WorldWideScience

Sample records for voluntary active learning

  1. A concept analysis of voluntary active euthanasia.

    Science.gov (United States)

    Guo, Fenglin

    2006-01-01

    Euthanasia has a wide range of classifications. Confusion exists in the application of specific concepts to various studies. To analyze the concept of voluntary active euthanasia using Walker and Avant's concept analysis method. A comprehensive literature review from various published literature and bibliographies. Clinical, ethical, and policy differences and similarities of euthanasia need to be debated openly, both within the medical profession and publicly. Awareness of the classifications about euthanasia may help nurses dealing with "end of life issues" properly.

  2. 75 FR 47607 - Agency Information Collection Activities: Voluntary Customer Survey

    Science.gov (United States)

    2010-08-06

    ... Activities: Voluntary Customer Survey AGENCY: U.S. Customs and Border Protection, Department of Homeland... review and approval in accordance with the Paperwork Reduction Act: Voluntary Customer Survey. This is a.... Title: Voluntary Customer Survey. OMB Number: Will be assigned upon approval. Form Number: None...

  3. 77 FR 36566 - Agency Information Collection Activities: Voluntary Customer Survey

    Science.gov (United States)

    2012-06-19

    ... Activities: Voluntary Customer Survey AGENCY: U.S. Customs and Border Protection (CBP), Department of... requirement concerning a Voluntary Customer Survey. This request for comment is being made pursuant to the... following information collection: Title: Voluntary Customer Survey. OMB Number: 1651-0135. Abstract: Customs...

  4. 77 FR 55487 - Agency Information Collection Activities; Voluntary Customer Survey

    Science.gov (United States)

    2012-09-10

    ... Activities; Voluntary Customer Survey AGENCY: U.S. Customs and Border Protection, Department of Homeland... (OMB) for review and approval in accordance with the Paperwork Reduction Act: Voluntary Customer Survey... forms of information. Title: Voluntary Customer Survey. OMB Number: 1651-0135. Abstract: Customs and...

  5. 75 FR 27563 - Agency Information Collection Activities: Voluntary Customer Survey

    Science.gov (United States)

    2010-05-17

    ... Activities: Voluntary Customer Survey AGENCY: U.S. Customs and Border Protection (CBP), Department of... collection requirement concerning a Voluntary Customer Survey. This request for comment is being made... soliciting comments concerning the following information collection: Title: Voluntary Customer Survey. OMB...

  6. LESSONS LEARNED THROUGH OPTIMIZATION OF THE VOLUNTARY CORRECTIVE ACTION PROCESS

    International Nuclear Information System (INIS)

    Thacker, M. S.; Freshour, P.; McDonald, W.

    2002-01-01

    Valuable experience in environmental remediation was gained at Sandia National Laboratories/New Mexico (Sandia) by concurrently conducting Voluntary Corrective Actions (VCAs) at three Solid Waste Management Units (SWMUs). Sandia combined the planning, implementation, and reporting phases of three VCAs with the goal of realizing significant savings in both cost and schedule. The lessons learned through this process have been successfully implemented within the Sandia Environmental Restoration (ER) Project and could be utilized at other locations with multiple ER sites. All lessons learned resulted from successful teaming with the New Mexico Environment Department (NMED) Hazardous Waste Bureau (HWB), Sandia management, a Sandia risk assessment team, and Sandia waste management personnel. Specific lessons learned included the following: (1) potential efficiencies can be exploited by reprioritization and rescheduling of activities; (2) cost and schedule reductions can be realized by combining similar work at contiguous sites into a single effort; (3) working with regulators to develop preliminary remediation goals (PRGs) and gain regulatory acceptance for VCA planning prior to project initiation results in significant time savings throughout the remediation and permit modification processes; (4) effective and thoughtful contingency planning removes uncertainties and defrays costs so that projects can be completed without interruption; (5) timely collection of waste characterization samples allows efficient disposal of waste streams, and (6) concurrent reporting of VCA activities results in significant savings in time for the authors and reviewers

  7. Human Economy and Entrepreneurial Learning in a Voluntary Organization

    DEFF Research Database (Denmark)

    Revsbech, Christine

    2014-01-01

    "Based on five months anthropological field study in a British affiliate of an American charity in London, Revsbech asks what does learning look like in a social voluntary organization for youth. Her chapter argues that volunteers develop entrepreneurial abilities by shifting flexibly between...

  8. Human dignity and the future of the voluntary active euthanasia ...

    African Journals Online (AJOL)

    The issue of voluntary active euthanasia was thrust into the public policy arena by the Stransham-Ford lawsuit. The High Court legalised voluntary active euthanasia – however, ostensibly only in the specific case of Mr Stransham-Ford. The Supreme Court of Appeal overturned the High Court judgment on technical grounds, ...

  9. Voluntary breath holding affects spontaneous brain activity measured by magnetoencephalography

    NARCIS (Netherlands)

    Schellart, N. A.; Reits, D.

    1999-01-01

    Spontaneous brain activity was measured by multichannel magnetoencephalography (MEG) during voluntary breath holds. Significant changes in the activity are limited to the alpha rhythm: 0.25 Hz frequency increase and narrowing of the peak. The area of alpha activity shifts slightly toward (fronto-)

  10. Human dignity and the future of the voluntary active euthanasia debate in South Africa.

    Science.gov (United States)

    Jordaan, Donrich W

    2017-04-25

    The issue of voluntary active euthanasia was thrust into the public policy arena by the Stransham-Ford lawsuit. The High Court legalised voluntary active euthanasia - however, ostensibly only in the specific case of Mr Stransham-Ford. The Supreme Court of Appeal overturned the High Court judgment on technical grounds, not on the merits. This means that in future the courts can be approached again to consider the legalisation of voluntary active euthanasia. As such, Stransham-Ford presents a learning opportunity for both sides of the legalisation divide. In particular, conceptual errors pertaining to human dignity were made in Stransham-Ford, and can be avoided in future. In this article, I identify these errors and propose the following three corrective principles to inform future debate on the subject: (i) human dignity is violable; (ii) human suffering violates human dignity; and (iii) the 'natural' causes of suffering due to terminal illness do not exclude the application of human dignity.

  11. Quadriceps muscle strength and voluntary activation after polio

    NARCIS (Netherlands)

    Beelen, Anita; Nollet, Frans; de Visser, Marianne; de Jong, Bareld A.; Lankhorst, Gustaaf J.; Sargeant, Anthony J.

    2003-01-01

    Quadriceps strength, maximal anatomical cross-sectional area (CSA), maximal voluntary activation (MVA), and maximal relaxation rate (MRR) were studied in 48 subjects with a past history of polio, 26 with and 22 without postpoliomyelitis syndrome (PPS), and in 13 control subjects. It was also

  12. A cardiorespiratory classifier of voluntary and involuntary electrodermal activity

    Directory of Open Access Journals (Sweden)

    Sejdic Ervin

    2010-02-01

    Full Text Available Abstract Background Electrodermal reactions (EDRs can be attributed to many origins, including spontaneous fluctuations of electrodermal activity (EDA and stimuli such as deep inspirations, voluntary mental activity and startling events. In fields that use EDA as a measure of psychophysiological state, the fact that EDRs may be elicited from many different stimuli is often ignored. This study attempts to classify observed EDRs as voluntary (i.e., generated from intentional respiratory or mental activity or involuntary (i.e., generated from startling events or spontaneous electrodermal fluctuations. Methods Eight able-bodied participants were subjected to conditions that would cause a change in EDA: music imagery, startling noises, and deep inspirations. A user-centered cardiorespiratory classifier consisting of 1 an EDR detector, 2 a respiratory filter and 3 a cardiorespiratory filter was developed to automatically detect a participant's EDRs and to classify the origin of their stimulation as voluntary or involuntary. Results Detected EDRs were classified with a positive predictive value of 78%, a negative predictive value of 81% and an overall accuracy of 78%. Without the classifier, EDRs could only be correctly attributed as voluntary or involuntary with an accuracy of 50%. Conclusions The proposed classifier may enable investigators to form more accurate interpretations of electrodermal activity as a measure of an individual's psychophysiological state.

  13. The effect of voluntariness on the acceptance of e-learning by nursing students.

    Science.gov (United States)

    Žvanut, Boštjan; Pucer, Patrik; Ličen, Sabina; Trobec, Irena; Plazar, Nadja; Vavpotič, Damjan

    2011-05-01

    Although e-learning is an innovation that is worth making generally available, it is not always accepted by nursing students. Many researchers state that voluntariness is closely related to the individual level of adoption of innovations. Hence, we hypothesized that voluntariness moderates the effect of perceived attributes of innovations (e.g. relative advantage, compatibility, complexity, trialability, and observability), which determines the acceptance of e-learning. To test the hypothesis a survey involving two groups of nursing students was carried out. For the first group the usage of e-learning was mandatory, for the second group it was optional. The results confirm our hypothesis. Institutions, interested in e-learning initiatives, should consider the effect of voluntariness when implementing e-learning. This paper provides a useful reference that can help e-learning providers to develop guidelines that can improve the acceptance of e-learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

  14. The dead donor rule, voluntary active euthanasia, and capital punishment.

    Science.gov (United States)

    Coons, Christian; Levin, Noah

    2011-06-01

    We argue that the dead donor rule, which states that multiple vital organs should only be taken from dead patients, is justified neither in principle nor in practice. We use a thought experiment and a guiding assumption in the literature about the justification of moral principles to undermine the theoretical justification for the rule. We then offer two real world analogues to this thought experiment, voluntary active euthanasia and capital punishment, and argue that the moral permissibility of terminating any patient through the removal of vital organs cannot turn on whether or not the practice violates the dead donor rule. Next, we consider practical justifications for the dead donor rule. Specifically, we consider whether there are compelling reasons to promulgate the rule even though its corresponding moral principle is not theoretically justified. We argue that there are no such reasons. In fact, we argue that promulgating the rule may actually decrease public trust in organ procurement procedures and medical institutions generally - even in states that do not permit capital punishment or voluntary active euthanasia. Finally, we examine our case against the dead donor rule in the light of common arguments for it. We find that these arguments are often misplaced - they do not support the dead donor rule. Instead, they support the quite different rule that patients should not be killed for their vital organs.

  15. Human dignity and the future of the voluntary active euthanasia debate in South Africa

    Directory of Open Access Journals (Sweden)

    Donrich W Jordaan

    2017-05-01

    Full Text Available The issue of voluntary active euthanasia was thrust into the public policy arena by the Stransham-Ford lawsuit. The High Court legalised voluntary active euthanasia – however, ostensibly only in the specific case of Mr Stransham-Ford. The Supreme Court of Appeal overturned the High Court judgment on technical grounds, not on the merits. This means that in future the courts can be approached again to consider the legalisation of voluntary active euthanasia. As such, Stransham-Ford presents a learning opportunity for both sides of the legalisation divide. In particular, conceptual errors pertaining to human dignity were made in Stransham-Ford, and can be avoided in future. In this article, I identify these errors and propose the following three corrective principles to inform future debate on the subject: (i human dignity is violable; (ii human suffering violates human dignity; and (iii the ‘natural’ causes of suffering due to terminal illness do not exclude the application of human dignity.

  16. 16 CFR 1031.7 - Commission support of voluntary standards activities.

    Science.gov (United States)

    2010-01-01

    ... government or industrial model code development activities, so as to develop uniformity and minimize... as hosting meetings and secretarial assistance. (11) Providing funding support for voluntary...

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

    Directory of Open Access Journals (Sweden)

    Chen Chu

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

  18. Biliary atresia: lessons learned from the voluntary German registry.

    Science.gov (United States)

    Leonhardt, J; Kuebler, J F; Leute, P J; Turowski, C; Becker, T; Pfister, E-D; Ure, B; Petersen, C

    2011-03-01

    Aim of the study was to carry out a 5-year survey of German patients with biliary atresia (BA) and to launch a discussion regarding the feasibility of voluntary registries in unregulated healthcare systems. A retrospective analysis of German BA patients born between 2001 and 2005, based on data collected from the voluntary European Biliary Atresia Registry (EBAR), was carried out and supplemented by data from all BA patients who underwent liver transplantation at the only 4 pediatric transplantation centers (pLTx) in Germany which are so far not registered at EBAR. Survival rates were calculated using Kaplan-Meier analysis and compared by Cox regression to determine the predictive value of age at surgery and the influence of the center size (fewer or more than 5 patients/study period) on overall survival and survival with native liver. A critical review of the 148 German EBAR charts revealed that 11 patients (7.4%) had no biliary atresia. The remaining 137 patients from EBAR together with 46 BA patients who underwent LTx without prior registration at EBAR were evaluated with a median follow-up of 39 months (range: 25-85 months). 29 hospitals performed a total of 159 Kasai procedures, but only 7 centers treated 5 or more patients (116 patients, range: 5-68), and 22 hospitals performed less than 5 KP (43 patients, range: 1-4). Primary LTx was performed in 21 patients (11.5%) and 3 patients died without surgical intervention. 16 patients were lost to follow-up (8.7%). Overall survival after 2 years was 83.3% (139 patients), including 105 patients (63%) who had undergone LTx and 34 patients (20.3%) with native liver. 28 patients died (16.7%), 8 after LTx (5.8%). The experience of the center was the only factor with a significant predictive value for jaundice-free survival with native liver (p=0.001). 25% of all German BA patients were not registered at EBAR, and 29 clinics were involved in the surgical management of BA patients. Therefore a new approach consisting of

  19. Attitudinal and motivational antecedents of participation in voluntary employee development activities.

    Science.gov (United States)

    Hurtz, Gregory M; Williams, Kevin J

    2009-05-01

    This study investigated factors influencing ongoing participation in employee development activities. A multiple-indicator structural equation model building on the theory of planned behavior and prior employee development literature was tested with a survey across 4 organizations on 2 occasions. The model uses reactions to past participation and past supportiveness of the social and organizational environment as indirect antecedents of participation, filtered through their impact on attitudes and behavioral intentions toward future participation. Learning goal orientation also influenced attitudes toward participation. Whereas personal control over participation and higher levels of voluntariness were negatively related to participation, intentions to participate and availability of opportunities arose as strong predictors of higher participation rates. Many significant hypothesized paths were found, and 85% of the variance in participation was explained by the model variables. Increasing employee awareness of opportunities and managing positive attitudes toward those opportunities are recommended as key factors for increasing participation rates. (c) 2009 APA, all rights reserved.

  20. Predicting Knowledge Workers' Participation in Voluntary Learning with Employee Characteristics and Online Learning Tools

    Science.gov (United States)

    Hicks, Catherine

    2018-01-01

    Purpose: This paper aims to explore predicting employee learning activity via employee characteristics and usage for two online learning tools. Design/methodology/approach: Statistical analysis focused on observational data collected from user logs. Data are analyzed via regression models. Findings: Findings are presented for over 40,000…

  1. Voluntary business activities to mitigate climate change: Case studies in Japan

    International Nuclear Information System (INIS)

    Wakabayashi, Masayo

    2013-01-01

    Voluntary business activities, such as the voluntary action plans conducted by comprehensive business associations in Japan to reduce environmental damage, are viable policy instruments alongside regulations and economic incentives (e.g. taxes and emissions trading schemes). This paper examines three case studies in which voluntary activities have played a successful role in mitigating climate change. Based on interviews with business organisations together with a literature review and data analysis, we show why businesses are motivated to take socially responsible actions and describe the major benefits of such activities. One of the important benefits of voluntary activities is their flexibility in phasing measures. This flexibility is greatly appreciated, since industries are able to retain control of their responses to future uncertainties, which allows them to tackle climate change issues aggressively. We conclude that voluntary activities have been more environmentally effective than alternative policy measures under a proper institutional framework, which consists of effective motivation mechanisms for businesses, governmental measures to encourage their compliance, and capable industrial associations that can lessen the transaction costs both of the government and of industry. - Highlights: • Businesses are well motivated to take suitable, technologically feasible actions. • Capability of industrial associations is a key to successful voluntary activities. • Flexibility allows businesses to manage uncertainty and aim for ambitious goals

  2. Percent voluntary inactivation and peak force predictions with the interpolated twitch technique in individuals with high ability of voluntary activation

    International Nuclear Information System (INIS)

    Herda, Trent J; Walter, Ashley A; Hoge, Katherine M; Stout, Jeffrey R; Costa, Pablo B; Ryan, Eric D; Cramer, Joel T

    2011-01-01

    The purpose of this study was to examine the sensitivity and peak force prediction capability of the interpolated twitch technique (ITT) performed during submaximal and maximal voluntary contractions (MVCs) in subjects with the ability to maximally activate their plantar flexors. Twelve subjects performed two MVCs and nine submaximal contractions with the ITT method to calculate percent voluntary inactivation (%VI). Additionally, two MVCs were performed without the ITT. Polynomial models (linear, quadratic and cubic) were applied to the 10–90% VI and 40–90% VI versus force relationships to predict force. Peak force from the ITT MVC was 6.7% less than peak force from the MVC without the ITT. Fifty-eight percent of the 10–90% VI versus force relationships were best fit with nonlinear models; however, all 40–90% VI versus force relationships were best fit with linear models. Regardless of the polynomial model or the contraction intensities used to predict force, all models underestimated the actual force from 22% to 28%. There was low sensitivity of the ITT method at high contraction intensities and the predicted force from polynomial models significantly underestimated the actual force. Caution is warranted when interpreting the % VI at high contraction intensities and predicted peak force from submaximal contractions

  3. Overweight adult cats have significantly lower voluntary physical activity than adult lean cats.

    Science.gov (United States)

    de Godoy, Maria Rc; Shoveller, Anna K

    2017-12-01

    Objectives The objectives of the current pilot study were to evaluate whether body condition score (BCS) and body weight are significantly related to physical activity counts, and to evaluate potential interaction between BCS and voluntary physical activity measured over a 14 day period. Methods Ten (five lean, five overweight), neutered, adult American Shorthair cats were selected for this study (median age 4 ± 0.5 years). Cats with a BCS of ⩽3.0 were considered lean, whereas cats with a BCS >3.0 were considered overweight, using a 5-point scale. Cats were housed in a free-living environment with indoor/outdoor access and were individually fed once daily a commercially available dry extruded diet and allowed 1 h to eat. Voluntary physical activity was measured consecutively for 14 days using the Actical Activity Monitors that were worn parallel to the ribs and attached via a harness. Results Lean cats had a greater mean total daily voluntary physical activity ( P = 0.0059), and a greater voluntary physical activity during light ( P = 0.0023) and dark ( P = 0.0446) periods, with overweight cats having 60% of the physical activity of lean cats. Lean cats were more active before feeding and during animal care procedures. These data suggest that lean cats have a greater anticipatory physical activity prior to feeding and are more eager to have social interaction with humans than overweight cats. A significant interaction was observed between day of physical activity measurement and BCS for total daily voluntary physical activity ( P = 0.0133) and activity during the light period ( P = 0.0016) where lean cats were consistently more active than overweight cats. In general, cats were more active during weekdays vs weekends. Conclusions and relevance The results of this study suggest that overweight cats are less active than lean cats and that voluntary physical activity level appears to be influenced by social interaction with humans.

  4. Voluntary euthanasia.

    Science.gov (United States)

    Brewin, Thurstan B

    1986-05-10

    Brewin comments upon James Rachels' The End of Life (Oxford University Press; 1986) and Voluntary Euthanasia (Peter Owen; 1986), a compilation edited by A.B. Downing and B. Smoker that is an expanded version of a 1969 work by Britain's Voluntary Euthanasia Society. Rachels maintains that it is illogical to distinguish between active and passive euthanasia. In Voluntary Euthanasia, 17 contributors argue the pros and cons of the issue. The Voluntary Euthanasia Society proposes that mentally competent persons be allowed by law to request euthanasia, either when taken ill or by advance directive. Brewin says he is almost but not quite convinced by the arguments for legalized voluntary euthanasia. He is concerned about the "slippery slope," the uncertainties of prognosis and quality of life judgments, the pressures to which the terminally ill or aged might be subjected, and the potentially negative impact of euthanasia on the physician patient relationship.

  5. Voluntary activation of biceps-to-triceps and deltoid-to-triceps transfers in quadriplegia.

    Science.gov (United States)

    Peterson, Carrie L; Bednar, Michael S; Bryden, Anne M; Keith, Michael W; Perreault, Eric J; Murray, Wendy M

    2017-01-01

    The biceps or the posterior deltoid can be transferred to improve elbow extension function for many individuals with C5 or C6 quadriplegia. Maximum strength after elbow reconstruction is variable; the patient's ability to voluntarily activate the transferred muscle to extend the elbow may contribute to the variability. We compared voluntary activation during maximum isometric elbow extension following biceps transfer (n = 5) and deltoid transfer (n = 6) in three functional postures. Voluntary activation was computed as the elbow extension moment generated during maximum voluntary effort divided by the moment generated with full activation, which was estimated via electrical stimulation. Voluntary activation was on average 96% after biceps transfer and not affected by posture. Individuals with deltoid transfer demonstrated deficits in voluntary activation, which differed by posture (80% in horizontal plane, 69% in overhead reach, and 70% in weight-relief), suggesting inadequate motor re-education after deltoid transfer. Overall, individuals with a biceps transfer better activated their transferred muscle than those with a deltoid transfer. This difference in neural control augmented the greater force-generating capacity of the biceps leading to increased elbow extension strength after biceps transfer (average 9.37 N-m across postures) relative to deltoid transfer (average 2.76 N-m across postures) in our study cohort.

  6. Trainability of muscular activity level during maximal voluntary co-contraction: comparison between bodybuilders and nonathletes.

    Directory of Open Access Journals (Sweden)

    Sumiaki Maeo

    Full Text Available Antagonistic muscle pairs cannot be fully activated simultaneously, even with maximal effort, under conditions of voluntary co-contraction, and their muscular activity levels are always below those during agonist contraction with maximal voluntary effort (MVE. Whether the muscular activity level during the task has trainability remains unclear. The present study examined this issue by comparing the muscular activity level during maximal voluntary co-contraction for highly experienced bodybuilders, who frequently perform voluntary co-contraction in their training programs, with that for untrained individuals (nonathletes. The electromyograms (EMGs of biceps brachii and triceps brachii muscles during maximal voluntary co-contraction of elbow flexors and extensors were recorded in 11 male bodybuilders and 10 nonathletes, and normalized to the values obtained during the MVE of agonist contraction for each of the corresponding muscles (% EMGMVE. The involuntary coactivation level in antagonist muscle during the MVE of agonist contraction was also calculated. In both muscles, % EMGMVE values during the co-contraction task for bodybuilders were significantly higher (P<0.01 than those for nonathletes (biceps brachii: 66±14% in bodybuilders vs. 46±13% in nonathletes, triceps brachii: 74±16% vs. 57±9%. There was a significant positive correlation between a length of bodybuilding experience and muscular activity level during the co-contraction task (r = 0.653, P = 0.03. Involuntary antagonist coactivation level during MVE of agonist contraction was not different between the two groups. The current result indicates that long-term participation in voluntary co-contraction training progressively enhances muscular activity during maximal voluntary co-contraction.

  7. Trainability of Muscular Activity Level during Maximal Voluntary Co-Contraction: Comparison between Bodybuilders and Nonathletes

    Science.gov (United States)

    Maeo, Sumiaki; Takahashi, Takumi; Takai, Yohei; Kanehisa, Hiroaki

    2013-01-01

    Antagonistic muscle pairs cannot be fully activated simultaneously, even with maximal effort, under conditions of voluntary co-contraction, and their muscular activity levels are always below those during agonist contraction with maximal voluntary effort (MVE). Whether the muscular activity level during the task has trainability remains unclear. The present study examined this issue by comparing the muscular activity level during maximal voluntary co-contraction for highly experienced bodybuilders, who frequently perform voluntary co-contraction in their training programs, with that for untrained individuals (nonathletes). The electromyograms (EMGs) of biceps brachii and triceps brachii muscles during maximal voluntary co-contraction of elbow flexors and extensors were recorded in 11 male bodybuilders and 10 nonathletes, and normalized to the values obtained during the MVE of agonist contraction for each of the corresponding muscles (% EMGMVE). The involuntary coactivation level in antagonist muscle during the MVE of agonist contraction was also calculated. In both muscles, % EMGMVE values during the co-contraction task for bodybuilders were significantly higher (Pbodybuilders vs. 46±13% in nonathletes, triceps brachii: 74±16% vs. 57±9%). There was a significant positive correlation between a length of bodybuilding experience and muscular activity level during the co-contraction task (r = 0.653, P = 0.03). Involuntary antagonist coactivation level during MVE of agonist contraction was not different between the two groups. The current result indicates that long-term participation in voluntary co-contraction training progressively enhances muscular activity during maximal voluntary co-contraction. PMID:24260233

  8. Motivation and benefits of voluntary activities. Case study: EYOF 2013 Braşov

    Directory of Open Access Journals (Sweden)

    Codruţa Adina BĂLTESCU

    2016-07-01

    Full Text Available Voluntary activities have become natural concerns among an increasing number of European citizens. Romania, as a member state of the EU, has a low number of participations in voluntary activities, situation partly justified by the lack of presence of our country on the map of large scale events organization which is based to a high extent, on volunteers’ involvement. The present paper presents the results of a quantitative marketing research organized among volunteers who participated at EYOF 2013 Braşov and highlights the participation’s motivations and benefits felt by volunteers at the end of the event. The authors of the article highlight the differences reported between volunteers’ expectations and their opinions after the event, the results obtained being considered useful for planning the voluntary activities in organizing future events hosted in our country.

  9. Strength and voluntary activation in relation to functioning in patients with osteoarthritis.

    NARCIS (Netherlands)

    Dr. D.M. van Leeuwen

    2013-01-01

    Osteoarthritis (OA) is characterized by pain, and problems with activities of daily life, especially if the hip or knee joint is affected. The aim of this project was to study associations between strength, voluntary activation and physical functioning in elderly patients with OA. People with OA of

  10. The importance of cutaneous feedback on neural activation during maximal voluntary contraction

    NARCIS (Netherlands)

    Cruz-Montecinos, Carlos; Maas, Huub; Pellegrin-Friedmann, Carla; Tapia, Claudio

    2017-01-01

    Purpose: The purpose of this study was to investigate the importance of cutaneous feedback on neural activation during maximal voluntary contraction (MVC) of the ankle plantar flexors. Methods: The effects of cutaneous plantar anaesthesia were assessed in 15 subjects and compared to 15 controls,

  11. Voluntary Activity of Polish People and Its Motives in Recent Years: New Volunteering

    Science.gov (United States)

    Kosewska, Bernadetta

    2015-01-01

    This article covers an issue or the phenomenon of volunteering. The introduction is a recall of a definition of volunteering. Then it shows the distribution of voluntary activity in different countries of the European Union in order to look at some aspects of the phenomenon in the microscale of one country--Poland. It shows the percentage of…

  12. 78 FR 57818 - Commission Participation and Commission Employee Involvement in Voluntary Standards Activities

    Science.gov (United States)

    2013-09-20

    ... docket number for this rulemaking. All comments received may be posted without change, including any... found in in such locations as homes, schools, and recreational areas. Voluntary standards activity is an... handled primarily by three standards development/coordinating organizations: ASTM International...

  13. Voluntary active euthanasia: Is there a place for it in modern day ...

    African Journals Online (AJOL)

    Abstract. This article discusses various ethical and legal concepts regarding euthanasia and includes concepts like physician assisted suicide, assisted suicide, voluntary active euthanasia, killing vs. letting die, indirect euthanasia and terminal sedation. Is there a difference if death is only foreseen but not intended?

  14. Interpretable Active Learning

    OpenAIRE

    Phillips, Richard L.; Chang, Kyu Hyun; Friedler, Sorelle A.

    2017-01-01

    Active learning has long been a topic of study in machine learning. However, as increasingly complex and opaque models have become standard practice, the process of active learning, too, has become more opaque. There has been little investigation into interpreting what specific trends and patterns an active learning strategy may be exploring. This work expands on the Local Interpretable Model-agnostic Explanations framework (LIME) to provide explanations for active learning recommendations. W...

  15. Weaker Seniors Exhibit Motor Cortex Hypoexcitability and Impairments in Voluntary Activation.

    Science.gov (United States)

    Clark, Brian C; Taylor, Janet L; Hong, S Lee; Law, Timothy D; Russ, David W

    2015-09-01

    Weakness predisposes seniors to a fourfold increase in functional limitations. The potential for age-related degradation in nervous system function to contribute to weakness and physical disability has garnered much interest of late. In this study, we tested the hypothesis that weaker seniors have impairments in voluntary (neural) activation and increased indices of GABAergic inhibition of the motor cortex, assessed using transcranial magnetic stimulation. Young adults (N = 46; 21.2±0.5 years) and seniors (N = 42; 70.7±0.9 years) had their wrist flexion strength quantified along with voluntary activation capacity (by comparing voluntary and electrically evoked forces). Single-pulse transcranial magnetic stimulation was used to measure motor-evoked potential amplitude and silent period duration during isometric contractions at 15% and 30% of maximum strength. Paired-pulse transcranial magnetic stimulation was used to measure intracortical facilitation and short-interval and long-interval intracortical inhibition. The primary analysis compared seniors to young adults. The secondary analysis compared stronger seniors (top two tertiles) to weaker seniors (bottom tertile) based on strength relative to body weight. The most novel findings were that weaker seniors exhibited: (i) a 20% deficit in voluntary activation; (ii) ~20% smaller motor-evoked potentials during the 30% contraction task; and (iii) nearly twofold higher levels of long-interval intracortical inhibition under resting conditions. These findings indicate that weaker seniors exhibit significant impairments in voluntary activation, and that this impairment may be mechanistically associated with increased GABAergic inhibition of the motor cortex. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  16. Fermented soymilk increases voluntary wheel running activity and sexual behavior in male rats.

    Science.gov (United States)

    Sato, Takuya; Shinohara, Yasutomo; Kaneko, Daisuke; Nishimura, Ikuko; Matsuyama, Asahi

    2010-12-01

    Wheel running by rodents is thought to reflect voluntary exercise in humans. The present study examined the effect of fermented soymilk (FSM) on voluntary wheel running in rats. FSM was prepared from soymilk (SM) using the bacteria Leuconostoc pseudomesenteroides. The rats were fed a normal diet for 3 weeks followed by a 3-week administration of diet containing FSM or SM (5% w/w), and then the diets were switched back to a normal diet for 3 weeks. The voluntary wheel running activity was increased by FSM administration, although no changes were observed by SM administration. This effect was observed 2 weeks after FSM administration and lasted 1 week after deprivation of FSM. Then we evaluated the effect of FSM on sexual behavior in male rats. FSM administration for 10 days significantly increased the number of mounts. The protein expression of tyrosine hydroxylase (TH) increased in the hippocampus by FSM administration and it is suggested that FSM may change norepinephrine or dopamine signaling in the brain. Our study provides the first evidence that FSM increases voluntary wheel running activity and sexual behavior and suggests that TH may be involved in these effects.

  17. Caffeine-induced increase in voluntary activation and strength of the quadriceps muscle during isometric, concentric and eccentric contractions.

    Science.gov (United States)

    Behrens, Martin; Mau-Moeller, Anett; Weippert, Matthias; Fuhrmann, Josefin; Wegner, Katharina; Skripitz, Ralf; Bader, Rainer; Bruhn, Sven

    2015-05-13

    This study investigated effects of caffeine ingestion (8 mg/kg) on maximum voluntary torque (MVT) and voluntary activation of the quadriceps during isometric, concentric and eccentric contractions. Fourteen subjects ingested caffeine and placebo in a randomized, controlled, counterbalanced, double-blind crossover design. Neuromuscular tests were performed before and 1 h after oral caffeine and placebo intake. MVTs were measured and the interpolated twitch technique was applied during isometric, concentric and eccentric contractions to assess voluntary activation. Furthermore, normalized root mean square of the EMG signal was calculated and evoked spinal reflex responses (H-reflex evoked at rest and during weak isometric voluntary contraction) as well as twitch torques were analyzed. Caffeine increased MVT by 26.4 N m (95%CI: 9.3-43.5 N m, P = 0.004), 22.5 N m (95%CI: 3.1-42.0 N m, P = 0.025) and 22.5 N m (95%CI: 2.2-42.7 N m, P = 0.032) for isometric, concentric and eccentric contractions. Strength enhancements were associated with increases in voluntary activation. Explosive voluntary strength and voluntary activation at the onset of contraction were significantly increased following caffeine ingestion. Changes in spinal reflex responses and at the muscle level were not observed. Data suggest that caffeine ingestion induced an acute increase in voluntary activation that was responsible for the increased strength regardless of the contraction mode.

  18. Voluntary activation of the trapezius muscle in cases with neck/shoulder pain compared to healthy controls

    DEFF Research Database (Denmark)

    Bech, Katrine Tholstrup; Larsen, Camilla Marie; Sjøgaard, Gisela

    2017-01-01

    Subjects reporting neck/shoulder pain have been shown to generate less force during maximal voluntary isometric contractions (MVC) of the shoulder muscles compared to healthy controls. This has been suggested to be caused by a pain-related decrease in voluntary activation (VA) rather than lack of...

  19. Sex-dependent differences in voluntary physical activity.

    Science.gov (United States)

    Rosenfeld, Cheryl S

    2017-01-02

    Numbers of overweight and obese individuals are increasing in the United States and globally, and, correspondingly, the associated health care costs are rising dramatically. More than one-third of children are currently considered obese with a predisposition to type 2 diabetes, and it is likely that their metabolic conditions will worsen with age. Physical inactivity has also risen to be the leading cause of many chronic, noncommunicable diseases (NCD). Children are more physically inactive now than they were in past decades, which may be due to intrinsic and extrinsic factors. In rodents, the amount of time engaged in spontaneous activity within the home cage is a strong predictor of later adiposity and weight gain. Thus, it is important to understand primary motivators stimulating physical activity (PA). There are normal sex differences in PA levels in rodents and humans. The perinatal environment can induce sex-dependent differences in PA disturbances. This Review considers the current evidence for sex differences in PA in rodents and humans. The rodent studies showing that early exposure to environmental chemicals can shape later adult PA responses are discussed. Next, whether there are different motivators stimulating exercise in male vs. female humans are examined. Finally, the brain regions, genes, and pathways that modulate PA in rodents, and possibly by translation in humans, are described. A better understanding of why each sex remains physically active through the life span could open new avenues for preventing and treating obesity in children and adults. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  20. Voluntary activation of the sympathetic nervous system and attenuation of the innate immune response in humans.

    Science.gov (United States)

    Kox, Matthijs; van Eijk, Lucas T; Zwaag, Jelle; van den Wildenberg, Joanne; Sweep, Fred C G J; van der Hoeven, Johannes G; Pickkers, Peter

    2014-05-20

    Excessive or persistent proinflammatory cytokine production plays a central role in autoimmune diseases. Acute activation of the sympathetic nervous system attenuates the innate immune response. However, both the autonomic nervous system and innate immune system are regarded as systems that cannot be voluntarily influenced. Herein, we evaluated the effects of a training program on the autonomic nervous system and innate immune response. Healthy volunteers were randomized to either the intervention (n = 12) or control group (n = 12). Subjects in the intervention group were trained for 10 d in meditation (third eye meditation), breathing techniques (i.a., cyclic hyperventilation followed by breath retention), and exposure to cold (i.a., immersions in ice cold water). The control group was not trained. Subsequently, all subjects underwent experimental endotoxemia (i.v. administration of 2 ng/kg Escherichia coli endotoxin). In the intervention group, practicing the learned techniques resulted in intermittent respiratory alkalosis and hypoxia resulting in profoundly increased plasma epinephrine levels. In the intervention group, plasma levels of the anti-inflammatory cytokine IL-10 increased more rapidly after endotoxin administration, correlated strongly with preceding epinephrine levels, and were higher. Levels of proinflammatory mediators TNF-α, IL-6, and IL-8 were lower in the intervention group and correlated negatively with IL-10 levels. Finally, flu-like symptoms were lower in the intervention group. In conclusion, we demonstrate that voluntary activation of the sympathetic nervous system results in epinephrine release and subsequent suppression of the innate immune response in humans in vivo. These results could have important implications for the treatment of conditions associated with excessive or persistent inflammation, such as autoimmune diseases.

  1. Active Learning Methods

    Science.gov (United States)

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  2. U.K. physicians' attitudes toward active voluntary euthanasia and physician-assisted suicide.

    Science.gov (United States)

    Dickinson, George E; Lancaster, Carol J; Clark, David; Ahmedzai, Sam H; Noble, William

    2002-01-01

    A comparison of the views of geriatric medicine physicians and intensive care physicians in the United Kingdom on the topics of active voluntary euthanasia and physician-assisted suicide revealed rather different attitudes. Eighty percent of geriatricians, but only 52% of intensive care physicians, considered active voluntary euthanasia as never justified ethically. Gender and age did not play a major part in attitudinal differences of the respondents. If the variability of attitudes of these two medical specialties are anywhere near illustrative of other physicians in the United Kingdom, it would be difficult to formulate and implement laws and policies concerning euthanasia and assisted suicide. In addition, ample safeguards would be required to receive support from physicians regarding legalization.

  3. Measuring voluntary quadriceps activation: Effect of visual feedback and stimulus delivery.

    Science.gov (United States)

    Luc, Brittney A; Harkey, Matthew H; Arguelles, Gabrielle D; Blackburn, J Troy; Ryan, Eric D; Pietrosimone, Brian

    2016-02-01

    Quadriceps voluntary activation, assessed via the superimposed burst technique, has been extensively studied in a variety of populations as a measure of quadriceps function. However, a variety of stimulus delivery techniques have been employed, which may influence the level of voluntary activation as calculated via the central activation ratio (CAR). The purpose was to determine the effect of visual feedback, stimulus delivery, and perceived discomfort on maximal voluntary isometric contraction (MVIC) peak torque and the CAR. Quadriceps CAR was assessed in 14 individuals on two days using three stimulus delivery methods; (1) manual without visual feedback, (2) manual with visual feedback, and (3) automated with visual feedback. MVIC peak torque and the CAR were not different between the automated with visual feedback (MVIC=3.25, SE=0.14Nm/kg; CAR=88.63, SE=1.75%) and manual with visual feedback (MVIC=3.26, SE=0.13Nm/kg, P=0.859; CAR=89.06, SE=1.70%, P=0.39) stimulus delivery methods. MVIC (2.99, SE=0.12Nm/kg) and CAR (85.32, SE=2.10%) were significantly lower using manual without visual feedback compared to manual with visual feedback and automated with visual feedback (CAR P<0.001; MVIC P<0.001). Perceived discomfort was lower in the second session (P<0.05). Utilizing visual feedback ensures participant MVIC, and may provide a more accurate assessment of quadriceps voluntary activation. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Effects of long-term voluntary exercise on learning and memory processes: dependency of the task and level of exercise.

