-01-01

. Recently, probabilistic models and machine learning methods based on Bayesian principles are providing efficient and rigorous solutions to challenging problems that were long regarded as intractable. In this review, I will highlight some important recent developments in the prediction, analysis...

Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

Science.gov (United States)

Anderson, Sheri; Hsu, Yu-Chang; Kinney, Judy

2016-01-01

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited…

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

Science.gov (United States)

Bellebaum, Christian; Colosio, Marco

2014-09-01

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

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

Science.gov (United States)

Verhoeven, F Martijn; Newell, Karl M

2018-06-01

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

Enhancing performance expectancies through visual illusions facilitates motor learning in children.

Science.gov (United States)

Bahmani, Moslem; Wulf, Gabriele; Ghadiri, Farhad; Karimi, Saeed; Lewthwaite, Rebecca

2017-10-01

In a recent study by Chauvel, Wulf, and Maquestiaux (2015), golf putting performance was found to be affected by the Ebbinghaus illusion. Specifically, adult participants demonstrated more effective learning when they practiced with a hole that was surrounded by small circles, making it look larger, than when the hole was surrounded by large circles, making it look smaller. The present study examined whether this learning advantage would generalize to children who are assumed to be less sensitive to the visual illusion. Two groups of 10-year olds practiced putting golf balls from a distance of 2m, with perceived larger or smaller holes resulting from the visual illusion. Self-efficacy was increased in the group with the perceived larger hole. The latter group also demonstrated more accurate putting performance during practice. Importantly, learning (i.e., delayed retention performance without the illusion) was enhanced in the group that practiced with the perceived larger hole. The findings replicate previous results with adult learners and are in line with the notion that enhanced performance expectancies are key to optimal motor learning (Wulf & Lewthwaite, 2016). Copyright © 2017 Elsevier B.V. All rights reserved.

The Relationship between the Learning Organization Concept and Firms' Financial Performance: An Empirical Assessment. [and] Invited Reaction: Linking Learning with Financial Performance.

Science.gov (United States)

Ellinger, Andrea D.; Ellinger, Alexander E.; Yang, Baiyin; Howton, Shelly W.

2002-01-01

Reports on a study of 208 manufacturing managers that found a positive correlation between the seven dimensions of learning organizations and four measures of business financial performance. "Invited Reaction" by Timothy T. Baldwin and Camden C. Danielson critiques the use of key respondent perceptions and bottom-line performance.…

Baseline performance and learning rate of conceptual and perceptual skill-learning tasks: the effect of moderate to severe traumatic brain injury.

Science.gov (United States)

Vakil, Eli; Lev-Ran Galon, Carmit

2014-01-01

Existing literature presents a complex and inconsistent picture of the specific deficiencies involved in skill learning following traumatic brain injury (TBI). In an attempt to address this difficulty, individuals with moderate to severe TBI (n = 29) and a control group (n = 29) were tested with two different skill-learning tasks: conceptual (i.e., Tower of Hanoi Puzzle, TOHP) and perceptual (i.e., mirror reading, MR). Based on previous studies of the effect of divided attention on these tasks and findings regarding the effect of TBI on conceptual and perceptual priming tasks, it was predicted that the group with TBI would show impaired baseline performance compared to controls in the TOHP task though their learning rate would be maintained, while both baseline performance and learning rate on the MR task would be maintained. Consistent with our predictions, overall baseline performance of the group with TBI was impaired in the TOHP test, while the learning rate was not. The learning rate on the MR task was preserved but, contrary to our prediction, response time of the group with TBI was slower than that of controls. The pattern of results observed in the present study was interpreted to possibly reflect an impairment of both the frontal lobes as well as that of diffuse axonal injury, which is well documented as being affected by TBI. The former impairment affects baseline performance of the conceptual learning skill, while the latter affects the overall slower performance of the perceptual learning skill.

Long-term associative learning predicts verbal short-term memory performance.

Science.gov (United States)

Jones, Gary; Macken, Bill

2018-02-01

Studies using tests such as digit span and nonword repetition have implicated short-term memory across a range of developmental domains. Such tests ostensibly assess specialized processes for the short-term manipulation and maintenance of information that are often argued to enable long-term learning. However, there is considerable evidence for an influence of long-term linguistic learning on performance in short-term memory tasks that brings into question the role of a specialized short-term memory system separate from long-term knowledge. Using natural language corpora, we show experimentally and computationally that performance on three widely used measures of short-term memory (digit span, nonword repetition, and sentence recall) can be predicted from simple associative learning operating on the linguistic environment to which a typical child may have been exposed. The findings support the broad view that short-term verbal memory performance reflects the application of long-term language knowledge to the experimental setting.

Quality properties of pre- and post-rigor beef muscle after interventions with high frequency ultrasound.

Science.gov (United States)

Sikes, Anita L; Mawson, Raymond; Stark, Janet; Warner, Robyn

2014-11-01

The delivery of a consistent quality product to the consumer is vitally important for the food industry. The aim of this study was to investigate the potential for using high frequency ultrasound applied to pre- and post-rigor beef muscle on the metabolism and subsequent quality. High frequency ultrasound (600kHz at 48kPa and 65kPa acoustic pressure) applied to post-rigor beef striploin steaks resulted in no significant effect on the texture (peak force value) of cooked steaks as measured by a Tenderometer. There was no added benefit of ultrasound treatment above that of the normal ageing process after ageing of the steaks for 7days at 4°C. Ultrasound treatment of post-rigor beef steaks resulted in a darkening of fresh steaks but after ageing for 7days at 4°C, the ultrasound-treated steaks were similar in colour to that of the aged, untreated steaks. High frequency ultrasound (2MHz at 48kPa acoustic pressure) applied to pre-rigor beef neck muscle had no effect on the pH, but the calculated exhaustion factor suggested that there was some effect on metabolism and actin-myosin interaction. However, the resultant texture of cooked, ultrasound-treated muscle was lower in tenderness compared to the control sample. After ageing for 3weeks at 0°C, the ultrasound-treated samples had the same peak force value as the control. High frequency ultrasound had no significant effect on the colour parameters of pre-rigor beef neck muscle. This proof-of-concept study showed no effect of ultrasound on quality but did indicate that the application of high frequency ultrasound to pre-rigor beef muscle shows potential for modifying ATP turnover and further investigation is warranted. Crown Copyright © 2014. Published by Elsevier B.V. All rights reserved.

Learning, Judgment, and the Rooted Particular

Science.gov (United States)

McCabe, David

2012-01-01

This article begins by acknowledging the general worry that scholarship in the humanities lacks the rigor and objectivity of other scholarly fields. In considering the validity of that criticism, I distinguish two models of learning: the covering law model exemplified by the natural sciences, and the model of rooted particularity that…

Blended Learning in Chemistry Laboratory Courses: Enhancing Learning Outcomes and Aligning Student Needs with Available Resources

Science.gov (United States)

Burchett, Shayna Brianne

2016-01-01

Freshman science courses are intended to prepare students for the rigor and expectations of subsequent college science. While secondary education aims to prepare students for the college curriculum, many incoming freshman lack the sense of responsibility for their own learning that is essential for success in a college-level course. The freshman…

Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance

Science.gov (United States)

Frank, Timothy; Scharf, Lauren F. V

2013-01-01

This project studied the effect of individualized, voluntary learning contracts for 18 students who performed poorly in the first part of the semester. Contracts were hypothesized to increase commitment and motivation, and lead to changes in behaviors and course performance. Self-reported prioritization and learning-related behaviors (completion…

Rigorous derivation from Landau-de Gennes theory to Ericksen-Leslie theory

OpenAIRE

Wang, Wei; Zhang, Pingwen; Zhang, Zhifei

2013-01-01

Starting from Beris-Edwards system for the liquid crystal, we present a rigorous derivation of Ericksen-Leslie system with general Ericksen stress and Leslie stress by using the Hilbert expansion method.

Multi-Source Multi-Target Dictionary Learning for Prediction of Cognitive Decline.

Science.gov (United States)

Zhang, Jie; Li, Qingyang; Caselli, Richard J; Thompson, Paul M; Ye, Jieping; Wang, Yalin

2017-06-01

Alzheimer's Disease (AD) is the most common type of dementia. Identifying correct biomarkers may determine pre-symptomatic AD subjects and enable early intervention. Recently, Multi-task sparse feature learning has been successfully applied to many computer vision and biomedical informatics researches. It aims to improve the generalization performance by exploiting the shared features among different tasks. However, most of the existing algorithms are formulated as a supervised learning scheme. Its drawback is with either insufficient feature numbers or missing label information. To address these challenges, we formulate an unsupervised framework for multi-task sparse feature learning based on a novel dictionary learning algorithm. To solve the unsupervised learning problem, we propose a two-stage Multi-Source Multi-Target Dictionary Learning (MMDL) algorithm. In stage 1, we propose a multi-source dictionary learning method to utilize the common and individual sparse features in different time slots. In stage 2, supported by a rigorous theoretical analysis, we develop a multi-task learning method to solve the missing label problem. Empirical studies on an N = 3970 longitudinal brain image data set, which involves 2 sources and 5 targets, demonstrate the improved prediction accuracy and speed efficiency of MMDL in comparison with other state-of-the-art algorithms.

An efficient and rigorous thermodynamic library and optimal-control of a cryogenic air separation unit

DEFF Research Database (Denmark)

Gaspar, Jozsef; Ritschel, Tobias Kasper Skovborg; Jørgensen, John Bagterp

2017-01-01

-linear model based control to achieve optimal techno-economic performance. Accordingly, this work presents a computationally efficient and novel approach for solving a tray-by-tray equilibrium model and its implementation for open-loop optimal-control of a cryogenic distillation column. Here, the optimisation...... objective is to reduce the cost of compression in a volatile electricity market while meeting the production requirements, i.e. product flow rate and purity. This model is implemented in Matlab and uses the ThermoLib rigorous thermodynamic library. The present work represents a first step towards plant...

Striation Patterns of Ox Muscle in Rigor Mortis

Science.gov (United States)

Locker, Ronald H.

1959-01-01

Ox muscle in rigor mortis offers a selection of myofibrils fixed at varying degrees of contraction from sarcomere lengths of 3.7 to 0.7 µ. A study of this material by phase contrast and electron microscopy has revealed four distinct successive patterns of contraction, including besides the familiar relaxed and contracture patterns, two intermediate types (2.4 to 1.9 µ, 1.8 to 1.5 µ) not previously well described. PMID:14417790

Interaction between age and perceptual similarity in olfactory discrimination learning in F344 rats: relationships with spatial learning

Science.gov (United States)

Yoder, Wendy M.; Gaynor, Leslie S.; Burke, Sara N.; Setlow, Barry; Smith, David W.; Bizon, Jennifer L.

2017-01-01

Emerging evidence suggests that aging is associated with a reduced ability to distinguish perceptually similar stimuli in one’s environment. As the ability to accurately perceive and encode sensory information is foundational for explicit memory, understanding the neurobiological underpinnings of discrimination impairments that emerge with advancing age could help elucidate the mechanisms of mnemonic decline. To this end, there is a need for preclinical approaches that robustly and reliably model age-associated perceptual discrimination deficits. Taking advantage of rodents’ exceptional olfactory abilities, the present study applied rigorous psychophysical techniques to the evaluation of discrimination learning in young and aged F344 rats. Aging did not influence odor detection thresholds or the ability to discriminate between perceptually distinct odorants. In contrast, aged rats were disproportionately impaired relative to young on problems that required discriminations between perceptually similar olfactory stimuli. Importantly, these disproportionate impairments in discrimination learning did not simply reflect a global learning impairment in aged rats, as they performed other types of difficult discriminations on par with young rats. Among aged rats, discrimination deficits were strongly associated with spatial learning deficits. These findings reveal a new, sensitive behavioral approach for elucidating the neural mechanisms of cognitive decline associated with normal aging. PMID:28259065

Mathematical framework for fast and rigorous track fit for the ZEUS detector

Energy Technology Data Exchange (ETDEWEB)

Spiridonov, Alexander

2008-12-15

In this note we present a mathematical framework for a rigorous approach to a common track fit for trackers located in the inner region of the ZEUS detector. The approach makes use of the Kalman filter and offers a rigorous treatment of magnetic field inhomogeneity, multiple scattering and energy loss. We describe mathematical details of the implementation of the Kalman filter technique with a reduced amount of computations for a cylindrical drift chamber, barrel and forward silicon strip detectors and a forward straw drift chamber. Options with homogeneous and inhomogeneous field are discussed. The fitting of tracks in one ZEUS event takes about of 20ms on standard PC. (orig.)

High variability impairs motor learning regardless of whether it affects task performance.

Science.gov (United States)

Cardis, Marco; Casadio, Maura; Ranganathan, Rajiv

2018-01-01

Motor variability plays an important role in motor learning, although the exact mechanisms of how variability affects learning are not well understood. Recent evidence suggests that motor variability may have different effects on learning in redundant tasks, depending on whether it is present in the task space (where it affects task performance) or in the null space (where it has no effect on task performance). We examined the effect of directly introducing null and task space variability using a manipulandum during the learning of a motor task. Participants learned a bimanual shuffleboard task for 2 days, where their goal was to slide a virtual puck as close as possible toward a target. Critically, the distance traveled by the puck was determined by the sum of the left- and right-hand velocities, which meant that there was redundancy in the task. Participants were divided into five groups, based on both the dimension in which the variability was introduced and the amount of variability that was introduced during training. Results showed that although all groups were able to reduce error with practice, learning was affected more by the amount of variability introduced rather than the dimension in which variability was introduced. Specifically, groups with higher movement variability during practice showed larger errors at the end of practice compared with groups that had low variability during learning. These results suggest that although introducing variability can increase exploration of new solutions, this may adversely affect the ability to retain the learned solution. NEW & NOTEWORTHY We examined the role of introducing variability during motor learning in a redundant task. The presence of redundancy allows variability to be introduced in different dimensions: the task space (where it affects task performance) or the null space (where it does not affect task performance). We found that introducing variability affected learning adversely, but the amount of

Impact of E-Learning Strategy on Students' Academic Performance ...

African Journals Online (AJOL)

This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

The Impact of Organisational Learning on Organisational Performance

Directory of Open Access Journals (Sweden)

Anna Zgrzywa-Ziemak

2015-12-01

Full Text Available Purpose: The aim of this article is to analyse the theoretical views and results of empirical research concerning the relation between organisational learning (OL and organisational performance (OP. Methodology: The study was carried out through extensive literature research, including relevant literature review from databases such as ProQuest, Elsevier, Emerald and EBSCO (the phrases: “organisational learning”, “learning organisation” and “organisational performance” were searched in the keywords, titles or abstracts. Findings: From a theoretical point of view, the relation between OL and OP is neither obvious nor clear, but the analysis of the empirical studies allows one to assume that OL has an essential impact on OP. However, differences in the strength of the relation were shown and some contradictions related to the presence of the relation between OL and selected (mostly financial performance aspects identified. Furthermore, the article discusses the significant differences and inconsistencies in the methods of measuring OL, measuring OP, selecting contextual factors and adopted methods of data analysis. Implications: Inconsistencies and gaps found in the studies of the relationship between OL and OP made it possible to designate the direction for promising further research. Value: The article presents valuable insight through its in-depth, critical analysis of the organisational learning and organisational outcomes. First and foremost, this indicates that the formula of the previous empirical studies does not allow for the development of precise solutions pertaining to organisational learning management for the benefit of OP improvement.

The Negative Impact of Community Stressors on Learning Time: Examining Inequalities between California High Schools

Science.gov (United States)

Mirra, Nicole; Rogers, John

2015-01-01

Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands…

The Relationship between Learning Capability and Organizational Performance: A Meta-Analytic Examination

Science.gov (United States)

Goh, Swee C.; Elliott, Catherine; Quon, Tony K.

2012-01-01

Purpose: The purpose of this paper is to present a meta-analysis of a subset of published empirical research papers that measure learning capability and link it to organizational performance. It also seeks to examine both financial and non-financial performance. Design/methodology/approach: In a search of published research on learning capability…

Comparative Performance Analysis of Machine Learning Techniques for Software Bug Detection

OpenAIRE

Saiqa Aleem; Luiz Fernando Capretz; Faheem Ahmed

2015-01-01

Machine learning techniques can be used to analyse data from different perspectives and enable developers to retrieve useful information. Machine learning techniques are proven to be useful in terms of software bug prediction. In this paper, a comparative performance analysis of different machine learning techniques is explored f or software bug prediction on public available data sets. Results showed most of the mac ...

Learning approaches as predictors of academic performance in first year health and science students.

Science.gov (United States)

Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian

2013-07-01

To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

Differential rigor development in red and white muscle revealed by simultaneous measurement of tension and stiffness.

Science.gov (United States)

Kobayashi, Masahiko; Takemori, Shigeru; Yamaguchi, Maki

2004-02-10

Based on the molecular mechanism of rigor mortis, we have proposed that stiffness (elastic modulus evaluated with tension response against minute length perturbations) can be a suitable index of post-mortem rigidity in skeletal muscle. To trace the developmental process of rigor mortis, we measured stiffness and tension in both red and white rat skeletal muscle kept in liquid paraffin at 37 and 25 degrees C. White muscle (in which type IIB fibres predominate) developed stiffness and tension significantly more slowly than red muscle, except for soleus red muscle at 25 degrees C, which showed disproportionately slow rigor development. In each of the examined muscles, stiffness and tension developed more slowly at 25 degrees C than at 37 degrees C. In each specimen, tension always reached its maximum level earlier than stiffness, and then decreased more rapidly and markedly than stiffness. These phenomena may account for the sequential progress of rigor mortis in human cadavers.