    Science.gov (United States)

    García-Capdevila, Sílvia; Portell-Cortés, Isabel; Torras-Garcia, Meritxell; Coll-Andreu, Margalida; Costa-Miserachs, David

    2009-09-14

    The effect of long-term voluntary exercise (running wheel) on anxiety-like behaviour (plus maze and open field) and learning and memory processes (object recognition and two-way active avoidance) was examined on Wistar rats. Because major individual differences in running wheel behaviour were observed, the data were analysed considering the exercising animals both as a whole and grouped according to the time spent in the running wheel (low, high, and very-high running). Although some variables related to anxiety-like behaviour seem to reflect an anxiogenic compatible effect, the view of the complete set of variables could be interpreted as an enhancement of defensive and risk assessment behaviours in exercised animals, without major differences depending on the exercise level. Effects on learning and memory processes were dependent on task and level of exercise. Two-way avoidance was not affected either in the acquisition or in the retention session, while the retention of object recognition task was affected. In this latter task, an enhancement in low running subjects and impairment in high and very-high running animals were observed.

  5. Changes in voluntary activation assessed by transcranial magnetic stimulation during prolonged cycling exercise.

    Directory of Open Access Journals (Sweden)

    Marc Jubeau

    Full Text Available Maximal central motor drive is known to decrease during prolonged exercise although it remains to be determined whether a supraspinal deficit exists, and if so, when it appears. The purpose of this study was to evaluate corticospinal excitability and muscle voluntary activation before, during and after a 4-h cycling exercise. Ten healthy subjects performed three 80-min bouts on an ergocycle at 45% of their maximal aerobic power. Before exercise and immediately after each bout, neuromuscular function was evaluated in the quadriceps femoris muscles under isometric conditions. Transcranial magnetic stimulation was used to assess voluntary activation at the cortical level (VATMS, corticospinal excitability via motor-evoked potential (MEP and intracortical inhibition by cortical silent period (CSP. Electrical stimulation of the femoral nerve was used to measure voluntary activation at the peripheral level (VAFNES and muscle contractile properties. Maximal voluntary force was significantly reduced after the first bout (13 ± 9%, P<0.01 and was further decreased (25 ± 11%, P<0.001 at the end of exercise. CSP remained unchanged throughout the protocol. Rectus femoris and vastus lateralis but not vastus medialis MEP normalized to maximal M-wave amplitude significantly increased during cycling. Finally, significant decreases in both VATMS and VAFNES (∼ 8%, P<0.05 and ∼ 14%, P<0.001 post-exercise, respectively were observed. In conclusion, reductions in VAFNES after a prolonged cycling exercise are partly explained by a deficit at the cortical level accompanied by increased corticospinal excitability and unchanged intracortical inhibition. When comparing the present results with the literature, this study highlights that changes at the cortical and/or motoneuronal levels depend not only on the type of exercise (single-joint vs. whole-body but also on exercise intensity and/or duration.

  6. Cooperation enhanced by the coevolution of teaching activity in evolutionary prisoner's dilemma games with voluntary participation.

    Directory of Open Access Journals (Sweden)

    Chen Shen

    Full Text Available Voluntary participation, as an additional strategy involved in repeated games, has been proved to be an efficient way to promote the evolution of cooperation theoretically and empirically. Besides, current studies show that the coevolution of teaching activity can promote cooperation. Thus, inspired by aforementioned above, we investigate the effect of coevolution of teaching activity on the evolution of cooperation for prisoner's dilemma game with voluntary participation: when the focal player successfully enforces its strategy on the opponent, his teaching ability will get an increase. Through numerical simulation, we have shown that voluntary participation could effectively promote the fraction of cooperation, which is also affected by the value of increment. Furthermore, we investigate the influence of the increment value on the density of different strategies and find that there exists an optimal increment value that plays an utmost role on the evolutionary dynamics. With regard to this observation, we unveil that an optimal value of increment can lead to strongest heterogeneity in agents' teaching ability, further promoting the evolution of cooperation.

  7. Cooperation enhanced by the coevolution of teaching activity in evolutionary prisoner's dilemma games with voluntary participation.

    Science.gov (United States)

    Shen, Chen; Chu, Chen; Geng, Yini; Jin, Jiahua; Chen, Fei; Shi, Lei

    2018-01-01

    Voluntary participation, as an additional strategy involved in repeated games, has been proved to be an efficient way to promote the evolution of cooperation theoretically and empirically. Besides, current studies show that the coevolution of teaching activity can promote cooperation. Thus, inspired by aforementioned above, we investigate the effect of coevolution of teaching activity on the evolution of cooperation for prisoner's dilemma game with voluntary participation: when the focal player successfully enforces its strategy on the opponent, his teaching ability will get an increase. Through numerical simulation, we have shown that voluntary participation could effectively promote the fraction of cooperation, which is also affected by the value of increment. Furthermore, we investigate the influence of the increment value on the density of different strategies and find that there exists an optimal increment value that plays an utmost role on the evolutionary dynamics. With regard to this observation, we unveil that an optimal value of increment can lead to strongest heterogeneity in agents' teaching ability, further promoting the evolution of cooperation.

  8. The origin of activity in the biceps brachii muscle during voluntary contractions of the contralateral elbow flexor muscles

    NARCIS (Netherlands)

    Zijdewind, Inge; Butler, Jane E.; Gandevia, Simon C.; Taylor, Janet L.

    During strong voluntary contractions, activity is not restricted to the target muscles. Other muscles, including contralateral muscles, often contract. We used transcranial magnetic stimulation (TMS) to analyse the origin of these unintended contralateral contractions (termed "associated"

  9. Hip orthosis powered by pneumatic artificial muscle: voluntary activation in absence of myoelectrical signal.

    Science.gov (United States)

    do Nascimento, Breno Gontijo; Vimieiro, Claysson Bruno Santos; Nagem, Danilo Alves Pinto; Pinotti, Marcos

    2008-04-01

    Powered orthosis is a special class of gait assist device that employs a mechanical or electromechanical actuator to enhance movement of hip, knee, or ankle articulations. Pneumatic artificial muscle (PAM) has been suggested as a pneumatic actuator because its performance is similar to biological muscle. The electromyography (EMG) signal interpretation is the most popular and simplest method to establish the patient voluntary control of the orthosis. However, this technique is not suitable for patients presenting neurological lesions causing absence or very low quality of EMG signal. For those cases, an alternative control strategy should be provided. The aim of the present study is to develop a gait assistance orthosis for lower limb powered by PAMs controlled by a voluntary activation method based on the angular behavior of hip joint. In the present study, an orthosis that has been molded in a patient was employed and, by taking her anthropometric parameters and movement constraints, the adaptation of the existing orthosis to the powered orthosis was planned. A control system was devised allowing voluntary control of a powered orthosis suitable for patients presenting neurological lesions causing absence or very low quality of EMG signal. A pilot clinical study was reported where a patient, victim of poliovirus, successfully tested a hip orthosis especially modified for the gait test evaluation in the parallel bar system. The hip orthosis design and the control circuitry parameters were able to be set to provide satisfactory and comfortable use of the orthosis during the gait cycle.

  10. Comparing Voluntary and Mandatory Gameplay

    Directory of Open Access Journals (Sweden)

    Esther Kuindersma

    2016-09-01

    Full Text Available Gameplay is commonly considered to be a voluntary activity. Game designers generally believe that voluntary gameplay is essentially different from mandatory gameplay. Such a belief may be a challenge for serious games, as instruction is usually mandatory. The article describes the outcomes of two experiments on the impact of voluntariness on the learning effect and enjoyment of a serious game. In the first experiment freedom of choosing to play a serious game was studied, with participants who had volunteered to participate. The results suggested that, contrary to the opinion of many game designers, being required to play a serious game does not automatically take the fun out of the game. The second experiment had voluntary participants and mandatory participants, who had to participate as part of a homework assignment. The outcomes show that mandatory participants enjoyed the game as much as the voluntary participants, even if they had to play the game for a minimum required time. These studies indicate that mandatory gameplay does not reduce enjoyment and learning effect.

  11. Effect of voluntary vs. artificial activation on the relationship of muscle torque to speed

    Science.gov (United States)

    Dudley, Gary A.; Harris, Robert T.; Duvoisin, Marc R.; Hather, Bruce M.; Buchanan, Paul

    1990-01-01

    The suggestion by Phillips and Petrofsky (1980) and Wickiewicz et al. (1984) that artificial activation of the knee extensor muscles should result in greater relative changes in torque than those evident with maximal voluntary activation is examined by investigating the speed-torque relationship of the right knee extensor muscle group in eight human subjects in whom activation was achieved by 'maximal' voluntary effort or by electrical stimulation. Torque was measured at a specific knee angle during isokinetic concentric or eccentric actions at velocities between 0.17 and 3.66 rad/s and during isometric actions. It is shown that, with artificial activation, the relative changes in both eccentric and concentric torque were greater as the speed increased; the speed-torque relationship was independed of the extent of activation and was similar to that of an isolated muscle. On the other hand, activation by the central nervous system during maximal effort depended on the speed and the type of muscle action performed.

  12. [Voluntary postural control learning with a use of visual bio-feedback in patients with spinocerebellar degenerations].

    Science.gov (United States)

    Ustinova, K I; Ioffe, M E; Chernikova, L A; Kulikov, M A; Illarioshkin, S N; Markova, E D

    2004-01-01

    The study aimed at evaluation of possibility and features of voluntary postural control learning using biofeedback from a force platform in patients with spinocerebellar ataxias. Thirty-seven patients with different forms of spinocerebellar degenerations and 13 age-matched healthy subjects were trained to shift the center of pressure (CP) during several stabilographic computer games which tested an ability to learn 2 different types of voluntary postural control: general strategy and precise coordination of CP shifting. Despite the disturbances of static posture and ability for voluntary control of CP position, patients with spinocerebellar degenerations can learn to control a vertical posture using biofeedback on stabilogram. In contrast to healthy subjects, improvement of coordination in the training process does not exert a significant influence on the static posture characteristics, in particular on lateral CP oscillations. The results obtained suggest involvement of the cerebellum in both types of postural control that distinguishes them from pathology caused by motor cortex and nigro-striatal system involved only in one type of postural control.

  13. Effects of feeding frequency and dietary water content on voluntary physical activity in healthy adult cats.

    Science.gov (United States)

    Deng, P; Iwazaki, E; Suchy, S A; Pallotto, M R; Swanson, K S

    2014-03-01

    Low physical activity has been identified as a major risk factor for the development of feline obesity and diabetes. This study aimed to evaluate the effects of increased meal frequency and dietary water content on voluntary physical activity in cats fed to maintain BW. Ten adult lean neutered male cats were used in 2 tests, both crossover studies composed of a 14-d adaptation period, followed by a 7-d measurement of physical activity from d 15 to d 22 using Actical activity collars. Cats were group housed for most of the day, except for times when they were individually housed in cages to access their diet under a 16:8 h light:dark cycle. In Exp. 1, the difference in voluntary physical activity among cats fed 1, 2, 4, or a random number of meals per day were tested in a 4 × 4 Latin square design in 4 individual rooms. In Exp. 2, the effect of increasing dietary water content on voluntary physical activity was tested in a crossover design including a 5-d phase for fecal and urine collection from d 22 to 27. Cats were randomly assigned to 2 rooms and fed a dry commercial diet with or without added water (70% hydrated) twice daily. Activity levels were expressed as "activity counts" per epoch (15 s). In Exp. 1, average daily activity level for 1-meal-fed cats was lower than 4-meal-fed (P = 0.004) and random-meal-fed (P = 0.02) cats, especially during the light period. The activity level of cats during the dark period was greater in 1-meal-fed cats compared with cats fed 2 meals (P = 0.008) or 4 meals (P = 0.007) daily. Two-hour food anticipatory activity (FAA) before scheduled meal times for 1-meal-fed cats was lower (P meal-fed cats. In Exp. 2, average daily activity level of cats fed the 70% hydrated diet tended to be higher (P = 0.06) than cats fed the dry diet, especially during the dark period (P = 0.007). Two-hour FAA before the afternoon meal for cats fed the 70% hydrated diet was lower (P frequency and dietary water content, without changing energy intake or

  14. Voluntary resistance running wheel activity pattern and skeletal muscle growth in rats.

    Science.gov (United States)

    Legerlotz, Kirsten; Elliott, Bradley; Guillemin, Bernard; Smith, Heather K

    2008-06-01

    The aims of this study were to characterize the pattern of voluntary activity of young rats in response to resistance loading on running wheels and to determine the effects of the activity on the growth of six limb skeletal muscles. Male Sprague-Dawley rats (4 weeks old) were housed individually with a resistance running wheel (R-RUN, n = 7) or a conventional free-spinning running wheel (F-RUN, n = 6) or without a wheel, as non-running control animals (CON, n = 6). The torque required to move the wheel in the R-RUN group was progressively increased, and the activity (velocity, distance and duration of each bout) of the two running wheel groups was recorded continuously for 45 days. The R-RUN group performed many more, shorter and faster bouts of running than the F-RUN group, yet the mean daily distance was not different between the F-RUN (1.3 +/- 0.2 km) and R-RUN group (1.4 +/- 0.6 km). Only the R-RUN resulted in a significantly (P RUN and R-RUN led to a significantly greater wet mass relative to increase in body mass and muscle fibre cross-sectional area in the soleus muscle compared with CON. We conclude that the pattern of voluntary activity on a resistance running wheel differs from that on a free-spinning running wheel and provides a suitable model to induce physiological muscle hypertrophy in rats.

  15. Plyometric training improves voluntary activation and strength during isometric, concentric and eccentric contractions.

    Science.gov (United States)

    Behrens, Martin; Mau-Moeller, Anett; Mueller, Karoline; Heise, Sandra; Gube, Martin; Beuster, Nico; Herlyn, Philipp K E; Fischer, Dagmar-C; Bruhn, Sven

    2016-02-01

    This study investigated effects of plyometric training (6 weeks, 3 sessions/week) on maximum voluntary contraction (MVC) strength and neural activation of the knee extensors during isometric, concentric and eccentric contractions. Twenty-seven participants were randomly assigned to the intervention or control group. Maximum voluntary torques (MVT) during the different types of contraction were measured at 110° knee flexion (180°=full extension). The interpolated twitch technique was applied at the same knee joint angle during isometric, concentric and eccentric contractions to measure voluntary activation. In addition, normalized root mean square of the EMG signal at MVT was calculated. The twitch torque signal induced by electrical nerve stimulation at rest was used to evaluate training-related changes at the muscle level. In addition, jump height in countermovement jump was measured. After training, MVT increased by 20Nm (95% CI: 5-36Nm, P=0.012), 24Nm (95% CI: 9-40Nm, P=0.004) and 27Nm (95% CI: 7-48Nm, P=0.013) for isometric, concentric and eccentric MVCs compared to controls, respectively. The strength enhancements were associated with increases in voluntary activation during isometric, concentric and eccentric MVCs by 7.8% (95% CI: 1.8-13.9%, P=0.013), 7.0% (95% CI: 0.4-13.5%, P=0.039) and 8.6% (95% CI: 3.0-14.2%, P=0.005), respectively. Changes in the twitch torque signal of the resting muscle, induced by supramaximal electrical stimulation of the femoral nerve, were not observed, indicating no alterations at the muscle level, whereas jump height was increased. Given the fact that the training exercises consisted of eccentric muscle actions followed by concentric contractions, it is in particular relevant that the plyometric training increased MVC strength and neural activation of the quadriceps muscle regardless of the contraction mode. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  16. Learn More about EPA’s Plans to Establish Voluntary Criteria for Radon Credentialing Organizations

    Science.gov (United States)

    This page will provide the public with information on a Federal Register Notice of Intent to Establish Voluntary Criteria for Radon Credentialing Organizations.Topics covered include background and information on how to review and provide comments.

  17. Reinventing the wheel: comparison of two wheel cage styles for assessing mouse voluntary running activity.

    Science.gov (United States)

    Seward, T; Harfmann, B D; Esser, K A; Schroder, E A

    2018-04-01

    Voluntary wheel cage assessment of mouse activity is commonly employed in exercise and behavioral research. Currently, no standardization for wheel cages exists resulting in an inability to compare results among data from different laboratories. The purpose of this study was to determine whether the distance run or average speed data differ depending on the use of two commonly used commercially available wheel cage systems. Two different wheel cages with structurally similar but functionally different wheels (electromechanical switch vs. magnetic switch) were compared side-by-side to measure wheel running data differences. Other variables, including enrichment and cage location, were also tested to assess potential impacts on the running wheel data. We found that cages with the electromechanical switch had greater inherent wheel resistance and consistently led to greater running distance per day and higher average running speed. Mice rapidly, within 1-2 days, adapted their running behavior to the type of experimental switch used, suggesting these running differences are more behavioral than due to intrinsic musculoskeletal, cardiovascular, or metabolic limits. The presence of enrichment or location of the cage had no detectable impact on voluntary wheel running. These results demonstrate that mice run differing amounts depending on the type of cage and switch mechanism used and thus investigators need to report wheel cage type/wheel resistance and use caution when interpreting distance/speed run across studies. NEW & NOTEWORTHY The results of this study highlight that mice will run different distances per day and average speed based on the inherent resistance present in the switch mechanism used to record data. Rapid changes in running behavior for the same mouse in the different cages demonstrate that a strong behavioral factor contributes to classic exercise outcomes in mice. Caution needs to be taken when interpreting mouse voluntary wheel running activity to

  18. Cocaine-induced locomotor activity in rats selectively bred for low and high voluntary running behavior.

    Science.gov (United States)

    Brown, Jacob D; Green, Caroline L; Arthur, Ian M; Booth, Frank W; Miller, Dennis K

    2015-02-01

    The rewarding effects of physical activity and abused drugs are caused by stimulation of similar brain pathways. Low (LVR) and high (HVR) voluntary running lines were developed by selectively breeding Wistar rats on running distance performance on postnatal days 28-34. We hypothesized that LVR rats would be more sensitive to the locomotor-activating effects of cocaine than HVR rats due to their lower motivation for wheel running. We investigated how selection for LVR or HVR behavior affects inherited activity responses: (a) open field activity levels, (b) habituation to an open field environment, and (c) the locomotor response to cocaine. Open field activity was measured for 80 min on three successive days (days 1-3). Data from the first 20 min were analyzed to determine novelty-induced locomotor activity (day 1) and the habituation to the environment (days 1-3). On day 3, rats were acclimated to the chamber for 20 min and then received saline or cocaine (10, 20, or 30 mg/kg) injection. Dopamine transporter (DAT) protein in the nucleus accumbens was measured via Western blot. Selecting for low and high voluntary running behavior co-selects for differences in inherent (HVR > LVR) and cocaine-induced (LVR > HVR) locomotor activity levels. The differences in the selected behavioral measures do not appear to correlate with DAT protein levels. LVR and HVR rats are an intriguing physical activity model for studying the interactions between genes related to the motivation to run, to use drugs of abuse, and to exhibit locomotor activity.

  19. Velcro on the slippery slope: the role of psychiatry in active voluntary euthanasia.

    Science.gov (United States)

    Ryan, C J

    1995-12-01

    The aim of the paper is to determine the role that psychiatrists should play in legislation that establishes a right to active voluntary euthanasia (AVE). One version of the "slippery slope" argument, usually invoked against the legalisation of AVE, is recast as an argument for the introduction of strong safeguards in any future AVE legislation. The literature surrounding the prevalence of psychiatric illnesses in the terminally ill, physicians' ability to identify such illnesses and the aetiology of suicide in the terminally ill is examined. The strength of the slippery slope argument, combined with the poor ability of general physicians to diagnose psychiatric illness in the terminally ill, demands that any legislation allowing AVE should require a mandatory psychiatric review of the patient requesting euthanasia. Any legislation adopted that establishes a right to active voluntary euthanasia should include a mandatory psychiatric review of the person requesting euthanasia and a cooling off period before the request is acceded to. In addition, the discovery of a serious mental illness ought to disqualify the affected person from the right to AVE until that illness resolves.

  20. Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study

    Directory of Open Access Journals (Sweden)

    Salomi Papadima-Sophocleous

    2013-06-01

    Full Text Available This study investigated whether and to what extent an English Language Voluntary Intensive Independent Catch-up Study (ELVIICS, a Self-Access Language Learning (SALL programme, was effective in helping first-year Greek-Cypriot students fill in the gaps in their English language learning and come closer to the required language competence level of the Common European Framework of Reference (CEFR B1 level. It also examined students’ perceptions of such learning. The students followed the ELVIICS at their own pace, time and space until they felt they had reached the aimed level. Analysis of the achievement test results revealed that students’ language competence improved and reached the required level. Additional quantitative data also revealed that students felt ELVIICS also helped them improve their self-confidence, computer skills and autonomous learning. Moreover, students claimed that ELVIICS assisted them in getting through and successfully completing their compulsory course.

  1. From learning objects to learning activities

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

  2. Theoretical Foundations of Active Learning

    Science.gov (United States)

    2009-05-01

    I study the informational complexity of active learning in a statistical learning theory framework. Specifically, I derive bounds on the rates of...convergence achievable by active learning , under various noise models and under general conditions on the hypothesis class. I also study the theoretical...advantages of active learning over passive learning, and develop procedures for transforming passive learning algorithms into active learning algorithms

  3. VOLUNTARY ACTIVITIES AND ONLINE EDUCATION FOR DIGITAL HERITAGE INVENTORY DEVELOPMENT AFTER THE GREAT EAST JAPAN EARTHQUAKE

    Directory of Open Access Journals (Sweden)

    Y. Kondo

    2013-07-01

    Full Text Available Consortium for Earthquake-Damaged Cultural Heritage (CEDACH is a voluntary initiative launched just after the Great East Japan Earthquake on 11 March 2011. The consortium is developing a social network between local cultural resource managers restoring disaster-damaged cultural heritage on one side and remote researchers including historians, archaeologists and specialists of cultural information studies on the other side, in order to facilitate collaborative projects. This paper presents three projects in which CEDACH contributed to the development of a digital inventory for disaster-damaged heritage management through web-based collaborations by self-motivated workers. The first project, CEDACH GIS, developed an online archaeological site inventory for the disaster area. Although a number of individuals voluntarily participated in the project at the beginning, it gradually stagnated due to limited need for local rescue archaeology. However, the experience of online-based collaborations worked well for the second project proposed by local specialists, in which CEDACH restored the book catalogue of a tsunami-devastated research library. This experience highlighted the need for online education to improve information and communication technologies (ICT skills of data builders. Therefore, in the third project called CEDACHeLi, an e-Learning management system was developed to facilitate learning the fundamental knowledge and techniques required for information processing in rescue operations of disaster-damaged cultural heritage. This system will contribute to improved skills and motivation of potential workers for further developments in digital heritage inventory.

  4. Voluntary Activities and Online Education for Digital Heritage Inventory Development after the Great East Japan Earthquake

    Science.gov (United States)

    Kondo, Y.; Uozu, T.; Seino, Y.; Ako, T.; Goda, Y.; Fujimoto, Y.; Yamaguchi, H.

    2013-07-01

    Consortium for Earthquake-Damaged Cultural Heritage (CEDACH) is a voluntary initiative launched just after the Great East Japan Earthquake on 11 March 2011. The consortium is developing a social network between local cultural resource managers restoring disaster-damaged cultural heritage on one side and remote researchers including historians, archaeologists and specialists of cultural information studies on the other side, in order to facilitate collaborative projects. This paper presents three projects in which CEDACH contributed to the development of a digital inventory for disaster-damaged heritage management through web-based collaborations by self-motivated workers. The first project, CEDACH GIS, developed an online archaeological site inventory for the disaster area. Although a number of individuals voluntarily participated in the project at the beginning, it gradually stagnated due to limited need for local rescue archaeology. However, the experience of online-based collaborations worked well for the second project proposed by local specialists, in which CEDACH restored the book catalogue of a tsunami-devastated research library. This experience highlighted the need for online education to improve information and communication technologies (ICT) skills of data builders. Therefore, in the third project called CEDACHeLi, an e-Learning management system was developed to facilitate learning the fundamental knowledge and techniques required for information processing in rescue operations of disaster-damaged cultural heritage. This system will contribute to improved skills and motivation of potential workers for further developments in digital heritage inventory.

  5. Increasing Children's Voluntary Physical Activity Outside of School Hours Through Targeting Social Cognitive Theory Variables.

    Science.gov (United States)

    Annesi, James J; Walsh, Stephanie M; Greenwood, Brittney L

    2016-10-01

    Volume of moderate-to-vigorous physical activity completed during the elementary school day is insufficient, and associated with health risks. Improvements in theory-based psychosocial factors might facilitate increased out-of-school physical activity. A behaviorally based after-school care protocol, Youth Fit 4 Life, was tested for its association with increased voluntary, out-of-school physical activity and improvements in its theory-based psychosocial predictors in 9- to 12-year-olds. Increases over 12 weeks in out-of-school physical activity, and improvements in self-regulation for physical activity, exercise self-efficacy, and mood, were significantly greater in the Youth Fit 4 Life group (n = 88) when contrasted with a typical care control group (n = 57). Changes in the 3 psychosocial variables significantly mediated the group-physical activity change relationship (R(2) = .31, P theory-based psychosocial changes within a structured after-school care physical activity program was associated with increases in children's overall time being physically active. After replication, large scale application will be warranted. © The Author(s) 2016.

  6. Minimax bounds for active learning

    NARCIS (Netherlands)

    Castro, R.M.; Nowak, R.

    2008-01-01

    This paper analyzes the potential advantages and theoretical challenges of "active learning" algorithms. Active learning involves sequential sampling procedures that use information gleaned from previous samples in order to focus the sampling and accelerate the learning process relative to "passive

  7. Feeding frequency, but not dietary water content, affects voluntary physical activity in young lean adult female cats.

    Science.gov (United States)

    de Godoy, M R C; Ochi, K; de Oliveira Mateus, L F; de Justino, A C C; Swanson, K S

    2015-05-01

    The objective of this study was to investigate whether increased dietary water content and feeding frequency increased voluntary physical activity of young, lean adult female cats. A replicated 4 × 4 Latin square design with a 2 × 2 factorial treatment arrangement (feeding frequency and water content) was used. The 4 treatments consisted of 1 meal daily dry pet food without added water (1D; 12% moisture as is), 1 meal daily dry pet food with added water (1W; 70% total water content), 4 meals daily dry pet food without added water (4D; 12% moisture as is), and 4 meals daily dry pet food with added water (4W; 70% total water content). Eight healthy adult, lean, intact, young, female domestic shorthair cats were used in this experiment. Voluntary physical activity was evaluated using Actical activity monitors placed on collars and worn around the cats' necks for the last 7 d of each experimental period of 14 d. Food anticipatory activity (FAA) was calculated based on 2 h prior to feeding periods and expressed as a percentage of total daily voluntary physical activity. Increased feeding frequency (4 vs. 1 meal daily) resulted in greater average daily activity (P = 0.0147), activity during the light period (P = 0.0023), and light:dark activity ratio (P = 0.0002). In contrast, physical activity during the dark period was not altered by feeding frequency (P > 0.05). Cats fed 4 meals daily had increased afternoon FAA (P= 0.0029) compared with cats fed once daily. Dietary water content did not affect any measure of voluntary physical activity. Increased feeding frequency is an effective strategy to increase the voluntary physical activity of cats. Thus, it may assist in the prevention and management of obesity.

  8. Voluntary activation of ankle muscles is accompanied by subcortical facilitation of their antagonists

    DEFF Research Database (Denmark)

    Geertsen, Svend S.; Zuur, Abraham Theodoor; Nielsen, Jens B.

    2010-01-01

    Flexion and extension movements are organized reciprocally, so that extensor motoneurones in the spinal cord are inhibited when flexor muscles are active and vice versa. During and just prior to dorsiflexion of the ankle, soleus motoneurones are thus inhibited as evidenced by a depression......) or soleus muscle of the left ankle. TMS was applied to the hotspot of TA and soleus muscles on separate days. Stimuli were delivered prior to and at the beginning of contraction. Soleus MEPs were significantly facilitated when TMS was applied 50 ms prior to onset of plantar flexion. Surprisingly, soleus...... was increased prior to plantar flexion, but not prior to dorsiflexion. These findings suggest that voluntary contraction at the ankle is accompanied by preceding facilitation of antagonists by a subcortical motor programme. This may help to ensure that the direction of movement may be changed quickly...

  9. Social reward improves the voluntary control over localized brain activity in fMRI-based neurofeedback training

    Directory of Open Access Journals (Sweden)

    Krystyna Anna Mathiak

    2015-06-01

    Full Text Available Neurofeedback (NF based on real-time functional magnetic resonance imaging (rt-fMRI allows voluntary regulation of the activity in a selected brain region. For the training of this regulation, a well-designed feedback system is required. Social reward may serve as an effective incentive in NF paradigms, but its efficiency has not yet been tested. Therefore, we developed a social reward NF paradigm and assessed it in comparison with a typical visual NF paradigm (moving bar.We trained 24 healthy participants, on three consecutive days, to control activation in dorsal anterior cingulate cortex (ACC with fMRI-based NF. In the social feedback group, an avatar gradually smiled when ACC activity increased, whereas in the standard feedback group, a moving bar indicated the activation level. To assess a transfer of the NF training both groups were asked to up-regulate their brain activity without receiving feedback immediately before and after the NF training (pre- and post-test. Finally, the effect of the acquired NF training on ACC function was evaluated in a cognitive interference task (Simon task during the pre- and post-test.Social reward led to stronger activity in the ACC and reward-related areas during the NF training when compared to standard feedback. After the training, both groups were able to regulate ACC without receiving feedback, with a trend for stronger responses in the social feedback group. Moreover, despite a lack of behavioral differences, significant higher ACC activations emerged in the cognitive interference task, reflecting a stronger generalization of the NF training on cognitive interference processing after social feedback.Social reward can increase self-regulation in fMRI-based NF and strengthen its effects on neural processing in related tasks, such as cognitive interference. An advantage of social feedback is that a direct external reward is provided as in natural social interactions, opening perspectives for implicit

  10. Are students' impressions of improved learning through active learning methods reflected by improved test scores?

    Science.gov (United States)

    Everly, Marcee C

    2013-02-01

    To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. High efficacy and students' satisfaction after voluntary vs mandatory use of an e-learning program in traumatology and orthopedics--a follow-up study.

    Science.gov (United States)

    Back, David Alexander; Haberstroh, Nicole; Sostmann, Kai; Schmidmaier, Gerhard; Putzier, Michael; Perka, Carsten; Hoff, Eike

    2014-01-01

    Within the last decade, e-learning has gained a consistent place in surgical teaching. However, as the use of new programs is often voluntary, more information on the implications of the data regarding user acceptance and knowledge with mandatory use is desirable, especially in the context of the long-term developments of courses. Starting in 2009, the e-learning program Network for Students in Traumatology and Orthopedics was offered in a voluntary blended learning context. Students' satisfaction and increase in knowledge were evaluated using questionnaires and written tests. With proven effectiveness, the program became a mandatory part of the curriculum, and students' attitudes and gain of knowledge were re-evaluated in 2010 and 2011 to detect differences in voluntary vs mandatory use. In the evaluation questionnaires (n = 108 voluntary vs n = 361 mandatory), the overall appreciation regarding the offerings remained high. Significantly more students felt better prepared for clinical situations (p traumatology. Data can support the assumption that even if the voluntary evaluation of e-learning offerings might be subject to a selection bias, the results can serve as a representative impression for the students' overall mood and their gain in knowledge. However, as changes would have to be anticipated when shifting to mandatory use, users' perceptions should be constantly evaluated. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

  12. Asymmetrical Brain Activity Induced by Voluntary Spatial Attention Depends on the Visual Hemifield: A Functional Near-Infrared Spectroscopy Study

    Science.gov (United States)

    Harasawa, Masamitsu; Shioiri, Satoshi

    2011-01-01

    The effect of the visual hemifield to which spatial attention was oriented on the activities of the posterior parietal and occipital visual cortices was examined using functional near-infrared spectroscopy in order to investigate the neural substrates of voluntary visuospatial attention. Our brain imaging data support the theory put forth in a…

  13. Active Math Learning

    DEFF Research Database (Denmark)

    The presentation is concerned with general course planning philosophy and a specific case study (boomerang flight geometro-dynamics) for active learning of mathematics via computer assisted and hands-on unfolding of first principles - in this case the understanding of rotations and Eulers equatio...

  14. Flipped Classroom, active Learning?

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

    2015-01-01

    Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

  15. Learning Activity Package, Algebra.

    Science.gov (United States)

    Evans, Diane

    A set of ten teacher-prepared Learning Activity Packages (LAPs) in beginning algebra and nine in intermediate algebra, these units cover sets, properties of operations, number systems, open expressions, solution sets of equations and inequalities in one and two variables, exponents, factoring and polynomials, relations and functions, radicals,…

  16. Grooming. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This learning activity package on grooming for health workers is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  17. 5-Aminoimidazole-4-carboxamide ribonucleotide prevents fat gain following the cessation of voluntary physical activity.

    Science.gov (United States)

    Ruegsegger, Gregory N; Sevage, Joseph A; Childs, Thomas E; Grigsby, Kolter B; Booth, Frank W

    2017-11-01

    What is the central question of this study? We investigated whether 5-aminoimidazole-4-carboxamide-1-beta-D-ribofuranoside (AICAR) could prevent acute increases in body fat and changes in omental and subcutaneous adipose tissue following the sudden transition from physical activity to physical inactivity. What is the main finding and its importance? AICAR prevented fat gains following the transition from physical activity to inactivity to levels comparable to rats that remained physically active. AICAR and continuous physical activity produced depot-specific changes in cyclin A1 mRNA and protein that were associated with the prevention of fat gain. These findings suggest that targeting AMP-activated protein kinase signalling could oppose rapid adipose mass growth. The transition from physical activity to inactivity is associated with drastic increases in 'catch-up' fat that in turn foster the development of many obesity-associated maladies. We tested whether 5-aminoimidazole-4-carboxamide-1-beta-D-ribofuranoside (AICAR) treatment would prevent gains in body fat following the sudden transition from a physically active state to an inactive state by locking a voluntary running wheel. Male Wistar rats were either sedentary (SED) or given wheel access for 4 weeks, at which time rats with wheels continued running (RUN), had their wheel locked (WL) or had WL with daily AICAR injection (WL + AICAR) for 1 week. RUN and WL + AICAR prevented gains in body fat compared with SED and WL (P RUN and WL + AICAR compared with SED and WL groups (P run, and that together, continuous physical activity and AICAR could, at least initially in these conditions, exert similar inhibitory effects on adipogenesis in a depot-specific manner. © 2017 The Authors. Experimental Physiology © 2017 The Physiological Society.

  18. Guilty but good: defending voluntary active euthanasia from a virtue perspective.

    Science.gov (United States)

    Begley, Ann Marie

    2008-07-01

    This article is presented as a defence of voluntary active euthanasia from a virtue perspective and it is written with the objective of generating debate and challenging the assumption that killing is necessarily vicious in all circumstances. Practitioners are often torn between acting from virtue and acting from duty. In the case presented the physician was governed by compassion and this illustrates how good people may have the courage to sacrifice their own security in the interests of virtue. The doctor's action created huge tensions for the nurse, who was governed by the code of conduct and relevant laws. Appraising active euthanasia from a virtue perspective can offer a more compassionate approach to the predicament of practitioners and clients. The tensions arising from the virtue versus rules debate generates irreconcilable difficulties for nurses. A shift towards virtue would help to resolve this problem and support the call for a change in the law. The controversial nature of this position is acknowledged. The argument is put forward on the understanding that many practitioners will not agree with the conclusions reached.

  19. A case for justified non-voluntary active euthanasia: exploring the ethics of the Groningen Protocol.

    Science.gov (United States)

    Manninen, B A

    2006-11-01

    One of the most recent controversies to arise in the field of bioethics concerns the ethics for the Groningen Protocol: the guidelines proposed by the Groningen Academic Hospital in The Netherlands, which would permit doctors to actively euthanise terminally ill infants who are suffering. The Groningen Protocol has been met with an intense amount of criticism, some even calling it a relapse into a Hitleresque style of eugenics, where people with disabilities are killed solely because of their handicaps. The purpose of this paper is threefold. First, the paper will attempt to disabuse readers of this erroneous understanding of the Groningen Protocol by showing how such a policy does not aim at making quality-of-life judgements, given that it restricts euthanasia to suffering and terminally ill infants. Second, the paper illustrates that what the Groningen Protocol proposes to do is both ethical and also the most humane alternative for these suffering and dying infants. Lastly, responses are given to some of the worries expressed by ethicists on the practice of any type of non-voluntary active euthanasia.

  20. The legislation of active voluntary euthanasia in Australia: will the slippery slope prove fatal?

    Science.gov (United States)

    Kerridge, I H; Mitchell, K R

    1996-10-01

    At 2.00 am on the morning of May 24, 1995 the Northern Territory Legislative Assembly Australia passed the Rights of the Terminally Ill Act by the narrow margin of 15 votes to 10. The act permits a terminally ill patient of sound mind and over the age of 18 years, and who is either in pain or suffering, or distress, to request a medical practitioner to assist the patient to terminate his or her life. Thus, Australia can lay claim to being the first country in the world to legalise voluntary active euthanasia. The Northern Territory's act has prompted Australia-wide community reaction, particularly in South Australia, Tasmania and the Australian Capital Territory where proposals to legalise euthanasia have already been defeated on the floor of parliament. In New South Wales (NSW) the AIDS Council of NSW has prepared draft euthanasia legislation to be introduced into the Upper House as a Private Member's Bill some time in 1996. In this paper, we focus on a brief description of events as they occurred and on the arguments for and against the legalisation of euthanasia which have appeared in the media.