Assessment of various supervised learning algorithms using different performance metrics

Science.gov (United States)

Susheel Kumar, S. M.; Laxkar, Deepak; Adhikari, Sourav; Vijayarajan, V.

2017-11-01

Our work brings out comparison based on the performance of supervised machine learning algorithms on a binary classification task. The supervised machine learning algorithms which are taken into consideration in the following work are namely Support Vector Machine(SVM), Decision Tree(DT), K Nearest Neighbour (KNN), Naïve Bayes(NB) and Random Forest(RF). This paper mostly focuses on comparing the performance of above mentioned algorithms on one binary classification task by analysing the Metrics such as Accuracy, F-Measure, G-Measure, Precision, Misclassification Rate, False Positive Rate, True Positive Rate, Specificity, Prevalence.

Evaluation of physical dimension changes as nondestructive measurements for monitoring rigor mortis development in broiler muscles.

Science.gov (United States)

Cavitt, L C; Sams, A R

2003-07-01

Studies were conducted to develop a non-destructive method for monitoring the rate of rigor mortis development in poultry and to evaluate the effectiveness of electrical stimulation (ES). In the first study, 36 male broilers in each of two trials were processed at 7 wk of age. After being bled, half of the birds received electrical stimulation (400 to 450 V, 400 to 450 mA, for seven pulses of 2 s on and 1 s off), and the other half were designated as controls. At 0.25 and 1.5 h postmortem (PM), carcasses were evaluated for the angles of the shoulder, elbow, and wing tip and the distance between the elbows. Breast fillets were harvested at 1.5 h PM (after chilling) from all carcasses. Fillet samples were excised and frozen for later measurement of pH and R-value, and the remainder of each fillet was held on ice until 24 h postmortem. Shear value and pH means were significantly lower, but R-value means were higher (P rigor mortis by ES. The physical dimensions of the shoulder and elbow changed (P rigor mortis development and with ES. These results indicate that physical measurements of the wings maybe useful as a nondestructive indicator of rigor development and for monitoring the effectiveness of ES. In the second study, 60 male broilers in each of two trials were processed at 7 wk of age. At 0.25, 1.5, 3.0, and 6.0 h PM, carcasses were evaluated for the distance between the elbows. At each time point, breast fillets were harvested from each carcass. Fillet samples were excised and frozen for later measurement of pH and sacromere length, whereas the remainder of each fillet was held on ice until 24 h PM. Shear value and pH means (P rigor mortis development. Elbow distance decreased (P rigor development and was correlated (P rigor mortis development in broiler carcasses.

A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews

DEFF Research Database (Denmark)

Müller-Bloch, Christoph; Kranz, Johann

2015-01-01

Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability....... Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach....... Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously...

A rigorous test for a new conceptual model for collisions

International Nuclear Information System (INIS)

Peixoto, E.M.A.; Mu-Tao, L.

1979-01-01

A rigorous theoretical foundation for the previously proposed model is formulated and applied to electron scattering by H 2 in the gas phase. An rigorous treatment of the interaction potential between the incident electron and the Hydrogen molecule is carried out to calculate Differential Cross Sections for 1 KeV electrons, using Glauber's approximation Wang's molecular wave function for the ground electronic state of H 2 . Moreover, it is shown for the first time that, when adequately done, the omission of two center terms does not adversely influence the results of molecular calculations. It is shown that the new model is far superior to the Independent Atom Model (or Independent Particle Model). The accuracy and simplicity of the new model suggest that it may be fruitfully applied to the description of other collision phenomena (e.g., in molecular beam experiments and nuclear physics). A new techniques is presented for calculations involving two center integrals within the frame work of the Glauber's approximation for scattering. (Author) [pt

Rigorous Analysis of a Randomised Number Field Sieve

OpenAIRE

Lee, Jonathan; Venkatesan, Ramarathnam

2018-01-01

Factorisation of integers $n$ is of number theoretic and cryptographic significance. The Number Field Sieve (NFS) introduced circa 1990, is still the state of the art algorithm, but no rigorous proof that it halts or generates relationships is known. We propose and analyse an explicitly randomised variant. For each $n$, we show that these randomised variants of the NFS and Coppersmith's multiple polynomial sieve find congruences of squares in expected times matching the best-known heuristic e...

Transforming and Turning around Low-Performing Schools: The Role of Online Learning

Science.gov (United States)

Corry, Michael; Carlson-Bancroft, Angela

2014-01-01

This review of the literature examines online learning as a core strategy for bold, dramatic curricular reform within transformational or turnaround models in improving low-performing K-12 schools. The analysis of the literature in this area found benefits of online learning in transforming and turning around low-performing schools to include: (a)…

Involvement of Working Memory in College Students' Sequential Pattern Learning and Performance

Science.gov (United States)

Kundey, Shannon M. A.; De Los Reyes, Andres; Rowan, James D.; Lee, Bern; Delise, Justin; Molina, Sabrina; Cogdill, Lindsay

2013-01-01

When learning highly organized sequential patterns of information, humans and nonhuman animals learn rules regarding the hierarchical structures of these sequences. In three experiments, we explored the role of working memory in college students' sequential pattern learning and performance in a computerized task involving a sequential…

Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes

Science.gov (United States)

Woo, Jeng-Chung

2014-01-01

Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and…

Management Coaching with Performance Templates to Stimulate Self-Regulated Learning

Science.gov (United States)

Lyons, Paul; Bandura, Randall P.

2017-01-01

Purpose: Much has been written about self-regulated learning (SRL) (including mind-sets) in psychology and education, but little research is found in the HRD or training literature regarding the stimulation of this learning. This paper aims to present a practical training tool, performance templates (P-T), to demonstrate how a line manager may…

The Effect of Learning Log on the Academic Performance of ...

African Journals Online (AJOL)

The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60) and ...

How explicit and implicit test instructions in an implicit learning task affect performance.

Directory of Open Access Journals (Sweden)

Arnaud Witt

Full Text Available Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

Does academic performance or personal growth share a stronger association with learning environment perception?

Science.gov (United States)

Tackett, Sean; Wright, Scott M.; Shochet, Robert S.

2016-01-01

Objectives This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. Methods In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). Results The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R2Δ of 0.09, F(1,175) = 14.99,  p environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Conclusions Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception. PMID:27570912

Discrimination learning with variable stimulus 'salience'

Directory of Open Access Journals (Sweden)

Treviño Mario

2011-08-01

Full Text Available Abstract Background In nature, sensory stimuli are organized in heterogeneous combinations. Salient items from these combinations 'stand-out' from their surroundings and determine what and how we learn. Yet, the relationship between varying stimulus salience and discrimination learning remains unclear. Presentation of the hypothesis A rigorous formulation of the problem of discrimination learning should account for varying salience effects. We hypothesize that structural variations in the environment where the conditioned stimulus (CS is embedded will be a significant determinant of learning rate and retention level. Testing the hypothesis Using numerical simulations, we show how a modified version of the Rescorla-Wagner model, an influential theory of associative learning, predicts relevant interactions between varying salience and discrimination learning. Implications of the hypothesis If supported by empirical data, our model will help to interpret critical experiments addressing the relations between attention, discrimination and learning.

A rigorous pole representation of multilevel cross sections and its practical applications

International Nuclear Information System (INIS)

Hwang, R.N.

1987-01-01

In this article a rigorous method for representing the multilevel cross sections and its practical applications are described. It is a generalization of the rationale suggested by de Saussure and Perez for the s-wave resonances. A computer code WHOPPER has been developed to convert the Reich-Moore parameters into the pole and residue parameters in momentum space. Sample calculations have been carried out to illustrate that the proposed method preserves the rigor of the Reich-Moore cross sections exactly. An analytical method has been developed to evaluate the pertinent Doppler-broadened line shape functions. A discussion is presented on how to minimize the number of pole parameters so that the existing reactor codes can be best utilized

Effect of pre-rigor stretch and various constant temperatures on the rate of post-mortem pH fall, rigor mortis and some quality traits of excised porcine biceps femoris muscle strips.

Science.gov (United States)

Vada-Kovács, M

1996-01-01

Porcine biceps femoris strips of 10 cm original length were stretched by 50% and fixed within 1 hr post mortem then subjected to temperatures of 4 °, 15 ° or 36 °C until they attained their ultimate pH. Unrestrained control muscle strips, which were left to shorten freely, were similarly treated. Post-mortem metabolism (pH, R-value) and shortening were recorded; thereafter ultimate meat quality traits (pH, lightness, extraction and swelling of myofibrils) were determined. The rate of pH fall at 36 °C, as well as ATP breakdown at 36 and 4 °C, were significantly reduced by pre-rigor stretch. The relationship between R-value and pH indicated cold shortening at 4 °C. Myofibrils isolated from pre-rigor stretched muscle strips kept at 36 °C showed the most severe reduction of hydration capacity, while paleness remained below extreme values. However, pre-rigor stretched myofibrils - when stored at 4 °C - proved to be superior to shortened ones in their extractability and swelling.

Experimental evaluation of rigor mortis IX. The influence of the breaking (mechanical solution) on the development of rigor mortis.

Science.gov (United States)

Krompecher, Thomas; Gilles, André; Brandt-Casadevall, Conception; Mangin, Patrice

2008-04-07

Objective measurements were carried out to study the possible re-establishment of rigor mortis on rats after "breaking" (mechanical solution). Our experiments showed that: *Cadaveric rigidity can re-establish after breaking. *A significant rigidity can reappear if the breaking occurs before the process is complete. *Rigidity will be considerably weaker after the breaking. *The time course of the intensity does not change in comparison to the controls: --the re-establishment begins immediately after the breaking; --maximal values are reached at the same time as in the controls; --the course of the resolution is the same as in the controls.

The Study of Relationship between Organizational Learning and Organizational Performance

Directory of Open Access Journals (Sweden)

Bisotoon Azizi

2017-01-01

Full Text Available The aim of this study was to investigate the relationship between organizational learning and organizational performance among companies operating in the insurance industry of Tehran in Iran. The present study is a descriptive one in terms of the purpose and the method of data collection. The statistical population of the study was all insurance companies in the city of Tehran and 120 insurance companies were selected due to the lack of detailed statistical reference to their number. For this purpose, people were asked some questions who it was authorized to represent the name. The questionnaire is a tool for collecting data. The Gomez questionnaire et al. (2005 was used to measure organizational learning which includes four factors: management commitment, system perspective, openness and experimentation, transfer and integration of knowledge. To measure the organizational performance, the Yang et al. questionnaire (2004 is used. To determine the validity of data collection, the questionnaire was presented to six professors of management at various universities. The validity of questionnaire through the coordination of jury was about %100. The reliability of the questionnaire was conducted on thirty subjects, Cronbach alpha coefficient was calculated 0.91 and 0.85 for organizational learning and organizational performance, respectively. For data analysis, Pearson correlation coefficient and multiple regressions were used. The results showed that there is a positive relationship between organizational learning and its four dimensions (management commitment, vision systems, open space, and experimentation, transfer and integration of knowledge and organizational performance of Tehran insurance companies.

Firm performance model in small and medium enterprises (SMEs) based on learning orientation and innovation

Science.gov (United States)

Lestari, E. R.; Ardianti, F. L.; Rachmawati, L.

2018-03-01

This study investigated the relationship between learning orientation, innovation, and firm performance. A conceptual model and hypothesis were empirically examined using structural equation modelling. The study involved a questionnaire-based survey of owners of small and medium enterprises (SMEs) operating in Batu City, Indonesia. The results showed that both variables of learning orientation and innovation effect positively on firm performance. Additionally, learning orientation has positive effect innovation. This study has implication for SMEs aiming at increasing their firm performance based on learning orientation and innovation capability.

Effects of post mortem temperature on rigor tension, shortening and ...

African Journals Online (AJOL)

Fully developed rigor mortis in muscle is characterised by maximum loss of extensibility. The course of post mortem changes in ostrich muscle was studied by following isometric tension, shortening and change in pH during the first 24 h post mortem within muscle strips from the muscularis gastrocnemius, pars interna at ...

Pre-rigor temperature and the relationship between lamb tenderisation, free water production, bound water and dry matter.

Science.gov (United States)

Devine, Carrick; Wells, Robyn; Lowe, Tim; Waller, John

2014-01-01

The M. longissimus from lambs electrically stimulated at 15 min post-mortem were removed after grading, wrapped in polythene film and held at 4 (n=6), 7 (n=6), 15 (n=6, n=8) and 35°C (n=6), until rigor mortis then aged at 15°C for 0, 4, 24 and 72 h post-rigor. Centrifuged free water increased exponentially, and bound water, dry matter and shear force decreased exponentially over time. Decreases in shear force and increases in free water were closely related (r(2)=0.52) and were unaffected by pre-rigor temperatures. © 2013.

New rigorous asymptotic theorems for inverse scattering amplitudes

International Nuclear Information System (INIS)

Lomsadze, Sh.Yu.; Lomsadze, Yu.M.

1984-01-01

The rigorous asymptotic theorems both of integral and local types obtained earlier and establishing logarithmic and in some cases even power correlations aetdeen the real and imaginary parts of scattering amplitudes Fsub(+-) are extended to the inverse amplitudes 1/Fsub(+-). One also succeeds in establishing power correlations of a new type between the real and imaginary parts, both for the amplitudes themselves and for the inverse ones. All the obtained assertions are convenient to be tested in high energy experiments when the amplitudes show asymptotic behaviour

Development of Advanced Verification and Validation Procedures and Tools for the Certification of Learning Systems in Aerospace Applications

Science.gov (United States)

Jacklin, Stephen; Schumann, Johann; Gupta, Pramod; Richard, Michael; Guenther, Kurt; Soares, Fola

2005-01-01

Adaptive control technologies that incorporate learning algorithms have been proposed to enable automatic flight control and vehicle recovery, autonomous flight, and to maintain vehicle performance in the face of unknown, changing, or poorly defined operating environments. In order for adaptive control systems to be used in safety-critical aerospace applications, they must be proven to be highly safe and reliable. Rigorous methods for adaptive software verification and validation must be developed to ensure that control system software failures will not occur. Of central importance in this regard is the need to establish reliable methods that guarantee convergent learning, rapid convergence (learning) rate, and algorithm stability. This paper presents the major problems of adaptive control systems that use learning to improve performance. The paper then presents the major procedures and tools presently developed or currently being developed to enable the verification, validation, and ultimate certification of these adaptive control systems. These technologies include the application of automated program analysis methods, techniques to improve the learning process, analytical methods to verify stability, methods to automatically synthesize code, simulation and test methods, and tools to provide on-line software assurance.

Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

Science.gov (United States)

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A Rigorous Methodology for Analyzing and Designing Plug-Ins

DEFF Research Database (Denmark)

Fasie, Marieta V.; Haxthausen, Anne Elisabeth; Kiniry, Joseph

2013-01-01

. This paper addresses these problems by describing a rigorous methodology for analyzing and designing plug-ins. The methodology is grounded in the Extended Business Object Notation (EBON) and covers informal analysis and design of features, GUI, actions, and scenarios, formal architecture design, including...... behavioral semantics, and validation. The methodology is illustrated via a case study whose focus is an Eclipse environment for the RAISE formal method's tool suite....

Interactive Role of Organizational Learning and Informal Norms in Accountability and Job Performance in 2014

Directory of Open Access Journals (Sweden)

Abolfazl Ghasemzadeh

2015-09-01

Full Text Available Introduction: Although the contribution of organizational learning to employee organizational performance is well documented, the mechanisms that explain such relationship remain unclear. Accordingly, the purpose of this paper is to investigate the interactional role of organizational learning and informal norms in accountability and job performance of the staff in a medical department. Methods: The research method of the study is descriptive-correlational type. The statistical population of this study included all staff (N=315 of the Medical Department in Oshnavieh Hospital in 2014. For data gathering in this study, a sample comprising of 180 staff was selected using stratified random sampling. The data were collected through standard questionnaires of Neefe for organizational learning, informal norms of Hall, job performance of Paterson, and the questionnaire of individual accountability of Hochwarter. Pearson and moderated multiple regression analysis were used to test hypotheses. Results: Results showed that organizational learning has a positive and significant correlation with job performance and individual accountability. The results, also, showed a positive and significant correlation between informal norms, personal accountability, and job performance. Regression results showed the interactive role of learning structure dimensions, strategy, and shared vision with informal norms, predicting individual accountability of the staff. Also, interactive role of organizational learning and informal norms was confirmed in predicting job performance of the medical staff. Conclusion: The result of this study hold out that organizational learning directly and with interaction of informal norms improves staffs' performance and accountability. As a result of improved informal norms in a medical setting, we will have staff’s strong accountability and performance.

Mathematical beauty in service of deep approach to learning

DEFF Research Database (Denmark)

Karamehmedovic, Mirza

2015-01-01

was hands-on MATLAB programming, where the algorithms were tested and applied to solve physical modelbased problems. To encourage a deep approach, and discourage a surface approach to learning, I introduced into the lectures a basic but rigorous mathematical treatment of crucial theoretical points...

Learning and performance under alternative instructional manifestations of experimental practice

Science.gov (United States)

Ford, Michael J.

Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

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.

Learning to improve path planning performance

International Nuclear Information System (INIS)

Chen, Pang C.