  1. The legislation of active voluntary euthanasia in Australia: will the slippery slope prove fatal?

    Science.gov (United States)

    Kerridge, I H; Mitchell, K R

    1996-01-01

    At 2.00 am on the morning of May 24, 1995 the Northern Territory Legislative Assembly Australia passed the Rights of the Terminally Ill Act by the narrow margin of 15 votes to 10. The act permits a terminally ill patient of sound mind and over the age of 18 years, and who is either in pain or suffering, or distress, to request a medical practitioner to assist the patient to terminate his or her life. Thus, Australia can lay claim to being the first country in the world to legalise voluntary active euthanasia. The Northern Territory's act has prompted Australia-wide community reaction, particularly in South Australia, Tasmania and the Australian Capital Territory where proposals to legalise euthanasia have already been defeated on the floor of parliament. In New South Wales (NSW) the AIDS Council of NSW has prepared draft euthanasia legislation to be introduced into the Upper House as a Private Member's Bill some time in 1996. In this paper, we focus on a brief description of events as they occurred and on the arguments for and against the legalisation of euthanasia which have appeared in the media. PMID:8910778

  2. Voluntary muscle activation and evoked volitional-wave responses as a function of torque.

    Science.gov (United States)

    Hight, Robert E; Quarshie, Alwyn T; Black, Christopher D

    2018-08-01

    This study employed a unique stimulation paradigm which allowed for the simultaneous assessment of voluntary activation levels (VA) via twitch-interpolation, and the evoked V-wave responses of the plantar flexors during submaximal and maximal contractions. Test-retest reliability was also examined. Fourteen participants repeated a stimulation protocol over four visits to assess VA and evoked V-wave amplitude across torque levels ranging from 20% to 100% MVC. MVC torque and EMG amplitude were also measured. VA increased nonlinearly with torque production and plateaued by 80% MVC. V-wave amplitude increased linearly from 20% to 100% MVC. There were no differences in any dependent variable across visits (p > 0.05). VA demonstrated moderate to substantial reliability across all torque levels (ICC = 0.76-0.91) while V-wave amplitude exhibited fair to moderate reliability from 40% to 100% (ICC = 0.48-0.74). We were able to reliably collect VA and the V-wave simultaneously in the plantar flexors. Collection of VA and V-wave during the same contraction provides distinct information regarding the contribution of motor-unit recruitment and descending cortico-spinal drive/excitability to force production. Copyright © 2018 Elsevier Ltd. All rights reserved.

  3. Effect of vibration during fatiguing resistance exercise on subsequent muscle activity during maximal voluntary isometric contractions.

    Science.gov (United States)

    McBride, Jeffrey M; Porcari, John P; Scheunke, Mark D

    2004-11-01

    This investigation was designed to determine if vibration during fatiguing resistance exercise would alter associated patterns of muscle activity. A cross-over design was employed with 8 subjects completing a resistance exercise bout once with a vibrating dumbbell (V) (44 Hz, 3 mm displacement) and once without vibration (NV). For both exercise bouts, 10 sets were performed with a load that induced concentric muscle failure during the 10th repetition. The appropriate load for each set was determined during a pretest. Each testing session was separated by 1 week. Electromyography (EMG) was obtained from the biceps brachii muscle at 12 different time points during a maximum voluntary contraction (MVC) at a 170 degrees elbow angle after each set of the dumbbell exercise. The time points were as follows: pre (5 minutes before the resistance exercise bout), T1-T10 (immediately following each set of resistance exercise), and post (15 minutes after the resistance exercise bout). EMG was analyzed for median power frequency (MPF) and maximum (mEMG). NV resulted in a significant decrease in MPF at T1-T4 (p recruitment of high threshold motor units during fatiguing contractions. This may indicate the usage of vibration with resistance exercise as an effective tool for strength training athletes.

  4. GPi oscillatory activity differentiates tics from the resting state, voluntary movements, and the unmedicated parkinsonian state

    Directory of Open Access Journals (Sweden)

    Joohi Jimenez-Shahed

    2016-09-01

    Full Text Available Background: Deep brain stimulation (DBS is an emerging treatment strategy for severe, medication-refractory Tourette syndrome (TS. Thalamic (Cm-Pf and pallidal (including globus pallidus interna, GPi targets have been the most investigated. While the neurophysiological correlates of Parkinson’s disease (PD in the GPi and subthalamic nucleus (STN are increasingly recognized, these patterns are not well characterized in other disease states. Recent findings indicate that the cross-frequency coupling (CFC between beta band and high frequency oscillations (HFOs within the STN in PD patients is pathologic. Methods: We recorded intraoperative local field potentials (LFPs from the postero-ventrolateral GPi in three adult patients with TS at rest, during voluntary movements, and during tic activity and compared them to the intraoperative GPi-LFP activity recorded from four unmedicated PD patients at rest. Results: In all PD patients, we noted excessive beta band activity (13-30Hz at rest which consistently modulated the amplitude of the co-existent HFOs observed between 200-400Hz, indicating the presence of beta-HFO CFC. In all 3 TS patients at rest, we observed theta band activity (4-7Hz and HFOs. Two patients had beta band activity, though at lower power than theta oscillations. Tic activity was associated with increased high frequency (200-400Hz and gamma band (35-200Hz activity. There was no beta-HFO CFC in TS patients at rest. However, CFC between the phase of 5-10Hz band activity and the amplitude of HFOs was found in two TS patients. During tics, this shifted to CFC between the phase of beta band activity and the amplitude of HFOs in all subjects. Conclusions: To our knowledge this is the first study that shows that beta-HFO CFC exists in the GPi of TS patients during tics and at rest in PD patients, and suggests that this pattern might be specific to pathologic/involuntary movements. Furthermore, our findings suggest that during tics, resting

  5. Active Learning Using Hint Information.

    Science.gov (United States)

    Li, Chun-Liang; Ferng, Chun-Sung; Lin, Hsuan-Tien

    2015-08-01

    The abundance of real-world data and limited labeling budget calls for active learning, an important learning paradigm for reducing human labeling efforts. Many recently developed active learning algorithms consider both uncertainty and representativeness when making querying decisions. However, exploiting representativeness with uncertainty concurrently usually requires tackling sophisticated and challenging learning tasks, such as clustering. In this letter, we propose a new active learning framework, called hinted sampling, which takes both uncertainty and representativeness into account in a simpler way. We design a novel active learning algorithm within the hinted sampling framework with an extended support vector machine. Experimental results validate that the novel active learning algorithm can result in a better and more stable performance than that achieved by state-of-the-art algorithms. We also show that the hinted sampling framework allows improving another active learning algorithm designed from the transductive support vector machine.

  6. Active Learning with Statistical Models.

    Science.gov (United States)

    1995-01-01

    Active Learning with Statistical Models ASC-9217041, NSF CDA-9309300 6. AUTHOR(S) David A. Cohn, Zoubin Ghahramani, and Michael I. Jordan 7. PERFORMING...TERMS 15. NUMBER OF PAGES Al, MIT, Artificial Intelligence, active learning , queries, locally weighted 6 regression, LOESS, mixtures of gaussians...COMPUTATIONAL LEARNING DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES A.I. Memo No. 1522 January 9. 1995 C.B.C.L. Paper No. 110 Active Learning with

  7. Active Learning in ASTR 101 Lectures

    Science.gov (United States)

    Deming, Grace L.

    1998-12-01

    The lecture is the most common teaching method used at colleges and universities, but does this format facilitate student learning? Lectures can be brilliantly delivered, but they are received by a passive audience. As time passes during a lecture, student attention and effective notetaking diminish. Many students become more interested in a subject and retain information longer in courses that rely on active rather than passive teaching methods. Interactive teaching strategies such as the think-pair-share-(write), the 3-minute paper, and the misconception confrontation can be used to actively engage students during lecture. As a cooperative learning strategy, the think-pair-share-(write) technique requires active discussion by everyone in the class. The "write" component structures individual accountability into the activity. The 3-minute paper is an expansion of the standard 1-minute paper feedback technique, but is required of all students rather than voluntary or anonymous. The misconception confrontation technique allows students to focus on how their pre- conceived notions differ from the scientific explanation. These techniques can be easily adopted by anyone currently using a standard lecture format for introductory astronomy. The necessary components are a commitment by the instructor to require active participation by all students and a willingness to try new teaching methods.

  8. Active inference and learning.

    Science.gov (United States)

    Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O Doherty, John; Pezzulo, Giovanni

    2016-09-01

    This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  9. Activity in the superior colliculus reflects dynamic interactions between voluntary and involuntary influences on orienting behaviour.

    Science.gov (United States)

    Bell, Andrew H; Munoz, Douglas P

    2008-10-01

    Performance in a behavioural task can be influenced by both bottom-up and top-down processes such as stimulus modality and prior probability. Here, we exploited differences in behavioural strategy to explore the role of the intermediate and deep layers of the superior colliculus (dSC) in covert orienting. Two monkeys were trained on a predictive cued-saccade task in which the cue predicted the target's upcoming location with 80% validity. When the delay between cue and target onset was 250 ms, both monkeys showed faster responses to the uncued (Invalid) location. This was associated with a reduced target-aligned response in the dSC on Valid trials for both monkeys and is consistent with a bottom-up (i.e. involuntary) bias. When the delay was increased to 650 ms, one monkey continued to show faster responses to the Invalid location whereas the other monkey showed faster responses to the Valid location, consistent with a top-down (i.e. voluntary) bias. This latter behaviour was correlated with an increase in activity in dSC neurons preceding target onset that was absent in the other monkey. Thus, using the information provided by the cue shifted the emphasis towards top-down processing, while ignoring this information allowed bottom-up processing to continue to dominate. Regardless of the selected strategy, however, neurons in the dSC consistently reflected the current bias between the two processes, emphasizing its role in both the bottom-up and top-down control of orienting behaviour.

  10. Running behavior and its energy cost in mice selectively bred for high voluntary locomotor activity.

    Science.gov (United States)

    Rezende, Enrico L; Gomes, Fernando R; Chappell, Mark A; Garland, Theodore

    2009-01-01

    Locomotion is central to behavior and intrinsic to many fitness-critical activities (e.g., migration, foraging), and it competes with other life-history components for energy. However, detailed analyses of how changes in locomotor activity and running behavior affect energy budgets are scarce. We quantified these effects in four replicate lines of house mice that have been selectively bred for high voluntary wheel running (S lines) and in their four nonselected control lines (C lines). We monitored wheel speeds and oxygen consumption for 24-48 h to determine daily energy expenditure (DEE), resting metabolic rate (RMR), locomotor costs, and running behavior (bout characteristics). Daily running distances increased roughly 50%-90% in S lines in response to selection. After we controlled for body mass effects, selection resulted in a 23% increase in DEE in males and a 6% increase in females. Total activity costs (DEE - RMR) accounted for 50%-60% of DEE in both S and C lines and were 29% higher in S males and 5% higher in S females compared with their C counterparts. Energetic costs of increased daily running distances differed between sexes because S females evolved higher running distances by running faster with little change in time spent running, while S males also spent 40% more time running than C males. This increase in time spent running impinged on high energy costs because the majority of running costs stemmed from "postural costs" (the difference between RMR and the zero-speed intercept of the speed vs. metabolic rate relationship). No statistical differences in these traits were detected between S and C females, suggesting that large changes in locomotor behavior do not necessarily effect overall energy budgets. Running behavior also differed between sexes: within S lines, males ran with more but shorter bouts than females. Our results indicate that selection effects on energy budgets can differ dramatically between sexes and that energetic constraints in S

  11. Impact of visual learning on facial expressions of physical distress: a study on voluntary and evoked expressions of pain in congenitally blind and sighted individuals.

    Science.gov (United States)

    Kunz, Miriam; Faltermeier, Nicole; Lautenbacher, Stefan

    2012-02-01

    The ability to facially communicate physical distress (e.g. pain) can be essential to ensure help, support and clinical treatment for the individual experiencing physical distress. So far, it is not known to which degree this ability represents innate and biologically prepared programs or whether it requires visual learning. Here, we address this question by studying evoked and voluntary facial expressions of pain in congenitally blind (N=21) and sighted (N=42) individuals. The repertoire of evoked facial expressions was comparable in congenitally blind and sighted individuals; however, blind individuals were less capable of facially encoding different intensities of experimental pain. Moreover, blind individuals were less capable of voluntarily modulating their pain expression. We conclude that the repertoire of facial muscles being activated during pain is biologically prepared. However, visual learning is a prerequisite in order to encode different intensities of physical distress as well as for up- and down-regulation of one's facial expression. Copyright © 2011 Elsevier B.V. All rights reserved.

  12. Voluntary muscle activation improves with power training and is associated with changes in gait speed in mobility-limited older adults

    DEFF Research Database (Denmark)

    Hvid, Lars G; Strotmeyer, Elsa S; Skjødt, Mathias

    2016-01-01

    Incomplete voluntary muscle activation may contribute to impaired muscle mechanical function and physical function in older adults. Exercise interventions have been shown to increase voluntary muscle activation, although the evidence is sparse for mobility-limited older adults, particularly...... in association with physical function. This study examined the effects of 12weeks of power training on outcomes of voluntary muscle activation and gait speed in mobility-limited older adults from the Healthy Ageing Network of Competence (HANC) study. We included 37 older men and women with a usual gait speed...... in TG (r=0.67, pactivation is improved in mobility-limited older adults following 12-weeks of progressive power training, and is associated with improved maximal gait speed. Incomplete voluntary muscle activation should be considered one of the key mechanisms...

  13. Scaling-up voluntary medical male circumcision - what have we learned?

    Science.gov (United States)

    Ledikwe, Jenny H; Nyanga, Robert O; Hagon, Jaclyn; Grignon, Jessica S; Mpofu, Mulamuli; Semo, Bazghina-Werq

    2014-01-01

    In 2007, the World Health Organization (WHO) and the joint United Nations agency program on HIV/AIDS (UNAIDS) recommended voluntary medical male circumcision (VMMC) as an add-on strategy for HIV prevention. Fourteen priority countries were tasked with scaling-up VMMC services to 80% of HIV-negative men aged 15-49 years by 2016, representing a combined target of 20 million circumcisions. By December 2012, approximately 3 million procedures had been conducted. Within the following year, there was marked improvement in the pace of the scale-up. During 2013, the total number of circumcisions performed nearly doubled, with approximately 6 million total circumcisions conducted by the end of the year, reaching 30% of the initial target. The purpose of this review article was to apply a systems thinking approach, using the WHO health systems building blocks as a framework to examine the factors influencing the scale-up of the VMMC programs from 2008-2013. Facilitators that accelerated the VMMC program scale-up included: country ownership; sustained political will; service delivery efficiencies, such as task shifting and task sharing; use of outreach and mobile services; disposable, prepackaged VMMC kits; external funding; and a standardized set of indicators for VMMC. A low demand for the procedure has been a major barrier to achieving circumcision targets, while weak supply chain management systems and the lack of adequate financial resources with a heavy reliance on donor support have also adversely affected scale-up. Health systems strengthening initiatives and innovations have progressively improved VMMC service delivery, but an understanding of the contextual barriers and the facilitators of demand for the procedure is critical in reaching targets. There is a need for countries implementing VMMC programs to share their experiences more frequently to identify and to enhance best practices by other programs.

  14. Re-imagining Active Learning

    DEFF Research Database (Denmark)

    Dall'Alba, Gloria; Bengtsen, Søren Smedegaard

    2018-01-01

    is largely lacking in the literature on active learning. In this article, we explore the possibility of re-imagining, or at least extending, the meaning of active learning by drawing out dimensions that are neither readily visible nor instrumental, as much of this literature implies. Drawing from educational......Ample attention is being paid in the higher education literature to promoting active learning among students. Where studies on active learning report student outcomes, they indicate improved or equivalent outcomes when compared with traditional lectures, which are considered more passive...... philosophy and, in particular, existential philosophies, we argue that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumentalsometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we...

  15. Effect of voluntary physical activity initiated at age 7 months on skeletal hindlimb and cardiac muscle function in mdx mice of both genders.

    Science.gov (United States)

    Ferry, Arnaud; Benchaouir, Rachid; Joanne, Pierre; Peat, Rachel A; Mougenot, Nathalie; Agbulut, Onnik; Butler-Browne, Gillian

    2015-11-01

    The effects of voluntary activity initiated in adult mdx (C57BL/10ScSc-DMD(mdx) /J) mice on skeletal and cardiac muscle function have not been studied extensively. We studied the effects of 3 months of voluntary wheel running initiated at age 7 months on hindlimb muscle weakness, increased susceptibility to muscle contraction-induced injury, and left ventricular function in mdx mice. We found that voluntary wheel running did not worsen the deficit in force-generating capacity and the force drop after lengthening contractions in either mdx mouse gender. It increased the absolute maximal force of skeletal muscle in female mdx mice. Moreover, it did not affect left ventricular function, structural heart dimensions, cardiac gene expression of inflammation, fibrosis, or remodeling markers. These results indicate that voluntary activity initiated at age 7 months had no detrimental effects on skeletal or cardiac muscles in either mdx mouse gender. © 2015 Wiley Periodicals, Inc.

  16. Student Perceptions of Active Learning

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  17. Effects of voluntary running on plasma levels of neurotrophins, hippocampal cell proliferation and learning and memory in stressed rats.

    Science.gov (United States)

    Yau, S-Y; Lau, B W-M; Zhang, E-D; Lee, J C-D; Li, A; Lee, T M C; Ching, Y-P; Xu, A-M; So, K-F

    2012-10-11

    Previous studies have shown that a 2-week treatment with 40 mg/kg corticosterone (CORT) in rats suppresses hippocampal neurogenesis and decreases hippocampal brain-derived neurotrophic factor (BDNF) levels and impairs spatial learning, all of which could be counteracted by voluntary wheel running. BDNF and insulin-like growth factor (IGF-1) have been suggested to mediate physical exercise-enhanced hippocampal neurogenesis and cognition. Here we examined whether such running-elicited benefits were accompanied by corresponding changes of peripheral BDNF and IGF-1 levels in a rat model of stress. We examined the effects of acute (5 days) and chronic (4 weeks) treatment with CORT and/or wheel running on (1) hippocampal cell proliferation, (2) spatial learning and memory and (3) plasma levels of BDNF and IGF-1. Acute CORT treatment improved spatial learning without altered cell proliferation compared to vehicle treatment. Acute CORT-treated non-runners showed an increased trend in plasma BDNF levels together with a significant increase in hippocampal BDNF levels. Acute running showed no effect on cognition, cell proliferation and peripheral BDNF and IGF-1 levels. Conversely, chronic CORT treatment in non-runners significantly impaired spatial learning and suppressed cell proliferation in association with a decreased trend in plasma BDNF level and a significant increase in hippocampal BDNF levels. Running counteracted cognitive deficit and restored hippocampal cell proliferation following chronic CORT treatment; but without corresponding changes in plasma BDNF and IGF-1 levels. The results suggest that the beneficial effects of acute stress on cognitive improvement may be mediated by BDNF-enhanced synaptic plasticity that is hippocampal cell proliferation-independent, whereas chronic stress may impair cognition by decreasing hippocampal cell proliferation and BDNF levels. Furthermore, the results indicate a trend in changes of plasma BDNF levels associated with a

  18. Voluntary Exercise Promotes Glymphatic Clearance of Amyloid Beta and Reduces the Activation of Astrocytes and Microglia in Aged Mice.

    Science.gov (United States)

    He, Xiao-Fei; Liu, Dong-Xu; Zhang, Qun; Liang, Feng-Ying; Dai, Guang-Yan; Zeng, Jin-Sheng; Pei, Zhong; Xu, Guang-Qing; Lan, Yue

    2017-01-01

    Age is characterized by chronic inflammation, leading to synaptic dysfunction and dementia because the clearance of protein waste is reduced. The clearance of proteins depends partly on the permeation of the blood-brain barrier (BBB) or on the exchange of water and soluble contents between the cerebrospinal fluid (CSF) and the interstitial fluid (ISF). A wealth of evidence indicates that physical exercise improves memory and cognition in neurodegenerative diseases during aging, such as Alzheimer's disease (AD), but the influence of physical training on glymphatic clearance, BBB permeability and neuroinflammation remains unclear. In this study, glymphatic clearance and BBB permeability were evaluated in aged mice using in vivo two-photon imaging. The mice performed voluntary wheel running exercise and their water-maze cognition was assessed; the expression of the astrocytic water channel aquaporin 4 (AQP4), astrocyte and microglial activation, and the accumulation of amyloid beta (Aβ) were evaluated with immunofluorescence or an enzyme-linked immunosorbent assay (ELISA); synaptic function was investigated with Thy1 -green fluorescent protein (GFP) transgenic mice and immunofluorescent staining. Voluntary wheel running significantly improved water-maze cognition in the aged mice, accelerated the efficiency of glymphatic clearance, but which did not affect BBB permeability. The numbers of activated astrocytes and microglia decreased, AQP4 expression increased, and the distribution of astrocytic AQP4 was rearranged. Aβ accumulation decreased, whereas dendrites, dendritic spines and postsynaptic density protein (PSD95) increased. Our study suggests that voluntary wheel running accelerated glymphatic clearance but not BBB permeation, improved astrocytic AQP4 expression and polarization, attenuated the accumulation of amyloid plaques and neuroinflammation, and ultimately protected mice against synaptic dysfunction and a decline in spatial cognition. These data suggest

  19. Voluntary Exercise Promotes Glymphatic Clearance of Amyloid Beta and Reduces the Activation of Astrocytes and Microglia in Aged Mice

    Directory of Open Access Journals (Sweden)

    Xiao-fei He

    2017-05-01

    Full Text Available Age is characterized by chronic inflammation, leading to synaptic dysfunction and dementia because the clearance of protein waste is reduced. The clearance of proteins depends partly on the permeation of the blood–brain barrier (BBB or on the exchange of water and soluble contents between the cerebrospinal fluid (CSF and the interstitial fluid (ISF. A wealth of evidence indicates that physical exercise improves memory and cognition in neurodegenerative diseases during aging, such as Alzheimer’s disease (AD, but the influence of physical training on glymphatic clearance, BBB permeability and neuroinflammation remains unclear. In this study, glymphatic clearance and BBB permeability were evaluated in aged mice using in vivo two-photon imaging. The mice performed voluntary wheel running exercise and their water-maze cognition was assessed; the expression of the astrocytic water channel aquaporin 4 (AQP4, astrocyte and microglial activation, and the accumulation of amyloid beta (Aβ were evaluated with immunofluorescence or an enzyme-linked immunosorbent assay (ELISA; synaptic function was investigated with Thy1–green fluorescent protein (GFP transgenic mice and immunofluorescent staining. Voluntary wheel running significantly improved water-maze cognition in the aged mice, accelerated the efficiency of glymphatic clearance, but which did not affect BBB permeability. The numbers of activated astrocytes and microglia decreased, AQP4 expression increased, and the distribution of astrocytic AQP4 was rearranged. Aβ accumulation decreased, whereas dendrites, dendritic spines and postsynaptic density protein (PSD95 increased. Our study suggests that voluntary wheel running accelerated glymphatic clearance but not BBB permeation, improved astrocytic AQP4 expression and polarization, attenuated the accumulation of amyloid plaques and neuroinflammation, and ultimately protected mice against synaptic dysfunction and a decline in spatial cognition

  20. Learning and Active Aging

    Science.gov (United States)

    Boulton-Lewis, Gillian M.; Buys, Laurie; Lovie-Kitchin, Jan

    2006-01-01

    Learning is an important aspect of aging productively. This paper describes results from 2645 respondents (aged from 50 to 74+ years) to a 165-variable postal survey in Australia. The focus is on learning and its relation to work; social, spiritual, and emotional status; health; vision; home; life events; and demographic details. Clustering…

  1. Role of the dorsal medial habenula in the regulation of voluntary activity, motor function, hedonic state, and primary reinforcement.

    Science.gov (United States)

    Hsu, Yun-Wei A; Wang, Si D; Wang, Shirong; Morton, Glenn; Zariwala, Hatim A; de la Iglesia, Horacio O; Turner, Eric E

    2014-08-20

    The habenular complex in the epithalamus consists of distinct regions with diverse neuronal populations. Past studies have suggested a role for the habenula in voluntary exercise motivation and reinforcement of intracranial self-stimulation but have not assigned these effects to specific habenula subnuclei. Here, we have developed a genetic model in which neurons of the dorsal medial habenula (dMHb) are developmentally eliminated, via tissue-specific deletion of the transcription factor Pou4f1 (Brn3a). Mice with dMHb lesions perform poorly in motivation-based locomotor behaviors, such as voluntary wheel running and the accelerating rotarod, but show only minor abnormalities in gait and balance and exhibit normal levels of basal locomotion. These mice also show deficits in sucrose preference, but not in the forced swim test, two measures of depression-related phenotypes in rodents. We have also used Cre recombinase-mediated expression of channelrhodopsin-2 and halorhodopsin to activate dMHb neurons or silence their output in freely moving mice, respectively. Optical activation of the dMHb in vivo supports intracranial self-stimulation, showing that dMHb activity is intrinsically reinforcing, whereas optical silencing of dMHb outputs is aversive. Together, our findings demonstrate that the dMHb is involved in exercise motivation and the regulation of hedonic state, and is part of an intrinsic reinforcement circuit. Copyright © 2014 the authors 0270-6474/14/3411366-19$15.00/0.

  2. A qualitative study of experienced nurses' voluntary turnover: learning from their perspectives.

    Science.gov (United States)

    Hayward, Dana; Bungay, Vicky; Wolff, Angela C; MacDonald, Valerie

    2016-05-01

    The purpose of this research was to critically examine the factors that contribute to turnover of experienced nurses' including their decision to leave practice settings and seek alternate nursing employment. In this study, we explore experienced nurses' decision-making processes and examine the personal and environmental factors that influenced their decision to leave. Nursing turnover remains a pressing problem for healthcare delivery. Turnover contributes to increased recruitment and orientation cost, reduced quality patient care and the loss of mentorship for new nurses. A qualitative, interpretive descriptive approach was used to guide the study. Interviews were conducted with 12 registered nurses, averaging 16 years in practice. Participants were equally represented from an array of acute care inpatient settings. The sample drew on perspectives from point-of-care nurses and nurses in leadership roles, primarily charge nurses and clinical nurse educators. Nurses' decisions to leave practice were influenced by several interrelated work environment and personal factors: higher patient acuity, increased workload demands, ineffective working relationships among nurses and with physicians, gaps in leadership support and negative impacts on nurses' health and well-being. Ineffective working relationships with other nurses and lack of leadership support led nurses to feel dissatisfied and ill equipped to perform their job. The impact of high stress was evident on the health and emotional well-being of nurses. It is vital that healthcare organisations learn to minimise turnover and retain the wealth of experienced nurses in acute care settings to maintain quality patient care and contain costs. This study highlights the need for healthcare leaders to re-examine how they promote collaborative practice, enhance supportive leadership behaviours, and reduce nurses' workplace stressors to retain the skills and knowledge of experienced nurses at the point-of-care. © 2016

  3. How voluntary is the active ageing life? A life-course study on the determinants of extending careers.

    Science.gov (United States)

    Madero-Cabib, Ignacio; Kaeser, Laure

    2016-03-01

    In Switzerland, as in many other European states, there is an increasing emphasis in public policy on promoting later retirement from the labour market. But this accelerating drive in Swiss policy-making to extend occupational activity does not mean that every worker is currently likely to retire late, nor does it imply that all those who do retire late do so voluntarily. This article uses a life-course approach, first to study the determinants of late retirement, and secondly to analyse whether the decision to postpone retirement is made voluntarily or involuntarily. Both objectives are addressed on the basis of data from the Swiss survey Vivre/Leben/Vivere. The results of logistic regression modelling indicate that, whereas self-employed and more highly educated individuals are more likely to retire late, people with access to private pension funds and workers who have benefited from periods of economic growth have a lower tendency to retire late. Regarding voluntariness, those who are more likely to opt for voluntary late retirement tend to be Swiss citizens, more highly educated, and also benefited from periods of economic expansion, while the self-employed, men and widowed individuals leaving the labour market late tend to do so involuntarily. In conclusion, the article discusses the absence of a social inequality debate in the design of active ageing policies.

  4. Agnostic Active Learning Without Constraints

    OpenAIRE

    Beygelzimer, Alina; Hsu, Daniel; Langford, John; Zhang, Tong

    2010-01-01

    We present and analyze an agnostic active learning algorithm that works without keeping a version space. This is unlike all previous approaches where a restricted set of candidate hypotheses is maintained throughout learning, and only hypotheses from this set are ever returned. By avoiding this version space approach, our algorithm sheds the computational burden and brittleness associated with maintaining version spaces, yet still allows for substantial improvements over supervised learning f...

  5. Asymmetrical brain activity induced by voluntary spatial attention depends on the visual hemifield: a functional near-infrared spectroscopy study.

    Science.gov (United States)

    Harasawa, Masamitsu; Shioiri, Satoshi

    2011-04-01

    The effect of the visual hemifield to which spatial attention was oriented on the activities of the posterior parietal and occipital visual cortices was examined using functional near-infrared spectroscopy in order to investigate the neural substrates of voluntary visuospatial attention. Our brain imaging data support the theory put forth in a previous psychophysical study, namely, the attentional resources for the left and right visual hemifields are distinct. Increasing the attentional load asymmetrically increased the brain activity. Increase in attentional load produced a greater increase in brain activity in the case of the left visual hemifield than in the case of the right visual hemifield. This asymmetry was observed in all the examined brain areas, including the right and left occipital and parietal cortices. These results suggest the existence of asymmetrical inhibitory interactions between the hemispheres and the presence of an extensive inhibitory network. Copyright © 2011 Elsevier Inc. All rights reserved.

  6. Active Learning Using Arbitrary Binary Valued Queries

    Science.gov (United States)

    1990-10-01

    active learning in the sense that the learner has complete choice in the information received. Specifically, we allow the learner to ask arbitrary yes...no questions. We consider both active learning under a fixed distribution and distribution-free active learning . In the case of active learning , the...a concept class is actively learnable iff it is finite, so that active learning is in fact less powerful than the usual passive learning model. We

  7. Voluntary Public Unemployment Insurance

    DEFF Research Database (Denmark)

    O. Parsons, Donald; Tranæs, Torben; Bie Lilleør, Helene

    Denmark has drawn much attention for its active labor market policies, but is almost unique in offering a voluntary public unemployment insurance program requiring a significant premium payment. A safety net program – a less generous, means-tested social assistance plan – completes the system...

  8. Voluntary exercise contributed to an amelioration of abnormal feeding behavior, locomotor activity and ghrelin production concomitantly with a weight reduction in high fat diet-induced obese rats.

    Science.gov (United States)

    Mifune, Hiroharu; Tajiri, Yuji; Nishi, Yoshihiro; Hara, Kento; Iwata, Shimpei; Tokubuchi, Ichiro; Mitsuzono, Ryouichi; Yamada, Kentaro; Kojima, Masayasu

    2015-09-01

    In the present study, effects of voluntary exercise in an obese animal model were investigated in relation to the rhythm of daily activity and ghrelin production. Male Sprague-Dawley rats were fed either a high fat diet (HFD) or a chow diet (CD) from four to 16 weeks old. They were further subdivided into either an exercise group (HFD-Ex, CD-Ex) with a running wheel for three days of every other week or sedentary group (HFD-Se, CD-Se). At 16 weeks old, marked increases in body weight and visceral fat were observed in the HFD-Se group, together with disrupted rhythms of feeding and locomotor activity. The induction of voluntary exercise brought about an effective reduction of weight and fat, and ameliorated abnormal rhythms of activity and feeding in the HFD-Ex rats. Wheel counts as voluntary exercise was greater in HFD-Ex rats than those in CD-Ex rats. The HFD-obese had exhibited a deterioration of ghrelin production, which was restored by the induction of voluntary exercise. These findings demonstrated that abnormal rhythms of feeding and locomotor activity in HFD-obese rats were restored by infrequent voluntary exercise with a concomitant amelioration of the ghrelin production and weight reduction. Because ghrelin is related to food anticipatory activity, it is plausible that ghrelin participates in the circadian rhythm of daily activity including eating behavior. A beneficial effect of voluntary exercise has now been confirmed in terms of the amelioration of the daily rhythms in eating behavior and physical activity in an animal model of obesity. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Effects of voluntary exercise on spontaneous physical activity and food consumption in mice: Results from an artificial selection experiment.

    Science.gov (United States)

    Copes, Lynn E; Schutz, Heidi; Dlugosz, Elizabeth M; Acosta, Wendy; Chappell, Mark A; Garland, Theodore

    2015-10-01

    We evaluated the effect of voluntary exercise on spontaneous physical activity (SPA) and food consumption in mice from 4 replicate lines bred for 57 generations for high voluntary wheel running (HR) and from 4 non-selected control (C) lines. Beginning at ~24 days of age, mice were housed in standard cages or in cages with attached wheels. Wheel activity and SPA were monitored in 1-min intervals. Data from the 8th week of the experiment were analyzed because mice were sexually mature and had plateaued in body mass, weekly wheel running distance, SPA, and food consumption. Body mass, length, and masses of the retroperitoneal fat pad, liver, and heart were recorded after the 13th week. SPA of both HR and C mice decreased with wheel access, due to reductions in both duration and average intensity of SPA. However, total activity duration (SPA+wheel running; min/day) was ~1/3 greater when mice were housed with wheels, and food consumption was significantly increased. Overall, food consumption in both HR and C mice was more strongly affected by wheel running than by SPA. Duration of wheel running had a stronger effect than average speed, but the opposite was true for SPA. With body mass as a covariate, chronic wheel access significantly reduced fat pad mass and increased heart mass in both HR and C mice. Given that both HR and C mice housed with wheels had increased food consumption, the energetic cost of wheel running was not fully compensated by concomitant reductions in SPA. The experiment demonstrates that both duration and intensity of both wheel running and SPA were significant predictors of food consumption. This sort of detailed analysis of the effects of different aspects of physical activity on food consumption has not previously been reported for a non-human animal, and it sets the stage for longitudinal examination of energy balance and its components in rodent models. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. Active Learning Through Discussion in E-Learning

    OpenAIRE

    Daru Wahyuningsih

    2016-01-01

    Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to ...

  11. Regular voluntary exercise cures stress-induced impairment of cognitive function and cell proliferation accompanied by increases in cerebral IGF-1 and GST activity in mice.

    Science.gov (United States)

    Nakajima, Sanae; Ohsawa, Ikuroh; Ohta, Shigeo; Ohno, Makoto; Mikami, Toshio

    2010-08-25

    Chronic stress impairs cognitive function and hippocampal neurogenesis. This impairment is attributed to increases in oxidative stress, which result in the accumulation of lipid peroxide. On the other hand, voluntary exercise enhances cognitive function, hippocampal neurogenesis, and antioxidant capacity in normal animals. However, the effects of voluntary exercise on cognitive function, neurogenesis, and antioxidants in stressed mice are unclear. This study was designed to investigate whether voluntary exercise cures stress-induced impairment of cognitive function accompanied by improvement of hippocampal neurogenesis and increases in antioxidant capacity. Stressed mice were exposed to chronic restraint stress (CRS), which consisted of 12h immobilization daily and feeding in a small cage, for 8 weeks. Exercised mice were allowed free access to a running wheel during their exposure to CRS. At the 6th week, cognitive function was examined using the Morris water maze (MWM) test. Daily voluntary exercise restored stress-induced impairment of cognitive function and the hippocampal cell proliferation of newborn cells but not cell survival. Voluntary exercise increased insulin-like growth factor 1 (IGF-1) protein and mRNA expression in the cerebral cortex and liver, respectively. In addition, CRS resulted in a significant increase in the number of 4-hydrosynonenal (4-HNE)-positive cells in the hippocampal dentate gyrus; whereas, voluntary exercise inhibited it and enhanced glutathione s-transferases (GST) activity in the brain. These findings suggest that voluntary exercise attenuated the stress-induced impairment of cognitive function accompanied by improvement of cell proliferation in the dentate gyrus. This exercise-induced improvement was attributed to exercise-induced enhancement of IGF-1 protein and GST activity in the brain. Copyright 2010 Elsevier B.V. All rights reserved.

  12. Evidence of active management of private voluntary pension funds in Colombia: a performance analysis using proxy ETFs

    Directory of Open Access Journals (Sweden)

    Edgardo Cayón Fallón

    2010-04-01

    Full Text Available The purpose of this study is to find evidence that shows that either active management of private pension funds in Colombia actually adds value to the investors or, on the contrary, investors would achieve better results if they invested in passively managed products such as, for example, an ETF (Exchange Trade Fund. After conducting a review of data available from 30 different private pension funds in Colombia and 30 ETFs that had similar investment goals to these portfolios, our findings reveal that, using common performance indicators, a Colombian investor would have a better ROI by investing in passively managed products (ETFs than in portfolios currently offered by voluntary pension funds in Colombia

  13. Involvement in clubs or voluntary associations, social networks and activity generation : a path analysis

    NARCIS (Netherlands)

    Berg, van den P.E.W.; Arentze, T.A.; Timmermans, H.J.P.

    2012-01-01

    Leisure activities have received increasing attention from travel behavior researchers over the past decade. However, these activities are often treated as a single category, neglecting their differences. Whereas most leisure activities are flexible, club activities are usually scheduled longer in

  14. Voluntary ambulation using voluntary upper limb muscle activity and Hybrid Assistive Limb® (HAL®) in a patient with complete paraplegia due to chronic spinal cord injury: A case report.

    Science.gov (United States)

    Shimizu, Yukiyo; Kadone, Hideki; Kubota, Shigeki; Suzuki, Kenji; Saotome, Kousaku; Ueno, Tomoyuki; Abe, Tetsuya; Marushima, Aiki; Watanabe, Hiroki; Endo, Ayumu; Tsurumi, Kazue; Ishimoto, Ryu; Matsushita, Akira; Koda, Masao; Matsumura, Akira; Sankai, Yoshiyuki; Hada, Yasushi; Yamazaki, Masashi

    2018-01-19

    We sought to describe our experience with the Hybrid Assistive Limb® (HAL®) for active knee extension and voluntary ambulation with remaining muscle activity in a patient with complete paraplegia after spinal cord injury. A 30-year-old man with complete paraplegia used the HAL® for 1 month (10 sessions) using his remaining muscle activity, including hip flexor and upper limb activity. Electromyography was used to evaluate muscle activity of the gluteus maximus, tensor fascia lata, quadriceps femoris, and hamstring muscles in synchronization with the Vicon motion capture system. A HAL® session included a knee extension session with the hip flexor and voluntary gait with upper limb activity. After using the HAL® for one month, the patient's manual muscle hip flexor scores improved from 1/5 to 2/5 for the right and from 2/5 to 3/5 for the left knee, and from 0/5 to 1/5 for the extension of both knees. Knee extension sessions with HAL®, and hip flexor and upper-limb-triggered HAL® ambulation seem a safe and feasible option in a patient with complete paraplegia due to spinal cord injury.

  15. The International Active Learning Space

    DEFF Research Database (Denmark)

    Manners, Ian James

    2015-01-01

    -Danish students receive the basic international and intercultural skills and knowledge they need in current society. The English-language masters’ seminars I teach at the Department of Political Science are international in terms of students and teacher, but they are also Active Learning seminars......-Danish students (and sometimes teachers) rarely speak to each other or learn each other’s names. In the international AL spaces I create, students must work together on joint tasks which require interaction to address tasks and integration in order to benefit from the multinational activity groups. Planning AL...... that complete the seminar soon become vocal advocates of international AL. Ultimately, enriching student learning through immersing Danish and international students in an international AL space is, for me, the best way of ensuring an internationalised learning outcome, rather than just international mobility....

  16. Active learning of Pareto fronts.

    Science.gov (United States)

    Campigotto, Paolo; Passerini, Andrea; Battiti, Roberto

    2014-03-01

    This paper introduces the active learning of Pareto fronts (ALP) algorithm, a novel approach to recover the Pareto front of a multiobjective optimization problem. ALP casts the identification of the Pareto front into a supervised machine learning task. This approach enables an analytical model of the Pareto front to be built. The computational effort in generating the supervised information is reduced by an active learning strategy. In particular, the model is learned from a set of informative training objective vectors. The training objective vectors are approximated Pareto-optimal vectors obtained by solving different scalarized problem instances. The experimental results show that ALP achieves an accurate Pareto front approximation with a lower computational effort than state-of-the-art estimation of distribution algorithms and widely known genetic techniques.

  17. Active Learning for Player Modeling

    DEFF Research Database (Denmark)

    Shaker, Noor; Abou-Zleikha, Mohamed; Shaker, Mohammad

    2015-01-01

    Learning models of player behavior has been the focus of several studies. This work is motivated by better understanding of player behavior, a knowledge that can ultimately be employed to provide player-adapted or personalized content. In this paper, we propose the use of active learning for player...... experience modeling. We use a dataset from hundreds of players playing Infinite Mario Bros. as a case study and we employ the random forest method to learn mod- els of player experience through the active learning approach. The results obtained suggest that only part of the dataset (up to half the size...... that the method can be used online during the content generation process where the mod- els can improve and better content can be presented as the game is being played....

  18. Active Learning versus Traditional Teaching

    Directory of Open Access Journals (Sweden)

    L.A. Azzalis

    2009-05-01

    Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

  19. Active learning for Corsika

    Energy Technology Data Exchange (ETDEWEB)

    Baack, Dominik; Temme, Fabian; Buss, Jens; Noethe, Max; Bruegge, Kai [TU Dortmund, Dortmund (Germany); Collaboration: FACT-Collaboration

    2016-07-01

    Modern Cosmic-Ray experiments need a huge amount of simulated data. In many cases, only a portion of the data is actually needed for following steps in the analysis chain, for example training of different machine learning algorithms. The other parts are thrown away by the trigger simulation of the experiment or so not increase the quality of following analysis steps. In this talk, I present a new developed package for the air shower simulation software CORSIKA. This extension includes different approaches to reduce the amount of unnecessary computation. One approach is a new internal particle stack implementation that allows to priorize the processing of special intermediate shower particles and the removal of not needed shower particles. The second approach is the possibility to sent various information of the initial particle and parameters of the status of the partial simulated event to an external application to approximate the information gain of the current simulator event. If the information gain is to low, the current event simulation gets terminated and all information get stored into a central database. For the Simulation - Server communication a simple network protocol has been developed.

  20. Voluntary exercise prevents colonic inflammation in high-fat diet-induced obese mice by up-regulating PPAR-γ activity

    International Nuclear Information System (INIS)

    Liu, Wei-Xin; Wang, Ting; Zhou, Feng; Wang, Ying; Xing, Jun-Wei; Zhang, Shen; Gu, Shou-Zhi; Sang, Li-Xuan; Dai, Cong; Wang, Hai-Lan

    2015-01-01

    Obesity is associated with increased colonic inflammation, which elevates the risk of colon cancer. Although exercise exerts anti-inflammatory actions in multiple chronic diseases associated with inflammation, it is unknown whether this strategy prevents colonic inflammation in obesity. We hypothesized that voluntary exercise would suppress colonic inflammation in high-fat diet (HFD)-induced obesity by modulation of peroxisome proliferator-activated receptor (PPAR)-γ. Male C57Bl/6J mice fed either a control diet (6.5% fat, CON) or a high-fat diet (24% fat, HFD) were divided into sedentary, voluntary exercise or voluntary exercise with PPAR-γ antagonist GW9662 (10 mg/kg/day). All interventions took place for 12 weeks. Compared with CON-sedentary group, HFD-sedentary mice gained significantly more body weight and exhibited metabolic disorders. Molecular studies revealed that HFD-sedentary mice had increased expression of inflammatory mediators and activation of nuclear factor (NF)-κB in the colons, which were associated with decreased expression and activity of PPAR-γ. Voluntary exercise markedly attenuated body weight gain, improved metabolic disorders, and normalized the expression of inflammatory mediators and activation of NF-κB in the colons in HFD-mice while having no effects in CON-animals. Moreover, voluntary exercise significantly increased expression and activity of PPAR-γ in the colons in both HFD- and CON-animals. However, all of these beneficial effects induced by voluntary exercise were abolished by GW9662, which inhibited expression and activity of PPAR-γ. The results suggest that decreased PPAR-γ activity in the colon of HFD-induced obesity may facilitate the inflammatory response and colon carcinogenesis. Voluntary exercise prevents colonic inflammation in HFD-induced obesity by up-regulating PPAR-γ activity. - Highlights: • Obesity down-regulates PPAR-γ in the colon. • Down-regulated colonic PPAR-γ may facilitate inflammatory

  1. Voluntary exercise prevents colonic inflammation in high-fat diet-induced obese mice by up-regulating PPAR-γ activity

    Energy Technology Data Exchange (ETDEWEB)

    Liu, Wei-Xin, E-mail: weixinliu@yahoo.com [Department of Gastroenterology, First Affiliated Hospital of China Medical University, Shenyang 110001, Liaoning (China); Wang, Ting; Zhou, Feng; Wang, Ying; Xing, Jun-Wei; Zhang, Shen [Department of Gastroenterology, First Affiliated Hospital of China Medical University, Shenyang 110001, Liaoning (China); Gu, Shou-Zhi [Department of Anatomy, Seirei Christopher College, Hamamatsu 433-8558 (Japan); Sang, Li-Xuan [Department of Cadre Ward II, First Affiliated Hospital of China Medical University, Shenyang 110001, Liaoning (China); Dai, Cong [Department of Gastroenterology, First Affiliated Hospital of China Medical University, Shenyang 110001, Liaoning (China); Wang, Hai-Lan [Guangdong Province Hospital for Occupational Disease Prevention and Treatment, Guangzhou 510300, Guangdong (China)

    2015-04-10

    Obesity is associated with increased colonic inflammation, which elevates the risk of colon cancer. Although exercise exerts anti-inflammatory actions in multiple chronic diseases associated with inflammation, it is unknown whether this strategy prevents colonic inflammation in obesity. We hypothesized that voluntary exercise would suppress colonic inflammation in high-fat diet (HFD)-induced obesity by modulation of peroxisome proliferator-activated receptor (PPAR)-γ. Male C57Bl/6J mice fed either a control diet (6.5% fat, CON) or a high-fat diet (24% fat, HFD) were divided into sedentary, voluntary exercise or voluntary exercise with PPAR-γ antagonist GW9662 (10 mg/kg/day). All interventions took place for 12 weeks. Compared with CON-sedentary group, HFD-sedentary mice gained significantly more body weight and exhibited metabolic disorders. Molecular studies revealed that HFD-sedentary mice had increased expression of inflammatory mediators and activation of nuclear factor (NF)-κB in the colons, which were associated with decreased expression and activity of PPAR-γ. Voluntary exercise markedly attenuated body weight gain, improved metabolic disorders, and normalized the expression of inflammatory mediators and activation of NF-κB in the colons in HFD-mice while having no effects in CON-animals. Moreover, voluntary exercise significantly increased expression and activity of PPAR-γ in the colons in both HFD- and CON-animals. However, all of these beneficial effects induced by voluntary exercise were abolished by GW9662, which inhibited expression and activity of PPAR-γ. The results suggest that decreased PPAR-γ activity in the colon of HFD-induced obesity may facilitate the inflammatory response and colon carcinogenesis. Voluntary exercise prevents colonic inflammation in HFD-induced obesity by up-regulating PPAR-γ activity. - Highlights: • Obesity down-regulates PPAR-γ in the colon. • Down-regulated colonic PPAR-γ may facilitate inflammatory

  2. 42 CFR 137.205 - Will this voluntary uniform data set reporting activity be required of all Self-Governance Tribes...

    Science.gov (United States)

    2010-10-01

    ... resources, hardware, software, and technical assistance to the Self-Governance Tribes to facilitate data... 42 Public Health 1 2010-10-01 2010-10-01 false Will this voluntary uniform data set reporting activity be required of all Self-Governance Tribes entering into a compact with the IHS under Title V? 137...

  3. Impaired voluntary neuromuscular activation limits muscle power in mobility-limited older adults

    Science.gov (United States)

    Background. Age-related alterations of neuromuscular activation may contribute to deficits in muscle power and mobility function. This study assesses whether impaired activation of the agonist quadriceps and antagonist hamstrings, including amplitude- and velocity-dependent characteristics of activa...

  4. Lectures Abandoned: Active Learning by Active Seminars

    DEFF Research Database (Denmark)

    Christensen, Henrik Bærbak; Corry, Aino Vonge

    2012-01-01

    Traditional lecture-based courses are widely criticised for be- ing less eective in teaching. The question is of course what should replace the lectures and various active learning tech- niques have been suggested and studied. In this paper, we report on our experiences of redesigning a software ......- tive seminars as a replacement of traditional lectures, an activity template for the contents of active seminars, an ac- count on how storytelling supported the seminars, as well as reports on our and the students' experiences....

  5. Active Learning in Introductory Climatology.

    Science.gov (United States)

    Dewey, Kenneth F.; Meyer, Steven J.

    2000-01-01

    Introduces a software package available for the climatology curriculum that determines possible climatic events according to a long-term climate history. Describes the integration of the software into the curriculum and presents examples of active learning. (Contains 19 references.) (YDS)

  6. Oral Hygiene. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  7. Minimax bounds for active learning

    NARCIS (Netherlands)

    Castro, R.M.; Nowak, R.; Bshouty, N.H.; Gentile, C.

    2007-01-01

    This paper aims to shed light on achievable limits in active learning. Using minimax analysis techniques, we study the achievable rates of classification error convergence for broad classes of distributions characterized by decision boundary regularity and noise conditions. The results clearly

  8. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  9. Young People's Voluntary and Campaigning Activities as Sources of Political Education.

    Science.gov (United States)

    Roker, Debi; Player, Katie; Coleman, John

    1999-01-01

    Discusses political apathy and alienation among youth, challenging this negative image. Describes empirical research that demonstrates a high level of engagement by young people in social activism and community activities, focuses on factors influencing young people's participation, and demonstrates that volunteering and campaigning affect young…

  10. Active Learning with Irrelevant Examples

    Science.gov (United States)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  11. Stimulating Deep Learning Using Active Learning Techniques

    Science.gov (United States)

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  12. Fluvoxamine moderates reduced voluntary activity following chronic dexamethasone infusion in mice via recovery of BDNF signal cascades.

    Science.gov (United States)

    Terada, Kazuki; Izumo, Nobuo; Suzuki, Biora; Karube, Yoshiharu; Morikawa, Tomomi; Ishibashi, Yukiko; Kameyama, Toshiki; Chiba, Koji; Sasaki, Noriko; Iwata, Keiko; Matsuzaki, Hideo; Manabe, Takayuki

    2014-04-01

    Major depression is a complex disorder characterized by genetic and environmental interactions. Selective serotonin reuptake inhibitors (SSRIs) effectively treat depression. Neurogenesis following chronic antidepressant treatment activates brain derived neurotrophic factor (BDNF) signaling. In this study, we analyzed the effects of the SSRI fluvoxamine (Flu) on locomotor activity and forced-swim behavior using chronic dexamethasone (cDEX) infusions in mice, which engenders depression-like behavior. Infusion of cDEX decreased body weight and produced a trend towards lower locomotor activity during darkness. In the forced-swim test, cDEX-mice exhibited increased immobility times compared with mice administered saline. Flu treatment reversed decreased locomotor activity and mitigated forced-swim test immobility. Real-time polymerase chain reactions using brain RNA samples yielded significantly lower BDNF mRNA levels in cDEX-mice compared with the saline group. Endoplasmic reticulum stress-associated X-box binding protein-1 (XBP1) gene expression was lower in cDEX-mice compared with the saline group. However, marked expression of the XBP1 gene was observed in cDEX-mice treated with Flu compared with mice given saline and untreated cDEX-mice. Expression of 5-HT2A and Sigma-1 receptors decreased after cDEX infusion compared with the saline group, and these decreases normalized to control levels upon Flu treatment. Our results indicate that the Flu moderates reductions in voluntary activity following chronic dexamethasone infusions in mice via recovery of BDNF signal cascades. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  14. Alleviation of Motor Impairments in Patients with Cerebral Palsy: Acute Effects of Whole-body Vibration on Stretch Reflex Response, Voluntary Muscle Activation and Mobility

    Directory of Open Access Journals (Sweden)

    Anne Krause

    2017-08-01

    Full Text Available IntroductionIndividuals suffering from cerebral palsy (CP often have involuntary, reflex-evoked muscle activity resulting in spastic hyperreflexia. Whole-body vibration (WBV has been demonstrated to reduce reflex activity in healthy subjects, but evidence in CP patients is still limited. Therefore, this study aimed to establish the acute neuromuscular and kinematic effects of WBV in subjects with spastic CP.Methods44 children with spastic CP were tested on neuromuscular activation and kinematics before and immediately after a 1-min bout of WBV (16–25 Hz, 1.5–3 mm. Assessment included (1 recordings of stretch reflex (SR activity of the triceps surae, (2 electromyography (EMG measurements of maximal voluntary muscle activation of lower limb muscles, and (3 neuromuscular activation during active range of motion (aROM. We recorded EMG of m. soleus (SOL, m. gastrocnemius medialis (GM, m. tibialis anterior, m. vastus medialis, m. rectus femoris, and m. biceps femoris. Angular excursion was recorded by goniometry of the ankle and knee joint.ResultsAfter WBV, (1 SOL SRs were decreased (p < 0.01 while (2 maximal voluntary activation (p < 0.05 and (3 angular excursion in the knee joint (p < 0.01 were significantly increased. No changes could be observed for GM SR amplitudes or ankle joint excursion. Neuromuscular coordination expressed by greater agonist–antagonist ratios during aROM was significantly enhanced (p < 0.05.DiscussionThe findings point toward acute neuromuscular and kinematic effects following one bout of WBV. Protocols demonstrate that pathological reflex responses are reduced (spinal level, while the execution of voluntary movement (supraspinal level is improved in regards to kinematic and neuromuscular control. This facilitation of muscle and joint control is probably due to a reduction of spasticity-associated spinal excitability in favor of giving access for greater supraspinal input during voluntary motor

  15. Understanding Crowdsourcing: Effects of motivation and rewards on participation and performance in voluntary online activities

    NARCIS (Netherlands)

    W.A.M. Borst (Irma)

    2010-01-01

    textabstractCompanies increasingly outsource activities to volunteers that they approach via an open call on the internet. The phenomenon is called ‘crowdsourcing’. For an effective use of crowdsourcing it is important to understand what motivated these online volunteers and what is the influence of

  16. Voluntary activation of the sympathetic nervous system and attenuation of the innate immune response in humans

    NARCIS (Netherlands)

    Kox, M.; Eijk, L.T.G.J. van; Zwaag, J.; Wildenberg, J. van den; Sweep, F.C.; Hoeven, J.G. van der; Pickkers, P.

    2014-01-01

    Excessive or persistent proinflammatory cytokine production plays a central role in autoimmune diseases. Acute activation of the sympathetic nervous system attenuates the innate immune response. However, both the autonomic nervous system and innate immune system are regarded as systems that cannot

  17. Instructional Utility and Learning Efficacy of Common Active Learning Strategies

    Science.gov (United States)

    McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

    2017-01-01

    The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

  18. IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING

    Data.gov (United States)

    National Aeronautics and Space Administration — IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING ISAAC PERSING AND VINCENT NG Abstract. Active learning has been successfully applied to many natural language...

  19. History and Evolution of Active Learning Spaces

    Science.gov (United States)

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  20. A case against justified non-voluntary active euthanasia (the Groningen Protocol).

    Science.gov (United States)

    Jotkowitz, Alan; Glick, S; Gesundheit, B

    2008-11-01

    The Groningen Protocol allows active euthanasia of severely ill newborns with unbearable suffering. Defenders of the protocol insist that the protocol refers to terminally ill infants and that quality of life should not be a factor in the decision to euthanize an infant. They also argue that there should be no ethical difference between active and passive euthanasia of these infants. However, nowhere in the protocol does it refer to terminally ill infants; on the contrary, the developers of the protocol take into account the future quality of life of the infant. We also note how the Nazi Euthanasie Programm started with the premise that there is some life not worthy of living. Therefore, in our opinion, the protocol violates the traditional ethical codes of physicians and the moral values of the overwhelming majority of the citizens of the world.

  1. Voluntary locomotor activity mitigates oxidative damage associated with isolation stress in the prairie vole (Microtus ochrogaster).

    Science.gov (United States)

    Fletcher, Kelsey L; Whitley, Brittany N; Treidel, Lisa A; Thompson, David; Williams, Annie; Noguera, Jose C; Stevenson, Jennie R; Haussmann, Mark F

    2015-07-01

    Organismal performance directly depends on an individual's ability to cope with a wide array of physiological challenges. For social animals, social isolation is a stressor that has been shown to increase oxidative stress. Another physiological challenge, routine locomotor activity, has been found to decrease oxidative stress levels. Because we currently do not have a good understanding of how diverse physiological systems like stress and locomotion interact to affect oxidative balance, we studied this interaction in the prairie vole (Microtus ochrogaster). Voles were either pair housed or isolated and within the isolation group, voles either had access to a moving wheel or a stationary wheel. We found that chronic periodic isolation caused increased levels of oxidative stress. However, within the vole group that was able to run voluntarily, longer durations of locomotor activity were associated with less oxidative stress. Our work suggests that individuals who demonstrate increased locomotor activity may be better able to cope with the social stressor of isolation. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  2. Active Learning for Text Classification

    OpenAIRE

    Hu, Rong

    2011-01-01

    Text classification approaches are used extensively to solve real-world challenges. The success or failure of text classification systems hangs on the datasets used to train them, without a good dataset it is impossible to build a quality system. This thesis examines the applicability of active learning in text classification for the rapid and economical creation of labelled training data. Four main contributions are made in this thesis. First, we present two novel selection strategies to cho...

  3. Activation of inflammatory signaling by lipopolysaccharide produces a prolonged increase of voluntary alcohol intake in mice

    Science.gov (United States)

    Blednov, Y.A.; Benavidez, J.M.; Geil, C.; Perra, S.; Morikawa, H.; Harris, R.A.

    2011-01-01

    Previous studies showed that mice with genetic predisposition for high alcohol consumption as well as human alcoholics show changes in brain expression of genes related to immune signaling. In addition, mutant mice lacking genes related to immune function show decreased alcohol consumption (Blednov et al., in press), suggesting that immune signaling promotes alcohol consumption. To test the possibility that activation of immune signaling will increase alcohol consumption, we treated mice with lipopolysaccaride (LPS; 1 mg/kg, i.p.) and tested alcohol consumption in the continuous two-bottle choice test. To take advantage of the long-lasting activation of brain immune signaling by LPS, we measured drinking beginning one week or one month after LPS treatment and continued the studies for several months. LPS produced persistent increases in alcohol consumption in C57/Bl6 J (B6) inbred mice, FVBxB6F1 and B6xNZBF1 hybrid mice, but not in FVB inbred mice. To determine if this effect of LPS is mediated through binding to TLR4, we tested mice lacking CD14, a key component of TLR4 signaling. These null mutants showed no increase of alcohol intake after treatment with LPS. LPS treatment decreased ethanol-conditioned taste aversion but did not alter ethanol-conditioned place preference (B6xNZBF1 mice). Electro-physiological studies of dopamine neurons in the ventral tegmental area showed that pretreatment of mice with LPS decreased the neuronal firing rate. These results suggest that activation of immune signaling promotes alcohol consumption and alters certain aspects of alcohol reward/aversion. PMID:21266194

  4. Create a good learning environment and motivate active learning enthusiasm

    Science.gov (United States)

    Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

    2017-08-01

    In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

  5. Learning activism, acting with phronesis

    Science.gov (United States)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  6. Developing metacognition: a basis for active learning

    NARCIS (Netherlands)

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of Active Learning in Engineering (ALE) like project work, problem based learning, use of cases, etc., are mostly based on practical experience and sometimes from applied research on teaching and learning. Such research shows that students learn more and different

  7. Palliative options of last resort: a comparison of voluntarily stopping eating and drinking, terminal sedation, physician-assisted suicide, and voluntary active euthanasia.

    Science.gov (United States)

    Quill, T E; Lo, B; Brock, D W

    1997-12-17

    Palliative care is generally agreed to be the standard of care for the dying, but there remain some patients for whom intolerable suffering persists. In the face of ethical and legal controversy about the acceptability of physician-assisted suicide and voluntary active euthanasia, voluntarily stopping eating and drinking and terminal sedation have been proposed as ethically superior responses of last resort that do not require changes in professional standards or the law. The clinical and ethical differences and similarities between these 4 practices are critically compared in light of the doctrine of double effect, the active/passive distinction, patient voluntariness, proportionality between risks and benefits, and the physician's potential conflict of duties. Terminal sedation and voluntarily stopping eating and drinking would allow clinicians to remain responsive to a wide range of patient suffering, but they are ethically and clinically more complex and closer to physician-assisted suicide and voluntary active euthanasia than is ordinarily acknowledged. Safeguards are presented for any medical action that may hasten death, including determining that palliative care is ineffective, obtaining informed consent, ensuring diagnostic and prognostic clarity, obtaining an independent second opinion, and implementing reporting and monitoring processes. Explicit public policy about which of these practices are permissible would reassure the many patients who fear a bad death in their future and allow for a predictable response for the few whose suffering becomes intolerable in spite of optimal palliative care.

  8. Tuberculosis among drug users and homeless persons: impact of voluntary X-ray investigation on active case finding.

    Science.gov (United States)

    Goetsch, U; Bellinger, O K; Buettel, K-L; Gottschalk, R

    2012-08-01

    Illicit drug use and homelessness are major contributors to the incidence of tuberculosis (TB) among inhabitants of major cities. The primary objective of this study was to establish a sustainable low-threshold chest X-ray screening programme for pulmonary TB among illicit drug users and homeless persons and to integrate this into the existing public health programme for active case finding. A secondary objective was to estimate the coverage of the programme, assess other risk factors and determine TB rates and treatment outcome in these two groups. Illicit drug users and homeless persons were asked to voluntarily participate in an X-ray screening programme. The coverage of the intervention, total number and characteristics of cases and the follow-up of treatment were assessed. A total of 4,529 chest radiographs were made from 3,477 persons, of whom 66% were homeless and 34% were illicit drug users, between May 2002 and April 2007. Coverage for screening once every 2 years ranged between 18 and 26%. Thirty-nine TB cases (14 drug users, 25 homeless persons) were identified, representing 8.7% of the total case load of 448 notified cases of pulmonary TB in Frankfurt during this period. Among the drug users, human immunodeficiency virus coinfection (10/14) seemed to play a key role in the development of TB. The case-finding rate of 861/100,000 radiographs (1,122/100,000 persons) is as high as that in routine contact investigations (1,078/100,000). Among all individuals with TB, 76% completed treatment. A novel targeted TB screening approach with voluntary radiographic examination of illicit drug users and homeless persons can be integrated into the existing public TB prevention programme and provides a high case-finding rate.

  9. Journaling; an active learning technique.

    Science.gov (United States)

    Blake, Tim K

    2005-01-01

    Journaling is a method frequently discussed in nursing literature and educational literature as an active learning technique that is meant to enhance reflective practice. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve, or encourage professional growth. Some of the benefits of reflective practice include discovering meaning, making connections between experiences and the classroom, instilling values of the profession, gaining the perspective of others, reflection on professional roles, and development of critical thinking. A review of theory and research is discussed, as well as suggestions for implementation of journaling into coursework.

  10. Reinforcement learning or active inference?

    Science.gov (United States)

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-07-29

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  11. Reinforcement learning or active inference?

    Directory of Open Access Journals (Sweden)

    Karl J Friston

    2009-07-01

    Full Text Available This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  12. Research on Mobile Learning Activities Applying Tablets

    Science.gov (United States)

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  13. Active Learning in the Middle Grades

    Science.gov (United States)

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  14. Incorporating active learning in psychiatry education.

    Science.gov (United States)

    Kumar, Sonia; McLean, Loyola; Nash, Louise; Trigwell, Keith

    2017-06-01

    We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

  15. Voluntary Wheel Running in Mice.

    Science.gov (United States)

    Goh, Jorming; Ladiges, Warren

    2015-12-02

    Voluntary wheel running in the mouse is used to assess physical performance and endurance and to model exercise training as a way to enhance health. Wheel running is a voluntary activity in contrast to other experimental exercise models in mice, which rely on aversive stimuli to force active movement. This protocol consists of allowing mice to run freely on the open surface of a slanted, plastic saucer-shaped wheel placed inside a standard mouse cage. Rotations are electronically transmitted to a USB hub so that frequency and rate of running can be captured via a software program for data storage and analysis for variable time periods. Mice are individually housed so that accurate recordings can be made for each animal. Factors such as mouse strain, gender, age, and individual motivation, which affect running activity, must be considered in the design of experiments using voluntary wheel running. Copyright © 2015 John Wiley & Sons, Inc.

  16. Maternal Voluntary Exercise during Pregnancy Enhances the Spatial Learning Acquisition but not the Retention of Memory in Rat Pups via a TrkB-mediated Mechanism: The Role of Hippocampal BDNF Expression

    Directory of Open Access Journals (Sweden)

    Maziar M Akhavan

    2013-09-01

    Full Text Available   Objective(s: The effect of maternal voluntary exercise on hippocampal BDNF level in rat offspring was studied. In addition, the possible role of hippocampal BDNF receptors in maternal exercise induced enhancement of learning in the rat pups was investigated.   Materials and Methods: Pregnant rats have been randomly assigned to sedentary control or voluntary exercise groups. Each of the exercising pregnant rats was given access to a cage that was equipped with a running wheel until the end of their pregnancy. On post natal day (PND 36, two groups consisted of 7 male rat pups in each group from sedentary or exercised mothers were sacrificed and the hippocampus was dissected for BDNF proteins level determination. Also, bilateral injection of K252a to the hippocampus was used to block the hippocampal BDNF action on PND59 in the rat pups. Results: Voluntary exercise during pregnancy significantly increased the level of BDNF protein in the hippocampus of the rat pups on PND36 compared to the control group (P=0.048. Inhibiting BDNF action abolished the exercise-induced improvement of learning acquisition in offspring in training trials (P=0.0001. No difference was observed in the platform location latency and the time spent in the target in the probe test between two groups. Conclusion : This study demonstrates that voluntary exercise during pregnancy via a TrkB-mediated mechanism enhances the spatial learning acquisition, however, not the retention of memory in the rat pups.

  17. Voluntary Environmental Governance Arrangements

    NARCIS (Netherlands)

    van der Heijden, J.

    2012-01-01

    Voluntary environmental governance arrangements have focal attention in studies on environmental policy, regulation and governance. The four major debates in the contemporary literature on voluntary environmental governance arrangements are studied. The literature falls short of sufficiently

  18. Voluntary Service System (VSS)

    Data.gov (United States)

    Department of Veterans Affairs — Voluntary Service System (VSS) is a national-level application which replaced the site-based Voluntary Timekeeping System (VTK). VTK was used for many years at the...

  19. Loss of Cdk5 function in the nucleus accumbens decreases wheel running and may mediate age‐related declines in voluntary physical activity

    Science.gov (United States)

    Ruegsegger, Gregory N.; Toedebusch, Ryan G.; Childs, Thomas E.; Grigsby, Kolter B.

    2016-01-01

    Key points Physical inactivity, which drastically increases with advancing age, is associated with numerous chronic diseases.The nucleus accumbens (the pleasure and reward ‘hub’ in the brain) influences wheel running behaviour in rodents.RNA‐sequencing and subsequent bioinformatics analysis led us to hypothesize a potential relationship between the regulation of dendritic spine density, the molecules involved in synaptic transmission, and age‐related reductions in wheel running. Upon completion of follow‐up studies, we developed the working model that synaptic plasticity in the nucleus accumbens is central to age‐related changes in voluntary running.Testing this hypothesis, inhibition of Cdk5 (comprising a molecule central to the processes described above) in the nucleus accumbens reduced wheel running.The results of the present study show that reductions in synaptic transmission and Cdk5 function are related to decreases in voluntary running behaviour and provide guidance for understanding the neural mechanisms that underlie age‐dependent reductions in the motivation to be physically active. Abstract Increases in age are often associated with reduced levels of physical activity, which, in turn, associates with the development of numerous chronic diseases. We aimed to assess molecular differences in the nucleus accumbens (NAc) (a specific brain nucleus postulated to influence rewarding behaviour) with respect to wheel running and sedentary female Wistar rats at 8 and 14 weeks of age. RNA‐sequencing was used to interrogate transcriptomic changes between 8‐ and 14‐week‐old wheel running rats, and select transcripts were later analysed by quantitative RT‐PCR in age‐matched sedentary rats. Voluntary wheel running was greatest at 8 weeks and had significantly decreased by 12 weeks. From 619 differentially expressed mRNAs, bioinformatics suggested that cAMP‐mediated signalling, dopamine‐ and cAMP‐regulated neuronal phosphoprotein of 32

  20. Phytase supplementation increases bone mineral density, lean body mass and voluntary physical activity in rats fed a low-zinc diet.

    Science.gov (United States)

    Scrimgeour, Angus G; Marchitelli, Louis J; Whicker, Jered S; Song, Yang; Ho, Emily; Young, Andrew J

    2010-07-01

    Phytic acid forms insoluble complexes with nutritionally essential minerals, including zinc (Zn). Animal studies show that addition of microbial phytase (P) to low-Zn diets improves Zn status and bone strength. The present study determined the effects of phytase supplementation on bone mineral density (BMD), body composition and voluntary running activity of male rats fed a high phytic acid, low-Zn diet. In a factorial design, rats were assigned to ZnLO (5 mg/kg diet), ZnLO+P (ZnLO diet with 1500 U phytase/kg) or ZnAD (30 mg/kg diet) groups and were divided into voluntary exercise (EX) or sedentary (SED) groups, for 9 weeks. SED rats were significantly heavier from the second week, and no catch-up growth occurred in EX rats. Feed intakes were not different between groups throughout the study. ZnLO animals had decreased food efficiency ratios compared to both phytase-supplemented (ZnLO+P) and Zn-adequate (ZnAD) animals (Pbone mineral content (BMC), bone area (BA) and BMD than rats fed ZnLO diets; and in rats fed ZnAD diets these indices were the highest. The dietary effects on BMC, BA and BMD were independent of activity level. We conclude that consuming supplemental dietary phytase or dietary Zn additively enhances Zn status to increase BMD, LBM and voluntary physical activity in rats fed a low-Zn diet. While the findings confirm that bone health is vulnerable to disruption by moderate Zn deficiency in rats, this new data suggests that if dietary Zn is limiting, supplemental phytase may have beneficial effects on LBM and performance activity. (c) 2010 Elsevier Inc. All rights reserved.

  1. Architecture for Collaborative Learning Activities in Hybrid Learning Environments

    OpenAIRE

    Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

    2012-01-01

    3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...

  2. Maximal Voluntary Activation of the Elbow Flexors Is under Predicted by Transcranial Magnetic Stimulation Compared to Motor Point Stimulation Prior to and Following Muscle Fatigue

    Directory of Open Access Journals (Sweden)

    Edward W. J. Cadigan

    2017-09-01

    Full Text Available Transcranial magnetic (TMS and motor point stimulation have been used to determine voluntary activation (VA. However, very few studies have directly compared the two stimulation techniques for assessing VA of the elbow flexors. The purpose of this study was to compare TMS and motor point stimulation for assessing VA in non-fatigued and fatigued elbow flexors. Participants performed a fatigue protocol that included twelve, 15 s isometric elbow flexor contractions. Participants completed a set of isometric elbow flexion contractions at 100, 75, 50, and 25% of maximum voluntary contraction (MVC prior to and following fatigue contractions 3, 6, 9, and 12 and 5 and 10 min post-fatigue. Force and EMG of the bicep and triceps brachii were measured for each contraction. Force responses to TMS and motor point stimulation and EMG responses to TMS (motor evoked potentials, MEPs and Erb's point stimulation (maximal M-waves, Mmax were also recorded. VA was estimated using the equation: VA% = (1−SITforce/PTforce × 100. The resting twitch was measured directly for motor point stimulation and estimated for both motor point stimulation and TMS by extrapolation of the linear regression between the superimposed twitch force and voluntary force. MVC force, potentiated twitch force and VA significantly (p < 0.05 decreased throughout the elbow flexor fatigue protocol and partially recovered 10 min post fatigue. VA was significantly (p < 0.05 underestimated when using TMS compared to motor point stimulation in non-fatigued and fatigued elbow flexors. Motor point stimulation compared to TMS superimposed twitch forces were significantly (p < 0.05 higher at 50% MVC but similar at 75 and 100% MVC. The linear relationship between TMS superimposed twitch force and voluntary force significantly (p < 0.05 decreased with fatigue. There was no change in triceps/biceps electromyography, biceps/triceps MEP amplitudes, or bicep MEP amplitudes throughout the fatigue protocol at

  3. Doing physical activity – not learning

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2017-01-01

    Introduction In recent years there have been a raising critique concerning PE as a subject which is more concerned with keeping pupils physically active than insuring that they learn something (Annerstedt, 2008). In Denmark, this issue has been actualized in a new sense. In 2014, a new school...... reform with 45 minutes of daily physical activity was introduced to enhance the pupils’ health, well-being and learning capabilities. Instead of focusing on learning bodily skills, physical activities has become an instrument to improve learning in the academic subjects. Physical activities.......g. Biesta, 2010; Standal, 2015) I will argue that the focus on learning outcome and effects on physical activity has gone too far in order to reach the objectives. If the notion of ‘keeping pupils physically active’ is understood as a representation of the core quality of physical activity, it seems...

  4. Student Activity and Learning Outcomes in a Virtual Learning Environment

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  5. Captivate: Building Blocks for Implementing Active Learning

    Science.gov (United States)

    Kitchens, Brent; Means, Tawnya; Tan, Yinliang

    2018-01-01

    In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…

  6. Faculty Perceptions about Barriers to Active Learning

    Science.gov (United States)

    Michael, Joel

    2007-01-01

    Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

  7. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

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

    2010-01-01

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

  8. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    Science.gov (United States)

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  9. Scene recognition based on integrating active learning with dictionary learning

    Science.gov (United States)

    Wang, Chengxi; Yin, Xueyan; Yang, Lin; Gong, Chengrong; Zheng, Caixia; Yi, Yugen

    2018-04-01

    Scene recognition is a significant topic in the field of computer vision. Most of the existing scene recognition models require a large amount of labeled training samples to achieve a good performance. However, labeling image manually is a time consuming task and often unrealistic in practice. In order to gain satisfying recognition results when labeled samples are insufficient, this paper proposed a scene recognition algorithm named Integrating Active Learning and Dictionary Leaning (IALDL). IALDL adopts projective dictionary pair learning (DPL) as classifier and introduces active learning mechanism into DPL for improving its performance. When constructing sampling criterion in active learning, IALDL considers both the uncertainty and representativeness as the sampling criteria to effectively select the useful unlabeled samples from a given sample set for expanding the training dataset. Experiment results on three standard databases demonstrate the feasibility and validity of the proposed IALDL.

  10. A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

    OpenAIRE

    Nur Rokhimah Hanik, Anwari Adi Nugroho

    2015-01-01

    Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

  11. Students’ mathematical learning in modelling activities

    DEFF Research Database (Denmark)

    Kjeldsen, Tinne Hoff; Blomhøj, Morten

    2013-01-01

    Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts i...... create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population....