1995-04-01

In robotics, path planning refers to finding a short. collision-free path from an initial robot configuration to a desired configuratioin. It has to be fast to support real-time task-level robot programming. Unfortunately, current planning techniques are still too slow to be effective, as they often require several minutes, if not hours of computation. To remedy this situation, we present and analyze a learning algorithm that uses past experience to increase future performance. The algorithm relies on an existing path planner to provide solutions to difficult tasks. From these solutions, an evolving sparse network of useful robot configurations is learned to support faster planning. More generally, the algorithm provides a speedup-learning framework in which a slow but capable planner may be improved both cost-wise and capability-wise by a faster but less capable planner coupled with experience. The basic algorithm is suitable for stationary environments, and can be extended to accommodate changing environments with on-demand experience repair and object-attached experience abstraction. To analyze the algorithm, we characterize the situations in which the adaptive planner is useful, provide quantitative bounds to predict its behavior, and confirm our theoretical results with experiments in path planning of manipulators. Our algorithm and analysis are sufficiently, general that they may also be applied to other planning domains in which experience is useful

Influencing Memory Performance in Learning Disabled Students through Semantic Processing.

Science.gov (United States)

Walker, Stephen C.; Poteet, James A.

1989-01-01

Thirty learning-disabled and 30 nonhandicapped intermediate grade children were assessed on memory performance for stimulus words, which were presented with congruent and noncongruent rhyming words and semantically congruent and noncongruent sentence frames. Both groups performed significantly better on words encoded using deep level congruent…

The effect of temperature on the mechanical aspects of rigor mortis in a liquid paraffin model.

Science.gov (United States)

Ozawa, Masayoshi; Iwadate, Kimiharu; Matsumoto, Sari; Asakura, Kumiko; Ochiai, Eriko; Maebashi, Kyoko

2013-11-01

Rigor mortis is an important phenomenon to estimate the postmortem interval in forensic medicine. Rigor mortis is affected by temperature. We measured stiffness of rat muscles using a liquid paraffin model to monitor the mechanical aspects of rigor mortis at five temperatures (37, 25, 10, 5 and 0°C). At 37, 25 and 10°C, the progression of stiffness was slower in cooler conditions. At 5 and 0°C, the muscle stiffness increased immediately after the muscles were soaked in cooled liquid paraffin and then muscles gradually became rigid without going through a relaxed state. This phenomenon suggests that it is important to be careful when estimating the postmortem interval in cold seasons. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Effects of ICT Assisted Real and Virtual Learning on the Performance of Secondary School Students

Science.gov (United States)

Deka, Monisha; Jena, Ananta Kumar

2017-01-01

The study aimed to assess the effect of ICT assisted real and virtual learning performance over the traditional approach of secondary school students. Non-Equivalent Pretest-Posttest Quasi Experimental Design used to assess and relate the effects of independent variables virtual learning on dependent variables (i.e. learning performance).…

Motor performance and learning difficulties in schoolchildren aged 7 to 10 years old

Directory of Open Access Journals (Sweden)

J. Silva

2011-01-01

Full Text Available The general objective of this study was to evaluate the motor performance of children with and without learning difficulty indicatives. Took part in the study 406 students aged 7 to 10 years old, being 231 girls (56.9% and 175 (43.1% boys enrolled in a municipal public school in São José, Santa Catarina, Brazil. The indicative of learning difficulties was verified through the TDE, while motor performance was evaluated with the MABC. Boys without learning difficulties had better performance in the majority of the abilities evaluated, beyond an association between the indicative of motor problems with learning difficulties towards writing, arithmetic, reading, and in general. On the other hand, female students of the sample with and without any indicative of learning difficulties did not differentiate themselves as to motor abilities evaluated, with an association merely between the indicative of motor problems and reading problems. Based on the differences identified between girls and boys, results call attention to the need for future research in this area, considering gender as a differential variable in this relationship.

A rigorous treatment of uncertainty quantification for Silicon damage metrics

International Nuclear Information System (INIS)

Griffin, P.

2016-01-01

These report summaries the contributions made by Sandia National Laboratories in support of the International Atomic Energy Agency (IAEA) Nuclear Data Section (NDS) Technical Meeting (TM) on Nuclear Reaction Data and Uncertainties for Radiation Damage. This work focused on a rigorous treatment of the uncertainties affecting the characterization of the displacement damage seen in silicon semiconductors. (author)

Paper 3: Content and Rigor of Algebra Credit Recovery Courses

Science.gov (United States)

Walters, Kirk; Stachel, Suzanne

2014-01-01

This paper describes the content, organization and rigor of the f2f and online summer algebra courses that were delivered in summers 2011 and 2012. Examining the content of both types of courses is important because research suggests that algebra courses with certain features may be better than others in promoting success for struggling students.…

High-Performance Sport, Learning and Culture: New Horizons for Sport Pedagogues?

Science.gov (United States)

Penney, Dawn; McMahon, Jenny

2016-01-01

Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and…

Does Formative Assessment Improve Student Learning and Performance in Soil Science?

Science.gov (United States)

Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

2012-01-01

Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

Blended Learning in Obstetrics and Gynecology Resident Education: Impact on Resident Clinical Performance.

Science.gov (United States)

Ghareeb, Allen; Han, Heeyoung; Delfino, Kristin; Taylor, Funminiyi

2016-01-01

Effects of residents' blended learning on their clinical performance have rarely been reported. A blended learning pilot program was instituted at Southern Illinois University School of Medicine's Obstetrics and Gynecology program. One of the modules was chronic hypertension in pregnancy. We sought to evaluate if the resident blended learning was transferred to their clinical performance six months after the module. A review of patient charts demonstrated inadequate documentation of history, evaluation, and counseling of patients with chronic hypertension at the first prenatal visit by Obstetrics and Gynecology (OB/GYN) residents. A blended learning module on chronic hypertension in pregnancy was then provided to the residents. A retrospective chart review was then performed to assess behavioral changes in the OB/GYN residents. This intervention was carried out at the Department of Obstetrics and Gynecology, Southern Illinois University. All 16 OB/GYN residents were enrolled in this module as part of their educational curriculum. A query of all prenatal patients diagnosed with chronic hypertension presenting to the OB/GYN resident clinics four months prior to the implementation of the blended learning module (March 2015-June 2015) and six months after (July 20, 2015-February 2016) was performed. Data were collected from outpatient charts utilizing the electronic medical record. Data were abstracted from resident documentation at the first prenatal visit. The residents thought that the blended learning module was applicable to performance improvement in the real-world setting. Patients evaluated before ( n = 10) and after ( n = 7) the intervention were compared. After the intervention, there was an increase in assessment of baseline liver enzymes, referral for electrocardiogram, and early assessment for diabetes in the obese patients. More patients were provided a blood pressure cuff after the module (71.4% vs. 20%). Data were provided to the residents in an

Layout optimization of DRAM cells using rigorous simulation model for NTD

Science.gov (United States)

Jeon, Jinhyuck; Kim, Shinyoung; Park, Chanha; Yang, Hyunjo; Yim, Donggyu; Kuechler, Bernd; Zimmermann, Rainer; Muelders, Thomas; Klostermann, Ulrich; Schmoeller, Thomas; Do, Mun-hoe; Choi, Jung-Hoe

2014-03-01

scanning electron microscope (SEM) measurements. High resist impact and difficult model data acquisition demand for a simulation model that hat is capable of extrapolating reliably beyond its calibration dataset. We use rigorous simulation models to provide that predictive performance. We have discussed the need of a rigorous mask optimization process for DRAM contact cell layout yielding mask layouts that are optimal in process performance, mask manufacturability and accuracy. In this paper, we have shown the step by step process from analytical illumination source derivation, a NTD and application tailored model calibration to layout optimization such as OPC and SRAF placement. Finally the work has been verified with simulation and experimental results on wafer.

The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students.

Science.gov (United States)

Alotaibi, Khaled N

2016-01-01

There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. Copyright © 2015 Elsevier Ltd. All rights reserved.

Online learning in speech and language therapy: Student performance and attitudes.

Science.gov (United States)

Upton, Dominic

2006-03-01

Behavioural studies form an essential component of the Speech and Language Therapy (SLT) undergraduate degree. This study aimed to produce online teaching material in behavioural studies suitable for undergraduate SLT students, explore students' views on the online material, record their performance when taught through this innovative method and compare their performance to a group taught through the traditional lecture based method. Finally, it aimed to explore the relationship between engagement with the module and performance. SLT students completed an online health psychology/sociology module and their performance was compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded as was their engagement with the online module. Results suggested that there was no significant difference between students taught through an online medium compared to those taught through "traditional lectures". An evaluation survey suggested that students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Online learning has a great deal to offer SLT education. However, material has to be developed that can both engage and motivate learners, thereby enhancing student independent learning.

The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science

Science.gov (United States)

McKaveney, Edward W.

2017-01-01

A number of national directives and successful case studies, focus on the need for change in teaching and learning, particularly emphasizing increasingly rigorous STEM learning tied to the use of ICT and digital tools for technological literacy and future workforce development. This action research study investigated the role of instructional…

Social anxiety is characterized by biased learning about performance and the self.

Science.gov (United States)

Koban, Leonie; Schneider, Rebecca; Ashar, Yoni K; Andrews-Hanna, Jessica R; Landy, Lauren; Moscovitch, David A; Wager, Tor D; Arch, Joanna J

2017-12-01

People learn about their self from social information, and recent work suggests that healthy adults show a positive bias for learning self-related information. In contrast, social anxiety disorder (SAD) is characterized by a negative view of the self, yet what causes and maintains this negative self-view is not well understood. Here the authors use a novel experimental paradigm and computational model to test the hypothesis that biased social learning regarding self-evaluation and self-feelings represents a core feature that distinguishes adults with SAD from healthy controls. Twenty-one adults with SAD and 35 healthy controls (HCs) performed a speech in front of 3 judges. They subsequently evaluated themselves and received performance feedback from the judges and then rated how they felt about themselves and the judges. Affective updating (i.e., change in feelings about the self over time, in response to feedback from the judges) was modeled using an adapted Rescorla-Wagner learning model. HCs demonstrated a positivity bias in affective updating, which was absent in SAD. Further, self-performance ratings revealed group differences in learning from positive feedback-a difference that endured at an average of 1 year follow up. These findings demonstrate the presence and long-term endurance of positively biased social learning about the self among healthy adults, a bias that is absent or reversed among socially anxious adults. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

GENDER DIFFERENCES IN MOBILE PHONE USAGE FOR LANGUAGE LEARNING, ATTITUDE, AND PERFORMANCE

Directory of Open Access Journals (Sweden)

Marites Piguing HILAO

2017-04-01

Full Text Available Mobile phone technology that has a huge impact on students’ lives in the digital age may offer a new type of learning. The use of effective tool to support learning can be affected by the factor of gender. The current research compared how male and female students perceived mobile phones as a language learning tool, used mobile phones to learn English and developed their learning performance. A five-point rating scale questionnaire was used to collect data from 122 students, comprising 65 females and 57 males. They were enrolled in a fundamental English course where mobile phone usage was integrated in certain language learning tasks with an aim to facilitate learning. The findings demonstrated that male and female students did not differ in their usage, attitudes toward mobile phone uses for language learning as well as their learning performance at a significance level. In addition, the constraints of using mobile phone for learning that students identified in an open-ended question included the small screen and keyboard the most, followed by intrusiveness of SMS background knowledge, and limited memory of mobile phone. The implication for classroom practice was proposed in how mobile phone can be fully incorporated into the instructional process in order to enhance learner engagement. The results of this study are important for teachers when implementing the mobile phone technology in language teaching. They can be used as a guideline of how mobile phone can be fully incorporated into the instructional process in order to enhance learner engagement.

The dark and bright sides of self-efficacy in predicting learning, innovative and risky performances.

Science.gov (United States)

Salanova, Marisa; Lorente, Laura; Martínez, Isabel M

2012-11-01

The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time x self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.

Cooperative learning and algebra performance of eighth grade students in United Arab Emirates.

Science.gov (United States)

Alkhateeb, Haitham M; Jumaa, Mustafa

2002-02-01

This study investigated the effect of cooperative learning on eighth grade students' performance in algebra. 54 boys and 57 girls in four middle-school mathematics classes of Grade 8 in the UAE participated. Over a 3-wk. period, two classes (57 students) were taught using a cooperative learning method, and the other two classes (54 students) were taught using the traditional lecture method. Analysis of covariance using pretest scores as a covariant showed no statistically significant increase in the algebra performance for students in the cooperative learning groups compared with the traditional groups. However, boys in the cooperative setting improved significantly on the performance test compared with boys in the traditional setting.

Diffraction-based overlay measurement on dedicated mark using rigorous modeling method

Science.gov (United States)

Lu, Hailiang; Wang, Fan; Zhang, Qingyun; Chen, Yonghui; Zhou, Chang

2012-03-01

Diffraction Based Overlay (DBO) is widely evaluated by numerous authors, results show DBO can provide better performance than Imaging Based Overlay (IBO). However, DBO has its own problems. As well known, Modeling based DBO (mDBO) faces challenges of low measurement sensitivity and crosstalk between various structure parameters, which may result in poor accuracy and precision. Meanwhile, main obstacle encountered by empirical DBO (eDBO) is that a few pads must be employed to gain sufficient information on overlay-induced diffraction signature variations, which consumes more wafer space and costs more measuring time. Also, eDBO may suffer from mark profile asymmetry caused by processes. In this paper, we propose an alternative DBO technology that employs a dedicated overlay mark and takes a rigorous modeling approach. This technology needs only two or three pads for each direction, which is economic and time saving. While overlay measurement error induced by mark profile asymmetry being reduced, this technology is expected to be as accurate and precise as scatterometry technologies.

Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

Science.gov (United States)

Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

2007-01-01

Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…

Re-establishment of rigor mortis: evidence for a considerably longer post-mortem time span.

Science.gov (United States)

Crostack, Chiara; Sehner, Susanne; Raupach, Tobias; Anders, Sven

2017-07-01

Re-establishment of rigor mortis following mechanical loosening is used as part of the complex method for the forensic estimation of the time since death in human bodies and has formerly been reported to occur up to 8-12 h post-mortem (hpm). We recently described our observation of the phenomenon in up to 19 hpm in cases with in-hospital death. Due to the case selection (preceding illness, immobilisation), transfer of these results to forensic cases might be limited. We therefore examined 67 out-of-hospital cases of sudden death with known time points of death. Re-establishment of rigor mortis was positive in 52.2% of cases and was observed up to 20 hpm. In contrast to the current doctrine that a recurrence of rigor mortis is always of a lesser degree than its first manifestation in a given patient, muscular rigidity at re-establishment equalled or even exceeded the degree observed before dissolving in 21 joints. Furthermore, this is the first study to describe that the phenomenon appears to be independent of body or ambient temperature.

Self-regulation of learning and performance level of elite youth soccer players

NARCIS (Netherlands)

Marije Elferink-Gemser; G. Pepping; G. Jordet; C. Visscher; T. Toering

2012-01-01

In learning and development, self-regulation can be described as the extent to which individuals are metacognitively, motivationally, and behaviourally proactive participants in their learning process (Zimmerman, 1989, 2006). We examined the relationship between self-regulation and performance level

Time and Associative Learning.

Science.gov (United States)

Balsam, Peter D; Drew, Michael R; Gallistel, C R

2010-01-01

In a basic associative learning paradigm, learning is said to have occurred when the conditioned stimulus evokes an anticipatory response. This learning is widely believed to depend on the contiguous presentation of conditioned and unconditioned stimulus. However, what it means to be contiguous has not been rigorously defined. Here we examine the empirical bases for these beliefs and suggest an alternative view based on the hypothesis that learning about the temporal relationships between events determines the speed of emergence, vigor and form of conditioned behavior. This temporal learning occurs very rapidly and prior to the appearance of the anticipatory response. The temporal relations are learned even when no anticipatory response is evoked. The speed with which an anticipatory response emerges is proportional to the informativeness of the predictive cue (CS) regarding the rate of occurrence of the predicted event (US). This analysis gives an account of what we mean by "temporal pairing" and is in accord with the data on speed of acquisition and basic findings in the cue competition literature. In this account, learning depends on perceiving and encoding temporal regularities rather than stimulus contiguities.

Dynamic lighting system for the learning environment: performance of elementary students.

Science.gov (United States)

Choi, Kyungah; Suk, Hyeon-Jeong

2016-05-16

This study aims to investigate the effects of lighting color temperatures on elementary students' performance, and thereby propose a dynamic lighting system for a smart learning environment. Three empirical studies were conducted: First, physiological responses were measured as a potential mediator of performance. Second, cognitive and behavioral responses were observed during academic and recess activities. Lastly, the experiment was carried out in a real-life setting with prolonged exposure. With a comprehensive analysis of the three studies, three lighting presets-3500 K, 5000 K, and 6500 K-are suggested for easy, standard, and intensive activity, respectively. The study is expected to act as a good stepping stone for developing dynamic lighting systems to support students' performance in learning environments.

Differential algebras with remainder and rigorous proofs of long-term stability

International Nuclear Information System (INIS)

Berz, Martin

1997-01-01

It is shown how in addition to determining Taylor maps of general optical systems, it is possible to obtain rigorous interval bounds for the remainder term of the n-th order Taylor expansion. To this end, the three elementary operations of addition, multiplication, and differentiation in the Differential Algebraic approach are augmented by suitable interval operations in such a way that a remainder bound of the sum, product, and derivative is obtained from the Taylor polynomial and remainder bound of the operands. The method can be used to obtain bounds for the accuracy with which a Taylor map represents the true map of the particle optical system. In a more general sense, it is also useful for a variety of other numerical problems, including rigorous global optimization of highly complex functions. Combined with methods to obtain pseudo-invariants of repetitive motion and extensions of the Lyapunov- and Nekhoroshev stability theory, the latter can be used to guarantee stability for storage rings and other weakly nonlinear systems

Group social rank is associated with performance on a spatial learning task.

Science.gov (United States)

Langley, Ellis J G; van Horik, Jayden O; Whiteside, Mark A; Madden, Joah R

2018-02-01

Dominant individuals differ from subordinates in their performances on cognitive tasks across a suite of taxa. Previous studies often only consider dyadic relationships, rather than the more ecologically relevant social hierarchies or networks, hence failing to account for how dyadic relationships may be adjusted within larger social groups. We used a novel statistical method: randomized Elo-ratings, to infer the social hierarchy of 18 male pheasants, Phasianus colchicus , while in a captive, mixed-sex group with a linear hierarchy. We assayed individual learning performance of these males on a binary spatial discrimination task to investigate whether inter-individual variation in performance is associated with group social rank. Task performance improved with increasing trial number and was positively related to social rank, with higher ranking males showing greater levels of success. Motivation to participate in the task was not related to social rank or task performance, thus indicating that these rank-related differences are not a consequence of differences in motivation to complete the task. Our results provide important information about how variation in cognitive performance relates to an individual's social rank within a group. Whether the social environment causes differences in learning performance or instead, inherent differences in learning ability predetermine rank remains to be tested.

The rigors of aligning performance

OpenAIRE

Hart, Andrew; Lucas, James

2015-01-01

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

The Rigors of Aligning Performance

Science.gov (United States)

2015-06-01

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

Local Use-Dependent Sleep in Wakefulness Links Performance Errors to Learning.

Science.gov (United States)

Quercia, Angelica; Zappasodi, Filippo; Committeri, Giorgia; Ferrara, Michele

2018-01-01

Sleep and wakefulness are no longer to be considered as discrete states. During wakefulness brain regions can enter a sleep-like state (off-periods) in response to a prolonged period of activity (local use-dependent sleep). Similarly, during nonREM sleep the slow-wave activity, the hallmark of sleep plasticity, increases locally in brain regions previously involved in a learning task. Recent studies have demonstrated that behavioral performance may be impaired by off-periods in wake in task-related regions. However, the relation between off-periods in wake, related performance errors and learning is still untested in humans. Here, by employing high density electroencephalographic (hd-EEG) recordings, we investigated local use-dependent sleep in wake, asking participants to repeat continuously two intensive spatial navigation tasks. Critically, one task relied on previous map learning (Wayfinding) while the other did not (Control). Behaviorally awake participants, who were not sleep deprived, showed progressive increments of delta activity only during the learning-based spatial navigation task. As shown by source localization, delta activity was mainly localized in the left parietal and bilateral frontal cortices, all regions known to be engaged in spatial navigation tasks. Moreover, during the Wayfinding task, these increments of delta power were specifically associated with errors, whose probability of occurrence was significantly higher compared to the Control task. Unlike the Wayfinding task, during the Control task neither delta activity nor the number of errors increased progressively. Furthermore, during the Wayfinding task, both the number and the amplitude of individual delta waves, as indexes of neuronal silence in wake (off-periods), were significantly higher during errors than hits. Finally, a path analysis linked the use of the spatial navigation circuits undergone to learning plasticity to off periods in wake. In conclusion, local sleep regulation in

Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

Science.gov (United States)

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

Thalamocortical integration of instrumental learning and performance and their disintegration in addiction.

Science.gov (United States)

Balleine, Bernard W; Morris, Richard W; Leung, Beatrice K

2015-12-02

A recent focus of addiction research has been on the effect of drug exposure on the neural processes that mediate the acquisition and performance of goal-directed instrumental actions. Deficits in goal-directed control and a consequent dysregulation of habit learning processes have been described as resulting in compulsive drug seeking. Similarly, considerable research has focussed on the motivational and emotional changes that drugs produce and that result in changes in the incentive processes that modulate goal-directed performance. Although these areas have developed independently, we argue that the effects they described are likely not independent. Here we hypothesize that these changes result from a core deficit in the way the learning and performance factors that support goal-directed action are integrated at a neural level to maintain behavioural control. A dorsal basal ganglia stream mediating goal-directed learning and a ventral stream mediating various performance factors find several points of integration in the cortical basal ganglia system, most notably in the thalamocortical network linking basal ganglia output to a variety of cortical control centres. Recent research in humans and other animals is reviewed suggesting that learning and performance factors are integrated in a network centred on the mediodorsal thalamus and that disintegration in this network may provide the basis for a 'switch' from recreational to dysregulated drug seeking resulting in the well documented changes associated with addiction. Copyright © 2014 Elsevier B.V. All rights reserved.

Rigorous approach to the comparison between experiment and theory in Casimir force measurements

International Nuclear Information System (INIS)

Klimchitskaya, G L; Chen, F; Decca, R S; Fischbach, E; Krause, D E; Lopez, D; Mohideen, U; Mostepanenko, V M

2006-01-01

In most experiments on the Casimir force the comparison between measurement data and theory was done using the concept of the root-mean-square deviation, a procedure that has been criticized in the literature. Here we propose a special statistical analysis which should be performed separately for the experimental data and for the results of the theoretical computations. In so doing, the random, systematic and total experimental errors are found as functions of separation, taking into account the distribution laws for each error at 95% confidence. Independently, all theoretical errors are combined to obtain the total theoretical error at the same confidence. Finally, the confidence interval for the differences between theoretical and experimental values is obtained as a function of separation. This rigorous approach is applied to two recent experiments on the Casimir effect

Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.

Science.gov (United States)

Sanchez, Christopher A

2012-02-01

Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized.

Does Organizational Learning Lead to Higher Firm Performance? An Investigation of Chinese Listing Companies

Science.gov (United States)

Zhou, Wencang; Hu, Huajing; Shi, Xuli

2015-01-01

Purpose: The purpose of this paper is to develop a framework for studying organizational learning, firm innovation and firm financial performance. Design/methodology/approach: This paper examines the effects of organizational learning on innovation and performance among 287 listed Chinese companies. Findings: The results indicate a positive…

The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum

Science.gov (United States)

Abeysekera, Indra

2015-01-01

The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a…

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

Science.gov (United States)

Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

Science.gov (United States)

Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

Undergraduate teaching in geriatric medicine using computer-aided learning improves student performance in examinations.

Science.gov (United States)

Daunt, Laura A; Umeonusulu, Patience I; Gladman, John R F; Blundell, Adrian G; Conroy, Simon P; Gordon, Adam L

2013-07-01

computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.

Does learning performance in horses relate to fearfulness, baseline stress hormone, and social rank?

DEFF Research Database (Denmark)

Christensen, Janne Winther; Ahrendt, Line Peerstrup; Lintrup, Randi

2012-01-01

The ability of horses to learn and remember new tasks is fundamentally important for their use by humans. Fearfulness may, however, interfere with learning, because stimuli in the environment can overshadow signals from the rider or handler. In addition, prolonged high levels of stress hormones c...... to behavioural responses in a standardised fear test. Learning performance in the home environment, however, appears unrelated to fearfulness, social rank and baseline FCM levels.......The ability of horses to learn and remember new tasks is fundamentally important for their use by humans. Fearfulness may, however, interfere with learning, because stimuli in the environment can overshadow signals from the rider or handler. In addition, prolonged high levels of stress hormones can...... affect neurons within the hippocampus; a brain region central to learning and memory. In a series of experiments, we aimed to investigate the link between performance in two learning tests, the baseline level of stress hormones, measured as faecal cortisol metabolites (FCM), fearfulness, and social rank...

A Literature-Based Analysis of the Learning Curves of Laparoscopic Radical Prostatectomy

Directory of Open Access Journals (Sweden)

Daniel W. Good

2014-05-01

Full Text Available There is a trend for the increased adoption of minimally invasive techniques of radical prostatectomy (RP – laparoscopic (LRP and robotic assisted (RARP – from the traditional open radical retropubic prostatectomy (ORP, popularised by Partin et al. Recently there has been a dramatic expansion in the rates of RARP being performed, and there have been many early reports postulating that the learning curve for RARP is shorter than for LRP. The aim of this study was to review the literature and analyse the length of the LRP learning curves for the various outcome measures: perioperative, oncologic, and functional outcomes. A broad search of the literature was performed in November 2013 using the PubMed database. Only studies of real patients and those from 2004 until 2013 were included; those on simulators were excluded. In total, 239 studies were identified after which 13 were included. The learning curve is a heterogeneous entity, depending entirely on the criteria used to define it. There is evidence of multiple learning curves; however the length of these is dependent on the definitions used by the authors. Few studies use the more rigorous definition of plateauing of the curve. Perioperative learning curve takes approximately 150-200 cases to plateau, oncologic curve approximately 200 cases, and the functional learning curve up to 700 cases to plateau (700 for potency, 200 cases for continence. In this review, we have analysed the literature with respect to the learning curve for LRP. It is clear that the learning curve is long. This necessitates centralising LRP to high volume centres such that surgeons, trainees, and patients are able to utilise the benefits of LRP.

Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment

Science.gov (United States)

Yang, Jie Chi; Quadir, Benazir; Chen, Nian-Shing

2016-01-01

A growing number of studies have been conducted on digital game-based learning (DGBL). However, there has been a lack of attention paid to individuals' self-efficacy and learning performance in the implementation of DGBL. This study therefore investigated how the badge mechanism in DGBL enhanced users' self-efficacy in the subject domain of…

The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory

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Shibley, Ivan A., Jr.; Zimmaro, Dawn M.

2002-06-01

This study was designed to determine the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Two sections per semester for three semesters were randomly designated as either a control section or an experimental section. Students in the control section performed most labs individually, while those in the experimental section performed all labs in groups of four. Both quantitative and qualitative measures were used to evaluate the impact of collaborative learning on student achievement and attitudes. Grades did not differ between the two sections, indicating that collaborative learning did not affect short-term student achievement. Students seemed to develop a more positive attitude about the laboratory and about chemistry in the collaborative learning sections as judged from their classroom evaluations of the teacher, the course, and the collaborative learning experience. The use of collaborative learning in the laboratory as described in this paper therefore may provide a means of improving student attitudes toward chemistry.

Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task.

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Katan, Pesia; Kahta, Shani; Sasson, Ayelet; Schiff, Rachel

2017-07-01

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children's performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants.

Individual personality differences in goats predict their performance in visual learning and non-associative cognitive tasks.

Science.gov (United States)

Nawroth, Christian; Prentice, Pamela M; McElligott, Alan G

2017-01-01

Variation in common personality traits, such as boldness or exploration, is often associated with risk-reward trade-offs and behavioural flexibility. To date, only a few studies have examined the effects of consistent behavioural traits on both learning and cognition. We investigated whether certain personality traits ('exploration' and 'sociability') of individuals were related to cognitive performance, learning flexibility and learning style in a social ungulate species, the goat (Capra hircus). We also investigated whether a preference for feature cues rather than impaired learning abilities can explain performance variation in a visual discrimination task. We found that personality scores were consistent across time and context. Less explorative goats performed better in a non-associative cognitive task, in which subjects had to follow the trajectory of a hidden object (i.e. testing their ability for object permanence). We also found that less sociable subjects performed better compared to more sociable goats in a visual discrimination task. Good visual learning performance was associated with a preference for feature cues, indicating personality-dependent learning strategies in goats. Our results suggest that personality traits predict the outcome in visual discrimination and non-associative cognitive tasks in goats and that impaired performance in a visual discrimination tasks does not necessarily imply impaired learning capacities, but rather can be explained by a varying preference for feature cues. Copyright © 2016 Elsevier B.V. All rights reserved.

Learning from Scientific Texts: Personalizing the Text Increases Transfer Performance and Task Involvement

Science.gov (United States)

Dutke, Stephan; Grefe, Anna Christina; Leopold, Claudia

2016-01-01

In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students' learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in…

The Effects of Learning Procedure, Tempo, and Performance Condition on Transfer of Rhythm Skills in Instrumental Music.

Science.gov (United States)

Pierce, Michael A.

1992-01-01

Describes study of effects of learning procedures and performance tempo on ability of 64 middle school students to perform previously learned rhythmic passages. Reviews the four learning procedures used for each rhythmic passage. Finds no evidence attributed to learning procedure but significant adverse differences if the tempo was changed from…

Designer Librarian: Embedded in K12 Online Learning

Science.gov (United States)

Boyer, Brenda

2015-01-01

Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

Long-term associative learning predicts verbal short-term memory performance

OpenAIRE

Jones, Gary; Macken, Bill

2017-01-01

Studies using tests such as digit span and nonword repetition have implicated short-term memory across a range of developmental domains. Such tests ostensibly assess specialized processes for the short-term manipulation and maintenance of information that are often argued to enable long-term learning. However, there is considerable evidence for an influence of long-term linguistic learning on performance in short-term memory tasks that brings into question the role of a specialized short-term...

Self-Regulated Learning Strategies and Pre-University Math Performance of International Students in Malaysia

Science.gov (United States)

Loong, Tang Eng

2012-01-01

This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were…

Variability of Performance: A "Signature" Characteristic of Learning Disabled Children?

Science.gov (United States)

Fuchs, Douglas; And Others

Two studies were conducted to compare the performance instability of children (grades 3-9) labeled learning disabled/brain injured (LD/BI) to the performance instability of emotionally handicapped (EH) children. In the first study, 50 LD/BI and 37 EH students were measured on three third grade reading passages twice, once within one sitting and…

Reciprocity relations in transmission electron microscopy: A rigorous derivation.

Science.gov (United States)

Krause, Florian F; Rosenauer, Andreas

2017-01-01

A concise derivation of the principle of reciprocity applied to realistic transmission electron microscopy setups is presented making use of the multislice formalism. The equivalence of images acquired in conventional and scanning mode is thereby rigorously shown. The conditions for the applicability of the found reciprocity relations is discussed. Furthermore the positions of apertures in relation to the corresponding lenses are considered, a subject which scarcely has been addressed in previous publications. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effect of rigor mortis on the passage of erythrocytes and fluid through the myocardium of isolated dog hearts.

Science.gov (United States)

Nevalainen, T J; Gavin, J B; Seelye, R N; Whitehouse, S; Donnell, M

1978-07-01

The effect of normal and artificially induced rigor mortis on the vascular passage of erythrocytes and fluid through isolated dog hearts was studied. Increased rigidity of 6-mm thick transmural sections through the centre of the posterior papillary muscle was used as an indication of rigor. The perfusibility of the myocardium was tested by injecting 10 ml of 1% sodium fluorescein in Hanks solution into the circumflex branch of the left coronary artery. In prerigor hearts (20 minute incubation) fluorescein perfused the myocardium evenly whether or not it was preceded by an injection of 10 ml of heparinized dog blood. Rigor mortis developed in all hearts after 90 minutes incubation or within 20 minutes of perfusing the heart with 50 ml of 5 mM iodoacetate in Hanks solution. Fluorescein injected into hearts in rigor did not enter the posterior papillary muscle and adjacent subendocardium whether or not it was preceded by heparinized blood. Thus the vascular occlusion caused by rigor in the dog heart appears to be so effective that it prevents flow into the subendocardium of small soluble ions such as fluorescein.

Statistics for mathematicians a rigorous first course

CERN Document Server

Panaretos, Victor M

2016-01-01

This textbook provides a coherent introduction to the main concepts and methods of one-parameter statistical inference. Intended for students of Mathematics taking their first course in Statistics, the focus is on Statistics for Mathematicians rather than on Mathematical Statistics. The goal is not to focus on the mathematical/theoretical aspects of the subject, but rather to provide an introduction to the subject tailored to the mindset and tastes of Mathematics students, who are sometimes turned off by the informal nature of Statistics courses. This book can be used as the basis for an elementary semester-long first course on Statistics with a firm sense of direction that does not sacrifice rigor. The deeper goal of the text is to attract the attention of promising Mathematics students.

Closing the Loop: Automated Data-Driven Cognitive Model Discoveries Lead to Improved Instruction and Learning Gains

Science.gov (United States)

Liu, Ran; Koedinger, Kenneth R.

2017-01-01

As the use of educational technology becomes more ubiquitous, an enormous amount of learning process data is being produced. Educational data mining seeks to analyze and model these data, with the ultimate goal of improving learning outcomes. The most firmly grounded and rigorous evaluation of an educational data mining discovery is whether it…

Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

Science.gov (United States)

Baker, William J.; Hunter, Mary Ann; Thomas, Sharon

2016-01-01

This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and…

The Influence of E-learning Use to Student Cognitive Performance and Motivation in Digital Simulation Course

Directory of Open Access Journals (Sweden)

Tigowati Tigowati

2017-12-01

Full Text Available Currently the technology is growing and sophisticated. Technological advances have also entered the world of education. One of them their is  online learning. Examples of learning that utilizes technology that is using Schoology and Edmodo. By using Schoology and Edmodo is expected to increase student motivation and learning outcomes. This study investigates whether the use of different learning management would affect (1 the student’s cognitive achievement (2 student’s motivation (3 the level motivation. This research method using mixed methods. The data collection technique using the test method to determine the cognitive performance. Questionnaires and interviews to find the motivation. The analysis of quantitative data using normality test, homogeneity test, tests of balance and hypothesis testing using independent t test, while the analysis of qualitative data using interactive models. Based on the results of the study (1 there are differences in the cognitive performance between classes that use e-learning based Schoology and e-learning based Edmodo. The cognitive performance classes that use Schoology better than the class that uses Edmodo, because schoology easiness to acces, the students has a target value, better understand the lesson and more active in study this may have an effect on cognitive performance.(2 there is a difference in motivation between classes that use e-learning based Schoology and e-learning based Edmodo. Motivation class with Schoology based e-learning is better than classes with e-learning based Edmodo, because schoology can interested in simulation course, more passion, make happy, easier to learn anywhere and more motivated to learn. (3 the level of motivation of students using e-learning based Schoology and Edmodo included in the medium category

The Adult Learning Open University Determinants (ALOUD) study: Biological and psychological factors associated with learning performance in adult distance education

NARCIS (Netherlands)

Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.; De Groot, Renate

2017-01-01

Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college students in traditional education. Evidence for these

Serious games and blended learning; effects on performance and motivation in medical education.