  12. The Activity Theory Approach to Learning

    Directory of Open Access Journals (Sweden)

    Ritva Engeström

    2014-12-01

    Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

  13. Active learning methods for interactive image retrieval.

    Science.gov (United States)

    Gosselin, Philippe Henri; Cord, Matthieu

    2008-07-01

    Active learning methods have been considered with increased interest in the statistical learning community. Initially developed within a classification framework, a lot of extensions are now being proposed to handle multimedia applications. This paper provides algorithms within a statistical framework to extend active learning for online content-based image retrieval (CBIR). The classification framework is presented with experiments to compare several powerful classification techniques in this information retrieval context. Focusing on interactive methods, active learning strategy is then described. The limitations of this approach for CBIR are emphasized before presenting our new active selection process RETIN. First, as any active method is sensitive to the boundary estimation between classes, the RETIN strategy carries out a boundary correction to make the retrieval process more robust. Second, the criterion of generalization error to optimize the active learning selection is modified to better represent the CBIR objective of database ranking. Third, a batch processing of images is proposed. Our strategy leads to a fast and efficient active learning scheme to retrieve sets of online images (query concept). Experiments on large databases show that the RETIN method performs well in comparison to several other active strategies.

  14. Child Development: An Active Learning Approach

    Science.gov (United States)

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  15. Discussing Active Learning from the Practitioner's Perspective

    Science.gov (United States)

    Bamba, Priscilla

    2015-01-01

    The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

  16. Learning models of activities involving interacting objects

    DEFF Research Database (Denmark)

    Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.

    2013-01-01

    We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were t...

  17. Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

    OpenAIRE

    Piyaluk Wongsri; Prasart Nuangchalerm

    2010-01-01

    Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research we...

  18. Point-of-Purchase Advertising. Learning Activity.

    Science.gov (United States)

    Shackelford, Ray

    1998-01-01

    In this technology education activity, students learn the importance of advertising, conduct a day-long survey of advertising strategies, and design and produce a tabletop point-of-purchase advertisement. (JOW)

  19. Activating teaching methods, studying responses and learning

    OpenAIRE

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

    2009-01-01

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

  20. Learning Activities in a Sociable Smart City

    Directory of Open Access Journals (Sweden)

    Dimitrios Ringas

    2013-08-01

    Full Text Available We present our approach on how smart city technologies may enhance the learning process. We have developed the CLIO urban computing system, which invites people to share personal memories and interact the collective city memory. Various educational scenarios and activities were performed exploiting CLIO; in this paper we present the methodology we followed and the experience we gained. Learning has always been the cognitive process of acquiring skills or knowledge, while teachers are often eager to experiment with novel technological means and methods; our aim was to explore the effect that urban computing could have to the learning process. We applied our methodology in the city of Corfu inviting schools to engage their students in learning through the collective city memory while exploiting urban computing. Results from our experience demonstrate the potential of exploiting urban computing in the learning process and the benefits of learning out of the classroom.

  1. Dopamine, reward learning, and active inference

    Directory of Open Access Journals (Sweden)

    Thomas eFitzgerald

    2015-11-01

    Full Text Available Temporal difference learning models propose phasic dopamine signalling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behaviour. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  2. Dopamine, reward learning, and active inference.

    Science.gov (United States)

    FitzGerald, Thomas H B; Dolan, Raymond J; Friston, Karl

    2015-01-01

    Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  3. People with Learning Disabilities and "Active Ageing"

    Science.gov (United States)

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  4. Teaching Engineering with Autonomous Learning Activities

    Science.gov (United States)

    Otero, Beatriz; Rodríguez, Eva; Royo, Pablo

    2015-01-01

    This paper proposes several activities that encourage self-learning in engineering courses. For each activity, the context and the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifically, this work describes and implements five activities, which are: questionnaires, conceptual maps, videos, jigsaw and…

  5. Active Learning through Online Instruction

    Science.gov (United States)

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

  6. Automatic Earthquake Detection by Active Learning

    Science.gov (United States)

    Bergen, K.; Beroza, G. C.

    2017-12-01

    In recent years, advances in machine learning have transformed fields such as image recognition, natural language processing and recommender systems. Many of these performance gains have relied on the availability of large, labeled data sets to train high-accuracy models; labeled data sets are those for which each sample includes a target class label, such as waveforms tagged as either earthquakes or noise. Earthquake seismologists are increasingly leveraging machine learning and data mining techniques to detect and analyze weak earthquake signals in large seismic data sets. One of the challenges in applying machine learning to seismic data sets is the limited labeled data problem; learning algorithms need to be given examples of earthquake waveforms, but the number of known events, taken from earthquake catalogs, may be insufficient to build an accurate detector. Furthermore, earthquake catalogs are known to be incomplete, resulting in training data that may be biased towards larger events and contain inaccurate labels. This challenge is compounded by the class imbalance problem; the events of interest, earthquakes, are infrequent relative to noise in continuous data sets, and many learning algorithms perform poorly on rare classes. In this work, we investigate the use of active learning for automatic earthquake detection. Active learning is a type of semi-supervised machine learning that uses a human-in-the-loop approach to strategically supplement a small initial training set. The learning algorithm incorporates domain expertise through interaction between a human expert and the algorithm, with the algorithm actively posing queries to the user to improve detection performance. We demonstrate the potential of active machine learning to improve earthquake detection performance with limited available training data.

  7. Manifold Regularized Experimental Design for Active Learning.

    Science.gov (United States)

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  8. Exploring the beliefs underlying attitudes to active voluntary euthanasia in a sample of Australian medical practitioners and nurses: a qualitative analysis.

    Science.gov (United States)

    White, Katherine M; Wise, Susi E; Young, Ross McD; Hyde, Melissa K

    A qualitative study explored beliefs about active voluntary euthanasia (AVE) in a sample (N = 18) of medical practitioners and nurses from Australia, where AVE is not currently legal. Four behaviors relating to AVE emerged during the interviews: requesting euthanasia for oneself, legalizing AVE, administering AVE to patients if it were legalized, and discussing AVE with patients if they request it. Using thematic analysis, interviews were analyzed for beliefs related to advantages and disadvantages of performing these AVE behaviors. Medical practitioners and nurses identified a number of similar benefits for performing the AVE-related behaviors, both for themselves personally and as health professionals. Benefits also included a consideration of the positive impact for patients, their families, and the health care system. Disadvantages across behaviors focused on the potential conflict between those parties involved in the decision making process, as well as conflict between one's own personal and professional values.

  9. Quantum Speedup for Active Learning Agents

    Directory of Open Access Journals (Sweden)

    Giuseppe Davide Paparo

    2014-07-01

    Full Text Available Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  10. Learning, Learning Analytics, Activity Visualisation and Open learner Model

    DEFF Research Database (Denmark)

    Bull, Susan; Kickmeier-Rust, Michael; Vatrapu, Ravi

    2013-01-01

    This paper draws on visualisation approaches in learning analytics, considering how classroom visualisations can come together in practice. We suggest an open learner model in situations where many tools and activity visualisations produce more visual information than can be readily interpreted....

  11. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

    Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  12. TECHNOLOGIES OF INITIATING STUDENTS INTO INDEPENDENT (SELF-GUIDED ACTIVITY IN SUPPLEMENTARY DISTANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Irina V. Abakumova

    2016-12-01

    Full Text Available The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors’ classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students’ cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided activity varies. It’s emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.

  13. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  14. Building Maintenance. Math Learning Activity Packet.

    Science.gov (United States)

    Grant, Shelia I.

    This collection of learning activities is intended for use in reinforcing mathematics instruction as it relates to building maintenance. Fifty activity sheets are provided. These are organized into units on the following topics: numeration, adding whole numbers, subtracting whole numbers, multiplying whole numbers, dividing whole numbers,…

  15. Grooming. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This instructor's packet accompanies the learning activity package (LAP) on grooming. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to issue to students as an…

  16. Activating Teaching for Quality Learning

    DEFF Research Database (Denmark)

    Zhurbenko, Vitaliy

    2013-01-01

    Activating teaching is an educational concept which is based on active participation of students in the study process. It is becoming an alternative to more typical approach where the teacher will just lecture and the students will take notes. The study described in this paper considers student...... activating teaching methods focusing on those based on knowledge dissemination. The practical aspects of the implemented teaching method are considered, and employed assessment methods and tools are discussed....

  17. Active learning in practice: Implementation of the principles of active learning in an engineering course

    DEFF Research Database (Denmark)

    Rützou, C.

    2017-01-01

    The most common form of teaching is still the form where a teacher presents the subject of the lecture to a listening audience. During teaching history this has proved to be an effective way of teaching, however the probability of students being inactive is high and the learning outcome may...... through the same curriculum as usual during a term? • Will Active Learning reduce failure rate? • Will Active Learning give a higher learning outcome than traditional teaching? This paper deals with the results of this experiment, answers the mentioned questions and presents a way to implement Active...

  18. Chronic voluntary oral methamphetamine induces deficits in spatial learning and hippocampal protein kinase Mzeta with enhanced astrogliosis and cyclooxygenase-2 levels

    Directory of Open Access Journals (Sweden)

    Jorge A. Avila

    2018-02-01

    Full Text Available Methamphetamine (MA is an addictive drug with neurotoxic effects on the brain producing cognitive impairment and increasing the risk for neurodegenerative disease. Research has focused largely on examining the neurochemical and behavioral deficits induced by injecting relatively high doses of MA [30 mg/kg of body weight (bw] identifying the upper limits of MA-induced neurotoxicity. Accordingly, we have developed an appetitive mouse model of voluntary oral MA administration (VOMA based on the consumption of a palatable sweetened oatmeal mash containing a known amount of MA. This VOMA model is useful for determining the lower limits necessary to produce neurotoxicity in the short-term and long-term as it progresses over time. We show that mice consumed on average 1.743 mg/kg bw/hour during 3 hours, and an average of 5.23 mg/kg bw/day over 28 consecutive days on a VOMA schedule. Since this consumption rate is much lower than the neurotoxic doses typically injected, we assessed the effects of long-term chronic VOMA on both spatial memory performance and on the levels of neurotoxicity in the hippocampus. Following 28 days of VOMA, mice exhibited a significant deficit in short-term spatial working memory and spatial reference learning on the radial 8-arm maze (RAM compared to controls. This was accompanied by a significant decrease in memory markers protein kinase Mzeta (PKMζ, calcium impermeable AMPA receptor subunit GluA2, and the post-synaptic density 95 (PSD-95 protein in the hippocampus. Compared to controls, the VOMA paradigm also induced decreases in hippocampal levels of dopamine transporter (DAT and tyrosine hydroxylase (TH, as well as increases in dopamine 1 receptor (D1R, glial fibrillary acidic protein (GFAP and cyclooxygenase-2 (COX-2, with a decrease in prostaglandins E2 (PGE2 and D2 (PGD2. These results demonstrate that chronic VOMA reaching 146 mg/kg bw/28d induces significant hippocampal neurotoxicity. Future studies will evaluate

  19. Is Peer Interaction Necessary for Optimal Active Learning?

    Science.gov (United States)

    Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  20. Learning plan applicability through active mental entities

    International Nuclear Information System (INIS)

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-01-01

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles

  1. Exploring Representativeness and Informativeness for Active Learning.

    Science.gov (United States)

    Du, Bo; Wang, Zengmao; Zhang, Lefei; Zhang, Liangpei; Liu, Wei; Shen, Jialie; Tao, Dacheng

    2017-01-01

    How can we find a general way to choose the most suitable samples for training a classifier? Even with very limited prior information? Active learning, which can be regarded as an iterative optimization procedure, plays a key role to construct a refined training set to improve the classification performance in a variety of applications, such as text analysis, image recognition, social network modeling, etc. Although combining representativeness and informativeness of samples has been proven promising for active sampling, state-of-the-art methods perform well under certain data structures. Then can we find a way to fuse the two active sampling criteria without any assumption on data? This paper proposes a general active learning framework that effectively fuses the two criteria. Inspired by a two-sample discrepancy problem, triple measures are elaborately designed to guarantee that the query samples not only possess the representativeness of the unlabeled data but also reveal the diversity of the labeled data. Any appropriate similarity measure can be employed to construct the triple measures. Meanwhile, an uncertain measure is leveraged to generate the informativeness criterion, which can be carried out in different ways. Rooted in this framework, a practical active learning algorithm is proposed, which exploits a radial basis function together with the estimated probabilities to construct the triple measures and a modified best-versus-second-best strategy to construct the uncertain measure, respectively. Experimental results on benchmark datasets demonstrate that our algorithm consistently achieves superior performance over the state-of-the-art active learning algorithms.

  2. From Tootsie Rolls to Composites: Assessing a Spectrum of Active Learning Activities in Engineering Mechanics

    Science.gov (United States)

    2009-05-01

    The introduction of active learning exercises into a traditional lecture has been shown to improve students’ learning. Hands-on learning...opportunities in labs and projects provide are additional tools in the active learning toolbox. This paper presents a series of innovative hands-on active ... learning activities for mechanics of materials topics. These activities are based on a Methodology for Developing Hands-on Active Learning Activities, a

  3. Machine learning of molecular properties: Locality and active learning

    Science.gov (United States)

    Gubaev, Konstantin; Podryabinkin, Evgeny V.; Shapeev, Alexander V.

    2018-06-01

    In recent years, the machine learning techniques have shown great potent1ial in various problems from a multitude of disciplines, including materials design and drug discovery. The high computational speed on the one hand and the accuracy comparable to that of density functional theory on another hand make machine learning algorithms efficient for high-throughput screening through chemical and configurational space. However, the machine learning algorithms available in the literature require large training datasets to reach the chemical accuracy and also show large errors for the so-called outliers—the out-of-sample molecules, not well-represented in the training set. In the present paper, we propose a new machine learning algorithm for predicting molecular properties that addresses these two issues: it is based on a local model of interatomic interactions providing high accuracy when trained on relatively small training sets and an active learning algorithm of optimally choosing the training set that significantly reduces the errors for the outliers. We compare our model to the other state-of-the-art algorithms from the literature on the widely used benchmark tests.

  4. Mind and activity. Psychic mechanism of learning

    Directory of Open Access Journals (Sweden)

    Zoya A. Reshetova

    2017-09-01

    Full Text Available The paper is devoted to the issue of mechanisms of learning for understanding the nature of the human mind. Learning is regarded as a special activity that is important for developing the human mind in a specific cultural and historical setting and indirect activity. The author’s understanding of the ideas developed by the psychological theory of activity for establishing the principles of developing the human mind is highlighted. Interpretation of dialectical connections of brain processes and mind, and also the objective activity that emerges them is provided. According to the activity theory, the causes of the students’ psychological difficulties and the low efficacy of learning within predominant reproductive method or the use of the trial and error method are revealed. Thus, a new understanding of the renowned didactic principles of scientific rigour, accessibility, objectivity, the connection of learning with life and others is offered. The contribution of the psychological theory in organizing and managing the studies, increasing teaching activity and awareness, and the growth of the internal causes of motivation are shown. Particular attention is paid to the issue of intellectual development and creative abilities. The author believes the creative abilities of the student and the way the latter are taught are interconnected. At the same time, the developers and educators should make efforts to develop in the students a systemic orientation in the subject, primarily mastering the method of system analysis. Once the method of system analysis has been mastered, it becomes a general intellectual and developing tool through which activities are organized to solve any teaching problems with whatever type of content and difficulty level. Summing up, the organization and disclosure to the student of the process of learning as an activity with its social, consciously transformative and sense shaping meaning, the conditions of its development

  5. Signs of learning in kinaesthetic science activities

    DEFF Research Database (Denmark)

    Bruun, Jesper; Johannsen, Bjørn Friis

    that students use bodily explorations to construct meaning and understanding from kinaesthetic learning that is relevant to school physics? To answer the question, we employ a semiotics perspective to analyse data from a 1-hour lesson for 8-9th graders which introduced students to kinaesthetic activities, where......?”). The analysis is conducted by searching the data to find episodes that illustrate student activity which can serve as a sign of the object that the ‘experiential gestalt of causation’ is employed in the construction of the intended learning outcome. In essence, we study a chaotic but authentic teaching...

  6. Active learning techniques for librarians practical examples

    CERN Document Server

    Walsh, Andrew

    2010-01-01

    A practical work outlining the theory and practice of using active learning techniques in library settings. It explains the theory of active learning and argues for its importance in our teaching and is illustrated using a large number of examples of techniques that can be easily transferred and used in teaching library and information skills to a range of learners within all library sectors. These practical examples recognise that for most of us involved in teaching library and information skills the one off session is the norm, so we need techniques that allow us to quickly grab and hold our

  7. Astronomy Learning Activities for Tablets

    Science.gov (United States)

    Pilachowski, Catherine A.; Morris, Frank

    2015-08-01

    Four web-based tools allow students to manipulate astronomical data to learn concepts in astronomy. The tools are HTML5, CSS3, Javascript-based applications that provide access to the content on iPad and Android tablets. The first tool “Three Color” allows students to combine monochrome astronomical images taken through different color filters or in different wavelength regions into a single color image. The second tool “Star Clusters” allows students to compare images of stars in clusters with a pre-defined template of colors and sizes in order to produce color-magnitude diagrams to determine cluster ages. The third tool adapts Travis Rector’s “NovaSearch” to allow students to examine images of the central regions of the Andromeda Galaxy to find novae. After students find a nova, they are able to measure the time over which the nova fades away. A fourth tool, Proper Pair, allows students to interact with Hipparcos data to evaluate close double stars are physical binaries or chance superpositions. Further information and access to these web-based tools are available at www.astro.indiana.edu/ala/.

  8. Using Oceanography to Support Active Learning

    Science.gov (United States)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  9. Active Learning in Engineering Education: A (Re)Introduction

    Science.gov (United States)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

  10. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

    Science.gov (United States)

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

  11. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

    Science.gov (United States)

    McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

    2018-01-01

    Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

  12. Sequence learning in differentially activated dendrites

    DEFF Research Database (Denmark)

    Nielsen, Bjørn Gilbert

    2003-01-01

    . It is proposed that the neural machinery required in such a learning/retrieval mechanism could involve the NMDA receptor, in conjunction with the ability of dendrites to maintain differentially activated regions. In particular, it is suggested that such a parcellation of the dendrite allows the neuron......Differentially activated areas of a dendrite permit the existence of zones with distinct rates of synaptic modification, and such areas can be individually accessed using a reference signal which localizes synaptic plasticity and memory trace retrieval to certain subregions of the dendrite...... to participate in multiple sequences, which can be learned without suffering from the 'wash-out' of synaptic efficacy associated with superimposition of training patterns. This is a biologically plausible solution to the stability-plasticity dilemma of learning in neural networks....

  13. StranshamFord v Minister of Justice and Correctional Services and Others: Can active voluntary euthanasia and doctorassisted suicide be legally justified and are they consistent with the biomedical ethical principles Some suggested guidelines for doct

    Directory of Open Access Journals (Sweden)

    David McQuoid-Mason

    2015-11-01

    Full Text Available The recent case of Stransham-Ford v Minister of Justice and Correctional Services and Others held that voluntary active euthanasia and doctor assisted suicide may be legally justified in certain circumstances. The court observed that the distinction between ‘active’ and ‘passive’ voluntary euthanasia is not legally tenable as in both instances the doctors concerned have the ‘actual’ or ‘eventual’ intention to terminate the patient’s life and have caused or hastened the patient’s death. It is argued that as the South African Constitution is the supreme law of the country, the fundamental rights of patients guaranteed in the Constitution cannot be undermined by ethical duties imposed on health care practitioners by international and national professional bodies. The court in the Stransham-Ford case did not use ethical theories and principles to decide the matter. It simply applied the values in the Constitution and the provisions of the Bill of Rights. However, in order to assist medical practitioners with practical guidelines with which many of them are familiar - rather than complicated unfamiliar philosophical arguments - the biomedical ethical principles of patient autonomy, beneficence, non-maleficence and justice or fairness are applied to active voluntary euthanasia and doctor-assisted suicide in the context of the Stransham-Ford case. Although the case has not set a precedent or opened the floodgates to doctor-assisted voluntary active euthanasia and it is open to Parliament, the Constitutional Court or other courts to develop the concept or outlaw it, some guidelines are offered for doctors to consider should they be authorized by a court to assist with voluntary active euthanasia.

  14. Active Collaborative Learning through Remote Tutoring

    Science.gov (United States)

    Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

    2017-01-01

    An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

  15. Active Learning Strategies in Physics Teaching

    Science.gov (United States)

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  16. World War II Memorial Learning Activities.

    Science.gov (United States)

    Tennessee State Dept. of Education, Nashville.

    These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June…

  17. Active Learning Strategies for the Mathematics Classroom

    Science.gov (United States)

    Kerrigan, John

    2018-01-01

    Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith & Mark, 1999), there are actually many simple ways to make undergraduate mathematics…

  18. Windowed active sampling for reliable neural learning

    NARCIS (Netherlands)

    Barakova, E.I; Spaanenburg, L

    The composition of the example set has a major impact on the quality of neural learning. The popular approach is focused on extensive pre-processing to bridge the representation gap between process measurement and neural presentation. In contrast, windowed active sampling attempts to solve these

  19. Accounting for Sustainability: An Active Learning Assignment

    Science.gov (United States)

    Gusc, Joanna; van Veen-Dirks, Paula

    2017-01-01

    Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…

  20. Rethinking voluntary euthanasia.

    Science.gov (United States)

    Stoyles, Byron J; Costreie, Sorin

    2013-12-01

    Our goal in this article is to explicate the way, and the extent to which, euthanasia can be voluntary from both the perspective of the patient and the perspective of the health care providers involved in the patient's care. More significantly, we aim to challenge the way in which those engaged in ongoing philosophical debates regarding the morality of euthanasia draw distinctions between voluntary, involuntary, and nonvoluntary euthanasia on the grounds that drawing the distinctions in the traditional manner (1) fails to reflect what is important from the patient's perspective and (2) fails to reflect the significance of health care providers' interests, including their autonomy and integrity.

  1. Intensive voluntary wheel running may restore circadian activity rhythms and improves the impaired cognitive performance of arrhythmic Djungarian hamsters

    Czech Academy of Sciences Publication Activity Database

    Weinert, D.; Schöttner, Konrad; Müller, L.; Wienke, A.

    2016-01-01

    Roč. 33, č. 9 (2016), s. 1161-1170 ISSN 0742-0528 Institutional support: RVO:60077344 Keywords : Djungarian hamster * circadian rhythm * arrhythmic activity pattern Subject RIV: ED - Physiology Impact factor: 2.562, year: 2016

  2. Moving from voluntary euthanasia to non-voluntary euthanasia: equality and compassion.

    Science.gov (United States)

    Amaraskekara, Kumar; Bagaric, Mirko

    2004-09-01

    The recent Dutch law legalising active voluntary euthanasia will reignite the euthanasia debate. An illuminating method for evaluating the moral status of a practice is to follow the implications of the practice to its logical conclusion. The argument for compassion is one of the central arguments in favour of voluntary active euthanasia. This argument applies perhaps even more forcefully in relation to incompetent patients. If active voluntary euthanasia is legalised, arguments based on compassion and equality will be directed towards legalising active non-voluntary euthanasia in order to make accelerated termination of death available also to the incompetent. The removal of discrimination against the incompetent has the potential to become as potent a catch-cry as the right to die. However, the legalisation of non-voluntary euthanasia is undesirable. A review of the relevant authorities reveals that there is no coherent and workable "best interests" test which can be invoked to decide whether an incompetent patient is better off dead. This provides a strong reason for not stepping onto the slippery path of permitting active voluntary euthanasia.

  3. The double-loop feedback for active learning with understanding

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical...... findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built...... on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important...

  4. Active learning in optics for girls

    Science.gov (United States)

    Ali, R.; Ashraf, I.

    2017-08-01

    Active learning in Optics (ALO) is a self-funded program under the umbrella of the Abdus Salam International Centre for Theoretical Physics (ICTP) and Quaid-i-Azam University (QAU) to bring physical sciences to traditionally underserved Girls high schools and colleges in Pakistan. There is a significant gender disparity in physical Sciences in Pakistan. In Department of Physics at QAU, approximately 10 to 20% of total students were used to be females from past many decades, but now this percentage is increasing. To keep it up at same pace, we started ALO in January 2016 as a way to provide girls an enriching science experiences, in a very friendly atmosphere. We have organized many one-day activities, to support and encourage girls' students of government high schools and colleges to pursue careers in sciences. In this presentation we will describe our experience and lesson learned in these activities.

  5. Incorporation of Socio-scientific Content into Active Learning Activities

    Science.gov (United States)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  6. Voluntary counseling and testing for HIV among high school

    African Journals Online (AJOL)

    abp

    2012-09-24

    Sep 24, 2012 ... Page number not for citation purposes. 1. Voluntary .... cigarettes, alcohol or going to night clubs before their majority and these activities are associated with sexual activity. ... Ngwakongnwi E, Quan H. Sex differentials in the use of centres for voluntary counseling and testing for HIV in Cameroon. Afr J AIDS ...

  7. An anterior cruciate ligament injury does not affect the neuromuscular function of the non-injured leg except for dynamic balance and voluntary quadriceps activation.

    Science.gov (United States)

    Zult, Tjerk; Gokeler, Alli; van Raay, Jos J A M; Brouwer, Reinoud W; Zijdewind, Inge; Hortobágyi, Tibor

    2017-01-01

    The function of the anterior cruciate ligament (ACL) patients' non-injured leg is relevant in light of the high incidence of secondary ACL injuries on the contralateral side. However, the non-injured leg's function has only been examined for a selected number of neuromuscular outcomes and often without appropriate control groups. We measured a broad array of neuromuscular functions between legs of ACL patients and compared outcomes to age, sex, and physical activity matched controls. Thirty-two ACL-deficient patients (208 ± 145 days post-injury) and active and less-active controls (N = 20 each) participated in the study. We measured single- and multi-joint neuromuscular function in both legs in each group and expressed the overall neuromuscular function in each leg by calculating a mean z-score across all neuromuscular measures. A group by leg MANOVA and ANOVA were performed to examine group and leg differences for the selected outcomes. After an ACL injury, duration (-4.3 h/week) and level (Tegner activity score of -3.9) of sports activity decreased and was comparable to less-active controls. ACL patients showed bilateral impairments in the star excursion balance test compared to both control groups (P ≤ 0.004) and for central activation ratio compared to active controls (P ≤ 0.002). There were between-leg differences within each group for maximal quadriceps and hamstring strength, voluntary quadriceps activation, star excursion balance test performance, and single-leg hop distance (all P joint proprioception, and static balance. Overall neuromuscular function (mean z-score) did not differ between groups, but ACL patients' non-injured leg displayed better neuromuscular function than the injured leg (P neuromuscular deficits despite reductions in physical activity after injury. Therapists can use the non-injured leg as a reference to assess the injured leg's function for tasks measured in the present study, excluding dynamic balance and quadriceps

  8. Voluntary Becomes Mandatory?

    Science.gov (United States)

    Kates, William

    Voluntary bench-bar press guidelines have evolved over the past 15 years as a way of resolving the conflict between the right of the accused to a fair trial and the right of the press to cover such a trial. In 1980, however, a Washington state judge required reporters to sign an affidavit stating that they would follow the state's guidelines.…

  9. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    2017-01-01

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

  10. The Validation of the Active Learning in Health Professions Scale

    Science.gov (United States)

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  11. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  12. Effects of Acupuncture Therapy on the EMG Activity of the Rectus Femoris and Tibialis Anterior during Maximal Voluntary Isometric Contraction in College Students

    Directory of Open Access Journals (Sweden)

    Se In Jang

    2017-12-01

    Full Text Available Acupuncture has been increasingly used in the treatment of muscle damage associated with sports activities. However, studies on the immediate effects of one-time acupuncture on the muscles of athletes are clearly lacking. Thus, this study aimed to examine the effects of acupuncture therapy on the maximal voluntary isometric contraction (MVIC electromyography (EMG of the rectus femoris and tibialis anterior muscles. This study was conducted among 20 healthy male college students who had no musculoskeletal disease. The participants were subjected to 3 different experimental conditions and subsequently grouped based on these conditions: real acupuncture, sham acupuncture, and control. A 7-day washout period was implemented to avoid any transient effects on the physiological and psychological conditions of the participants. Subsequently, an electromyogram patch was attached on the most developed area in the middle of the origin and insertion of the rectus femoris and tibialis anterior muscles. The percent MVIC, which was used to standardize the signal from the electromyogram, was determined, and the maximal value from the MVIC of the rectus femoris and tibialis anterior muscles was measured. The MVIC EMG activities of both femoris (F = 6.633, p = 0.003 and tibialis anterior (F = 5.216, p = 0.008 muscles were significantly different among all groups. Accordingly, the results of a posthoc test showed that the real acupuncture group had higher MVIC EMG activities in the femoris (p = 0.002 and tibialis anterior (p = 0.006 muscles compared with the control group. These results suggest that treatment with real acupuncture resulted in significantly higher MVIC EMG activities of the rectus femoris and tibialis anterior muscles than the other treatments. Hence, acupuncture may be helpful in the improvement of muscle strength among athletes in the physical fitness field.

  13. Intermittent Theta Burst Over M1 May Increase Peak Power of a Wingate Anaerobic Test and Prevent the Reduction of Voluntary Activation Measured with Transcranial Magnetic Stimulation.

    Science.gov (United States)

    Giboin, Louis-Solal; Thumm, Patrick; Bertschinger, Raphael; Gruber, Markus

    2016-01-01

    Despite the potential of repetitive transcranial magnetic stimulation (rTMS) to improve performances in patients suffering from motor neuronal afflictions, its effect on motor performance enhancement in healthy subjects during a specific sport task is still unknown. We hypothesized that after an intermittent theta burst (iTBS) treatment, performance during the Wingate Anaerobic Test (WAnT) will increase and supraspinal fatigue following the exercise will be lower in comparison to a control treatment. Ten subjects participated in two randomized experiments consisting of a WAnT 5 min after either an iTBS or a control treatment. We determined voluntary activation (VA) of the right knee extensors with TMS (VATMS) and with peripheral nerve stimulation (VAPNS) of the femoral nerve, before and after the WAnT. T-tests were applied to the WAnT results and a two way within subject ANOVA was applied to VA results. The iTBS treatment increased the peak power and the maximum pedalling cadence and suppressed the reduction of VATMS following the WAnT compared to the control treatment. No behavioral changes related to fatigue (mean power and fatigue index) were observed. These results indicate for the first time that iTBS could be used as a potential intervention to improve anaerobic performance in a sport specific task.

  14. Influence of sustained submaximal clenching fatigue test on electromyographic activity and maximum voluntary bite forces in healthy subjects and patients with temporomandibular disorders.

    Science.gov (United States)

    Xu, L; Fan, S; Cai, B; Fang, Z; Jiang, X

    2017-05-01

    This study aimed to investigate whether the fatigue induced by sustained motor task in the jaw elevator muscles differed between healthy subjects and patients with temporomandibular disorder (TMD). Fifteen patients with TMD and thirteen age- and sex-matched healthy controls performed a fatigue test consisting of sustained clenching contractions at 30% maximal voluntary clenching intensity until test failure (the criterion for terminating the fatigue test was when the biting force decreased by 10% or more from the target force consecutively for >3 s). The pre- and post-maximal bite forces (MBFs) were measured. Surface electromyographic signals were recorded from the superficial masseter muscles and anterior temporal muscles bilaterally, and the median frequency at the beginning, middle and end of the fatigue test was calculated. The duration of the fatigue test was also quantified. Both pre- and post-MBFs were lower in patients with TMD than in controls (P fatigue test in TMD patients was significantly shorter than that of the controls (P fatigued, but the electromyographic activation process during the fatigue test is similar between healthy subjects and patients with TMD. However, the mechanisms involved in this process remain unclear, and further research is warranted. © 2017 John Wiley & Sons Ltd.

  15. Intermittent theta burst over M1 may increase peak power of a Wingate anaerobic test and prevent the reduction of voluntary activation measured with transcranial magnetic stimulation

    Directory of Open Access Journals (Sweden)

    Louis-Solal Giboin

    2016-07-01

    Full Text Available Despite the potential of repetitive transcranial magnetic stimulation (rTMS to improve performances in patients suffering from motor neuronal afflictions, its effect on motor performance enhancement in healthy subjects during a specific sport task is still unknown. We hypothesised that after an intermittent theta burst (iTBS treatment, performance during the Wingate Anaerobic Test (WAnT, will increase and supraspinal fatigue following the exercise will be lower in comparison to a control treatment.Ten subjects participated in two randomised experiments consisting of a WAnT 5 minutes after either an iTBS or a control treatment. We determined voluntary activation (VA of the right knee extensors with TMS (VATMS and with peripheral nerve stimulation (VAPNS of the femoral nerve, before and after the WAnT. T-tests were applied to the WAnT results and a 2 way within subject ANOVA was applied to VA results. The iTBS treatment increased the peak power and the maximum pedalling cadence and suppressed the reduction of VATMS following the WAnT compared to the control treatment. No behavioural changes related to fatigue (mean power and fatigue index were observed.These results indicate for the first time that iTBS could be used as a potential intervention to improve anaerobic performance in a sport specific task.

  16. Active Learning outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

    Science.gov (United States)

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker…

  17. Active Learning in Engineering Education: a (re)introduction

    DEFF Research Database (Denmark)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE...... were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can...

  18. Reliability of surface electromyography activity of gluteal and hamstring muscles during sub-maximal and maximal voluntary isometric contractions.

    Science.gov (United States)

    Bussey, Melanie D; Aldabe, Daniela; Adhia, Divya; Mani, Ramakrishnan

    2018-04-01

    Normalizing to a reference signal is essential when analysing and comparing electromyography signals across or within individuals. However, studies have shown that MVC testing may not be as reliable in persons with acute and chronic pain. The purpose of this study was to compare the test-retest reliability of the muscle activity in the biceps femoris and gluteus maximus between a novel sub-MVC and standard MVC protocols. This study utilized a single individual repeated measures design with 12 participants performing multiple trials of both the sub-MVC and MVC tasks on two separate days. The participant position in the prone leg raise task was standardised with an ultrasonic sensor to improve task precession between trials/days. Day-to-day and trial-to-trial reliability of the maximal muscle activity was examined using ICC and SEM. Day-to-day and trial-to-trial reliability of the EMG activity in the BF and GM were high (0.70-0.89) to very high (≥0.90) for both test procedures. %SEM was <5-10% for both tests on a given day but higher in the day-to-day comparisons. The lower amplitude of the sub-MVC is a likely contributor to increased %SEM (8-13%) in the day-to-day comparison. The findings show that the sub-MVC modified prone double leg raise results in GM and BF EMG measures similar in reliability and precision to the standard MVC tasks. Therefore, the modified prone double leg raise may be a useful substitute for traditional MVC testing for normalizing EMG signals of the BF and GM. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Changing University Students' Alternative Conceptions of Optics by Active Learning

    Science.gov (United States)

    Hadžibegovic, Zalkida; Sliško, Josip

    2013-01-01

    Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

  20. Faculty motivations to use active learning among pharmacy educators.

    Science.gov (United States)

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

    2018-03-01

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

  1. Active Learning: The Importance of Developing a Comprehensive Measure

    Science.gov (United States)

    Carr, Rodney; Palmer, Stuart; Hagel, Pauline

    2015-01-01

    This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

  2. Effects of weight loss with a moderate-protein, high-fiber diet on body composition, voluntary physical activity, and fecal microbiota of obese cats.

    Science.gov (United States)

    Pallotto, Marissa R; de Godoy, Maria R C; Holscher, Hannah D; Buff, Preston R; Swanson, Kelly S

    2018-02-01

    OBJECTIVE To determine effects of restriction feeding of a moderate-protein, high-fiber diet on loss of body weight (BW), voluntary physical activity, body composition, and fecal microbiota of overweight cats. ANIMALS 8 neutered male adult cats. PROCEDURES After BW maintenance for 4 weeks (week 0 = last week of baseline period), cats were fed to lose approximately 1.5% of BW/wk for 18 weeks. Food intake (daily), BW (twice per week), body condition score (weekly), body composition (every 4 weeks), serum biochemical analysis (weeks 0, 1, 2, 4, 8, 12, and 16), physical activity (every 6 weeks), and fecal microbiota (weeks 0, 1, 2, 4, 8, 12, and 16) were assessed. RESULTS BW, body condition score, serum triglyceride concentration, and body fat mass and percentage decreased significantly over time. Lean mass decreased significantly at weeks 12 and 16. Energy required to maintain BW was 14% less than National Research Council estimates for overweight cats and 16% more than resting energy requirement estimates. Energy required for weight loss was 11% more, 6% less, and 16% less than American Animal Hospital Association recommendations for weight loss (80% of resting energy requirement) at weeks 1 through 4, 5 through 8, and 9 through 18, respectively. Relative abundance of Actinobacteria increased and Bacteroidetes decreased with weight loss. CONCLUSIONS AND CLINICAL RELEVANCE Restricted feeding of a moderate-protein, high-fiber diet appeared to be a safe and effective means for weight loss in cats. Energy requirements for neutered cats may be overestimated and should be reconsidered.

  3. Activities of voluntary public squads in Dnipropetrovsk region in the field of crime prevention during in the late 50’s – mid 60’s of XX century (according the sources connected with Dnipropetrovsk radio factory

    Directory of Open Access Journals (Sweden)

    Malyga, N. M.

    2015-05-01

    Full Text Available In the article considered the activities of voluntary public squads in Dnipropetrovsk region in the field of crime prevention during in the late 50’s – mid 60’s of XX century according the sources connected with Dnipropetrovsk radio factory. This enterprise clearly shows peculiarities of social activity of citizens under the leadership of the Communist Party, which considered labor collective as a main link of communist self government. In Ukrainian and foreign historiography this problem is almost unconsidered. Source base is represented by the fund of State archive of Dnipropetrovsk region, acts of the CC KPSU (Central Committee of the Communist Party of the Soviet Union, and puplications of local press. In the article made an attempt to show the process of functioning of voluntary public squads on the example of Dnipropetrovsk radio factory and show the results in field of crime prevention.