Science.gov (United States)

Dankbaar, Mary

2017-02-01

More efficient, flexible training models are needed in medical education. Information technology offers the tools to design and develop effective and more efficient training. The aims of this thesis were: 1) Compare the effectiveness of blended versus classroom training for the acquisition of knowledge; 2) Investigate the effectiveness and critical design features of serious games for performance improvement and motivation. Five empirical studies were conducted to answer the research questions and a descriptive study on an evaluation framework to assess serious games was performed. The results of the research studies indicated that: 1) For knowledge acquisition, blended learning is equally effective and attractive for learners as classroom learning; 2) A serious game with realistic, interactive cases improved complex cognitive skills for residents, with limited self-study time. Although the same game was motivating for inexperienced medical students and stimulated them to study longer, it did not improve their cognitive skills, compared with what they learned from an instructional e‑module. This indicates an 'expertise reversal effect', where a rich learning environment is effective for experts, but may be contra-productive for novices (interaction of prior knowledge and complexity of format). A blended design is equally effective and attractive as classroom training. Blended learning facilitates adaptation to the learners' knowledge level, flexibility in time and scalability of learning. Games may support skills learning, provided task complexity matches the learner's competency level. More design-based research is needed on the effects of task complexity and other design features on performance improvement, for both novices and experts.

Comparison of Feature Learning Methods for Human Activity Recognition Using Wearable Sensors.

Science.gov (United States)

Li, Frédéric; Shirahama, Kimiaki; Nisar, Muhammad Adeel; Köping, Lukas; Grzegorzek, Marcin

2018-02-24

Getting a good feature representation of data is paramount for Human Activity Recognition (HAR) using wearable sensors. An increasing number of feature learning approaches-in particular deep-learning based-have been proposed to extract an effective feature representation by analyzing large amounts of data. However, getting an objective interpretation of their performances faces two problems: the lack of a baseline evaluation setup, which makes a strict comparison between them impossible, and the insufficiency of implementation details, which can hinder their use. In this paper, we attempt to address both issues: we firstly propose an evaluation framework allowing a rigorous comparison of features extracted by different methods, and use it to carry out extensive experiments with state-of-the-art feature learning approaches. We then provide all the codes and implementation details to make both the reproduction of the results reported in this paper and the re-use of our framework easier for other researchers. Our studies carried out on the OPPORTUNITY and UniMiB-SHAR datasets highlight the effectiveness of hybrid deep-learning architectures involving convolutional and Long-Short-Term-Memory (LSTM) to obtain features characterising both short- and long-term time dependencies in the data.

Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

Science.gov (United States)

Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

2012-01-01

The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

Atlantic salmon skin and fillet color changes effected by perimortem handling stress, rigor mortis, and ice storage.

Science.gov (United States)

Erikson, U; Misimi, E

2008-03-01

The changes in skin and fillet color of anesthetized and exhausted Atlantic salmon were determined immediately after killing, during rigor mortis, and after ice storage for 7 d. Skin color (CIE L*, a*, b*, and related values) was determined by a Minolta Chroma Meter. Roche SalmoFan Lineal and Roche Color Card values were determined by a computer vision method and a sensory panel. Before color assessment, the stress levels of the 2 fish groups were characterized in terms of white muscle parameters (pH, rigor mortis, and core temperature). The results showed that perimortem handling stress initially significantly affected several color parameters of skin and fillets. Significant transient fillet color changes also occurred in the prerigor phase and during the development of rigor mortis. Our results suggested that fillet color was affected by postmortem glycolysis (pH drop, particularly in anesthetized fillets), then by onset and development of rigor mortis. The color change patterns during storage were different for the 2 groups of fish. The computer vision method was considered suitable for automated (online) quality control and grading of salmonid fillets according to color.

Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory

OpenAIRE

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but ...

Academic self-efficacy, self-regulated learning and academic performance in first-year university students

Directory of Open Access Journals (Sweden)

Alberto A. Alegre

2014-06-01

Full Text Available The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.

Rigorous results on measuring the quark charge below color threshold

International Nuclear Information System (INIS)

Lipkin, H.J.

1979-01-01

Rigorous theorems are presented showing that contributions from a color nonsinglet component of the current to matrix elements of a second order electromagnetic transition are suppressed by factors inversely proportional to the energy of the color threshold. Parton models which obtain matrix elements proportional to the color average of the square of the quark charge are shown to neglect terms of the same order of magnitude as terms kept. (author)

The influence of learning styles, enrollment status and gender on academic performance of optometry undergraduates.

Science.gov (United States)

Prajapati, Bhavna; Dunne, Mark; Bartlett, Hannah; Cubbidge, Robert

2011-01-01

This cross-sectional study was designed to determine whether the academic performance of optometry undergraduates is influenced by enrollment status, learning style or gender. Three hundred and sixty undergraduates in all 3 years of the optometry degree course at Aston University during 2008-2009 were asked for their informed consent to participate in this study. Enrollment status was known from admissions records. An Index of Learning Styles (http://www4.nscu.edu/unity/lockers/users/f/felder/public/Learning-Styles.html) determined learning style preference with respect to four different learning style axes; active-reflective, sensing-intuitive, visual-verbal and sequential-global. The influence of these factors on academic performance was investigated. Two hundred and seventy students agreed to take part (75% of the cohort). 63% of the sample was female. There were 213 home non-graduates (entrants from the UK or European Union without a bachelor's degree or higher), 14 home graduates (entrants from the UK or European Union with a bachelor's degree or higher), 28 international non-graduates (entrants from outside the UK or European Union without a bachelor's degree or higher) and 15 international graduates (entrants from outside the UK or European Union with a bachelor's degree or higher). The majority of students were balanced learners (between 48% and 64% across four learning style axes). Any preferences were towards active, sensing, visual and sequential learning styles. Of the factors investigated in this study, learning styles were influenced by gender; females expressed a disproportionate preference for the reflective and visual learning styles. Academic performance was influenced by enrollment status; international graduates (95% confidence limits: 64-72%) outperformed all other student groups (home non graduates, 60-62%; international non graduates, 55-63%) apart from home graduates (57-69%). Our research has shown that the majority of optometry students

The speed of quantum and classical learning for performing the kth root of NOT

International Nuclear Information System (INIS)

Manzano, Daniel; Pawlowski, Marcin; Brukner, Caslav

2009-01-01

We consider quantum learning machines-quantum computers that modify themselves in order to improve their performance in some way-that are trained to perform certain classical task, i.e. to execute a function that takes classical bits as input and returns classical bits as output. This allows a fair comparison between learning efficiency of quantum and classical learning machines in terms of the number of iterations required for completion of learning. We find an explicit example of the task for which numerical simulations show that quantum learning is faster than its classical counterpart. The task is extraction of the kth root of NOT (NOT = logical negation), with k=2 m and m element of N. The reason for this speed-up is that the classical machine requires memory of size log k=m to accomplish the learning, while the memory of a single qubit is sufficient for the quantum machine for any k.

Competitive Learning Neural Network Ensemble Weighted by Predicted Performance

Science.gov (United States)

Ye, Qiang

2010-01-01

Ensemble approaches have been shown to enhance classification by combining the outputs from a set of voting classifiers. Diversity in error patterns among base classifiers promotes ensemble performance. Multi-task learning is an important characteristic for Neural Network classifiers. Introducing a secondary output unit that receives different…

Rigor mortis development in turkey breast muscle and the effect of electrical stunning.

Science.gov (United States)

Alvarado, C Z; Sams, A R

2000-11-01

Rigor mortis development in turkey breast muscle and the effect of electrical stunning on this process are not well characterized. Some electrical stunning procedures have been known to inhibit postmortem (PM) biochemical reactions, thereby delaying the onset of rigor mortis in broilers. Therefore, this study was designed to characterize rigor mortis development in stunned and unstunned turkeys. A total of 154 turkey toms in two trials were conventionally processed at 20 to 22 wk of age. Turkeys were either stunned with a pulsed direct current (500 Hz, 50% duty cycle) at 35 mA (40 V) in a saline bath for 12 seconds or left unstunned as controls. At 15 min and 1, 2, 4, 8, 12, and 24 h PM, pectoralis samples were collected to determine pH, R-value, L* value, sarcomere length, and shear value. In Trial 1, the samples obtained for pH, R-value, and sarcomere length were divided into surface and interior samples. There were no significant differences between the surface and interior samples among any parameters measured. Muscle pH significantly decreased over time in stunned and unstunned birds through 2 h PM. The R-values increased to 8 h PM in unstunned birds and 24 h PM in stunned birds. The L* values increased over time, with no significant differences after 1 h PM for the controls and 2 h PM for the stunned birds. Sarcomere length increased through 2 h PM in the controls and 12 h PM in the stunned fillets. Cooked meat shear values decreased through the 1 h PM deboning time in the control fillets and 2 h PM in the stunned fillets. These results suggest that stunning delayed the development of rigor mortis through 2 h PM, but had no significant effect on the measured parameters at later time points, and that deboning turkey breasts at 2 h PM or later will not significantly impair meat tenderness.

The Impact of Mobile Learning on ESP Learners' Performance

Directory of Open Access Journals (Sweden)

Fahad Alkhezzi

2016-07-01

Full Text Available This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners’ performance by mainly investigating the influence such teaching technique can have on learning vocabulary, and how this can affect the learner's’ ability to use grammar correctly and whether their writing skill is improved. The results showed that using mobile phone applications to teach a foreign language skill or subskill is fruitful and does impact learners’ comprehension of vocabulary and grammatical rules. The results specifically indicate that mobile phones can be used in many different ways to teach and learn technical and semi-technical vocabulary easily outside the classroom, however, to teach grammatical rules and writing it is recommended that certain strategies be used due to certain limitations.

Rigorous Integration of Non-Linear Ordinary Differential Equations in Chebyshev Basis

Czech Academy of Sciences Publication Activity Database

Dzetkulič, Tomáš

2015-01-01

Roč. 69, č. 1 (2015), s. 183-205 ISSN 1017-1398 R&D Projects: GA MŠk OC10048; GA ČR GD201/09/H057 Institutional research plan: CEZ:AV0Z10300504 Keywords : Initial value problem * Rigorous integration * Taylor model * Chebyshev basis Subject RIV: IN - Informatics, Computer Science Impact factor: 1.366, year: 2015

Investigating Learner Affective Performance in Web-Based Learning by Using Entrepreneurship as a Metaphor

Science.gov (United States)

Liu, Ming-Chou; Chi, Ming-Hsiao

2012-01-01

In the era of the Internet, factors which influence effective learning in a Web-based learning environment are well worth exploring. In addition to knowledge acquisition and skills training, affect is also an important factor, since successful learning requires excellent affective performance. Thus this study focuses on learners' affective…

Social media for lifelong learning.

Science.gov (United States)

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Rigorous quantum limits on monitoring free masses and harmonic oscillators

Science.gov (United States)

Roy, S. M.

2018-03-01

There are heuristic arguments proposing that the accuracy of monitoring position of a free mass m is limited by the standard quantum limit (SQL): σ2( X (t ) ) ≥σ2( X (0 ) ) +(t2/m2) σ2( P (0 ) ) ≥ℏ t /m , where σ2( X (t ) ) and σ2( P (t ) ) denote variances of the Heisenberg representation position and momentum operators. Yuen [Phys. Rev. Lett. 51, 719 (1983), 10.1103/PhysRevLett.51.719] discovered that there are contractive states for which this result is incorrect. Here I prove universally valid rigorous quantum limits (RQL), viz. rigorous upper and lower bounds on σ2( X (t ) ) in terms of σ2( X (0 ) ) and σ2( P (0 ) ) , given by Eq. (12) for a free mass and by Eq. (36) for an oscillator. I also obtain the maximally contractive and maximally expanding states which saturate the RQL, and use the contractive states to set up an Ozawa-type measurement theory with accuracies respecting the RQL but beating the standard quantum limit. The contractive states for oscillators improve on the Schrödinger coherent states of constant variance and may be useful for gravitational wave detection and optical communication.

Rigor force responses of permeabilized fibres from fast and slow skeletal muscles of aged rats.

Science.gov (United States)

Plant, D R; Lynch, G S

2001-09-01

1. Ageing is generally associated with a decline in skeletal muscle mass and strength and a slowing of muscle contraction, factors that impact upon the quality of life for the elderly. The mechanisms underlying this age-related muscle weakness have not been fully resolved. The purpose of the present study was to determine whether the decrease in muscle force as a consequence of age could be attributed partly to a decrease in the number of cross-bridges participating during contraction. 2. Given that the rigor force is proportional to the approximate total number of interacting sites between the actin and myosin filaments, we tested the null hypothesis that the rigor force of permeabilized muscle fibres from young and old rats would not be different. 3. Permeabilized fibres from the extensor digitorum longus (fast-twitch; EDL) and soleus (predominantly slow-twitch) muscles of young (6 months of age) and old (27 months of age) male F344 rats were activated in Ca2+-buffered solutions to determine force-pCa characteristics (where pCa = -log(10)[Ca2+]) and then in solutions lacking ATP and Ca2+ to determine rigor force levels. 4. The rigor forces for EDL and soleus muscle fibres were not different between young and old rats, indicating that the approximate total number of cross-bridges that can be formed between filaments did not decline with age. We conclude that the age-related decrease in force output is more likely attributed to a decrease in the force per cross-bridge and/or decreases in the efficiency of excitation-contraction coupling.

Performance evaluation of a distance learning program.

OpenAIRE

Dailey, D. J.; Eno, K. R.; Brinkley, J. F.

1994-01-01

This paper presents a performance metric which uses a single number to characterize the response time for a non-deterministic client-server application operating over the Internet. When applied to a Macintosh-based distance learning application called the Digital Anatomist Browser, the metric allowed us to observe that "A typical student doing a typical mix of Browser commands on a typical data set will experience the same delay if they use a slow Macintosh on a local network or a fast Macint...

The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

Science.gov (United States)

Shaw, Ruey-Shiang

2013-01-01

This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

Interindividual Differences in Learning Performance: The Effects of Age, Intelligence, and Strategic Task Approach

Science.gov (United States)

Kliegel, Matthias; Altgassen, Mareike

2006-01-01

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However,…

Rigorous simulations of a helical core fiber by the use of transformation optics formalism.

Science.gov (United States)

Napiorkowski, Maciej; Urbanczyk, Waclaw

2014-09-22

We report for the first time on rigorous numerical simulations of a helical-core fiber by using a full vectorial method based on the transformation optics formalism. We modeled the dependence of circular birefringence of the fundamental mode on the helix pitch and analyzed the effect of a birefringence increase caused by the mode displacement induced by a core twist. Furthermore, we analyzed the complex field evolution versus the helix pitch in the first order modes, including polarization and intensity distribution. Finally, we show that the use of the rigorous vectorial method allows to better predict the confinement loss of the guided modes compared to approximate methods based on equivalent in-plane bending models.

The Learning Organization Dimensions and Their Impact on Organizational Performance: Orange Jordan as a Case Study

Directory of Open Access Journals (Sweden)

Farid M. Qawasmeh

2013-12-01

Full Text Available The objective of this study is to measure the impact of learning organization's seven key dimensions (continuous learning opportunities, inquiry and dialogue, employee empowerment, establish systems to capture and share learning, connect the organization to its environment, collaboration and team learning, strategic leadership on organizational performance in Jordan Telecom. It also aims to figure out the type and magnitude of correlation among these seven dimensions as well as to assess the credibility of the questionnaire in a different context such as the Arab business environment. The sample size was (312 employees in this case study. The study results are as follows: The status of the learning organization dimensions was moderate (3.44 out of 5 on 5-step Likert scale. A positive statistical correlation exists among the seven learning organization dimensions as well as a positive statistical correlation with organizational performance. The questionnaire proved to be suitable in the Arab business context. Finally, the study recommends that organizations must consider the seven learning organizations’ dimensions due to their role in enhancing organizational performance and assuring a competitive edge.

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle.

Science.gov (United States)

Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C

2017-01-01

Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs) . Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

Science.gov (United States)

Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C.

2017-01-01

Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages. PMID:28883801

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

Directory of Open Access Journals (Sweden)

Rebeca Cerezo

2017-08-01

Full Text Available Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs. Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques.Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples.Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance.Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

Performance of Distance Learning Students in a Small Business Management Course

Science.gov (United States)

Kotey, Bernice; Anderson, Phil

2006-01-01

Purpose: The purpose of the paper is to compare the performance of distance-learning students in a Small Business Management (SBM) course with that of internal (on-campus) students, and to examine students' demographics and information processing systems for their moderating effects on performance of each student group.…

The Impact of Organizational Learning Capability on Product Innovation Performance: Evidence from the Turkish Manufacturing Sector

Directory of Open Access Journals (Sweden)

Özlem Yaşar Uğurlu

2016-02-01

Full Text Available This study aims to examine the effect of organizational learning capability on product innovation performance in the manufacturing sector using empirical data. A survey was conducted with 120 firms that were on the list of Top 1000 Firms of Turkey and registered with the Istanbul Chamber of Industry, to examine the relationship between the dimensions of organizational learning capability and the dimensions of product innovation performance. The findings of the study indicate a positive relationship between organizational learning capability and product innovation performance.

A rigorous proof of the Landau-Peierls formula and much more

DEFF Research Database (Denmark)

Briet, Philippe; Cornean, Horia; Savoie, Baptiste

2012-01-01

We present a rigorous mathematical treatment of the zero-field orbital magnetic susceptibility of a non-interacting Bloch electron gas, at fixed temperature and density, for both metals and semiconductors/insulators. In particular, we obtain the Landau-Peierls formula in the low temperature and d...... and density limit as conjectured by Kjeldaas and Kohn (Phys Rev 105:806–813, 1957)....

Student performance and satisfaction in continuous learning pathways in Dutch VET

OpenAIRE

Biemans, H.J.A.

2012-01-01

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

ORGANIZATIONAL PERFORMANCE AND LEARNING FROM THE PERSPECTIVE OF AN OPEN SYSTEM

Directory of Open Access Journals (Sweden)

José G. VARGAS-HERNÁNDEZ

2018-05-01

Full Text Available A learning organization must be constituted in a dynamic environment of constant changes, prepared to engage and interact in systemic and systematic way with the context in which it operates. The present work intends to analyze the importance of organizational learning and their contribution to the performance of an organization from the perspective of the Organization as an open changing system, as well as emphasize its direct link with organizational theory.

Unmet Need: Improving mHealth Evaluation Rigor to Build the Evidence Base.

Science.gov (United States)

Mookherji, Sangeeta; Mehl, Garrett; Kaonga, Nadi; Mechael, Patricia

2015-01-01

mHealth-the use of mobile technologies for health-is a growing element of health system activity globally, but evaluation of those activities remains quite scant, and remains an important knowledge gap for advancing mHealth activities. In 2010, the World Health Organization and Columbia University implemented a small-scale survey to generate preliminary data on evaluation activities used by mHealth initiatives. The authors describe self-reported data from 69 projects in 29 countries. The majority (74%) reported some sort of evaluation activity, primarily nonexperimental in design (62%). The authors developed a 6-point scale of evaluation rigor comprising information on use of comparison groups, sample size calculation, data collection timing, and randomization. The mean score was low (2.4); half (47%) were conducting evaluations with a minimum threshold (4+) of rigor, indicating use of a comparison group, while less than 20% had randomized the mHealth intervention. The authors were unable to assess whether the rigor score was appropriate for the type of mHealth activity being evaluated. What was clear was that although most data came from mHealth projects pilots aimed for scale-up, few had designed evaluations that would support crucial decisions on whether to scale up and how. Whether the mHealth activity is a strategy to improve health or a tool for achieving intermediate outcomes that should lead to better health, mHealth evaluations must be improved to generate robust evidence for cost-effectiveness assessment and to allow for accurate identification of the contribution of mHealth initiatives to health systems strengthening and the impact on actual health outcomes.

Verbal learning in schizopsychotic outpatients and healthy volunteers as a function of cognitive performance levels.

Science.gov (United States)

Karilampi, Ulla; Helldin, Lars; Hjärthag, Fredrik; Norlander, Torsten; Archer, Trevor

2007-02-01

The aim was to analyze and compare neurocognitive test profiles related to different levels of verbal learning performance among schizopsychotic patients and healthy volunteers. A single-center patient cohort of 196 participants was compared with an equal-sized volunteer group to form three cognitive subgroups based on the shared verbal learning performance. 43.9% of the patients had normal learning ability. Despite this, all patients underperformed the volunteers on all subtests with the exception of working memory, and, for those with high learning ability, even verbal facility. All patients also presented equally poor visuomotor processing speed/efficacy. A global neurocognitive retardation of speed-related processing in schizophrenia is suggested.

Estimation of the time since death--reconsidering the re-establishment of rigor mortis.

Science.gov (United States)

Anders, Sven; Kunz, Michaela; Gehl, Axel; Sehner, Susanne; Raupach, Tobias; Beck-Bornholdt, Hans-Peter

2013-01-01

In forensic medicine, there is an undefined data background for the phenomenon of re-establishment of rigor mortis after mechanical loosening, a method used in establishing time since death in forensic casework that is thought to occur up to 8 h post-mortem. Nevertheless, the method is widely described in textbooks on forensic medicine. We examined 314 joints (elbow and knee) of 79 deceased at defined time points up to 21 h post-mortem (hpm). Data were analysed using a random intercept model. Here, we show that re-establishment occurred in 38.5% of joints at 7.5 to 19 hpm. Therefore, the maximum time span for the re-establishment of rigor mortis appears to be 2.5-fold longer than thought so far. These findings have major impact on the estimation of time since death in forensic casework.

The Impact of Mobile Learning on ESP Learners' Performance

Science.gov (United States)

Alkhezzi, Fahad; Al-Dousari, Wadha

2016-01-01

This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners' performance by mainly investigating the influence such teaching technique can have on learning…

Performing Arts in Open and Distance Learning (ODL) Curriculum ...

African Journals Online (AJOL)

Two major arguments are presented in this paper. The first one is that the Performing Arts courses constitute programmes that aid the reduction of unemployment in many nations. The second argument is that, based on that premise, the Open and Distance Learning institutions could include it in their curricula to boost the ...

Kaiser Permanente's performance improvement system, Part 4: Creating a learning organization.

Science.gov (United States)

Schilling, Lisa; Dearing, James W; Staley, Paul; Harvey, Patti; Fahey, Linda; Kuruppu, Francesca

2011-12-01

In 2006, recognizing variations in performance in quality, safety, service, and efficiency, Kaiser Permanente leaders initiated the development of a performance improvement (PI) system. Kaiser Permanente has implemented a strategy for creating the systemic capacity for continuous improvement that characterizes a learning organization. Six "building blocks" were identified to enable Kaiser Permanente to make the transition to becoming a learning organization: real-time sharing of meaningful performance data; formal training in problem-solving methodology; workforce engagement and informal knowledge sharing; leadership structures, beliefs, and behaviors; internal and external benchmarking; and technical knowledge sharing. Putting each building block into place required multiple complex strategies combining top-down and bottom-up approaches. Although the strategies have largely been successful, challenges remain. The demand for real-time meaningful performance data can conflict with prioritized changes to health information systems. It is an ongoing challenge to teach PI, change management, innovation, and project management to all managers and staff without consuming too much training time. Challenges with workforce engagement include low initial use of tools intended to disseminate information through virtual social networking. Uptake of knowledge-sharing technologies is still primarily by innovators and early adopters. Leaders adopt new behaviors at varying speeds and have a range of abilities to foster an environment that is psychologically safe and stimulates inquiry. A learning organization has the capability to improve, and it develops structures and processes that facilitate the acquisition and sharing of knowledge.

College Readiness in California: A Look at Rigorous High School Course-Taking

Science.gov (United States)

Gao, Niu

2016-01-01

Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework. California has not yet adopted a statewide college readiness…

Weak self-directed learning skills hamper performance in cumulative assessment

NARCIS (Netherlands)

Tio, Rene A.; Stegmann, Mariken E.; Koerts, Janke; van Os, Titus W. D. P.; Cohen-Schotanus, Janke

2016-01-01

Background: Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of

Rigor in Qualitative Supply Chain Management Research

DEFF Research Database (Denmark)

Goffin, Keith; Raja, Jawwad; Claes, Björn

2012-01-01

, reliability, and theoretical saturation. Originality/value – It is the authors' contention that the addition of the repertory grid technique to the toolset of methods used by logistics and supply chain management researchers can only enhance insights and the building of robust theories. Qualitative studies......Purpose – The purpose of this paper is to share the authors' experiences of using the repertory grid technique in two supply chain management studies. The paper aims to demonstrate how the two studies provided insights into how qualitative techniques such as the repertory grid can be made more...... rigorous than in the past, and how results can be generated that are inaccessible using quantitative methods. Design/methodology/approach – This paper presents two studies undertaken using the repertory grid technique to illustrate its application in supply chain management research. Findings – The paper...

The Researchers' View of Scientific Rigor-Survey on the Conduct and Reporting of In Vivo Research.

Science.gov (United States)

Reichlin, Thomas S; Vogt, Lucile; Würbel, Hanno

2016-01-01

Reproducibility in animal research is alarmingly low, and a lack of scientific rigor has been proposed as a major cause. Systematic reviews found low reporting rates of measures against risks of bias (e.g., randomization, blinding), and a correlation between low reporting rates and overstated treatment effects. Reporting rates of measures against bias are thus used as a proxy measure for scientific rigor, and reporting guidelines (e.g., ARRIVE) have become a major weapon in the fight against risks of bias in animal research. Surprisingly, animal scientists have never been asked about their use of measures against risks of bias and how they report these in publications. Whether poor reporting reflects poor use of such measures, and whether reporting guidelines may effectively reduce risks of bias has therefore remained elusive. To address these questions, we asked in vivo researchers about their use and reporting of measures against risks of bias and examined how self-reports relate to reporting rates obtained through systematic reviews. An online survey was sent out to all registered in vivo researchers in Switzerland (N = 1891) and was complemented by personal interviews with five representative in vivo researchers to facilitate interpretation of the survey results. Return rate was 28% (N = 530), of which 302 participants (16%) returned fully completed questionnaires that were used for further analysis. According to the researchers' self-report, they use measures against risks of bias to a much greater extent than suggested by reporting rates obtained through systematic reviews. However, the researchers' self-reports are likely biased to some extent. Thus, although they claimed to be reporting measures against risks of bias at much lower rates than they claimed to be using these measures, the self-reported reporting rates were considerably higher than reporting rates found by systematic reviews. Furthermore, participants performed rather poorly when asked to

Rigorous covariance propagation of geoid errors to geodetic MDT estimates

Science.gov (United States)

Pail, R.; Albertella, A.; Fecher, T.; Savcenko, R.

2012-04-01

The mean dynamic topography (MDT) is defined as the difference between the mean sea surface (MSS) derived from satellite altimetry, averaged over several years, and the static geoid. Assuming geostrophic conditions, from the MDT the ocean surface velocities as important component of global ocean circulation can be derived from it. Due to the availability of GOCE gravity field models, for the very first time MDT can now be derived solely from satellite observations (altimetry and gravity) down to spatial length-scales of 100 km and even below. Global gravity field models, parameterized in terms of spherical harmonic coefficients, are complemented by the full variance-covariance matrix (VCM). Therefore, for the geoid component a realistic statistical error estimate is available, while the error description of the altimetric component is still an open issue and is, if at all, attacked empirically. In this study we make the attempt to perform, based on the full gravity VCM, rigorous error propagation to derived geostrophic surface velocities, thus also considering all correlations. For the definition of the static geoid we use the third release of the time-wise GOCE model, as well as the satellite-only combination model GOCO03S. In detail, we will investigate the velocity errors resulting from the geoid component in dependence of the harmonic degree, and the impact of using/no using covariances on the MDT errors and its correlations. When deriving an MDT, it is spectrally filtered to a certain maximum degree, which is usually driven by the signal content of the geoid model, by applying isotropic or non-isotropic filters. Since this filtering is acting also on the geoid component, the consistent integration of this filter process into the covariance propagation shall be performed, and its impact shall be quantified. The study will be performed for MDT estimates in specific test areas of particular oceanographic interest.

How to Map Theory: Reliable Methods Are Fruitless Without Rigorous Theory.

Science.gov (United States)

Gray, Kurt

2017-09-01

Good science requires both reliable methods and rigorous theory. Theory allows us to build a unified structure of knowledge, to connect the dots of individual studies and reveal the bigger picture. Some have criticized the proliferation of pet "Theories," but generic "theory" is essential to healthy science, because questions of theory are ultimately those of validity. Although reliable methods and rigorous theory are synergistic, Action Identification suggests psychological tension between them: The more we focus on methodological details, the less we notice the broader connections. Therefore, psychology needs to supplement training in methods (how to design studies and analyze data) with training in theory (how to connect studies and synthesize ideas). This article provides a technique for visually outlining theory: theory mapping. Theory mapping contains five elements, which are illustrated with moral judgment and with cars. Also included are 15 additional theory maps provided by experts in emotion, culture, priming, power, stress, ideology, morality, marketing, decision-making, and more (see all at theorymaps.org ). Theory mapping provides both precision and synthesis, which helps to resolve arguments, prevent redundancies, assess the theoretical contribution of papers, and evaluate the likelihood of surprising effects.

The impact of research-based learning on student’s academic performance and motivation

Science.gov (United States)

Sumbawati, M. S.; Anistyasari, Y.

2018-01-01

Undergraduate students often have difficulty in finding the updated research topic for their undergraduate thesis. This is due to students have less knowledge about research in a particular field because they are less familiar with scientific articles. This work, therefore, proposed an implementation of research-based learning and measured students’ academic performance and motivation. The study is conducted in four stages which are the plan, do, check, and act. Research-based learning is conducted based on its syntax. Paper and pencil test is then performed to measure students’ academic achievement and a survey is devoted to determining students’ academic motivation. The results show that most students obtain satisfied score and they feel comfortable to join a class with research-based learning.

Mixed-Effects Modeling of Neurofeedback Self-Regulation Performance: Moderators for Learning in Children with ADHD.

Science.gov (United States)

Zuberer, Agnieszka; Minder, Franziska; Brandeis, Daniel; Drechsler, Renate

2018-01-01

Neurofeedback (NF) has gained increasing popularity as a training method for children and adults with attention deficit hyperactivity disorder (ADHD). However, it is unclear to what extent children learn to regulate their brain activity and in what way NF learning may be affected by subject- and treatment-related factors. In total, 48 subjects with ADHD (age 8.5-16.5 years; 16 subjects on methylphenidate (MPH)) underwent 15 double training sessions of NF in either a clinical or a school setting. Four mixed-effects models were employed to analyze learning: training within-sessions, across-sessions, with continuous feedback, and with transfer in which performance feedback is delayed. Age and MPH affected the NF performance in all models. Cross-session learning in the feedback condition was mainly moderated by age and MPH, whereas NF learning in the transfer condition was mainly boosted by MPH. Apart from IQ and task types, other subject-related or treatment-related effects were unrelated to NF learning. This first study analyzing moderators of NF learning in ADHD with a mixed-effects modeling approach shows that NF performance is moderated differentially by effects of age and MPH depending on the training task and time window. Future studies may benefit from using this approach to analyze NF learning and NF specificity. The trial name Neurofeedback and Computerized Cognitive Training in Different Settings for Children and Adolescents With ADHD is registered with NCT02358941.

Predictors of science success: The impact of motivation and learning strategies on college chemistry performance

Science.gov (United States)

Obrentz, Shari B.

As the number of college students studying science continues to grow, it is important to identify variables that predict their success. The literature indicates that motivation and learning strategy use facilitate science success. Research findings show these variables can change throughout a semester and differ by performance level, gender and ethnicity. However, significant predictors of performance vary by research study and by group. The current study looks beyond the traditional predictors of grade point averages, SAT scores and completion of advanced placement (AP) chemistry to consider a comprehensive set of variables not previously investigated within the same study. Research questions address the predictive ability of motivation constructs and learning strategies for success in introductory college chemistry, how these variables change throughout a semester, and how they differ by performance level, gender and ethnicity. Participants were 413 introductory college chemistry students at a highly selective university in the southeast. Participants completed the Chemistry Motivation Questionnaire (CMQ) and Learning Strategies section of the Motivated Strategies for Learning Questionnaire (MSLQ) three times during the semester. Self-efficacy, effort regulation, assessment anxiety and previous achievement were significant predictors of chemistry course success. Levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety. Learning strategy use changed with significant increases in elaboration, critical thinking, metacognitive self-regulation skills and peer learning, and significant decreases in time and study management and effort regulation. High course performers reported the highest levels of motivation and learning strategy use. Females reported lower intrinsic motivation, personal relevance, self-efficacy and critical thinking, and higher assessment anxiety, rehearsal and organization

Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

Science.gov (United States)

Wilson, Kimberly; Narayan, Anupama

2016-01-01

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

Detecting Learning Strategies with Analytics: Links with Self-Reported Measures and Academic Performance

Science.gov (United States)

Gaševic, Dragan; Jovanovic, Jelena; Pardo, Abelardo; Dawson, Shane

2017-01-01

The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper…

Volume Holograms in Photopolymers: Comparison between Analytical and Rigorous Theories

Directory of Open Access Journals (Sweden)

Augusto Beléndez

2012-08-01

Full Text Available There is no doubt that the concept of volume holography has led to an incredibly great amount of scientific research and technological applications. One of these applications is the use of volume holograms as optical memories, and in particular, the use of a photosensitive medium like a photopolymeric material to record information in all its volume. In this work we analyze the applicability of Kogelnik’s Coupled Wave theory to the study of volume holograms recorded in photopolymers. Some of the theoretical models in the literature describing the mechanism of hologram formation in photopolymer materials use Kogelnik’s theory to analyze the gratings recorded in photopolymeric materials. If Kogelnik’s theory cannot be applied is necessary to use a more general Coupled Wave theory (CW or the Rigorous Coupled Wave theory (RCW. The RCW does not incorporate any approximation and thus, since it is rigorous, permits judging the accurateness of the approximations included in Kogelnik’s and CW theories. In this article, a comparison between the predictions of the three theories for phase transmission diffraction gratings is carried out. We have demonstrated the agreement in the prediction of CW and RCW and the validity of Kogelnik’s theory only for gratings with spatial frequencies higher than 500 lines/mm for the usual values of the refractive index modulations obtained in photopolymers.