  4. Active Learning in the Era of Big Data

    Energy Technology Data Exchange (ETDEWEB)

    Jamieson, Kevin [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Davis, IV, Warren L. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2015-10-01

    Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.

  5. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  6. Medical Education in Infectious Diseases. Using Smartphone Apps for Active Learning

    Science.gov (United States)

    Valdez, Luis; Gray, Andrea; Ramos, Gaston; Siu, Hugo

    2017-01-01

    Abstract Background Active Learning using smartphone technology can be implemented as a tool for teaching medical students (MS) and residents (Rs). The use of technology would increase participation and enhance student learning by engaging them in solving ID clinical case scenarios. Our objective was to describe the methods used and to share the opinions of the users of such active learning methods. Methods The smartphone applications used were Socrative and WhatsApp. We used Socrative during the Universidad Peruana de Ciencias Aplicadas (UPC) ID course for MS in two different ways. In selected lectures (4 of 32), teacher paced questions were asked based on clinical scenarios related to the topic reviewed, and by voluntary homework questionnaires (student paced). At the British American Hospital (BAH) Medicine Department (MS and Rs) Socrative was used similarly: during some noon lectures (teacher paced questions) and during the baseline MS exam and Rs mid-year exam and voluntary homework questions (student paced). WhatsApp is currently used at the BAH with questions send from Monday to Friday. MS /Rs answer individually via WhatsApp to the mentor in charge. The right answer is given the next day. Questions using WhatsApp deal with recent cases seen at the Wards or in the outpatient clinic, and are designed so that the MS/Rs must do quick literature searches in order to provide the right answer. Results Forty-one MS/Rs answered the survey on Socrative use, 25 of 48 (52%) of UPC MS and 16 (89%) MS/Rs from the BAH. Forty (97%) believed using Socrative had influenced their learning and all but 2 believed it promoted participation from the class. 36 (87.8%) would like to have Socrative used in other lectures and 35 (85%) in other courses. Only one person voted against Socrative use in courses or lectures. With regards to WhatsApp use 16 MS/Rs from BAH answered the survey. Six had used before WhatsApp as a teaching tool. All felt the methodology was useful for learning

  7. The Effects of the Preconception Endurance Exercise Training and Voluntary Exercise Activity during Pregnancy in C57BL/6 Mice on Lipid Profile of the Adult Offsprings

    Directory of Open Access Journals (Sweden)

    Abbasali Gaeini

    2016-05-01

    Full Text Available Abstract Background: The aim of this study was to determine the effect of preconception endurance exercise training with voluntary exercise activity during pregnancy in mother mice on lipid profile in adult offsprings. Materials and Methods: Twenty four C57BL/6 female mice were randomly divided into four subgroups: trained in preconception period and exercised during pregnancy (TE(20.3±1.02g; trained in preconception periods but unexercised during pregnancy (TC(21.58±0.4g; untrained in preconception periods but exercised during pregnancy (CE(21.02±0.23g; untrained and unexercised (CC(19.23±0.45g. Trained mice were subjected to a protocol of moderate endurance exercise training over a period of 4 weeks for 5 days before pregnancy. The fasting blood samples were collected from adult mice(8 weeks old and serum levels of glucose and lipid profile were measured. Data were analyzed using two way ANOVA and Tukey’s post hoc test. Results: The Glucose test results in offspring showed that there was a significant interaction between group and sex and group main effect (p<0.001 Glucose levels of male offspring were significantly lower in TC and TE groups. Results on LDL also showed that the sex main effect was significant (p<0.001, and LDL levels of male born to TE and TC dams lower than in female offspring. Conclusion: Improving the mother's physical fitness by providing regular endurance training in the preconception period and maintaining it by exercise activty throughout pregnancy may have potential for eliciting positive changes in lipid profile of offspring, specially males.

  8. Active Learning Increases Children's Physical Activity across Demographic Subgroups.

    Science.gov (United States)

    Bartholomew, John B; Jowers, Esbelle M; Roberts, Gregory; Fall, Anna-Mária; Errisuriz, Vanessa L; Vaughn, Sharon

    2018-01-01

    Given the need to find more opportunities for physical activity within the elementary school day, this study was designed to asses the impact of I-CAN!, active lessons on: 1) student physical activity (PA) outcomes via accelerometry; and 2) socioeconomic status (SES), race, sex, body mass index (BMI), or fitness as moderators of this impact. Participants were 2,493 fourth grade students (45.9% male, 45.8% white, 21.7% low SES) from 28 central Texas elementary schools randomly assigned to intervention (n=19) or control (n=9). Multilevel regression models evaluated the effect of I-CAN! on PA and effect sizes were calculated. The moderating effects of SES, race, sex, BMI, and fitness were examined in separate models. Students in treatment schools took significantly more steps than those in control schools (β = 125.267, SE = 41.327, p = .002, d = .44). I-CAN! had a significant effect on MVPA with treatment schools realizing 80% (β = 0.796, SE =0.251, p = .001; d = .38) more MVPA than the control schools. There were no significant school-level differences on sedentary behavior (β = -0.177, SE = 0.824, p = .83). SES, race, sex, BMI, and fitness level did not moderate the impact of active learning on step count and MVPA. Active learning increases PA within elementary students, and does so consistently across demographic sub-groups. This is important as these sub-groups represent harder to reach populations for PA interventions. While these lessons may not be enough to help children reach daily recommendations of PA, they can supplement other opportunities for PA. This speaks to the potential of schools to adopt policy change to require active learning.

  9. Sex-Dependent and Independent Effects of Long-Term Voluntary Wheel Running on Bdnf mRNA and Protein Expression

    OpenAIRE

    Venezia, Andrew C.; Guth, Lisa M.; Sapp, Ryan M.; Spangenburg, Espen E.; Roth, Stephen M.

    2016-01-01

    The beneficial effects of physical activity on brain health (synaptogenesis, neurogenesis, enhanced synaptic plasticity, improved learning and memory) appear to be mediated through changes in region-specific expression of neurotrophins, transcription factors, and postsynaptic receptors, though investigations of sex differences in response to long-term voluntary wheel running are limited.

  10. Voluntary Running Depreciates the Requirement of Ca[superscript 2+]-Stimulated cAMP Signaling in Synaptic Potentiation and Memory Formation

    Science.gov (United States)

    Zheng, Fei; Zhang, Ming; Ding, Qi; Sethna, Ferzin; Yan, Lily; Moon, Changjong; Yang, Miyoung; Wang, Hongbing

    2016-01-01

    Mental health and cognitive functions are influenced by both genetic and environmental factors. Although having active lifestyle with physical exercise improves learning and memory, how it interacts with the specific key molecular regulators of synaptic plasticity is largely unknown. Here, we examined the effects of voluntary running on long-term…

  11. The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

    Directory of Open Access Journals (Sweden)

    Benjamin L. Wiggins

    2017-05-01

    Full Text Available STEM classrooms (science, technology, engineering, and mathematics in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.

  12. 75 FR 14245 - Voluntary Intermodal Sealift Agreement

    Science.gov (United States)

    2010-03-24

    ... measures so that Contingency planning information can be shared with Participants to enable them to plan... Intermodal Sealift Agreement (VISA) Table of Contents Abbreviations Definitions Preface I. Purpose II... of VISA Contingency Provisions A. General B. Notification of Activation C. Voluntary Capacity D...

  13. Face-to-Face Activities in Blended Learning

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

  14. Active Metric Learning from Relative Comparisons

    OpenAIRE

    Xiong, Sicheng; Rosales, Rómer; Pei, Yuanli; Fern, Xiaoli Z.

    2014-01-01

    This work focuses on active learning of distance metrics from relative comparison information. A relative comparison specifies, for a data point triplet $(x_i,x_j,x_k)$, that instance $x_i$ is more similar to $x_j$ than to $x_k$. Such constraints, when available, have been shown to be useful toward defining appropriate distance metrics. In real-world applications, acquiring constraints often require considerable human effort. This motivates us to study how to select and query the most useful ...

  15. Active Discriminative Dictionary Learning for Weather Recognition

    Directory of Open Access Journals (Sweden)

    Caixia Zheng

    2016-01-01

    Full Text Available Weather recognition based on outdoor images is a brand-new and challenging subject, which is widely required in many fields. This paper presents a novel framework for recognizing different weather conditions. Compared with other algorithms, the proposed method possesses the following advantages. Firstly, our method extracts both visual appearance features of the sky region and physical characteristics features of the nonsky region in images. Thus, the extracted features are more comprehensive than some of the existing methods in which only the features of sky region are considered. Secondly, unlike other methods which used the traditional classifiers (e.g., SVM and K-NN, we use discriminative dictionary learning as the classification model for weather, which could address the limitations of previous works. Moreover, the active learning procedure is introduced into dictionary learning to avoid requiring a large number of labeled samples to train the classification model for achieving good performance of weather recognition. Experiments and comparisons are performed on two datasets to verify the effectiveness of the proposed method.

  16. Strategies for active learning in online continuing education.

    Science.gov (United States)

    Phillips, Janet M

    2005-01-01

    Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

  17. A retrospective health policy analysis of the development and implementation of the voluntary health insurance system in Lebanon: learning from failure.

    Science.gov (United States)

    El-Jardali, Fadi; Bou-Karroum, Lama; Ataya, Nour; El-Ghali, Hana Addam; Hammoud, Rawan

    2014-12-01

    Public policymaking is complex and suffers from limited uptake of research evidence, particularly in the Eastern Mediterranean Region (EMR). In-depth case studies examining health policymaking in the EMR are lacking. This retrospective policy analysis aims at generating insights about how policies are being made, identifying factors influencing policymaking and assessing to what extent evidence is used in this process by using the Lebanese Voluntary Health Insurance policy as a case study. The study examined the policymaking process through a policy tracing technique that covered a period of 12 years. The study employed a qualitative research design using a case study approach and was conducted in two phases over the course of two years. Data was collected using multiple sources including: 1) a comprehensive and chronological media review; 2) twenty-two key informant interviews with policymakers, stakeholders, and journalists; and 3) a document review of legislations, minutes of meetings, actuarial studies, and official documents. Data was analyzed and validated using thematic analysis. Findings showed that the voluntary health insurance policy was a political decision taken by the government to tackle an urgent political problem. Evidence was not used to guide policy development and implementation and policy implementers and other stakeholders were not involved in policy development. Factors influencing policymaking were political interests, sectarianism, urgency, and values of policymakers. Barriers to the use of evidence were lack of policy-relevant research evidence, political context, personal interests, and resource constraints. Findings suggest that policymakers should be made more aware of the important role of evidence in informing public policymaking and the need for building capacity to develop, implement and evaluate policies. Study findings are likely to matter in light of the changes that are unfolding in some Arab countries and the looming

  18. Correlates of oncologist-issued referrals for psycho-oncology services: what we learned from the electronic voluntary screening and referral system for depression (eVSRS-D).

    Science.gov (United States)

    Lee, Joo-Young; Jung, Dooyoung; Kim, Won-Hyoung; Lee, Hyuk-Joon; Noh, Dong-Young; Hahm, Bong-Jin

    2016-02-01

    Depression in cancer patients is under-recognized and under-treated. To better identify depression, we designed a voluntary depression screening system. Based on its data, we examined trends in oncologist-issued referrals for the psycho-oncology service (POS). The Electronic Voluntary Screening and Referral System for Depression (eVSRS-D) comprises self-screening, automated reporting, and referral guidance. Using touch-screen kiosks at a tertiary hospital in Korea, participants with cancer completed the Patient Health Questionnaire-9 at their convenience, received the results, and reported their willingness to participate in POS. At oncology appointments, oncologists received the screening reports and issued referrals following pre-recommended guidelines. The correlates of actual referrals were examined across all participants and within the willing and non-willing groups. Among the 838 participants, 56.3% reported severe depression symptoms, 30.5% wanted a referral, and 14.8% were actually referred. The correlates of participants' desire for referral were more severe depression symptoms, being unmarried, and being metastasis and recurrence free. Among all participants, the correlates of actual referrals were unemployment, less severe depression symptoms, poorer performance, treatment status, and wanting a referral. The sole correlate of actual referrals within the non-willing group was poorer performance, and no significant correlates existed within the willing group. The non-referrals were mostly (87.1%) because of postponed decisions. The eVSRS-D cannot definitively diagnose major depression but may efficiently self-select a population with significant depression symptoms. The patients' willingness to engage the POS most strongly predicted the actual referrals. Oncologist reviews of screening reports may not result in further depression severity-specific referrals. Copyright © 2015 John Wiley & Sons, Ltd.

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

    Science.gov (United States)

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

    2011-01-01

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

  20. STEM learning activity among home-educating families

    Science.gov (United States)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  1. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    Science.gov (United States)

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  2. Improving active Mealy machine learning for protocol conformance testing

    NARCIS (Netherlands)

    Aarts, F.; Kuppens, H.; Tretmans, J.; Vaandrager, F.; Verwer, S.

    2014-01-01

    Using a well-known industrial case study from the verification literature, the bounded retransmission protocol, we show how active learning can be used to establish the correctness of protocol implementation I relative to a given reference implementation R. Using active learning, we learn a model M

  3. Opportunities to Create Active Learning Techniques in the Classroom

    Science.gov (United States)

    Camacho, Danielle J.; Legare, Jill M.

    2015-01-01

    The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…

  4. Telling Active Learning Pedagogies Apart: From Theory to Practice

    Science.gov (United States)

    Cattaneo, Kelsey Hood

    2017-01-01

    Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

  5. Effects of Sharing Clickers in an Active Learning Environment

    Science.gov (United States)

    Daniel, Todd; Tivener, Kristin

    2016-01-01

    Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

  6. Circadian activity rhythms and voluntary ethanol intake in male and female ethanol-preferring rats: effects of long-term ethanol access.

    Science.gov (United States)

    Rosenwasser, Alan M; McCulley, Walter D; Fecteau, Matthew

    2014-11-01

    Chronic alcohol (ethanol) intake alters fundamental properties of the circadian clock. While previous studies have reported significant alterations in free-running circadian period during chronic ethanol access, these effects are typically subtle and appear to require high levels of intake. In the present study we examined the effects of long-term voluntary ethanol intake on ethanol consumption and free-running circadian period in male and female, selectively bred ethanol-preferring P and HAD2 rats. In light of previous reports that intermittent access can result in escalated ethanol intake, an initial 2-week water-only baseline was followed by either continuous or intermittent ethanol access (i.e., alternating 15-day epochs of ethanol access and ethanol deprivation) in separate groups of rats. Thus, animals were exposed to either 135 days of continuous ethanol access or to five 15-day access periods alternating with four 15-day periods of ethanol deprivation. Animals were maintained individually in running-wheel cages under continuous darkness throughout the experiment to allow monitoring of free-running activity and drinking rhythms, and 10% (v/v) ethanol and plain water were available continuously via separate drinking tubes during ethanol access. While there were no initial sex differences in ethanol drinking, ethanol preference increased progressively in male P and HAD2 rats under both continuous and intermittent-access conditions, and eventually exceeded that seen in females. Free-running period shortened during the initial ethanol-access epoch in all groups, but the persistence of this effect showed complex dependence on sex, breeding line, and ethanol-access schedule. Finally, while females of both breeding lines displayed higher levels of locomotor activity than males, there was little evidence for modulation of activity level by ethanol access. These results are consistent with previous findings that chronic ethanol intake alters free-running circadian

  7. Adopt a Bacterium - an active and collaborative learning experience in microbiology based on social media.

    Science.gov (United States)

    Piantola, Marco Aurélio Floriano; Moreno, Ana Carolina Ramos; Matielo, Heloísa Alonso; Taschner, Natalia Pasternak; Cavalcante, Rafael Ciro Marques; Khan, Samia; Ferreira, Rita de Cássia Café

    2018-04-24

    The "Adopt a Bacterium" project is based on the use of social network as a tool in Microbiology undergraduate education, improving student learning and encouraging students to participate in collaborative learning. The approach involves active participation of both students and teachers, emphasizing knowledge exchange, based on widely used social media. Students were organized in groups and asked to adopt a specific bacterial genus and, subsequently, submit posts about "adopted genus". The formative assessment is based on posting information on Facebook®, and the summative assessment involves presentation of seminars about the adopted theme. To evaluate the project, students filled out three anonymous and voluntary surveys. Most of the students enjoyed the activities and positively evaluated the experience. A large amount of students declared a change in their attitude towards the way they processed information, especially regarding the use of scientific sources. Finally, we evaluated knowledge retention six months after the end of the course and students were able to recall relevant Microbiology concepts. Our results suggest that the "Adopt a Bacterium" project represents a useful strategy in Microbiology learning and may be applied to other academic fields. Copyright © 2018 Sociedade Brasileira de Microbiologia. Published by Elsevier Editora Ltda. All rights reserved.

  8. Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees’ and tutors’ perspectives

    Science.gov (United States)

    2014-01-01

    Background Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees’ and tutors’ attitudes towards such an intervention. Methods A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors’ attitudes towards the course were conducted following principles of grounded theory. Results Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors’ own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. Conclusions Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing

  9. Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees' and tutors' perspectives.

    Science.gov (United States)

    Blohm, Mats; Krautter, Markus; Lauter, Jan; Huber, Julia; Weyrich, Peter; Herzog, Wolfgang; Jünger, Jana; Nikendei, Christoph

    2014-04-04

    Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees' and tutors' attitudes towards such an intervention. A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors' attitudes towards the course were conducted following principles of grounded theory. Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors' own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing tutors for their teaching activity in this context. A

  10. "Heart Shots": a classroom activity to instigate active learning.

    Science.gov (United States)

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-09-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning. Copyright © 2015 The American Physiological Society.

  11. Active Affordance Learning in Continuous State and Action Spaces

    NARCIS (Netherlands)

    Wang, C.; Hindriks, K.V.; Babuska, R.

    2014-01-01

    Learning object affordances and manipulation skills is essential for developing cognitive service robots. We propose an active affordance learning approach in continuous state and action spaces without manual discretization of states or exploratory motor primitives. During exploration in the action

  12. Disincentives to voluntary transactions

    International Nuclear Information System (INIS)

    Anon.

    1991-01-01

    Current legal, regulatory and institutional standards and practices provide several disincentives for a utility wishing to engage in voluntary wheeling transactions, and are discussed here. These disincentives largely arise from the fact that regulation, like the transmission system itself, is based on the notion of integrated utilities engaging in transactions largely for reliability reasons. Factors which fall into this category are: a pricing regime based on embedded costs, the ratemaking treatment of revenues derived from coordination and transmission services, and several provisions in legislation and FERC regulations

  13. An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

    OpenAIRE

    Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

    2014-01-01

    This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

  14. Lifeguard Final Exam—Encouraging the Use of Active Learning

    OpenAIRE

    Griswold, Elise N.; Klionsky, Daniel J.

    2015-01-01

    To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that ac...

  15. Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

    Science.gov (United States)

    Smith, C. Veronica; Cardaciotto, LeeAnn

    2011-01-01

    Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

  16. Cooperative activity and its potential for learning in tertiary education

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2007-01-01

    Full Text Available A learning situation can be structured in different ways, as an individual, competitive, or cooperative activity. Each of these structures can be used for different purposes and can lead to different learning outcomes. This paper focuses on cooperative activity and its potential for learning in tertiary education. After defining cooperative activity (or, in a broader sense, learning in interaction and introducing the CAMS theoretical framework to analyse cooperative activity, the main discussion focuses on the theoretical reasons for the usefulness of group learning and on the research of effects of cooperative learning on cognitive (metacognitive, affective-motivational and social processes in university students. The key elements that should be established for successful cooperation are also discussed. At the end, a new direction in using cooperative activity in learning—computer supported collaborative learning (CSCL, which emerged with rapid technology development in the last two decades—is presented and discussed.

  17. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

    Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

  18. Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

    Science.gov (United States)

    Sesen, Burcin Acar; Tarhan, Leman

    2011-01-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

  19. Lifeguard Final Exam—Encouraging the Use of Active Learning

    Directory of Open Access Journals (Sweden)

    Elise N. Griswold

    2015-08-01

    Full Text Available To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that active learning is preferable to a lecture/note-taking approach. Here, we provide a question for group discussion that can be used as one such illustration.

  20. Empathy and feedback processing in active and observational learning.

    Science.gov (United States)

    Rak, Natalia; Bellebaum, Christian; Thoma, Patrizia

    2013-12-01

    The feedback-related negativity (FRN) and the P300 have been related to the processing of one's own and other individuals' feedback during both active and observational learning. The aim of the present study was to elucidate the role of trait-empathic responding with regard to the modulation of the neural correlates of observational learning in particular. Thirty-four healthy participants completed an active and an observational learning task. On both tasks, the participants' aim was to maximize their monetary gain by choosing from two stimuli the one that showed the higher probability of reward. Participants gained insight into the stimulus-reward contingencies according to monetary feedback presented after they had made an active choice or by observing the choices of a virtual partner. Participants showed a general improvement in learning performance on both learning tasks. P200, FRN, and P300 amplitudes were larger during active, as compared with observational, learning. Furthermore, nonreward elicited a significantly more negative FRN than did reward in the active learning task, while only a trend was observed for observational learning. Distinct subcomponents of trait cognitive empathy were related to poorer performance and smaller P300 amplitudes for observational learning only. Taken together, both the learning performance and event-related potentials during observational learning are affected by different aspects of trait cognitive empathy, and certain types of observational learning may actually be disrupted by a higher tendency to understand and adopt other people's perspectives.

  1. Neurofeedback fMRI-mediated learning and consolidation of regional brain activation during motor imagery

    Science.gov (United States)

    Yoo, Seung-Schik; Lee, Jong-Hwan; O’Leary, Heather; Panych, Lawrence P.; Jolesz, Ferenc A.

    2009-01-01

    We report the long-term effect of real-time functional MRI (rtfMRI) training on voluntary regulation of the level of activation from a hand motor area. During the performance of a motor imagery task of a right hand, blood-oxygenation-level-dependent (BOLD) signal originating from a primary motor area was presented back to the subject in real-time. Demographically matched individuals also received the same procedure without valid feedback information. Followed by the initial rtfMRI sessions, both groups underwent two-week long, daily-practice of the task. Off-line data analysis revealed that the individuals in the experimental group were able to increase the level of BOLD signal from the regulatory target to a greater degree compared to the control group. Furthermore, the learned level of activation was maintained after the two-week period, with the recruitment of additional neural circuitries such as the hippocampus and the limbo-thalamo-cortical pathway. The activation obtained from the control group, in the absence of proper feedback, was indifferent across the training conditions. The level of BOLD activity from the target regulatory region was positively correlated with a self evaluative score within the experimental group, while the majority of control subjects had difficulty adopting a strategy to attain the desired level of functional regulation. Our results suggest that rtfMRI helped individuals learn how to increase region-specific cortical activity associated with a motor imagery task, and the level of increased activation in motor areas was consolidated after the two-week self-practice period, with the involvement of neural circuitries implicated in motor skill learning. PMID:19526048

  2. The colloquial approach: An active learning technique

    Science.gov (United States)

    Arce, Pedro

    1994-09-01

    This paper addresses the very important problem of the effectiveness of teaching methodologies in fundamental engineering courses such as transport phenomena. An active learning strategy, termed the colloquial approach, is proposed in order to increase student involvement in the learning process. This methodology is a considerable departure from traditional methods that use solo lecturing. It is based on guided discussions, and it promotes student understanding of new concepts by directing the student to construct new ideas by building upon the current knowledge and by focusing on key cases that capture the essential aspects of new concepts. The colloquial approach motivates the student to participate in discussions, to develop detailed notes, and to design (or construct) his or her own explanation for a given problem. This paper discusses the main features of the colloquial approach within the framework of other current and previous techniques. Problem-solving strategies and the need for new textbooks and for future investigations based on the colloquial approach are also outlined.

  3. Do International Students Appreciate Active Learning in Lectures?

    Directory of Open Access Journals (Sweden)

    Mauricio Marrone

    2018-03-01

    Full Text Available Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

  4. The Use of "Socrative" in ESL Classrooms: Towards Active Learning

    Science.gov (United States)

    El Shaban, Abir

    2017-01-01

    The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, "Socrative", a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English…

  5. Active Learning and Teaching: Improving Postsecondary Library Instruction.

    Science.gov (United States)

    Allen, Eileen E.

    1995-01-01

    Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

  6. Is engagement with a purpose the essence of active learning?

    OpenAIRE

    Álvarez Mesa, Mauricio

    2009-01-01

    In the 2009 edition of the conference on “Active Learning in Engineering Education”, there were several and fruitful discussions within a small workgroup about the essence of active learning. At the end we came with an attempt to sum up our whole discussion with one question. Our question is the same as the title of this essay. Taking this question as a starting point this article propose a specific purpose from which active learning can be based. Peer Reviewed

  7. Generation of Tutorial Dialogues: Discourse Strategies for Active Learning

    Science.gov (United States)

    1998-05-29

    AND SUBTITLE Generation of Tutorial Dialogues: Discourse Strategies for active Learning AUTHORS Dr. Martha Evens 7. PERFORMING ORGANI2ATION NAME...time the student starts in on a new topic. Michael and Rovick constantly attempt to promote active learning . They regularly use hints and only resort...Controlling active learning : How tutors decide when to generate hints. Proceedings of FLAIRS 󈨣. Melbourne Beach, FL. 157-161. Hume, G., Michael

  8. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Alanah Mitchell

    2017-01-01

    Full Text Available Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners\t: This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful

  9. Illness, suffering and voluntary euthanasia.

    Science.gov (United States)

    Varelius, Jukka

    2007-02-01

    It is often accepted that we may legitimately speak about voluntary euthanasia only in cases of persons who are suffering because they are incurably injured or have an incurable disease. This article argues that when we consider the moral acceptability of voluntary euthanasia, we have no good reason to concentrate only on persons who are ill or injured and suffering.

  10. Voluntary Disclosure and Risk Sharing

    NARCIS (Netherlands)

    Suijs, J.P.M.

    2001-01-01

    This paper analyzes the disclosure strategy of firms that face uncertainty regarding the investor's response to a voluntary disclosure of the firm's private information.This paper distinguishes itself from the existing disclosure literature in that firms do not use voluntary disclosures to separate

  11. Operant Variability and Voluntary Action

    Science.gov (United States)

    Neuringer, Allen; Jensen, Greg

    2010-01-01

    A behavior-based theory identified 2 characteristics of voluntary acts. The first, extensively explored in operant-conditioning experiments, is that voluntary responses produce the reinforcers that control them. This bidirectional relationship--in which reinforcer depends on response and response on reinforcer--demonstrates the functional nature…

  12. Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

    Science.gov (United States)

    Montrezor, Luís H.

    2016-01-01

    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…

  13. Teacher Feedback during Active Learning: Current Practices in Primary Schools

    Science.gov (United States)

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-01-01

    Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

  14. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

  15. Status of voluntary restraint

    Energy Technology Data Exchange (ETDEWEB)

    Aarts, W. [SWOKA Institute for Strategic Consumer Behaviour, Leiden (Netherlands)

    2000-05-01

    Do people enjoying a higher status, especially those with a higher education, constrain their consumption more than others? In general, higher status and high levels of consumption go hand in hand. But the greater availability of luxury goods has led to a decline in their exclusivity. Since environmental awareness has increased, a countercurrent may be possible. It is possible that certain high status groups, the environmentally aware trendsetters, can now be distinguished by their voluntary restraint rather than by their conspicuous consumption. This hypothesis formed the basis for a sociological doctoral project at the University of Amsterdam. The research was conducted under the umbrella of the National Research Programme on Global Air Pollution and Climate Change.

  16. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    Science.gov (United States)

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  17. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

    OpenAIRE

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students? engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge prob...

  18. Voluntary Sleep Loss in Rats

    Science.gov (United States)

    Oonk, Marcella; Krueger, James M.; Davis, Christopher J.

    2016-01-01

    Study Objectives: Animal sleep deprivation (SDEP), in contrast to human SDEP, is involuntary and involves repeated exposure to aversive stimuli including the inability of the animal to control the waking stimulus. Therefore, we explored intracranial self-stimulation (ICSS), an operant behavior, as a method for voluntary SDEP in rodents. Methods: Male Sprague-Dawley rats were implanted with electroencephalography/electromyography (EEG/EMG) recording electrodes and a unilateral bipolar electrode into the lateral hypothalamus. Rats were allowed to self-stimulate, or underwent gentle handling-induced SDEP (GH-SDEP), during the first 6 h of the light phase, after which they were allowed to sleep. Other rats performed the 6 h ICSS and 1 w later were subjected to 6 h of noncontingent stimulation (NCS). During NCS the individual stimulation patterns recorded during ICSS were replayed. Results: After GH-SDEP, ICSS, or NCS, time in nonrapid eye movement (NREM) sleep and rapid eye movement (REM) sleep increased. Further, in the 24 h after SDEP, rats recovered all of the REM sleep lost during SDEP, but only 75% to 80% of the NREM sleep lost, regardless of the SDEP method. The magnitude of EEG slow wave responses occurring during NREM sleep also increased after SDEP treatments. However, NREM sleep EEG slow wave activity (SWA) responses were attenuated following ICSS, compared to GH-SDEP and NCS. Conclusions: We conclude that ICSS and NCS can be used to sleep deprive rats. Changes in rebound NREM sleep EEG SWA occurring after ICSS, NCS, and GH-SDEP suggest that nonspecific effects of the SDEP procedure differentially affect recovery sleep phenotypes. Citation: Oonk M, Krueger JM, Davis CJ. Voluntary sleep loss in rats. SLEEP 2016;39(7):1467–1479. PMID:27166236

  19. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    Science.gov (United States)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  20. Sharing the learning activity using intelligent CAD

    DEFF Research Database (Denmark)

    Duffy, S. M.; Duffy, Alex

    1996-01-01

    In this paper the need for Intelligent Computer Aided Design (Int.CAD) to jointly support design and learning assistance is introduced. The paper focuses on presenting and exploring the possibility of realizing ''learning'' assistance in Int.CAD by introducing a new concept called Shared Learning...

  1. The control of tonic pain by active relief learning.

    Science.gov (United States)

    Zhang, Suyi; Mano, Hiroaki; Lee, Michael; Yoshida, Wako; Kawato, Mitsuo; Robbins, Trevor W; Seymour, Ben

    2018-02-27

    Tonic pain after injury characterises a behavioural state that prioritises recovery. Although generally suppressing cognition and attention, tonic pain needs to allow effective relief learning to reduce the cause of the pain. Here, we describe a central learning circuit that supports learning of relief and concurrently suppresses the level of ongoing pain. We used computational modelling of behavioural, physiological and neuroimaging data in two experiments in which subjects learned to terminate tonic pain in static and dynamic escape-learning paradigms. In both studies, we show that active relief-seeking involves a reinforcement learning process manifest by error signals observed in the dorsal putamen. Critically, this system uses an uncertainty ('associability') signal detected in pregenual anterior cingulate cortex that both controls the relief learning rate, and endogenously and parametrically modulates the level of tonic pain. The results define a self-organising learning circuit that reduces ongoing pain when learning about potential relief. © 2018, Zhang et al.

  2. The control of tonic pain by active relief learning

    Science.gov (United States)

    Mano, Hiroaki; Lee, Michael; Yoshida, Wako; Kawato, Mitsuo; Robbins, Trevor W

    2018-01-01

    Tonic pain after injury characterises a behavioural state that prioritises recovery. Although generally suppressing cognition and attention, tonic pain needs to allow effective relief learning to reduce the cause of the pain. Here, we describe a central learning circuit that supports learning of relief and concurrently suppresses the level of ongoing pain. We used computational modelling of behavioural, physiological and neuroimaging data in two experiments in which subjects learned to terminate tonic pain in static and dynamic escape-learning paradigms. In both studies, we show that active relief-seeking involves a reinforcement learning process manifest by error signals observed in the dorsal putamen. Critically, this system uses an uncertainty (‘associability’) signal detected in pregenual anterior cingulate cortex that both controls the relief learning rate, and endogenously and parametrically modulates the level of tonic pain. The results define a self-organising learning circuit that reduces ongoing pain when learning about potential relief. PMID:29482716

  3. Active Learning for Autonomous Intelligent Agents: Exploration, Curiosity, and Interaction

    OpenAIRE

    Lopes, Manuel; Montesano, Luis

    2014-01-01

    In this survey we present different approaches that allow an intelligent agent to explore autonomous its environment to gather information and learn multiple tasks. Different communities proposed different solutions, that are in many cases, similar and/or complementary. These solutions include active learning, exploration/exploitation, online-learning and social learning. The common aspect of all these approaches is that it is the agent to selects and decides what information to gather next. ...

  4. Active learning: a step towards automating medical concept extraction.

    Science.gov (United States)

    Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

    2016-03-01

    This paper presents an automatic, active learning-based system for the extraction of medical concepts from clinical free-text reports. Specifically, (1) the contribution of active learning in reducing the annotation effort and (2) the robustness of incremental active learning framework across different selection criteria and data sets are determined. The comparative performance of an active learning framework and a fully supervised approach were investigated to study how active learning reduces the annotation effort while achieving the same effectiveness as a supervised approach. Conditional random fields as the supervised method, and least confidence and information density as 2 selection criteria for active learning framework were used. The effect of incremental learning vs standard learning on the robustness of the models within the active learning framework with different selection criteria was also investigated. The following 2 clinical data sets were used for evaluation: the Informatics for Integrating Biology and the Bedside/Veteran Affairs (i2b2/VA) 2010 natural language processing challenge and the Shared Annotated Resources/Conference and Labs of the Evaluation Forum (ShARe/CLEF) 2013 eHealth Evaluation Lab. The annotation effort saved by active learning to achieve the same effectiveness as supervised learning is up to 77%, 57%, and 46% of the total number of sequences, tokens, and concepts, respectively. Compared with the random sampling baseline, the saving is at least doubled. Incremental active learning is a promising approach for building effective and robust medical concept extraction models while significantly reducing the burden of manual annotation. © The Author 2015. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  5. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

    NARCIS (Netherlands)

    Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

    2015-01-01

    BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

  6. Group-Based Active Learning of Classification Models.

    Science.gov (United States)

    Luo, Zhipeng; Hauskrecht, Milos

    2017-05-01

    Learning of classification models from real-world data often requires additional human expert effort to annotate the data. However, this process can be rather costly and finding ways of reducing the human annotation effort is critical for this task. The objective of this paper is to develop and study new ways of providing human feedback for efficient learning of classification models by labeling groups of examples. Briefly, unlike traditional active learning methods that seek feedback on individual examples, we develop a new group-based active learning framework that solicits label information on groups of multiple examples. In order to describe groups in a user-friendly way, conjunctive patterns are used to compactly represent groups. Our empirical study on 12 UCI data sets demonstrates the advantages and superiority of our approach over both classic instance-based active learning work, as well as existing group-based active-learning methods.

  7. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  8. Collegewide Promotion of E-Learning/Active Learning and Faculty Development

    Science.gov (United States)

    Ogawa, Nobuyuki; Shimizu, Akira

    2016-01-01

    Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…

  9. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

  10. Orchestration Framework for Learning Activities in Augmented Reality Environments

    OpenAIRE

    Ibáñez, María Blanca; Delgado Kloos, Carlos; Di Serio, Angela

    2011-01-01

    Proceedings of: Across Spaces11 Workshop in conjunction with the EC-TEL2011, Palermo, Italy, September 21, 2011 In this paper we show how Augmented Reality (AR) technology restricted to the use of mobiles or PCs, can be used to develop learning activities with the minimun level of orchestation required by meaningful learning sequences. We use Popcode as programming language to deploy orchestrated learning activities specified with an AR framework. Publicado

  11. Voluntary agreements in environmental policy

    International Nuclear Information System (INIS)

    Torvanger, Asbjoern

    2001-01-01

    A typically voluntary agreement is signed between the authorities and an industrial sector in order to reduce the emission of environmentally harmful substances. There are many different types of agreements. Voluntary agreements are not strictly voluntary, since in the background there is often some kind of ''threat'' about taxation or fees if the industry is unwilling to cooperate. This type of agreements has become popular in many OECD countries during the last decades. In Norway there are only a few agreements of this type. Experience with the use of voluntary agreements as well as research show that they are less cost-effective than market-based instruments such as taxes and quota systems. If there are great restrictions on the use of taxes and quota systems because of information- or measurement problems, or because these instruments are not politically acceptable, then voluntary agreements may be an interesting alternative. Thus, voluntary agreements are best used as a supplement to other instruments in some niche areas of the environmental policy. In some cases, voluntary agreements may be used between two countries or at a regional level, for example within the EU

  12. Teaching for Engagement: Part 3: Designing for Active Learning

    Science.gov (United States)

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

  13. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  14. Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

    OpenAIRE

    O'Donnell, Eileen; Wade, Vincent; Sharp, Mary; O'Donnell, Liam

    2013-01-01

    This book chapter reviews some of the challenges encountered by educators in creating personalised e-learning activities to suit students learning preferences. Technology-enhanced learning (TEL) alternatively known as e-learning has not yet reached its full potential in higher education. There are still many potential uses as yet undiscovered and other discovered uses which are not yet realisable by many educators. TEL is still predominantly used for e-dissemination and e-administration. This...

  15. Active learning for noisy oracle via density power divergence.

    Science.gov (United States)

    Sogawa, Yasuhiro; Ueno, Tsuyoshi; Kawahara, Yoshinobu; Washio, Takashi

    2013-10-01

    The accuracy of active learning is critically influenced by the existence of noisy labels given by a noisy oracle. In this paper, we propose a novel pool-based active learning framework through robust measures based on density power divergence. By minimizing density power divergence, such as β-divergence and γ-divergence, one can estimate the model accurately even under the existence of noisy labels within data. Accordingly, we develop query selecting measures for pool-based active learning using these divergences. In addition, we propose an evaluation scheme for these measures based on asymptotic statistical analyses, which enables us to perform active learning by evaluating an estimation error directly. Experiments with benchmark datasets and real-world image datasets show that our active learning scheme performs better than several baseline methods. Copyright © 2013 Elsevier Ltd. All rights reserved.

  16. Exposure to activity-based anorexia impairs contextual learning in weight-restored rats without affecting spatial learning, taste, anxiety, or dietary-fat preference.