Volume Holograms in Photopolymers: Comparison between Analytical and Rigorous Theories

Science.gov (United States)

Gallego, Sergi; Neipp, Cristian; Estepa, Luis A.; Ortuño, Manuel; Márquez, Andrés; Francés, Jorge; Pascual, Inmaculada; Beléndez, Augusto

2012-01-01

There is no doubt that the concept of volume holography has led to an incredibly great amount of scientific research and technological applications. One of these applications is the use of volume holograms as optical memories, and in particular, the use of a photosensitive medium like a photopolymeric material to record information in all its volume. In this work we analyze the applicability of Kogelnik’s Coupled Wave theory to the study of volume holograms recorded in photopolymers. Some of the theoretical models in the literature describing the mechanism of hologram formation in photopolymer materials use Kogelnik’s theory to analyze the gratings recorded in photopolymeric materials. If Kogelnik’s theory cannot be applied is necessary to use a more general Coupled Wave theory (CW) or the Rigorous Coupled Wave theory (RCW). The RCW does not incorporate any approximation and thus, since it is rigorous, permits judging the accurateness of the approximations included in Kogelnik’s and CW theories. In this article, a comparison between the predictions of the three theories for phase transmission diffraction gratings is carried out. We have demonstrated the agreement in the prediction of CW and RCW and the validity of Kogelnik’s theory only for gratings with spatial frequencies higher than 500 lines/mm for the usual values of the refractive index modulations obtained in photopolymers.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

Science.gov (United States)

Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

2014-10-27

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

The rigorous bound on the transmission probability for massless scalar field of non-negative-angular-momentum mode emitted from a Myers-Perry black hole

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Ngampitipan, Tritos, E-mail: tritos.ngampitipan@gmail.com [Faculty of Science, Chandrakasem Rajabhat University, Ratchadaphisek Road, Chatuchak, Bangkok 10900 (Thailand); Particle Physics Research Laboratory, Department of Physics, Faculty of Science, Chulalongkorn University, Phayathai Road, Patumwan, Bangkok 10330 (Thailand); Boonserm, Petarpa, E-mail: petarpa.boonserm@gmail.com [Department of Mathematics and Computer Science, Faculty of Science, Chulalongkorn University, Phayathai Road, Patumwan, Bangkok 10330 (Thailand); Chatrabhuti, Auttakit, E-mail: dma3ac2@gmail.com [Particle Physics Research Laboratory, Department of Physics, Faculty of Science, Chulalongkorn University, Phayathai Road, Patumwan, Bangkok 10330 (Thailand); Visser, Matt, E-mail: matt.visser@msor.vuw.ac.nz [School of Mathematics, Statistics, and Operations Research, Victoria University of Wellington, PO Box 600, Wellington 6140 (New Zealand)

2016-06-02

Hawking radiation is the evidence for the existence of black hole. What an observer can measure through Hawking radiation is the transmission probability. In the laboratory, miniature black holes can successfully be generated. The generated black holes are, most commonly, Myers-Perry black holes. In this paper, we will derive the rigorous bounds on the transmission probabilities for massless scalar fields of non-negative-angular-momentum modes emitted from a generated Myers-Perry black hole in six, seven, and eight dimensions. The results show that for low energy, the rigorous bounds increase with the increase in the energy of emitted particles. However, for high energy, the rigorous bounds decrease with the increase in the energy of emitted particles. When the black holes spin faster, the rigorous bounds decrease. For dimension dependence, the rigorous bounds also decrease with the increase in the number of extra dimensions. Furthermore, as comparison to the approximate transmission probability, the rigorous bound is proven to be useful.

The rigorous bound on the transmission probability for massless scalar field of non-negative-angular-momentum mode emitted from a Myers-Perry black hole

International Nuclear Information System (INIS)

Ngampitipan, Tritos; Boonserm, Petarpa; Chatrabhuti, Auttakit; Visser, Matt

2016-01-01

Hawking radiation is the evidence for the existence of black hole. What an observer can measure through Hawking radiation is the transmission probability. In the laboratory, miniature black holes can successfully be generated. The generated black holes are, most commonly, Myers-Perry black holes. In this paper, we will derive the rigorous bounds on the transmission probabilities for massless scalar fields of non-negative-angular-momentum modes emitted from a generated Myers-Perry black hole in six, seven, and eight dimensions. The results show that for low energy, the rigorous bounds increase with the increase in the energy of emitted particles. However, for high energy, the rigorous bounds decrease with the increase in the energy of emitted particles. When the black holes spin faster, the rigorous bounds decrease. For dimension dependence, the rigorous bounds also decrease with the increase in the number of extra dimensions. Furthermore, as comparison to the approximate transmission probability, the rigorous bound is proven to be useful.

Parsifal a Game Opera : Experiential Learning in Gameful Performance Art

NARCIS (Netherlands)

Kortmann, L.J.; Luijten, A; Bottino, R.; Jeuring, Johan; Veltkamp, Remco

2016-01-01

Richard Wagner’s Parsifal was recently rewritten and performed as a‘game opera’.We used observations, questionnaires, and interviews to study howthe 700+ audience were facilitated to experientially learn about the show’s mainthemes: compassion and collaboration. This case study contributed to

Exploring the Effects of Multimedia Learning on Pre-Service Teachers' Perceived and Actual Learning Performance: The Use of Embedded Summarized Texts in Educational Media

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Wu, Leon Yufeng; Yamanaka, Akio

2013-01-01

In light of the increased usage of instructional media for teaching and learning, the design of these media as aids to convey the content for learning can be crucial for effective learning outcomes. In this vein, the literature has given attention to how concurrent on-screen text can be designed using these media to enhance learning performance.…

Impact of a Differential Learning Approach on Practical Exam Performance: A Controlled Study in a Preclinical Dental Course.

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Pabel, Sven-Olav; Pabel, Anne-Kathrin; Schmickler, Jan; Schulz, Xenia; Wiegand, Annette

2017-09-01

The aim of this study was to evaluate if differential learning in a preclinical dental course impacted the performance of dental students in a practical exam (preparation of a gold partial crown) immediately after the training session and 20 weeks later compared to conventional learning. This controlled study was performed in a preclinical course in operative dentistry at a dental school in Germany. Third-year students were trained in preparing gold partial crowns by using either the conventional learning (n=41) or the differential learning approach (n=32). The differential learning approach consisted of 20 movement exercises with a continuous change of movement execution during the learning session, while the conventional learning approach was mainly based on repetition, a methodological series of exercises, and correction of preparations during the training phase. Practical exams were performed immediately after the training session (T1) and 20 weeks later (T2, retention test). Preparations were rated by four independent and blinded examiners. At T1, no significant difference between the performance (exam passed) of the two groups was detected (conventional learning: 54.3%, differential learning: 68.0%). At T2, significantly more students passed the exam when trained by the differential learning approach (68.8%) than by the conventional learning approach (18.9%). Interrater reliability was moderate (Kappa: 0.57, T1) or substantial (Kappa: 0.67, T2), respectively. These results suggest that a differential learning approach can increase the manual skills of dental students.

Age-dependent and coordinated shift in performance between implicit and explicit skill learning

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Dezso eNemeth

2013-10-01

Full Text Available It has been reported recently that while general sequence learning across ages conforms to the typical inverted-U shape pattern, with best performance in early adulthood, surprisingly, the basic ability of picking up in an implicit manner triplets that occur with high vs. low probability in the sequence is best before 12 years of age and it significantly weakens afterwards. Based on these findings, it has been hypothesized that the cognitively controlled processes coming online at around 12 are useful for more targeted explicit learning at the cost of becoming relatively less sensitive to raw probabilities of events. To test this hypothesis, we collected data in a sequence learning task using probabilistic sequences in five age groups from 11 to 39 years of age (N=288, replicating the original implicit learning paradigm in an explicit task setting where subjects were guided to find repeating sequences. We found that in contrast to the implicit results, performance with the high- vs. low-probability triplets was at the same level in all age groups when subjects sought patterns in the sequence explicitly. Importantly, measurements of explicit knowledge about the identity of the sequences revealed a significant increase in ability to explicitly access the true sequences exactly around the age where the earlier study found the significant drop in ability to learn implicitly raw probabilities. These findings support the conjecture that the gradually increasing involvement of more complex internal models optimizes our skill learning abilities by compensating for the performance loss due to down-weighting the raw probabilities of the sensory input, while expanding our ability to acquire more sophisticated skills.

Age-dependent and coordinated shift in performance between implicit and explicit skill learning.

Science.gov (United States)

Nemeth, Dezso; Janacsek, Karolina; Fiser, József

2013-01-01

It has been reported recently that while general sequence learning across ages conforms to the typical inverted-U shape pattern, with best performance in early adulthood, surprisingly, the basic ability of picking up in an implicit manner triplets that occur with high vs. low probability in the sequence is best before 12 years of age and it significantly weakens afterwards. Based on these findings, it has been hypothesized that the cognitively controlled processes coming online at around 12 are useful for more targeted explicit learning at the cost of becoming relatively less sensitive to raw probabilities of events. To test this hypothesis, we collected data in a sequence learning task using probabilistic sequences in five age groups from 11 to 39 years of age (N = 288), replicating the original implicit learning paradigm in an explicit task setting where subjects were guided to find repeating sequences. We found that in contrast to the implicit results, performance with the high- vs. low-probability triplets was at the same level in all age groups when subjects sought patterns in the sequence explicitly. Importantly, measurements of explicit knowledge about the identity of the sequences revealed a significant increase in ability to explicitly access the true sequences exactly around the age where the earlier study found the significant drop in ability to learn implicitly raw probabilities. These findings support the conjecture that the gradually increasing involvement of more complex internal models optimizes our skill learning abilities by compensating for the performance loss due to down-weighting the raw probabilities of the sensory input, while expanding our ability to acquire more sophisticated skills.

The Context-Specific Conceptions of Learning in Case-Based Accounting Assignments, Students' Characteristics and Performance

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Moilanen, Sinikka

2017-01-01

The present study contributes to accounting education literature by describing context-specific conceptions of learning related to case assignments, and by exploring the associations between the conceptions of learning, students' characteristics and performance. The data analysed consist of 1320 learning diaries of 336 students, connected with…

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

First year medical students' learning style preferences and their correlation with performance in different subjects within the medical course.

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Hernández-Torrano, Daniel; Ali, Syed; Chan, Chee-Kai

2017-08-08

Students commencing their medical training arrive with different educational backgrounds and a diverse range of learning experiences. Consequently, students would have developed preferred approaches to acquiring and processing information or learning style preferences. Understanding first-year students' learning style preferences is important to success in learning. However, little is understood about how learning styles impact learning and performance across different subjects within the medical curriculum. Greater understanding of the relationship between students' learning style preferences and academic performance in specific medical subjects would be valuable. This cross-sectional study examined the learning style preferences of first-year medical students and how they differ across gender. This research also analyzed the effect of learning styles on academic performance across different subjects within a medical education program in a Central Asian university. A total of 52 students (57.7% females) from two batches of first-year medical school completed the Index of Learning Styles Questionnaire, which measures four dimensions of learning styles: sensing-intuitive; visual-verbal; active-reflective; sequential-global. First-year medical students reported preferences for visual (80.8%) and sequential (60.5%) learning styles, suggesting that these students preferred to learn through demonstrations and diagrams and in a linear and sequential way. Our results indicate that male medical students have higher preference for visual learning style over verbal, while females seemed to have a higher preference for sequential learning style over global. Significant associations were found between sensing-intuitive learning styles and performance in Genetics [β = -0.46, B = -0.44, p styles and performance in Genetics [β = 0.36, B = 0.43, p learning techniques. Instructors can also benefit by modifying and adapting more appropriate teaching approaches in these

Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

Directory of Open Access Journals (Sweden)

Maria Eugenia Guapacha Chamorro

2017-07-01

Full Text Available This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.

The Prediction of Students' Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning.

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Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

2015-01-01

The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school.

Some comments on rigorous quantum field path integrals in the analytical regularization scheme

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Botelho, Luiz C.L. [Universidade Federal Fluminense (UFF), Niteroi, RJ (Brazil). Dept. de Matematica Aplicada]. E-mail: botelho.luiz@superig.com.br

2008-07-01

Through the systematic use of the Minlos theorem on the support of cylindrical measures on R{sup {infinity}}, we produce several mathematically rigorous path integrals in interacting euclidean quantum fields with Gaussian free measures defined by generalized powers of the Laplacian operator. (author)

Some comments on rigorous quantum field path integrals in the analytical regularization scheme

International Nuclear Information System (INIS)

Botelho, Luiz C.L.

2008-01-01

Through the systematic use of the Minlos theorem on the support of cylindrical measures on R ∞ , we produce several mathematically rigorous path integrals in interacting euclidean quantum fields with Gaussian free measures defined by generalized powers of the Laplacian operator. (author)

A plea for rigorous conceptual analysis as central method in transnational law design

NARCIS (Netherlands)

Rijgersberg, R.; van der Kaaij, H.

2013-01-01

Although shared problems are generally easily identified in transnational law design, it is considerably more difficult to design frameworks that transcend the peculiarities of local law in a univocal fashion. The following exposition is a plea for giving more prominence to rigorous conceptual

Discriminative learning for speech recognition

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He, Xiadong

2008-01-01

In this book, we introduce the background and mainstream methods of probabilistic modeling and discriminative parameter optimization for speech recognition. The specific models treated in depth include the widely used exponential-family distributions and the hidden Markov model. A detailed study is presented on unifying the common objective functions for discriminative learning in speech recognition, namely maximum mutual information (MMI), minimum classification error, and minimum phone/word error. The unification is presented, with rigorous mathematical analysis, in a common rational-functio

A cross-level investigation of informal field-based learning and performance improvements.

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Wolfson, Mikhail A; Tannenbaum, Scott I; Mathieu, John E; Maynard, M Travis

2018-01-01

Organizations often operate in complex and dynamic environments which place a premium on employees' ongoing learning and acquisition of new competencies. Additionally, the majority of learning in organizations does not take place in formal training settings, but we know relatively little about how informal field-based learning (IFBL) behaviors relate to changes in job performance. In this study, we first clarified the construct of IFBL as a subset of informal learning. Second, on the basis of this clarified construct definition, we developed a measure of IFBL behaviors and demonstrated its psychometric properties using (a) a sample of subject matter experts who made item content validity judgments and (b) both an Amazon Mechanical Turk sample (N = 400) and a sample of 1,707 healthcare employees. Third, we advanced a grounded theory of IFBL in healthcare, and related it to individuals' regulatory foci and contextual moderators of IFBL behaviors-job performance relationships using a cross-level design and lagged nonmethod bound measures. Specifically, using a sample of 407 healthcare workers from 49 hospital units, our results suggested that promotion-focused individuals, especially in well-staffed units, readily engage in IFBL behaviors. Additionally, we found that the IFBL-changes in job performance relationship was strengthened to the extent that individuals worked in units with relatively nonpunitive climates. Interestingly, staffing levels had a weakening moderating effect on the positive IFBL-performance improvements relationship. Detailed follow-up analyses revealed that the peculiar effect was attributable to differential relationships from IFBL subdimensions. Implications for future theory building, research, and practice are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

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Shirley S.M. Fong

2017-08-01

Full Text Available Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015 and a control group (2013-2014 and 2015-2016, respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ, Revised Study Process Questionnaire (R-SPQ-2F and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05. The GPQ individual accountability and equal opportunity scores (components of collaboration were higher in the wiki group than in the control group (p < 0.001. No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score. Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning

Examining the Role of Emotional Intelligence between Organizational Learning and Adaptive Performance in Indian Manufacturing Industries

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Pradhan, Rabindra Kumar; Jena, Lalatendu Kesari; Singh, Sanjay Kumar

2017-01-01

Purpose: The purpose of this study is to examine the relationship between organisational learning and adaptive performance. Furthermore, the study investigates the moderating role of emotional intelligence in the perspective of organisational learning for addressing adaptive performance of executives employed in manufacturing organisations.…

Learning trajectories for speech motor performance in children with specific language impairment.

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Richtsmeier, Peter T; Goffman, Lisa

2015-01-01

Children with specific language impairment (SLI) often perform below expected levels, including on tests of motor skill and in learning tasks, particularly procedural learning. In this experiment we examined the possibility that children with SLI might also have a motor learning deficit. Twelve children with SLI and thirteen children with typical development (TD) produced complex nonwords in an imitation task. Productions were collected across three blocks, with the first and second blocks on the same day and the third block one week later. Children's lip movements while producing the nonwords were recorded using an Optotrak camera system. Movements were then analyzed for production duration and stability. Movement analyses indicated that both groups of children produced shorter productions in later blocks (corroborated by an acoustic analysis), and the rate of change was comparable for the TD and SLI groups. A nonsignificant trend for more stable productions was also observed in both groups. SLI is regularly accompanied by a motor deficit, and this study does not dispute that. However, children with SLI learned to make more efficient productions at a rate similar to their peers with TD, revealing some modification of the motor deficit associated with SLI. The reader will learn about deficits commonly associated with specific language impairment (SLI) that often occur alongside the hallmark language deficit. The authors present an experiment showing that children with SLI improved speech motor performance at a similar rate compared to typically developing children. The implication is that speech motor learning is not impaired in children with SLI. Copyright © 2015 Elsevier Inc. All rights reserved.