    Science.gov (United States)

    Boersma, Gretha J; Treesukosol, Yada; Cordner, Zachary A; Kastelein, Anneke; Choi, Pique; Moran, Timothy H; Tamashiro, Kellie L

    2016-02-01

    Relapse rates are high amongst cases of anorexia nervosa (AN) suggesting that some alterations induced by AN may remain after weight restoration. To study the consequences of AN without confounds of environmental variability, a rodent model of activity-based anorexia (ABA) can be employed. We hypothesized that exposure to ABA during adolescence may have long-term consequences in taste function, cognition, and anxiety-like behavior after weight restoration. To test this hypothesis, we exposed adolescent female rats to ABA (1.5 h food access, combined with voluntary running wheel access) and compared their behavior to that of control rats after weight restoration was achieved. The rats were tested for learning/memory, anxiety, food preference, and taste in a set of behavioral tests performed during the light period. Our data show that ABA exposure leads to reduced performance during the novel object recognition task, a test for contextual learning, without altering performance in the novel place recognition task or the Barnes maze, both tasks that test spatial learning. Furthermore, we do not observe alterations in unconditioned lick responses to sucrose nor quinine (described by humans as "sweet" and "bitter," respectively). Nor Do we find alterations in anxiety-like behavior during an elevated plus maze or an open field test. Finally, preference for a diet high in fat is not altered. Overall, our data suggest that ABA exposure during adolescence impairs contextual learning in adulthood without altering spatial leaning, taste, anxiety, or fat preference. © 2015 Wiley Periodicals, Inc.

  17. Active Inference and Learning in the Cerebellum.

    Science.gov (United States)

    Friston, Karl; Herreros, Ivan

    2016-09-01

    This letter offers a computational account of Pavlovian conditioning in the cerebellum based on active inference and predictive coding. Using eyeblink conditioning as a canonical paradigm, we formulate a minimal generative model that can account for spontaneous blinking, startle responses, and (delay or trace) conditioning. We then establish the face validity of the model using simulated responses to unconditioned and conditioned stimuli to reproduce the sorts of behavior that are observed empirically. The scheme's anatomical validity is then addressed by associating variables in the predictive coding scheme with nuclei and neuronal populations to match the (extrinsic and intrinsic) connectivity of the cerebellar (eyeblink conditioning) system. Finally, we try to establish predictive validity by reproducing selective failures of delay conditioning, trace conditioning, and extinction using (simulated and reversible) focal lesions. Although rather metaphorical, the ensuing scheme can account for a remarkable range of anatomical and neurophysiological aspects of cerebellar circuitry-and the specificity of lesion-deficit mappings that have been established experimentally. From a computational perspective, this work shows how conditioning or learning can be formulated in terms of minimizing variational free energy (or maximizing Bayesian model evidence) using exactly the same principles that underlie predictive coding in perception.

  18. Reconstructing Causal Biological Networks through Active Learning.

    Directory of Open Access Journals (Sweden)

    Hyunghoon Cho

    Full Text Available Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs, which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments.

  19. Resting alpha activity predicts learning ability in alpha neurofeedback

    Directory of Open Access Journals (Sweden)

    Wenya eNan

    2014-07-01

    Full Text Available Individuals differ in their ability to learn how to regulate the alpha activity by neurofeedback. This study aimed to investigate whether the resting alpha activity is related to the learning ability of alpha enhancement in neurofeedback and could be used as a predictor. A total of 25 subjects performed 20 sessions of individualized alpha neurofeedback in order to learn how to enhance activity in the alpha frequency band. The learning ability was assessed by three indices respectively: the training parameter changes between two periods, within a short period and across the whole training time. It was found that the resting alpha amplitude measured before training had significant positive correlations with all learning indices and could be used as a predictor for the learning ability prediction. This finding would help the researchers in not only predicting the training efficacy in individuals but also gaining further insight into the mechanisms of alpha neurofeedback.

  20. Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

    Directory of Open Access Journals (Sweden)

    Lyn Brodie

    2011-05-01

    Full Text Available Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect, a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

  1. Postnatal TLR2 activation impairs learning and memory in adulthood.

    Science.gov (United States)

    Madar, Ravit; Rotter, Aviva; Waldman Ben-Asher, Hiba; Mughal, Mohamed R; Arumugam, Thiruma V; Wood, W H; Becker, K G; Mattson, Mark P; Okun, Eitan

    2015-08-01

    Neuroinflammation in the central nervous system is detrimental for learning and memory, as evident form epidemiological studies linking developmental defects and maternal exposure to harmful pathogens. Postnatal infections can also induce neuroinflammatory responses with long-term consequences. These inflammatory responses can lead to motor deficits and/or behavioral disabilities. Toll like receptors (TLRs) are a family of innate immune receptors best known as sensors of microbial-associated molecular patterns, and are the first responders to infection. TLR2 forms heterodimers with either TLR1 or TLR6, is activated in response to gram-positive bacterial infections, and is expressed in the brain during embryonic development. We hypothesized that early postnatal TLR2-mediated neuroinflammation would adversely affect cognitive behavior in the adult. Our data indicate that postnatal TLR2 activation affects learning and memory in adult mice in a heterodimer-dependent manner. TLR2/6 activation improved motor function and fear learning, while TLR2/1 activation impaired spatial learning and enhanced fear learning. Moreover, developmental TLR2 deficiency significantly impairs spatial learning and enhances fear learning, stressing the involvement of the TLR2 pathway in learning and memory. Analysis of the transcriptional effects of TLR2 activation reveals both common and unique transcriptional programs following heterodimer-specific TLR2 activation. These results imply that adult cognitive behavior could be influenced in part, by activation or alterations in the TLR2 pathway at birth. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. Teacher feedback during active learning: current practices in primary schools.

    Science.gov (United States)

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-06-01

    Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

  3. Learning To Learn: 15 Vocabulary Acquisition Activities. Tips and Hints.

    Science.gov (United States)

    Holden, William R.

    1999-01-01

    This article describes a variety of ways learners can help themselves remember new words, choosing the ones that best suit their learning styles. It is asserted that repeated exposure to new lexical items using a variety of means is the most consistent predictor of retention. The use of verbal, visual, tactile, textual, kinesthetic, and sonic…

  4. Learning Choices, Older Australians and Active Ageing

    Science.gov (United States)

    Boulton-Lewis, Gillian M.; Buys, Laurie

    2015-01-01

    This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of…

  5. Active learning reduces annotation time for clinical concept extraction.

    Science.gov (United States)

    Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

    2017-10-01

    To investigate: (1) the annotation time savings by various active learning query strategies compared to supervised learning and a random sampling baseline, and (2) the benefits of active learning-assisted pre-annotations in accelerating the manual annotation process compared to de novo annotation. There are 73 and 120 discharge summary reports provided by Beth Israel institute in the train and test sets of the concept extraction task in the i2b2/VA 2010 challenge, respectively. The 73 reports were used in user study experiments for manual annotation. First, all sequences within the 73 reports were manually annotated from scratch. Next, active learning models were built to generate pre-annotations for the sequences selected by a query strategy. The annotation/reviewing time per sequence was recorded. The 120 test reports were used to measure the effectiveness of the active learning models. When annotating from scratch, active learning reduced the annotation time up to 35% and 28% compared to a fully supervised approach and a random sampling baseline, respectively. Reviewing active learning-assisted pre-annotations resulted in 20% further reduction of the annotation time when compared to de novo annotation. The number of concepts that require manual annotation is a good indicator of the annotation time for various active learning approaches as demonstrated by high correlation between time rate and concept annotation rate. Active learning has a key role in reducing the time required to manually annotate domain concepts from clinical free text, either when annotating from scratch or reviewing active learning-assisted pre-annotations. Copyright © 2017 Elsevier B.V. All rights reserved.

  6. INTEGRATION OF GAMIFICATION AND ACTIVE LEARNING IN THE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Sergio Zepeda-Hernández

    2016-07-01

    Full Text Available Teachers who currently use the traditional method teacher-centered learning, are having various difficulties with the new generations of students. New learning methods are required to allow students to focus more positive attitudes towards their learning. In this paper, we show how the evaluation and activities based on Active Learning and Gamification, can be an alternative to generate a more positive attitude of students and create a more friendly environment in the classroom. This research was conducted using the qualitative research and ethnographic method as technique.

  7. Active Learning of Classification Models with Likert-Scale Feedback.

    Science.gov (United States)

    Xue, Yanbing; Hauskrecht, Milos

    2017-01-01

    Annotation of classification data by humans can be a time-consuming and tedious process. Finding ways of reducing the annotation effort is critical for building the classification models in practice and for applying them to a variety of classification tasks. In this paper, we develop a new active learning framework that combines two strategies to reduce the annotation effort. First, it relies on label uncertainty information obtained from the human in terms of the Likert-scale feedback. Second, it uses active learning to annotate examples with the greatest expected change. We propose a Bayesian approach to calculate the expectation and an incremental SVM solver to reduce the time complexity of the solvers. We show the combination of our active learning strategy and the Likert-scale feedback can learn classification models more rapidly and with a smaller number of labeled instances than methods that rely on either Likert-scale labels or active learning alone.

  8. MLS student active learning within a "cloud" technology program.

    Science.gov (United States)

    Tille, Patricia M; Hall, Heather

    2011-01-01

    In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

  9. Telling Active Learning Pedagogies Apart: from theory to practice

    Directory of Open Access Journals (Sweden)

    Kelsey Hood Cattaneo

    2017-07-01

    Full Text Available Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based, through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.

  10. The challenges of adopting voluntary health, safety and environment measures for manufactured nanomaterials

    DEFF Research Database (Denmark)

    Hansen, Steffen Foss; Tickner, J.

    2007-01-01

    to participate for various stakeholders, agency guidance and technical assistance, and transparency both in design, reporting and evaluation. The authors also recommend that any voluntary program become mandatory after 3 no more than three years to motivate voluntary participation.......This article explores the use of voluntary environmental programs in the United States in the past, and applies the lessons learned from these experiences to the regulation of nanomaterials. The authors found that the key elements of any voluntary environmental program should be incentives...

  11. Voluntary Cancellation of a Pesticide Product or Use

    Science.gov (United States)

    A registrant can cancel the registration of a pesticide product or cancel a use from the product’s label at any time as stated in Section 6(f) of FIFRA. Learn how to request a voluntary cancellation or use deletion.

  12. 15 CFR 30.74 - Voluntary self-disclosure.

    Science.gov (United States)

    2010-01-01

    ..., or any other agency of the United States Government, has learned the same or substantially similar... be deemed to have made a voluntary self-disclosure under this section unless the individual making... disclosure subsequently completes the narrative account required by paragraph (c)(3) of this section, the...

  13. The search for active learning: Lessons from a happy accident

    OpenAIRE

    Bashforth, Hedley; Parmar, Nitin R

    2010-01-01

    This article suggests that the concept of ‘active learning’ has different meanings. These meanings are created in the dynamic and variable relationships between the uses of learning technologies and approaches to pedagogy. Institutions play a key role in mediating these relationships, privileging some meanings of ‘active learning’ over others. More dialogical forms of active learning call for changes in the mediating role of the institution. This article draws on a case study of the use of El...

  14. Active learning machine learns to create new quantum experiments.

    Science.gov (United States)

    Melnikov, Alexey A; Poulsen Nautrup, Hendrik; Krenn, Mario; Dunjko, Vedran; Tiersch, Markus; Zeilinger, Anton; Briegel, Hans J

    2018-02-06

    How useful can machine learning be in a quantum laboratory? Here we raise the question of the potential of intelligent machines in the context of scientific research. A major motivation for the present work is the unknown reachability of various entanglement classes in quantum experiments. We investigate this question by using the projective simulation model, a physics-oriented approach to artificial intelligence. In our approach, the projective simulation system is challenged to design complex photonic quantum experiments that produce high-dimensional entangled multiphoton states, which are of high interest in modern quantum experiments. The artificial intelligence system learns to create a variety of entangled states and improves the efficiency of their realization. In the process, the system autonomously (re)discovers experimental techniques which are only now becoming standard in modern quantum optical experiments-a trait which was not explicitly demanded from the system but emerged through the process of learning. Such features highlight the possibility that machines could have a significantly more creative role in future research.

  15. Technology transfer and technological learning through CERN's procurement activity

    CERN Document Server

    Autio, Erkko; Hameri, Ari-Pekka; CERN. Geneva

    2003-01-01

    This report analyses the technological learning and innovation benefits derived from CERN's procurement activity during the period 1997-2001. The base population of our study, the technology-intensive suppliers to CERN, consisted of 629 companies out of 6806 companies during the same period, representing 1197 MCHF in procurement. The main findings from the study can be summarized as follows: the various learning and innovation benefits (e.g., technological learning, organizational capability development, market learning) tend to occur together. Learning and innovation benefits appear to be regulated by the quality of the supplier's relationship with CERN: the greater the amount of social capital built into the relationship, the greater the learning and innovation benefits. Regardless of relationship quality, virtually all suppliers derived significant marketing reference benefits from CERN. Many corollary benefits are associated with procurement activity. As an example, as many as 38% of the respondents devel...

  16. Applying active learning to supervised word sense disambiguation in MEDLINE

    Science.gov (United States)

    Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

    2013-01-01

    Objectives This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. Methods We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Results Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. Conclusions This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models. PMID:23364851

  17. Applying active learning to supervised word sense disambiguation in MEDLINE.

    Science.gov (United States)

    Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

    2013-01-01

    This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models.

  18. Moments of movement: active learning and practice development.

    Science.gov (United States)

    Dewing, Jan

    2010-01-01

    As our understanding of practice development becomes more sophisticated, we enhance our understanding of how the facilitation of learning in and from practice, can be more effectively achieved. This paper outlines an approach for enabling and maximizing learning within practice development known as 'Active Learning'. It considers how, given establishing a learning culture is a prerequisite for the sustainability of PD within organisations, practice developers can do more to maximize learning for practitioners and other stakeholders. Active Learning requires that more attention be given by organisations committed to PD, at a corporate and strategic level for how learning strategies are developed in the workplace. Specifically, a move away from a heavy reliance on training may be required. Practice development facilitators also need to review: how they organise and offer learning, so that learning strategies are consistent with the vision, aims and processes of PD; have skills in the planning, delivery and evaluation of learning as part of their role and influence others who provide more traditional methods of training and education.

  19. Active controllers and the time duration to learn a task

    Science.gov (United States)

    Repperger, D. W.; Goodyear, C.

    1986-01-01

    An active controller was used to help train naive subjects involved in a compensatory tracking task. The controller is called active in this context because it moves the subject's hand in a direction to improve tracking. It is of interest here to question whether the active controller helps the subject to learn a task more rapidly than the passive controller. Six subjects, inexperienced to compensatory tracking, were run to asymptote root mean square error tracking levels with an active controller or a passive controller. The time required to learn the task was defined several different ways. The results of the different measures of learning were examined across pools of subjects and across controllers using statistical tests. The comparison between the active controller and the passive controller as to their ability to accelerate the learning process as well as reduce levels of asymptotic tracking error is reported here.

  20. Active Learning by Querying Informative and Representative Examples.

    Science.gov (United States)

    Huang, Sheng-Jun; Jin, Rong; Zhou, Zhi-Hua

    2014-10-01

    Active learning reduces the labeling cost by iteratively selecting the most valuable data to query their labels. It has attracted a lot of interests given the abundance of unlabeled data and the high cost of labeling. Most active learning approaches select either informative or representative unlabeled instances to query their labels, which could significantly limit their performance. Although several active learning algorithms were proposed to combine the two query selection criteria, they are usually ad hoc in finding unlabeled instances that are both informative and representative. We address this limitation by developing a principled approach, termed QUIRE, based on the min-max view of active learning. The proposed approach provides a systematic way for measuring and combining the informativeness and representativeness of an unlabeled instance. Further, by incorporating the correlation among labels, we extend the QUIRE approach to multi-label learning by actively querying instance-label pairs. Extensive experimental results show that the proposed QUIRE approach outperforms several state-of-the-art active learning approaches in both single-label and multi-label learning.

  1. Medical Student Perspectives of Active Learning: A Focus Group Study.

    Science.gov (United States)

    Walling, Anne; Istas, Kathryn; Bonaminio, Giulia A; Paolo, Anthony M; Fontes, Joseph D; Davis, Nancy; Berardo, Benito A

    2017-01-01

    Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.

  2. StreamAR: incremental and active learning with evolving sensory data for activity recognition

    OpenAIRE

    Abdallah, Z.; Gaber, M.; Srinivasan, B.; Krishnaswamy, S.

    2012-01-01

    Activity recognition focuses on inferring current user activities by leveraging sensory data available on today’s sensor rich environment. Supervised learning has been applied pervasively for activity recognition. Typical activity recognition techniques process sensory data based on point-by-point approaches. In this paper, we propose a novel cluster-based classification for activity recognition Systems, termed StreamAR. The system incorporates incremental and active learning for mining user ...

  3. Enhancing learning in geosciences and water engineering via lab activities

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

    This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

  4. Enhancing voluntary imitation through attention and motor imagery.

    Science.gov (United States)

    Bek, Judith; Poliakoff, Ellen; Marshall, Hannah; Trueman, Sophie; Gowen, Emma

    2016-07-01

    Action observation activates brain areas involved in performing the same action and has been shown to increase motor learning, with potential implications for neurorehabilitation. Recent work indicates that the effects of action observation on movement can be increased by motor imagery or by directing attention to observed actions. In voluntary imitation, activation of the motor system during action observation is already increased. We therefore explored whether imitation could be further enhanced by imagery or attention. Healthy participants observed and then immediately imitated videos of human hand movement sequences, while movement kinematics were recorded. Two blocks of trials were completed, and after the first block participants were instructed to imagine performing the observed movement (Imagery group, N = 18) or attend closely to the characteristics of the movement (Attention group, N = 15), or received no further instructions (Control group, N = 17). Kinematics of the imitated movements were modulated by instructions, with both Imagery and Attention groups being closer in duration, peak velocity and amplitude to the observed model compared with controls. These findings show that both attention and motor imagery can increase the accuracy of imitation and have implications for motor learning and rehabilitation. Future work is required to understand the mechanisms by which these two strategies influence imitation accuracy.

  5. Employability and work-related learning activities in higher education

    DEFF Research Database (Denmark)

    Magnell, Marie; Kolmos, Anette

    2017-01-01

    The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies...

  6. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  7. Presence in a Collaborative Science Learning Activity in Second Life

    DEFF Research Database (Denmark)

    Vrellis, Ioannis; Papachristos, Nikiforos; Natsis, Antonios

    2012-01-01

    interacting with and via virtual environments and seems to play an important role in learning. This chapter presents empirical data gathered from an exploratory study regarding a problem-based physics learning activity in Second Life (SL). Our aim is to gain knowledge and experience about the sense...

  8. An active role for machine learning in drug development

    Science.gov (United States)

    Murphy, Robert F.

    2014-01-01

    Due to the complexity of biological systems, cutting-edge machine-learning methods will be critical for future drug development. In particular, machine-vision methods to extract detailed information from imaging assays and active-learning methods to guide experimentation will be required to overcome the dimensionality problem in drug development. PMID:21587249

  9. Creating Activating Events for Transformative Learning in a Prison Classroom

    Science.gov (United States)

    Keen, Cheryl H.; Woods, Robert

    2016-01-01

    In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…

  10. Cognitive and Social Aspects of Engagement in Active Learning

    Science.gov (United States)

    Koretsky, Milo

    2017-01-01

    This article reports analysis of students' written reflections as to what helps them learn in an active learning environment. Eight hundred and twenty seven responses from 403 students in four different studio courses over two years were analyzed. An emergent coding scheme identified 55% of the responses as associated with cognitive processes…

  11. An active learning organisation: teaching projects in electrical engineering education

    NARCIS (Netherlands)

    Christensen, H.-P.; Vos, Henk; de Graaff, E.; Lemoult, B.

    2004-01-01

    The introduction of active learning in engineering education is often started by enthusiastic teachers or change agents. They usually encounter resistance from stakeholders such as colleagues, department boards or students. For a successful introduction these stakeholders all have to learn what

  12. How an Active Learning Classroom Transformed IT Executive Management

    Science.gov (United States)

    Connolly, Amy; Lampe, Michael

    2016-01-01

    This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

  13. Enhanced Memory as a Common Effect of Active Learning

    Science.gov (United States)

    Markant, Douglas B.; Ruggeri, Azzurra; Gureckis, Todd M.; Xu, Fei

    2016-01-01

    Despite widespread consensus among educators that "active learning" leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory…

  14. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  15. Changing University Students’ Alternative Conceptions of Optics by Active Learning

    Directory of Open Access Journals (Sweden)

    Zalkida Hadžibegović

    2013-01-01

    Full Text Available Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of theSCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000. In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1 helping students to learn from interactive lecture experiment; (2 guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3 developing a conceptual question sequencedesigned for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4 evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session.The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures.

  16. Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

    Directory of Open Access Journals (Sweden)

    Andri Suherman

    2011-12-01

    Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

  17. Developing capability through peer-assisted learning activities ...

    African Journals Online (AJOL)

    L-CAS) is an activity by means of which each student is exposed to primary healthcare learning and practice in communities. Capability has been described as 'an integration of knowledge, skills, personal qualities and understanding used ...

  18. Physical Activity and Wellness: Applied Learning through Collaboration

    Science.gov (United States)

    Long, Lynn Hunt; Franzidis, Alexia

    2015-01-01

    This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

  19. Teachers' Perceptions and Practices of Active Learning in ...

    African Journals Online (AJOL)

    Teachers' Perceptions and Practices of Active Learning in Haramaya ... Science, Technology and Arts Research Journal ... traditional/lecture method, lack of students' interest, shortage of time, lack of instructional material and large class size.

  20. Prototype-based active learning for lemmatization

    CSIR Research Space (South Africa)

    Daelemans, W

    2009-09-01

    Full Text Available ] and Word Length [Long to Short] with the prototypical curves (e.g. Word Frequency [High to Low] and [Word Length Short to Long]). (With regard to the learning curves representing word frequency, refer to 4.1 for an explanation of why [High to Low... of language usage [15]. Secondly, in memory-based language processing [16] it has been argued, on the basis of com- parative machine learning experiments on natural lan- guage processing data, that exceptions are crucial for obtaining high generalization...

  1. Localization-Aware Active Learning for Object Detection

    OpenAIRE

    Kao, Chieh-Chi; Lee, Teng-Yok; Sen, Pradeep; Liu, Ming-Yu

    2018-01-01

    Active learning - a class of algorithms that iteratively searches for the most informative samples to include in a training dataset - has been shown to be effective at annotating data for image classification. However, the use of active learning for object detection is still largely unexplored as determining informativeness of an object-location hypothesis is more difficult. In this paper, we address this issue and present two metrics for measuring the informativeness of an object hypothesis,...

  2. Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

    Directory of Open Access Journals (Sweden)

    Janine E. Trempy

    2009-12-01

    Full Text Available A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

  3. Active Reading Behaviors in Tablet-Based Learning

    Science.gov (United States)

    Palilonis, Jennifer; Bolchini, Davide

    2015-01-01

    Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…

  4. Active Learning: 101 Strategies To Teach Any Subject.

    Science.gov (United States)

    Silberman, Mel

    This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

  5. Active Learning of Markov Decision Processes for System Verification

    DEFF Research Database (Denmark)

    Chen, Yingke; Nielsen, Thomas Dyhre

    2012-01-01

    deterministic Markov decision processes from data by actively guiding the selection of input actions. The algorithm is empirically analyzed by learning system models of slot machines, and it is demonstrated that the proposed active learning procedure can significantly reduce the amount of data required...... demanding process, and this shortcoming has motivated the development of algorithms for automatically learning system models from observed system behaviors. Recently, algorithms have been proposed for learning Markov decision process representations of reactive systems based on alternating sequences...... of input/output observations. While alleviating the problem of manually constructing a system model, the collection/generation of observed system behaviors can also prove demanding. Consequently we seek to minimize the amount of data required. In this paper we propose an algorithm for learning...

  6. Effects of size, sex, and voluntary running speeds on costs of locomotion in lines of laboratory mice selectively bred for high wheel-running activity.

    Science.gov (United States)

    Rezende, Enrico L; Kelly, Scott A; Gomes, Fernando R; Chappell, Mark A; Garland, Theodore

    2006-01-01

    Selective breeding for over 35 generations has led to four replicate (S) lines of laboratory house mice (Mus domesticus) that run voluntarily on wheels about 170% more than four random-bred control (C) lines. We tested whether S lines have evolved higher running performance by increasing running economy (i.e., decreasing energy spent per unit of distance) as a correlated response to selection, using a recently developed method that allows for nearly continuous measurements of oxygen consumption (VO2) and running speed in freely behaving animals. We estimated slope (incremental cost of transport [COT]) and intercept for regressions of power (the dependent variable, VO2/min) on speed for 49 males and 47 females, as well as their maximum VO2 and speeds during wheel running, under conditions mimicking those that these lines face during the selection protocol. For comparison, we also measured COT and maximum aerobic capacity (VO2max) during forced exercise on a motorized treadmill. As in previous studies, the increased wheel running of S lines was mainly attributable to increased average speed, with males also showing a tendency for increased time spent running. On a whole-animal basis, combined analysis of males and females indicated that COT during voluntary wheel running was significantly lower in the S lines (one-tailed P=0.015). However, mice from S lines are significantly smaller and attain higher maximum speeds on the wheels; with either body mass or maximum speed (or both) entered as a covariate, the statistical significance of the difference in COT is lost (one-tailed P> or =0.2). Thus, both body size and behavior are key components of the reduction in COT. Several statistically significant sex differences were observed, including lower COT and higher resting metabolic rate in females. In addition, maximum voluntary running speeds were negatively correlated with COT in females but not in males. Moreover, males (but not females) from the S lines exhibited

  7. [Supporting an Academic Society with the Active Learning Tool Clica].

    Science.gov (United States)

    Arai, Kensuke; Mitsubori, Masahiro

    2018-01-01

     Within school classrooms, Active Learning has been receiving unprecedented attention. Indeed, Active Learning's popularity does not stop in the classroom. As more and more people argue that the Japanese government needs to renew guidelines for education, Active Learning has surfaced as a method capable of providing the necessary knowledge and training for people in all areas of society, helping them reach their full potential. It has become accepted that Active Learning is more effective over the passive listening of lectures, where there is little to no interaction. Active Learning emphasizes that learners explain their thoughts, ask questions, and express their opinions, resulting in a better retention rate of the subject at hand. In this review, I introduce an Active Learning support tool developed at Digital Knowledge, "Clica". This tool is currently being used at many educational institutions. I will also introduce an online questionnaire that Digital Knowledge provided at the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences.

  8. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi, RPh, PhD

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

  9. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

  10. Active Multi-Field Learning for Spam Filtering

    OpenAIRE

    Wuying Liu; Lin Wang; Mianzhu Yi; Nan Xie

    2015-01-01

    Ubiquitous spam messages cause a serious waste of time and resources. This paper addresses the practical spam filtering problem, and proposes a universal approach to fight with various spam messages. The proposed active multi-field learning approach is based on: 1) It is cost-sensitive to obtain a label for a real-world spam filter, which suggests an active learning idea; and 2) Different messages often have a similar multi-field text structure, which suggests a multi-field learning idea. The...

  11. Implementation of Active Learning Method in Unit Operations II Subject

    OpenAIRE

    Ma'mun, Sholeh

    2018-01-01

    ABSTRACT: Active Learning Method which requires students to take an active role in the process of learning in the classroom has been applied in Department of Chemical Engineering, Faculty of Industrial Technology, Islamic University of Indonesia for Unit Operations II subject in the Even Semester of Academic Year 2015/2016. The purpose of implementation of the learning method is to assist students in achieving competencies associated with the Unit Operations II subject and to help in creating...

  12. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.

    2016-01-01

    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  13. Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

    Science.gov (United States)

    Akar, Bassel

    2016-01-01

    Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

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

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2016-01-01

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

  15. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Science.gov (United States)

    Mitchell, Alanah; Petter, Stacie; Harris, Albert L.

    2017-01-01

    Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students' attention and helping them learn, such as flipped classrooms and offering courses online.…

  16. Active-constructive-interactive: a conceptual framework for differentiating learning activities.

    Science.gov (United States)

    Chi, Michelene T H

    2009-01-01

    Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. Copyright © 2009 Cognitive Science Society, Inc.

  17. Active learning increases student performance in science, engineering, and mathematics.

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

  18. Competency and an active learning program in undergraduate nursing education.

    Science.gov (United States)

    Shin, Hyunsook; Sok, Sohyune; Hyun, Kyung Sun; Kim, Mi Ja

    2015-03-01

    To evaluate the effect of an active learning program on competency of senior students. Active learning strategies have been used to help students achieve desired nursing competency, but their effectiveness has not been systematically examined. A descriptive, cross-sectional comparative design was used. Two cohort group comparisons using t-test were made: one in an active learning group and the other in a traditional learning group. A total of 147 senior nursing students near graduation participated in this study: 73 in 2010 and 74 in 2013. The active learning program incorporated high-fidelity simulation, situation-based case studies, standardized patients, audio-video playback, reflective activities and technology such as a SmartPad-based program. The overall scores of the nursing competency in the active group were significantly higher than those in the traditional group. Of five overall subdomains, the scores of the special and general clinical performance competency, critical thinking and human understanding were significantly higher in the active group than in the traditional group. Importance-performance analysis showed that all five subdomains of the active group clustered in the high importance and high performance quadrant, indicating significantly better achievements. In contrast, the students in the traditional group showed scattered patterns in three quadrants, excluding the low importance and low performance quadrants. This pattern indicates that the traditional learning method did not yield the high performance in most important areas. The findings of this study suggest that an active learning strategy is useful for helping undergraduate students to gain competency. © 2014 John Wiley & Sons Ltd.

  19. Comparing two methods to record maximal voluntary contractions and different electrode positions in recordings of forearm extensor muscle activity: Refining risk assessments for work-related wrist disorders.

    Science.gov (United States)

    Dahlqvist, Camilla; Nordander, Catarina; Granqvist, Lothy; Forsman, Mikael; Hansson, Gert-Åke

    2018-01-01

    Wrist disorders are common in force demanding industrial repetitive work. Visual assessment of force demands have a low reliability, instead surface electromyography (EMG) may be used as part of a risk assessment for work-related wrist disorders. For normalization of EMG recordings, a power grip (hand grip) is often used as maximal voluntary contraction (MVC) of the forearm extensor muscles. However, the test-retest reproducibility is poor and EMG amplitudes exceeding 100% have occasionally been recorded during work. An alternative MVC is resisted wrist extension, which may be more reliable. To compare hand grip and resisted wrist extension MVCs, in terms of amplitude and reproducibility, and to examine the effect of electrode positioning. Twelve subjects participated. EMG from right forearm extensors, from four electrode pairs, was recorded during MVCs, on three separate occasions. The group mean EMG amplitudes for resisted wrist extension were 1.2-1.7 times greater than those for hand grip. Resisted wrist extension showed better reproducibility than hand grip. The results indicate that the use of resisted wrist extension is a more accurate measurement of maximal effort of wrist extensor contractions than using hand grip and should increase the precision in EMG recordings from forearm extensor muscles, which in turn will increase the quality of risk assessments that are based on these.

  20. 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…

  1. The planning illusion: Does active planning of a learning route support learning as well as learners think it does?

    NARCIS (Netherlands)

    Bonestroo, W.J.; de Jong, Anthonius J.M.

    2012-01-01

    Is actively planning one’s learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on learning. Participants received a tool in which they

  2. Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

    Science.gov (United States)

    Baepler, Paul; Walker, J. D.

    2014-01-01

    This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.

  3. Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

    Science.gov (United States)

    Auerbach, Anna Jo; Schussler, Elisabeth E.

    2016-01-01

    Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

  4. Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

    Science.gov (United States)

    Shen, Helen H.; Xu, Wenjing

    2015-01-01

    Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

  5. Voluntary self-touch increases body ownership

    Directory of Open Access Journals (Sweden)

    Masayuki eHara

    2015-10-01

    Full Text Available Experimental manipulations of body ownership have indicated that multisensory integration is central to forming bodily self-representation. Voluntary self-touch is a unique multisensory situation involving corresponding motor, tactile and proprioceptive signals. Yet, even though self-touch is frequent in everyday life, its contribution to the formation of body ownership is not well understood. Here we investigated the role of voluntary self-touch in body ownership using a novel adaptation of the rubber hand illusion (RHI, in which a robotic system and virtual reality allowed participants self-touch of real and virtual hands. In the first experiment, active and passive self-touch were applied in the absence of visual feedback. In the second experiment, we tested the role of visual feedback in this bodily illusion. Finally, in the third experiment, we compared active and passive self-touch to the classical RHI in which the touch is administered by the experimenter. We hypothesized that active self-touch would increase ownership over the virtual hand through the addition of motor signals strengthening the bodily illusion. The results indicated that active self-touch elicited stronger illusory ownership compared to passive self-touch and sensory only stimulation, and indicate an important role of active self-touch in the formation of bodily self.

  6. A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

    Science.gov (United States)

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2017-01-01

    National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly…

  7. A Nap But Not Rest or Activity Consolidates Language Learning

    Directory of Open Access Journals (Sweden)

    Stefan Heim

    2017-05-01

    Full Text Available Recent evidence suggests that a period of sleep after a motor learning task is a relevant factor for memory consolidation. However, it is yet open whether this also holds true for language-related learning. Therefore, the present study compared the short- and long-term effects of a daytime nap, rest, or an activity task after vocabulary learning on learning outcome. Thirty healthy subjects were divided into three treatment groups. Each group received a pseudo-word learning task in which pictures of monsters were associated with unique pseudo-word names. At the end of the learning block a first test was administered. Then, one group went for a 90-min nap, one for a waking rest period, and one for a resting session with interfering activity at the end during which a new set of monster names was to be learned. After this block, all groups performed a first re-test of the names that they initially learned. On the morning of the following day, a second re-test was administered to all groups. The nap group showed significant improvement from test to re-test and a stable performance onto the second re-test. In contrast, the rest and the interference groups showed decline in performance from test to re-test, with persistently low performance at re-test 2. The 3 (GROUP × 3 (TIME ANOVA revealed a significant interaction, indicating that the type of activity (nap/rest/interfering action after initial learning actually had an influence on the memory outcome. These data are discussed with respect to translation to clinical settings with suggestions for improvement of intervention outcome after speech-language therapy if it is followed by a nap rather than interfering activity.

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

    Directory of Open Access Journals (Sweden)

    Chun-Ting Yeh

    2016-12-01

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

  9. Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Arthur Shelley

    2014-01-01

    Full Text Available Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

  10. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-02-21

    The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

  11. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-01-01

    Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

  12. Reinforcement active learning in the vibrissae system: optimal object localization.

    Science.gov (United States)

    Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

    2013-01-01

    Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. Voluntary euthanasia: a utilitarian perspective.

    Science.gov (United States)

    Singer, Peter

    2003-10-01

    Belgium legalised voluntary euthanasia in 2002, thus ending the long isolation of the Netherlands as the only country in which doctors could openly give lethal injections to patients who have requested help in dying. Meanwhile in Oregon, in the United States, doctors may prescribe drugs for terminally ill patients, who can use them to end their life--if they are able to swallow and digest them. But despite President Bush's oft-repeated statements that his philosophy is to 'trust individuals to make the right decisions' and his opposition to 'distant bureaucracies', his administration is doing its best to prevent Oregonians acting in accordance with a law that its voters have twice ratified. The situation regarding voluntary euthanasia around the world is therefore very much in flux. This essay reviews ethical arguments regarding voluntary euthanasia and physician-assisted suicide from a utilitarian perspective. I shall begin by asking why it is normally wrong to kill an innocent person, and whether these reasons apply to aiding a person who, when rational and competent, asks to be killed or given the means to commit suicide. Then I shall consider more specific utilitarian arguments for and against permitting voluntary euthanasia.

  14. Between voluntary agreement and legislation

    DEFF Research Database (Denmark)

    Gwozdz, Wencke; Hedegaard, Liselotte; Reisch, Lucia

    2009-01-01

    Voluntary agreements and self-imposed standards are broadly applied to restrict the influence food advertising exerts on children’s food choices – yet their effects are unknown. The current project will therefore investigate whether and, if yes, how the Danish Code for Responsible Food Marketing...

  15. Cluster analysis of activity-time series in motor learning

    DEFF Research Database (Denmark)

    Balslev, Daniela; Nielsen, Finn Årup; Frutiger, Sally A.

    2002-01-01

    Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel...... practice-related activity in a fronto-parieto-cerebellar network, in agreement with previous studies of motor learning. These voxels were separated from a group of voxels showing an unspecific time-effect and another group of voxels, whose activation was an artifact from smoothing. Hum. Brain Mapping 15...

  16. A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

    Science.gov (United States)

    MacDougall, Conan

    2017-03-25

    Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

  17. Assessing High School Student Learning on Science Outreach Lab Activities

    Science.gov (United States)

    Thomas, Courtney L.

    2012-01-01

    The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

  18. Teaching Sociology of Sport: An Active Learning Approach.

    Science.gov (United States)

    Blinde, Elaine M.

    1995-01-01

    Asserts that sport is a pervasive aspect of society. Presents and describes four learning activities designed to help students understand the significance of sport as a social institution. Maintains that, while the activities focus on the institution of sport, they can be used in a variety of sociology courses. (CFR)

  19. Active learning in physiology practical work | Allers | South African ...

    African Journals Online (AJOL)

    A statistical analysis of the results indicates that when students are actively involved in the teaching-learning process, they enhance their ability to use cognitive skills such as interpretation, judgement and problem-solving skills. The results also underline the importance of an active approach towards practical work and ...