Rigorous Results for the Distribution of Money on Connected Graphs

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Lanchier, Nicolas; Reed, Stephanie

2018-05-01

This paper is concerned with general spatially explicit versions of three stochastic models for the dynamics of money that have been introduced and studied numerically by statistical physicists: the uniform reshuffling model, the immediate exchange model and the model with saving propensity. All three models consist of systems of economical agents that consecutively engage in pairwise monetary transactions. Computer simulations performed in the physics literature suggest that, when the number of agents and the average amount of money per agent are large, the limiting distribution of money as time goes to infinity approaches the exponential distribution for the first model, the gamma distribution with shape parameter two for the second model and a distribution similar but not exactly equal to a gamma distribution whose shape parameter depends on the saving propensity for the third model. The main objective of this paper is to give rigorous proofs of these conjectures and also extend these conjectures to generalizations of the first two models and a variant of the third model that include local rather than global interactions, i.e., instead of choosing the two interacting agents uniformly at random from the system, the agents are located on the vertex set of a general connected graph and can only interact with their neighbors.

Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students.

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Hsu, Li-Ling; Hsieh, Suh-Ing

2011-11-01

This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. © 2011 Blackwell Publishing Ltd.

Communicating Learning Outcomes and Student Performance through the Student Transcript

Science.gov (United States)

Kenyon, George; Barnes, Cynthia

2010-01-01

The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

Development of an HIV Prevention Videogame: Lessons Learned

OpenAIRE

Kimberly Hieftje; Lynn E. Fiellin; Tyra Pendergrass; Lindsay R Duncan

2016-01-01

The use of videogames interventions is becoming an increasingly popular and effective strategy in disease prevention and health promotion; however, few health videogame interventions have been scientifically rigorously evaluated for their efficacy. Moreover, few examples of the formative process used to develop and evaluate evidence-based health videogame interventions exist in the scientific literature. The following paper provides valuable insight into the lessons learned during the process...

Continued usage of e-learning: Expectations and performance

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Fernando Antonio de Melo Pereira

2015-10-01

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

Sleep and memory consolidation: motor performance and proactive interference effects in sequence learning.

Science.gov (United States)

Borragán, Guillermo; Urbain, Charline; Schmitz, Rémy; Mary, Alison; Peigneux, Philippe

2015-04-01

That post-training sleep supports the consolidation of sequential motor skills remains debated. Performance improvement and sensitivity to proactive interference are both putative measures of long-term memory consolidation. We tested sleep-dependent memory consolidation for visuo-motor sequence learning using a proactive interference paradigm. Thirty-three young adults were trained on sequence A on Day 1, then had Regular Sleep (RS) or were Sleep Deprived (SD) on the night after learning. After two recovery nights, they were tested on the same sequence A, then had to learn a novel, potentially competing sequence B. We hypothesized that proactive interference effects on sequence B due to the prior learning of sequence A would be higher in the RS condition, considering that proactive interference is an indirect marker of the robustness of sequence A, which should be better consolidated over post-training sleep. Results highlighted sleep-dependent improvement for sequence A, with faster RTs overnight for RS participants only. Moreover, the beneficial impact of sleep was specific to the consolidation of motor but not sequential skills. Proactive interference effects on learning a new material at Day 4 were similar between RS and SD participants. These results suggest that post-training sleep contributes to optimizing motor but not sequential components of performance in visuo-motor sequence learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Comparison of Feature Learning Methods for Human Activity Recognition Using Wearable Sensors

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Frédéric Li

2018-02-01

Full Text Available Getting a good feature representation of data is paramount for Human Activity Recognition (HAR using wearable sensors. An increasing number of feature learning approaches—in particular deep-learning based—have been proposed to extract an effective feature representation by analyzing large amounts of data. However, getting an objective interpretation of their performances faces two problems: the lack of a baseline evaluation setup, which makes a strict comparison between them impossible, and the insufficiency of implementation details, which can hinder their use. In this paper, we attempt to address both issues: we firstly propose an evaluation framework allowing a rigorous comparison of features extracted by different methods, and use it to carry out extensive experiments with state-of-the-art feature learning approaches. We then provide all the codes and implementation details to make both the reproduction of the results reported in this paper and the re-use of our framework easier for other researchers. Our studies carried out on the OPPORTUNITY and UniMiB-SHAR datasets highlight the effectiveness of hybrid deep-learning architectures involving convolutional and Long-Short-Term-Memory (LSTM to obtain features characterising both short- and long-term time dependencies in the data.

Community College Pathways: A Descriptive Report of Summative Assessments and Student Learning

Science.gov (United States)

Strother, Scott; Sowers, Nicole

2014-01-01

Carnegie's Community College Pathways (CCP) offers two pathways, Statway® and Quantway®, that reduce the amount of time required to complete developmental mathematics and earn college-level mathematics credit. The Pathways aim to improve student success in mathematics while maintaining rigorous content, pedagogy, and learning outcomes. It is…

Learning Other People's History: Pre-Service Teachers' Developing African American Historical Knowledge

Science.gov (United States)

King, LaGarrett Jarriel

2014-01-01

Drawing from the historical lens of cultural memory, I examined the development of three social studies pre-service teachers' African American history knowledge. The participants were engaged in a rigorous summer reading program dedicated to learning African American history. This qualitative case study examined both pre and post interpretations…

Perceptual learning improves visual performance in juvenile amblyopia.

Science.gov (United States)

Li, Roger W; Young, Karen G; Hoenig, Pia; Levi, Dennis M

2005-09-01

To determine whether practicing a position-discrimination task improves visual performance in children with amblyopia and to determine the mechanism(s) of improvement. Five children (age range, 7-10 years) with amblyopia practiced a positional acuity task in which they had to judge which of three pairs of lines was misaligned. Positional noise was produced by distributing the individual patches of each line segment according to a Gaussian probability function. Observers were trained at three noise levels (including 0), with each observer performing between 3000 and 4000 responses in 7 to 10 sessions. Trial-by-trial feedback was provided. Four of the five observers showed significant improvement in positional acuity. In those four observers, on average, positional acuity with no noise improved by approximately 32% and with high noise by approximately 26%. A position-averaging model was used to parse the improvement into an increase in efficiency or a decrease in equivalent input noise. Two observers showed increased efficiency (51% and 117% improvements) with no significant change in equivalent input noise across sessions. The other two observers showed both a decrease in equivalent input noise (18% and 29%) and an increase in efficiency (17% and 71%). All five observers showed substantial improvement in Snellen acuity (approximately 26%) after practice. Perceptual learning can improve visual performance in amblyopic children. The improvement can be parsed into two important factors: decreased equivalent input noise and increased efficiency. Perceptual learning techniques may add an effective new method to the armamentarium of amblyopia treatments.

Personality Traits and Performance in Online Game-Based Learning: Collaborative versus Individual Settings

Science.gov (United States)

Lara, Miguel Angel

2013-01-01

Extant research indicates that, in face-to-face settings, cooperative learning and game-based learning strategies can be effective. However, in online settings (e.g., in distance education), there is a paucity of research in this area. This study was designed to investigate performance and attitudes of university students who played an educational…

The Effect of Observational Learning on Students' Performance, Processes, and Motivation in Two Creative Domains

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Groenendijk, Talita; Janssen, Tanja; Rijlaarsdam, Gert; van den Bergh, Huub

2013-01-01

Background. Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts. Aims. We hypothesized that observation…

Asking the Right Questions: Action Learning and PMT 401

Science.gov (United States)

2016-08-01

program aimed at improving leadership, critical thinking , problem solving and decision­making skills. Participants in this rigorous, in­residence...problem • Skill Development • Urgent and complex problems requiring unique systems thinking • Groups charged with implementing the solution as...most pressing organi­ zational issues: problem solving, organizational learning, team building, leadership development, and professional growth and

Self-regulation of learning and performance level of elite youth soccer players

NARCIS (Netherlands)

Toering, Tynke; Elferink-Gemser, Marije T.; Jordet, Geir; Pepping, Gert-Jan; Visscher, Chris

2012-01-01

This study examined the relationship between self-regulated learning and performance level of 256 elite youth soccer players aged 12 to 17 years (M-age = 14.2; SD = 1.2). As relative age may affect this relationship through its association with maturation, experience, and performance level, we

University support, motivation to learn, emotional adjustment, and academic performance

NARCIS (Netherlands)

Shanti, T.I.; Janssens, J.M.A.M.; Setiadi, B.N.

2016-01-01

The main purpose of this study was to examine relationships between university support and academic performance, as mediated by motivation to learn and emotional adjustment among freshmen of X University. Data were collected from 327 X University's freshmen at the end of their first year. Results

Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.

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Suppes, Patrick

This project was concerned with the development of mathematical models of elementary mathematics learning and performance. Probabilistic finite automata and register machines with a finite number of registers were developed as models and extensively tested with data arising from the elementary-mathematics strand curriculum developed by the…

The effect of student learning strategies on performance and carrier ...

African Journals Online (AJOL)

This study explored the learning strategies of 500 undergraduate students in higher education in the Wa Campus of the University for Development Studies, Tamale, Ghana and the effect on their performance and carrier aspirations. Twenty lecturers and managers of three development organisations that receive students ...

Active Learning Improves Student Performance in a Respiratory Physiology Lab

Science.gov (United States)

Wolf, Alex M.; Liachovitzky, Carlos; Abdullahi, Abass S.

2015-01-01

This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of…

Relationships between milk consumption and academic performance, learning motivation and strategy, and personality in Korean adolescents.

Science.gov (United States)

Kim, Sun Hyo; Kim, Woo Kyoung; Kang, Myung-Hee

2016-04-01

A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P learning strategy total," "testing technique," and "resources management technique" scores (P learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P academic performance (Korean, social science, and mathematics) in Korean adolescents. In male high school students, particularly, higher milk intake frequency was positively correlated with learning motivation and strategy as well as some items of the personality inventory.

Rigorous numerical modeling of scattering-type scanning near-field optical microscopy and spectroscopy

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Chen, Xinzhong; Lo, Chiu Fan Bowen; Zheng, William; Hu, Hai; Dai, Qing; Liu, Mengkun

2017-11-01

Over the last decade, scattering-type scanning near-field optical microscopy and spectroscopy have been widely used in nano-photonics and material research due to their fine spatial resolution and broad spectral range. A number of simplified analytical models have been proposed to quantitatively understand the tip-scattered near-field signal. However, a rigorous interpretation of the experimental results is still lacking at this stage. Numerical modelings, on the other hand, are mostly done by simulating the local electric field slightly above the sample surface, which only qualitatively represents the near-field signal rendered by the tip-sample interaction. In this work, we performed a more comprehensive numerical simulation which is based on realistic experimental parameters and signal extraction procedures. By directly comparing to the experiments as well as other simulation efforts, our methods offer a more accurate quantitative description of the near-field signal, paving the way for future studies of complex systems at the nanoscale.

Supersymmetry and the Parisi-Sourlas dimensional reduction: A rigorous proof

International Nuclear Information System (INIS)

Klein, A.; Landau, L.J.; Perez, J.F.

1984-01-01

Functional integrals that are formally related to the average correlation functions of a classical field theory in the presence of random external sources are given a rigorous meaning. Their dimensional reduction to the Schwinger functions of the corresponding quantum field theory in two fewer dimensions is proven. This is done by reexpressing those functional integrals as expectations of a supersymmetric field theory. The Parisi-Sourlas dimensional reduction of a supersymmetric field theory to a usual quantum field theory in two fewer dimensions is proven. (orig.)

Student performance in computing education: an empirical analysis of online learning in programming education environments

Science.gov (United States)

Xia, Belle Selene; Liitiäinen, Elia

2017-11-01

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.

When bad stress goes good: increased threat reactivity predicts improved category learning performance.

Science.gov (United States)

Ell, Shawn W; Cosley, Brandon; McCoy, Shannon K

2011-02-01

The way in which we respond to everyday stressors can have a profound impact on cognitive functioning. Maladaptive stress responses in particular are generally associated with impaired cognitive performance. We argue, however, that the cognitive system mediating task performance is also a critical determinant of the stress-cognition relationship. Consistent with this prediction, we observed that stress reactivity consistent with a maladaptive, threat response differentially predicted performance on two categorization tasks. Increased threat reactivity predicted enhanced performance on an information-integration task (i.e., learning is thought to depend upon a procedural-based memory system), and a (nonsignificant) trend for impaired performance on a rule-based task (i.e., learning is thought to depend upon a hypothesis-testing system). These data suggest that it is critical to consider both variability in the stress response and variability in the cognitive system mediating task performance in order to fully understand the stress-cognition relationship.

Efficiency versus speed in quantum heat engines: Rigorous constraint from Lieb-Robinson bound

Science.gov (United States)

Shiraishi, Naoto; Tajima, Hiroyasu

2017-08-01

A long-standing open problem whether a heat engine with finite power achieves the Carnot efficiency is investgated. We rigorously prove a general trade-off inequality on thermodynamic efficiency and time interval of a cyclic process with quantum heat engines. In a first step, employing the Lieb-Robinson bound we establish an inequality on the change in a local observable caused by an operation far from support of the local observable. This inequality provides a rigorous characterization of the following intuitive picture that most of the energy emitted from the engine to the cold bath remains near the engine when the cyclic process is finished. Using this description, we prove an upper bound on efficiency with the aid of quantum information geometry. Our result generally excludes the possibility of a process with finite speed at the Carnot efficiency in quantum heat engines. In particular, the obtained constraint covers engines evolving with non-Markovian dynamics, which almost all previous studies on this topic fail to address.

Rigorous Screening Technology for Identifying Suitable CO2 Storage Sites II

Energy Technology Data Exchange (ETDEWEB)

George J. Koperna Jr.; Vello A. Kuuskraa; David E. Riestenberg; Aiysha Sultana; Tyler Van Leeuwen

2009-06-01

This report serves as the final technical report and users manual for the 'Rigorous Screening Technology for Identifying Suitable CO2 Storage Sites II SBIR project. Advanced Resources International has developed a screening tool by which users can technically screen, assess the storage capacity and quantify the costs of CO2 storage in four types of CO2 storage reservoirs. These include CO2-enhanced oil recovery reservoirs, depleted oil and gas fields (non-enhanced oil recovery candidates), deep coal seems that are amenable to CO2-enhanced methane recovery, and saline reservoirs. The screening function assessed whether the reservoir could likely serve as a safe, long-term CO2 storage reservoir. The storage capacity assessment uses rigorous reservoir simulation models to determine the timing, ultimate storage capacity, and potential for enhanced hydrocarbon recovery. Finally, the economic assessment function determines both the field-level and pipeline (transportation) costs for CO2 sequestration in a given reservoir. The screening tool has been peer reviewed at an Electrical Power Research Institute (EPRI) technical meeting in March 2009. A number of useful observations and recommendations emerged from the Workshop on the costs of CO2 transport and storage that could be readily incorporated into a commercial version of the Screening Tool in a Phase III SBIR.

Linking culture, organizational, learning orientation and product innovation performance: the case of Ethiopian manufacturing firms

Directory of Open Access Journals (Sweden)

Beyene, K. T.

2016-05-01

Full Text Available Using formal survey data from textile and leather product manufacturing firms in Ethiopia, we investigate how the current national cultural setup (power distance, collectivism, masculinity and uncertainty avoidance is affecting organizational learning, orientation and product innovation performance. Further, we assess the moderating role of sector and ownership structure on the interrelationship. The result demonstrates that the current national culture setup is negatively affecting the learning and innovation activities of the firms in the country. It also shows that while sector type is neutral, ownership type significantly affects the interrelationship among culture, learning orientation and product innovation performance.

Post mortem rigor development in the Egyptian goose (Alopochen aegyptiacus) breast muscle (pectoralis): factors which may affect the tenderness.

Science.gov (United States)

Geldenhuys, Greta; Muller, Nina; Frylinck, Lorinda; Hoffman, Louwrens C

2016-01-15

Baseline research on the toughness of Egyptian goose meat is required. This study therefore investigates the post mortem pH and temperature decline (15 min-4 h 15 min post mortem) in the pectoralis muscle (breast portion) of this gamebird species. It also explores the enzyme activity of the Ca(2+)-dependent protease (calpain system) and the lysosomal cathepsins during the rigor mortis period. No differences were found for any of the variables between genders. The pH decline in the pectoralis muscle occurs quite rapidly (c = -0.806; ultimate pH ∼ 5.86) compared with other species and it is speculated that the high rigor temperature (>20 °C) may contribute to the increased toughness. No calpain I was found in Egyptian goose meat and the µ/m-calpain activity remained constant during the rigor period, while a decrease in calpastatin activity was observed. The cathepsin B, B & L and H activity increased over the rigor period. Further research into the connective tissue content and myofibrillar breakdown during aging is required in order to know if the proteolytic enzymes do in actual fact contribute to tenderisation. © 2015 Society of Chemical Industry.

Gender differences in learning styles and academic performance of medical students in Saudi Arabia.

Science.gov (United States)

Nuzhat, Ayesha; Salem, Raneem Osama; Al Hamdan, Nasser; Ashour, Nada