  20. Constructivist Learning Environment During Virtual and Real Laboratory Activities

    Directory of Open Access Journals (Sweden)

    Ari Widodo

    2017-04-01

    Full Text Available Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

  1. Plastics in Our Environment: A Jigsaw Learning Activity

    Science.gov (United States)

    Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

    2009-01-01

    In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…

  2. Active Learning Strategies for Introductory Light and Optics

    Science.gov (United States)

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…

  3. Marketing Feud: An Active Learning Game of (Mis)Perception

    Science.gov (United States)

    Schee, Brian A. Vander

    2011-01-01

    This paper presents the results of implementing an active learning activity in the principles of marketing course adapted from the television show "Family Feud". The objectives of the Marketing Feud game include increasing awareness of marketing misperceptions, clarifying marketing misunderstandings, encouraging class participation, and building…

  4. Disk Operating System--DOS. Teacher Packet. Learning Activity Packets.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    The Learning Activity Packets (LAPs) contained in this manual are designed to assist the beginning user in understanding DOS (Disk Operating System). LAPs will not work with any version below DOS Version 3.0 and do not address the enhanced features of versions 4.0 or higher. These elementary activities cover only the DOS commands necessary to…

  5. Lasers. Technology Learning Activity. Teacher Edition. Technology Education Series.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of laser technology. The guide uses a series of hands-on exploratory experiences into which activities to help students develop…

  6. Learning through debate during problem-based learning: an active learning strategy.

    Science.gov (United States)

    Mumtaz, Sadaf; Latif, Rabia

    2017-09-01

    We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( n = 142). This series of debates helped 61% ( n = 111) of students to learn effectively about controversial issues. Seventy-one percent ( n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills. Copyright © 2017 the American Physiological Society.

  7. Invention activities as preparation for learning laboratory data handling skills

    Science.gov (United States)

    Day, James

    2012-10-01

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

  8. ONLINE EDUCATION, ACTIVE LEARNING, AND ANDRAGOGY: An approach for Student Engagement

    OpenAIRE

    CARUTH, Gail D.

    2015-01-01

    Online learning opportunities have become essential for today’s colleges and universities. Online technology can support active learning approaches to learning. The purpose of the paper was to investigate why active learning in online classes has a positive effect on student engagement. A review of the literature revealed that research studies have been conducted to investigate the benefits of active learning. There exists extensive evidence to support the notion that active learning enhances...

  9. Learning shapes spontaneous activity itinerating over memorized states.

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

    Full Text Available Learning is a process that helps create neural dynamical systems so that an appropriate output pattern is generated for a given input. Often, such a memory is considered to be included in one of the attractors in neural dynamical systems, depending on the initial neural state specified by an input. Neither neural activities observed in the absence of inputs nor changes caused in the neural activity when an input is provided were studied extensively in the past. However, recent experimental studies have reported existence of structured spontaneous neural activity and its changes when an input is provided. With this background, we propose that memory recall occurs when the spontaneous neural activity changes to an appropriate output activity upon the application of an input, and this phenomenon is known as bifurcation in the dynamical systems theory. We introduce a reinforcement-learning-based layered neural network model with two synaptic time scales; in this network, I/O relations are successively memorized when the difference between the time scales is appropriate. After the learning process is complete, the neural dynamics are shaped so that it changes appropriately with each input. As the number of memorized patterns is increased, the generated spontaneous neural activity after learning shows itineration over the previously learned output patterns. This theoretical finding also shows remarkable agreement with recent experimental reports, where spontaneous neural activity in the visual cortex without stimuli itinerate over evoked patterns by previously applied signals. Our results suggest that itinerant spontaneous activity can be a natural outcome of successive learning of several patterns, and it facilitates bifurcation of the network when an input is provided.

  10. [Flipped classroom as a strategy to enhance active learning].

    Science.gov (United States)

    Wakabayashi, Noriyuki

    2015-03-01

    This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

  11. Trends in Research on Writing as a Learning Activity

    Directory of Open Access Journals (Sweden)

    Perry D. Klein

    2016-02-01

    Full Text Available This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC movement emphasized domain-general approaches to WTL. Much recent research is consistent with the Writing in the Disciplines (WID movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

  12. Spontaneous brain activity predicts learning ability of foreign sounds.

    Science.gov (United States)

    Ventura-Campos, Noelia; Sanjuán, Ana; González, Julio; Palomar-García, María-Ángeles; Rodríguez-Pujadas, Aina; Sebastián-Gallés, Núria; Deco, Gustavo; Ávila, César

    2013-05-29

    Can learning capacity of the human brain be predicted from initial spontaneous functional connectivity (FC) between brain areas involved in a task? We combined task-related functional magnetic resonance imaging (fMRI) and resting-state fMRI (rs-fMRI) before and after training with a Hindi dental-retroflex nonnative contrast. Previous fMRI results were replicated, demonstrating that this learning recruited the left insula/frontal operculum and the left superior parietal lobe, among other areas of the brain. Crucially, resting-state FC (rs-FC) between these two areas at pretraining predicted individual differences in learning outcomes after distributed (Experiment 1) and intensive training (Experiment 2). Furthermore, this rs-FC was reduced at posttraining, a change that may also account for learning. Finally, resting-state network analyses showed that the mechanism underlying this reduction of rs-FC was mainly a transfer in intrinsic activity of the left frontal operculum/anterior insula from the left frontoparietal network to the salience network. Thus, rs-FC may contribute to predict learning ability and to understand how learning modifies the functioning of the brain. The discovery of this correspondence between initial spontaneous brain activity in task-related areas and posttraining performance opens new avenues to find predictors of learning capacities in the brain using task-related fMRI and rs-fMRI combined.

  13. ANALYTiC: An Active Learning System for Trajectory Classification.

    Science.gov (United States)

    Soares Junior, Amilcar; Renso, Chiara; Matwin, Stan

    2017-01-01

    The increasing availability and use of positioning devices has resulted in large volumes of trajectory data. However, semantic annotations for such data are typically added by domain experts, which is a time-consuming task. Machine-learning algorithms can help infer semantic annotations from trajectory data by learning from sets of labeled data. Specifically, active learning approaches can minimize the set of trajectories to be annotated while preserving good performance measures. The ANALYTiC web-based interactive tool visually guides users through this annotation process.

  14. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments

    Directory of Open Access Journals (Sweden)

    Hagiwara N

    2017-12-01

    Full Text Available Nobuko Hagiwara Division of Cardiovascular Medicine, Department of Internal Medicine, School of Medicine, University of California, Davis, CA, USA Abstract: The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed. Keywords

  15. Active Learning for Automatic Audio Processing of Unwritten Languages (ALAPUL)

    Science.gov (United States)

    2016-07-01

    AFRL-RH-WP-TR-2016-0074 ACTIVE LEARNING FOR AUTOMATIC AUDIO PROCESSING OF UNWRITTEN LANGUAGES (ALAPUL) Dimitra Vergyri Andreas Kathol Wen Wang...FA8650-15-C-9101 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) *Dimitra Vergyri; Andreas Kathol; Wen Wang; Chris Bartels; Julian VanHout...feature transform through deep auto-encoders for better phone recognition performance. We target iterative learning to improve the system through

  16. Using human brain activity to guide machine learning.

    Science.gov (United States)

    Fong, Ruth C; Scheirer, Walter J; Cox, David D

    2018-03-29

    Machine learning is a field of computer science that builds algorithms that learn. In many cases, machine learning algorithms are used to recreate a human ability like adding a caption to a photo, driving a car, or playing a game. While the human brain has long served as a source of inspiration for machine learning, little effort has been made to directly use data collected from working brains as a guide for machine learning algorithms. Here we demonstrate a new paradigm of "neurally-weighted" machine learning, which takes fMRI measurements of human brain activity from subjects viewing images, and infuses these data into the training process of an object recognition learning algorithm to make it more consistent with the human brain. After training, these neurally-weighted classifiers are able to classify images without requiring any additional neural data. We show that our neural-weighting approach can lead to large performance gains when used with traditional machine vision features, as well as to significant improvements with already high-performing convolutional neural network features. The effectiveness of this approach points to a path forward for a new class of hybrid machine learning algorithms which take both inspiration and direct constraints from neuronal data.

  17. Diverse Expected Gradient Active Learning for Relative Attributes.

    Science.gov (United States)

    You, Xinge; Wang, Ruxin; Tao, Dacheng

    2014-06-02

    The use of relative attributes for semantic understanding of images and videos is a promising way to improve communication between humans and machines. However, it is extremely labor- and time-consuming to define multiple attributes for each instance in large amount of data. One option is to incorporate active learning, so that the informative samples can be actively discovered and then labeled. However, most existing active-learning methods select samples one at a time (serial mode), and may therefore lose efficiency when learning multiple attributes. In this paper, we propose a batch-mode active-learning method, called Diverse Expected Gradient Active Learning (DEGAL). This method integrates an informativeness analysis and a diversity analysis to form a diverse batch of queries. Specifically, the informativeness analysis employs the expected pairwise gradient length as a measure of informativeness, while the diversity analysis forces a constraint on the proposed diverse gradient angle. Since simultaneous optimization of these two parts is intractable, we utilize a two-step procedure to obtain the diverse batch of queries. A heuristic method is also introduced to suppress imbalanced multi-class distributions. Empirical evaluations of three different databases demonstrate the effectiveness and efficiency of the proposed approach.

  18. Unsupervised active learning based on hierarchical graph-theoretic clustering.

    Science.gov (United States)

    Hu, Weiming; Hu, Wei; Xie, Nianhua; Maybank, Steve

    2009-10-01

    Most existing active learning approaches are supervised. Supervised active learning has the following problems: inefficiency in dealing with the semantic gap between the distribution of samples in the feature space and their labels, lack of ability in selecting new samples that belong to new categories that have not yet appeared in the training samples, and lack of adaptability to changes in the semantic interpretation of sample categories. To tackle these problems, we propose an unsupervised active learning framework based on hierarchical graph-theoretic clustering. In the framework, two promising graph-theoretic clustering algorithms, namely, dominant-set clustering and spectral clustering, are combined in a hierarchical fashion. Our framework has some advantages, such as ease of implementation, flexibility in architecture, and adaptability to changes in the labeling. Evaluations on data sets for network intrusion detection, image classification, and video classification have demonstrated that our active learning framework can effectively reduce the workload of manual classification while maintaining a high accuracy of automatic classification. It is shown that, overall, our framework outperforms the support-vector-machine-based supervised active learning, particularly in terms of dealing much more efficiently with new samples whose categories have not yet appeared in the training samples.

  19. Exergaming: Syncing Physical Activity and Learning

    Science.gov (United States)

    Hicks, Lisa; Higgins, John

    2010-01-01

    This article discusses exergaming, a groundbreaking type of video game which is creating a revolution in physical education. Exergaming combines physical activity and video gaming to create an enjoyable and appealing way for students to be physically active. An extremely popular choice in this genre is the music video/dance rhythm game (MVDG). One…

  20. Activities To Help in Learning about Functions.

    Science.gov (United States)

    Willoughby, Stephen S.

    1997-01-01

    Describes several activities and games that provide an introduction to the concept of function. Suggests that experiences should depend more on students' experiences and understanding and less on the memorization of unmotivated conventions with abstract symbols. Includes activities for a calculator as a function machine, composite functions, and…

  1. Active Learning? Not with My Syllabus!

    Science.gov (United States)

    Ernst, Michael D.

    2012-01-01

    We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice-rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.…

  2. An Activity for Learning to Find Percentiles

    Science.gov (United States)

    Cox, Richard G.

    2016-01-01

    This classroom activity is designed to help students practice calculating percentiles. The approach of the activity involves physical sorting and full classroom participation in each calculation. The design encourages a more engaged approach than simply having students make a calculation with numbers on a paper.

  3. Five Experiential Learning Activities in Addictions Education

    Science.gov (United States)

    Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

    2012-01-01

    This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

  4. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

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

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

  5. ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

    Science.gov (United States)

    Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

    2017-01-01

    The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is…

  6. Electrical stimulation superimposed onto voluntary muscular contraction.

    Science.gov (United States)

    Paillard, Thierry; Noé, Frédéric; Passelergue, Philippe; Dupui, Philippe

    2005-01-01

    Electrical stimulation (ES) reverses the order of recruitment of motor units (MU) observed with voluntary muscular contraction (VOL) since under ES, large MU are recruited before small MU. The superimposition of ES onto VOL (superimposed technique: application of an electrical stimulus during a voluntary muscle action) can theoretically activate more motor units than VOL performed alone, which can engender an increase of the contraction force. Two superimposed techniques can be used: (i) the twitch interpolation technique (ITT), which consists of interjecting an electrical stimulus onto the muscle nerve; and (ii) the percutaneous superimposed electrical stimulation technique (PST), where the stimulation is applied to the muscle belly. These two superimposed techniques can be used to evaluate the ability to fully activate a muscle. They can thus be employed to distinguish the central or peripheral nature of fatigue after exhausting exercise. In general, whatever the technique employed, the superimposition of ES onto volitional exercise does not recruit more MU than VOL, except with eccentric actions. Nevertheless, the neuromuscular response associated with the use of the superimposed technique (ITT and PST) depends on the parameter of the superimposed current. The sex and the training level of the subjects can also modify the physiological impact of the superimposed technique. Although the motor control differs drastically between training with ES and VOL, the integration of the superimposed technique in training programmes with healthy subjects does not reveal significant benefits compared with programmes performed only with voluntary exercises. Nevertheless, in a therapeutic context, training programmes using ES superimposition compensate volume and muscle strength deficit with more efficiency than programmes using VOL or ES separately.

  7. 75 FR 75471 - Patient Safety Organizations: Voluntary Delisting

    Science.gov (United States)

    2010-12-03

    ... Organizations: Voluntary Delisting AGENCY: Agency for Healthcare Research and Quality, HHS. ACTION: Notice of..., LLC of its status as a Patient Safety Organization (PSO). The Patient Safety and Quality Improvement... or component organizations whose mission and primary activity is to conduct activities to improve...

  8. 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.

  9. Active learning approach in Moodle for the organization of student’s self-study practice-based learning activities

    Directory of Open Access Journals (Sweden)

    Ivanova Veronica

    2016-01-01

    Full Text Available Nowadays e-learning tools and delivery methods have been constantly expanding. Employs use e-learning to train their employees more often and often. New and experienced employees have the opportunity to improve upon their knowledge base and expand their skill sets. At home, individuals are granted the access to the programs that provided them with the ability to earn online degrees and enrich their lives through the expanded knowledge. The paper focuses on the analysis of the advantages and disadvantages of e- learning. The ways of applying on-line training used by employers are demonstrated. The experience of implementing active methods of e-learning is described as well as the conclusion about the possibility of their application is made. The paper also presents the results of the survey conducted among TPU teacher and students concerning the advisability of e-learning usage.

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

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

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

  11. Using evaluation strategically to promote active learning

    DEFF Research Database (Denmark)

    Münster, Marie

    as to grade them. For this purpose it was decided to change one report into a poster including a 15 minute group oral presentation. The oral examination allows for individual assessment of the students, for assessment of conceptual understanding and for learning during the examination. This type of evaluation...... is however very time consuming and a written examination will facilitate a better evaluation of whether the core elements of the course (including the tools used for the two projects) are achieved at an individual level, so it was decided to have a 4 hour written examination instead. Evaluation of conceptual...... understanding was undertaken through more open ended questions. Results: Using a poster instead of a report for one of the projects was found to be very successful. The students used most of their time on discussing and using the tool, and less on reporting, which was the purpose. When asked, they claimed...

  12. Writing Assignments that Promote Active Learning

    Science.gov (United States)

    Narayanan, M.

    2014-12-01

    Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

  13. Priming voluntary autobiographical memories: Implications for the organisation of autobiographical memory and voluntary recall processes.

    Science.gov (United States)

    Mace, John H; Clevinger, Amanda M

    2013-01-01

    The goal of this study was to show that voluntary autobiographical memories could be primed by the prior activation of autobiographical memories. Three experiments demonstrated voluntary memory priming with three different approaches. In Experiment 1 primed participants were asked to recall memories from their elementary school years. In a subsequent memory task primed participants were asked to recall memories from any time period, and they produced significantly more memories from their elementary school years than unprimed participants. In Experiment 2 primed participants were asked to recall what they were doing when they had heard various news events occurring between 1998 and 2005. Subsequently these participants produced significantly more memories from this time period than unprimed participants. In Experiment 3 primed participants were asked to recall memories from their teenage years. Subsequently these participants were able to recall more memories from ages 13-15 than unprimed participants, where both had only 1 second to produce a memory. We argue that the results support the notion that episodic memories can activate one another and that some of them are organised according to lifetime periods. We further argue that the results have implications for the reminiscence bump and voluntary recall of the past.

  14. Using Active Learning for Speeding up Calibration in Simulation Models.

    Science.gov (United States)

    Cevik, Mucahit; Ergun, Mehmet Ali; Stout, Natasha K; Trentham-Dietz, Amy; Craven, Mark; Alagoz, Oguzhan

    2016-07-01

    Most cancer simulation models include unobservable parameters that determine disease onset and tumor growth. These parameters play an important role in matching key outcomes such as cancer incidence and mortality, and their values are typically estimated via a lengthy calibration procedure, which involves evaluating a large number of combinations of parameter values via simulation. The objective of this study is to demonstrate how machine learning approaches can be used to accelerate the calibration process by reducing the number of parameter combinations that are actually evaluated. Active learning is a popular machine learning method that enables a learning algorithm such as artificial neural networks to interactively choose which parameter combinations to evaluate. We developed an active learning algorithm to expedite the calibration process. Our algorithm determines the parameter combinations that are more likely to produce desired outputs and therefore reduces the number of simulation runs performed during calibration. We demonstrate our method using the previously developed University of Wisconsin breast cancer simulation model (UWBCS). In a recent study, calibration of the UWBCS required the evaluation of 378 000 input parameter combinations to build a race-specific model, and only 69 of these combinations produced results that closely matched observed data. By using the active learning algorithm in conjunction with standard calibration methods, we identify all 69 parameter combinations by evaluating only 5620 of the 378 000 combinations. Machine learning methods hold potential in guiding model developers in the selection of more promising parameter combinations and hence speeding up the calibration process. Applying our machine learning algorithm to one model shows that evaluating only 1.49% of all parameter combinations would be sufficient for the calibration. © The Author(s) 2015.

  15. Active Learning by Design: An Undergraduate Introductory Public Health Course

    Directory of Open Access Journals (Sweden)

    Karin eYeatts

    2014-12-01

    Full Text Available Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an experience trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they cover key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities.

  16. Active learning in the presence of unlabelable examples

    Science.gov (United States)

    Mazzoni, Dominic; Wagstaff, Kiri

    2004-01-01

    We propose a new active learning framework where the expert labeler is allowed to decline to label any example. This may be necessary because the true label is unknown or because the example belongs to a class that is not part of the real training problem. We show that within this framework, popular active learning algorithms (such as Simple) may perform worse than random selection because they make so many queries to the unlabelable class. We present a method by which any active learning algorithm can be modified to avoid unlabelable examples by training a second classifier to distinguish between the labelable and unlabelable classes. We also demonstrate the effectiveness of the method on two benchmark data sets and a real-world problem.

  17. 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.

  18. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

    Science.gov (United States)

    Paulson, Donald R.

    1999-08-01

    Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

  19. Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

    Science.gov (United States)

    Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

    2015-01-01

    Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

  20. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    Science.gov (United States)

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  1. High-frequency TRNS reduces BOLD activity during visuomotor learning.

    Directory of Open Access Journals (Sweden)

    Catarina Saiote

    Full Text Available Transcranial direct current stimulation (tDCS and transcranial random noise stimulation (tRNS consist in the application of electrical current of small intensity through the scalp, able to modulate perceptual and motor learning, probably by changing brain excitability. We investigated the effects of these transcranial electrical stimulation techniques in the early and later stages of visuomotor learning, as well as associated brain activity changes using functional magnetic resonance imaging (fMRI. We applied anodal and cathodal tDCS, low-frequency and high-frequency tRNS (lf-tRNS, 0.1-100 Hz; hf-tRNS 101-640 Hz, respectively and sham stimulation over the primary motor cortex (M1 during the first 10 minutes of a visuomotor learning paradigm and measured performance changes for 20 minutes after stimulation ceased. Functional imaging scans were acquired throughout the whole experiment. Cathodal tDCS and hf-tRNS showed a tendency to improve and lf-tRNS to hinder early learning during stimulation, an effect that remained for 20 minutes after cessation of stimulation in the late learning phase. Motor learning-related activity decreased in several regions as reported previously, however, there was no significant modulation of brain activity by tDCS. In opposition to this, hf-tRNS was associated with reduced motor task-related-activity bilaterally in the frontal cortex and precuneous, probably due to interaction with ongoing neuronal oscillations. This result highlights the potential of lf-tRNS and hf-tRNS to differentially modulate visuomotor learning and advances our knowledge on neuroplasticity induction approaches combined with functional imaging methods.

  2. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    Science.gov (United States)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  3. International Voluntary Renewable Energy Markets (Presentation)

    Energy Technology Data Exchange (ETDEWEB)

    Heeter, J.

    2012-06-01

    This presentation provides an overview of international voluntary renewable energy markets, with a focus on the United States and Europe. The voluntary renewable energy market is the market in which consumers and institutions purchase renewable energy to match their electricity needs on a voluntary basis. In 2010, the U.S. voluntary market was estimated at 35 terawatt-hours (TWh) compared to 300 TWh in the European market, though key differences exist. On a customer basis, Australia has historically had the largest number of customers, pricing for voluntary certificates remains low, at less than $1 megawatt-hour, though prices depend on technology.

  4. The voluntary offset - approaches and limitations

    International Nuclear Information System (INIS)

    2012-06-01

    After having briefly presented the voluntary offset mechanism which aims at funding a project of reduction or capture of greenhouse gas emissions, this document describes the approach to be followed to adopt this voluntary offset, for individuals as well as for companies, communities or event organisations. It describes other important context issues (projects developed under the voluntary offset, actors of the voluntary offsetting market, market status, offset labels), and how to proceed in practice (definition of objectives and expectations, search for needed requirements, to ensure the meeting of requirements with respect to expectations). It addresses the case of voluntary offset in France (difficult implantation, possible solutions)

  5. Human medial frontal cortex activity predicts learning from errors.

    Science.gov (United States)

    Hester, Robert; Barre, Natalie; Murphy, Kevin; Silk, Tim J; Mattingley, Jason B

    2008-08-01

    Learning from errors is a critical feature of human cognition. It underlies our ability to adapt to changing environmental demands and to tune behavior for optimal performance. The posterior medial frontal cortex (pMFC) has been implicated in the evaluation of errors to control behavior, although it has not previously been shown that activity in this region predicts learning from errors. Using functional magnetic resonance imaging, we examined activity in the pMFC during an associative learning task in which participants had to recall the spatial locations of 2-digit targets and were provided with immediate feedback regarding accuracy. Activity within the pMFC was significantly greater for errors that were subsequently corrected than for errors that were repeated. Moreover, pMFC activity during recall errors predicted future responses (correct vs. incorrect), despite a sizeable interval (on average 70 s) between an error and the next presentation of the same recall probe. Activity within the hippocampus also predicted future performance and correlated with error-feedback-related pMFC activity. A relationship between performance expectations and pMFC activity, in the absence of differing reinforcement value for errors, is consistent with the idea that error-related pMFC activity reflects the extent to which an outcome is "worse than expected."

  6. Public health genetic counselors: activities, skills, and sources of learning.

    Science.gov (United States)

    McWalter, Kirsty M; Sdano, Mallory R; Dave, Gaurav; Powell, Karen P; Callanan, Nancy

    2015-06-01

    Specialization within genetic counseling is apparent, with 29 primary specialties listed in the National Society of Genetic Counselors' 2012 Professional Status Survey (PSS). PSS results show a steady proportion of genetic counselors primarily involved in public health, yet do not identify all those performing public health activities. Little is known about the skills needed to perform activities outside of "traditional" genetic counselor roles and the expertise needed to execute those skills. This study aimed to identify genetic counselors engaging in public health activities, the skills used, and the most influential sources of learning for those skills. Participants (N = 155) reported involvement in several public health categories: (a) Education of Public and/or Health Care Providers (n = 80, 52 %), (b) Population-Based Screening Programs (n = 70, 45 %), (c) Lobbying/Public Policy (n = 62, 40 %), (d) Public Health Related Research (n = 47, 30 %), and (e) State Chronic Disease Programs (n = 12, 8 %). Regardless of category, "on the job" was the most common primary source of learning. Genetic counseling training program was the most common secondary source of learning. Results indicate that the number of genetic counselors performing public health activities is likely higher than PSS reports, and that those who may not consider themselves "public health genetic counselors" do participate in public health activities. Genetic counselors learn a diverse skill set in their training programs; some skills are directly applicable to public health genetics, while other public health skills require additional training and/or knowledge.

  7. Google classroom as a tool for active learning

    Science.gov (United States)

    Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

    2016-08-01

    As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

  8. Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

    Science.gov (United States)

    Grover, Sumit; Sood, Neena; Chaudhary, Anurag

    2017-01-01

    Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

  9. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

    Science.gov (United States)

    Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

    2015-08-26

    Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

  10. Understanding Insurance. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 15.

    Science.gov (United States)

    Duenk, Lester G.; Tuel, Charles

    This learning activity package (LAP) on the insurance industry and the methods used to give protection to the insured is designed for student self-study. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the back). Six learning activities follow. The learning activities cover the following material: terms…

  11. Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

    Science.gov (United States)

    Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

    2014-01-01

    Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

  12. An active-learning strategies primer for achieving ability-based educational outcomes.

    Science.gov (United States)

    Gleason, Brenda L; Peeters, Michael J; Resman-Targoff, Beth H; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H

    2011-11-10

    Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences.

  13. Active Learning Strategies in Face-to-Face Courses. IDEA Paper #53

    Science.gov (United States)

    Millis, Barbara J.

    2012-01-01

    As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This article explores the research, defines active learning, discusses its value, offers suggestions for implementing it, and provides six concrete examples of active learning approaches: Thinking-Aloud Pair Problem-Solving;…

  14. Exploring Characteristics of Fine-Grained Behaviors of Learning Mathematics in Tablet-Based E-Learning Activities

    Science.gov (United States)

    Yeung, Cheuk Yu; Shum, Kam Hong; Hui, Lucas Chi Kwong; Chu, Samuel Kai Wah; Chan, Tsing Yun; Kuo, Yung Nin; Ng, Yee Ling

    2017-01-01

    Attributes of teaching and learning contexts provide rich information about how students participate in learning activities. By tracking and analyzing snapshots of these attributes captured continuously throughout the duration of the learning activities, teachers can identify individual students who need special attention and apply different…

  15. The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

    Science.gov (United States)

    Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

    2016-01-01

    Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

  16. Learning Activity Predictors from Sensor Data: Algorithms, Evaluation, and Applications.

    Science.gov (United States)

    Minor, Bryan; Doppa, Janardhan Rao; Cook, Diane J

    2017-12-01

    Recent progress in Internet of Things (IoT) platforms has allowed us to collect large amounts of sensing data. However, there are significant challenges in converting this large-scale sensing data into decisions for real-world applications. Motivated by applications like health monitoring and intervention and home automation we consider a novel problem called Activity Prediction , where the goal is to predict future activity occurrence times from sensor data. In this paper, we make three main contributions. First, we formulate and solve the activity prediction problem in the framework of imitation learning and reduce it to a simple regression learning problem. This approach allows us to leverage powerful regression learners that can reason about the relational structure of the problem with negligible computational overhead. Second, we present several metrics to evaluate activity predictors in the context of real-world applications. Third, we evaluate our approach using real sensor data collected from 24 smart home testbeds. We also embed the learned predictor into a mobile-device-based activity prompter and evaluate the app for 9 participants living in smart homes. Our results indicate that our activity predictor performs better than the baseline methods, and offers a simple approach for predicting activities from sensor data.

  17. Introduction of active learning method in learning physiology by MBBS students.

    Science.gov (United States)

    Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

    2016-01-01

    Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. To introduce active learning methodology, i.e., "jigsaw technique" in undergraduate medical education and assess the student and faculty response to it. This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques.

  18. GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

    Science.gov (United States)

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

    GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

  19. A Problem Solving Active-Learning Course in Pharmacotherapy.

    Science.gov (United States)

    Delafuente, Jeffrey C.; And Others

    1994-01-01

    A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)

  20. Implementing Active Learning Reform in the Maldives: Challenges and Opportunities

    Science.gov (United States)

    Di Biase, Rhonda

    2009-01-01

    Many countries are adopting child-centered active learning reforms as they strive to improve the quality of primary education. Consistent challenges can be found in the implementation of similar, global reforms. These issues are discussed here within the following framework: the cultural appropriateness of such reforms; the extent to which active…

  1. Effect of active learning techniques on students' choice of approach ...

    African Journals Online (AJOL)

    The purpose of this article is to report on empirical work, related to a techniques module, undertaken with the dental students of the University of the Western Cape, South Africa. I will relate how a range of different active learning techniques (tutorials; question papers and mock tests) assisted students to adopt a deep ...

  2. Physical activity during learning inside and outside the classroom

    DEFF Research Database (Denmark)

    Mygind, Erik

    2016-01-01

    Objective: Does learning outside the classroom (LOtC) in urban nature or cultural contexts one day per week contribute to raising children’s physical activity (PA) in lower secondary school? Methods: PA was measured on 7 consecutive days using GT3x+ accelerometers. Overall, 44 girls and 40 boys...

  3. Research and Practice of Active Learning in Engineering Education

    NARCIS (Netherlands)

    Graaf, de Erik; Saunders-Smits, Gillian; Nieweg, Michael

    2005-01-01

    Since 2001, the international network Active Learning in Engineering education (ALE) organized a series of international workshops on innovation of engineering education. The papers in this book are selected to reflect the state of the art, based on contributions to the 2005 ALE workshop in Holland.

  4. Teacher educators' design and implementation of group learning activities

    NARCIS (Netherlands)

    De Hei, Miranda S.A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, J.W.

    2016-01-01

    Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of

  5. A Judicious Lesson: A Whole-Learning Reading Activity.

    Science.gov (United States)

    Spooner, Patrick

    2001-01-01

    Describes a unique language learning activity using the whole language approach in a tertiary level lower advanced reading and speaking course. Following a semester long theme on crime and punishment, students were introduced to an authentic, idiomatic text dealing with a famous murder case in U.S. history. (Author/VWL)

  6. An Active Learning Exercise for Introducing Agent-Based Modeling

    Science.gov (United States)

    Pinder, Jonathan P.

    2013-01-01

    Recent developments in agent-based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent-based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent-based…

  7. Origami: An Active Learning Exercise for Scrum Project Management

    Science.gov (United States)

    Sibona, Christopher; Pourreza, Saba; Hill, Stephen

    2018-01-01

    Scrum is a popular project management model for iterative delivery of software that subscribes to Agile principles. This paper describes an origami active learning exercise to teach the principles of Scrum in management information systems courses. The exercise shows students how Agile methods respond to changes in requirements during project…

  8. The effect of outdoor learning activities on the development of ...

    African Journals Online (AJOL)

    These activities, which provide primary experiences, help children to change theoretical knowledge into practice, record it in the long-term memory, and create solutions to problems they encounter in daily life, based on what they have learned. Children, especially preschoolers, can record things into their long-term memory ...

  9. The Intercollegiate Ethics Bowl: An Active Learning Experience

    Science.gov (United States)

    Meyer, Tracy

    2012-01-01

    This paper introduces the Intercollegiate Ethics Bowl (IEB) as a means of promoting active learning in the realm of marketing ethics. The cases discussed in the competition are based on current ethical issues and require students to provide a coherent analysis of what are generally complex, ambiguous, and highly viewpoint dependent issues. The…

  10. Blog Construction as an Effective Tool in Biochemistry Active Learning

    Science.gov (United States)

    Cubas Rolim, Estêvão; Martins de Oliveira, Julia; Dalvi, Luana T.; Moreira, Daniel C.; Garcia Caldas, Natasha; Fernandes Lobo, Felipe; André Polli, Démerson; Campos, Élida G.; Hermes-Lima, Marcelo

    2017-01-01

    To boost active learning in undergraduate students, they were given the task of preparing blogs on topics of clinical biochemistry. This "experiment" lasted for 12 teaching-semesters (from 2008 to 2013), and included a survey on the blogs' usefulness at the end of each semester. The survey (applied in the 2008-2010 period) used a…

  11. Students’ learning activities while studying biological process diagrams

    NARCIS (Netherlands)

    Kragten, M.; Admiraal, W.; Rijlaarsdam, G.

    2015-01-01

    Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students’ learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each

  12. Using an Active-Learning Approach to Teach Epigenetics

    Science.gov (United States)

    Colon-Berlingeri, Migdalisel

    2010-01-01

    Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…

  13. Development of Active Learning with Simulations and Games

    Science.gov (United States)

    Zapalska, Alina; Brozik, Dallas; Rudd, Denis

    2012-01-01

    Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…

  14. Minority Politics Courses: Moving beyond Controversy and toward Active Learning.

    Science.gov (United States)

    Alex-Assensoh, Yvette

    2000-01-01

    Focuses on an undergraduate course, "Outside Politics: How Minorities Play the Political Game". Describes how to create a foundation for active and collaborative learning and to promote critical thinking, discussion, and writing through reading assignments. Discusses the use of debates and role playing, autobiographies and videos, and…

  15. Active learning and adaptive sampling for non-parametric inference

    NARCIS (Netherlands)

    Castro, R.M.

    2007-01-01

    This thesis presents a general discussion of active learning and adaptive sampling. In many practical scenarios it is possible to use information gleaned from previous observations to focus the sampling process, in the spirit of the "twenty-questions" game. As more samples are collected one can

  16. An example of active learning in Aerospace Engineering

    NARCIS (Netherlands)

    Brugemann, V.P.; Brummelen, van E.H.; Melkert, J.A.; Kamp, A.; Saunders-Smits, G.N.; Reith, B.A.; Zandbergen, B.T.C.; Graaf, de E.; Saunders-Smits, G.N.; Nieweg, M.R.

    2005-01-01

    This paper is a showcase for an on-going active learning capstone design project in the BSe. programme at the Faculty of Aerospace Engineering at Delft University of Technology. In multi-disciplinary teams supervised by tutors from different backgrounds students work towards an Aerospace (related)

  17. Effort and trust: the underpinnings of active learning.

    Science.gov (United States)

    Adams, Seana; Bilimoria, Krish; Malhotra, Neha; Rangachari, P K

    2017-09-01

    Three undergraduate students and their teacher discuss two crucial issues that form the implicit basis of active learning: effort and trust. They use a single course in a Health Sciences Program to anchor their comments. Copyright © 2017 the American Physiological Society.

  18. Creating Student Engagement: The Kickstarter Active Learning Project

    Science.gov (United States)

    Manzon, Elliott

    2017-01-01

    Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…

  19. 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…

  20. Mobilising voluntary contributions in public urban regeneration – a review

    DEFF Research Database (Denmark)

    Larsen, Jacob Norvig; Jensen, Jesper Ole; Agger, Annika

    Research on volunteerism indicates that one third of all adults in Denmark regularly contribute with voluntary labour in social relief work, community-based organizations, non-governmental organizations, or otherwise. In this paper we ask if and how urban regeneration might benefit from...... in relation to public policy arenas and activities, particularly within urban policy and the community development fields. A categorization is proposed as regards different ways and models of civic engagement and major challenges are outlined. The paper is first step of a research project exploring potential...... the apparently strong growth in voluntarism. Although there seems to be a large potential for involving volunteers and voluntary organisations, systematic analysis of recent years’ urban regeneration projects in Denmark shows that the sustainability of voluntary contributions is limited. While initial enrolling...

  1. Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

    Science.gov (United States)

    Boctor, Lisa

    2013-03-01

    The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. Redefining RECs: Additionality in the voluntary Renewable Energy Certificate market

    Science.gov (United States)

    Gillenwater, Michael Wayne

    In the United States, electricity consumers are told that they can "buy" electricity from renewable energy projects, versus fossil fuel-fired facilities, through participation in a voluntary green power program. The marketing messages communicate to consumers that their participation and premium payments for a green label will cause additional renewable energy generation and thereby allow them to claim they consume electricity that is absent pollution as well as reduce pollutant emissions. Renewable Energy Certificates (RECs) and wind energy are the basis for the majority of the voluntary green power market in the United States. This dissertation addresses the question: Do project developers respond to the voluntary REC market in the United States by altering their decisions to invest in wind turbines? This question is investigated by modeling and probabilistically quantifying the effect of the voluntary REC market on a representative wind power investor in the United States using data from formal expert elicitations of active participants in the industry. It is further explored by comparing the distribution of a sample of wind power projects supplying the voluntary green power market in the United States against an economic viability model that incorporates geographic factors. This dissertation contributes the first quantitative analysis of the effect of the voluntary REC market on project investment. It is found that 1) RECs should be not treated as equivalent to emission offset credits, 2) there is no clearly credible role for voluntary market RECs in emissions trading markets without dramatic restructuring of one or both markets and the environmental commodities they trade, and 3) the use of RECs in entity-level GHG emissions accounting (i.e., "carbon footprinting") leads to double counting of emissions and therefore is not justified. The impotence of the voluntary REC market was, at least in part, due to the small magnitude of the REC price signal and lack of

  3. Active Learning to Develop Motor Skills and Teamwork

    Directory of Open Access Journals (Sweden)

    Johanna Lorena Aristizabal-Almanza

    2017-12-01

    Full Text Available This action-research project was conducted to determine how the use of principles of active learning, specifically collaboration, had an effect on psychomotor performance and achievement in teamwork. The research setting included 20 students of first grade from a private school located in Bogota, Colombia. The students were selected through not randomized sampling based on criteria. The methodological process included observation, interviews, and a scale based on standardized tests to measure skills; the latter was applied before and after the intervention. Data analysis was performed using a triangulation of qualitative data, and through comparative analysis of the initial and final student profile for quantitative inputs. The results showed that, after the intervention with collaborative techniques based on action learning, students achieved a positive variation in their performance. Being part of a team positively affected the achievement of the objectives. Systematical reflection on their practices fostered their capacity to identify strengths and weaknesses to build knowledge in interaction with others. Knowledge construction was nurtured based in their previous experiences. Students showed more accountability and self-directed learning behaviors, according to their age. Overall the experience showed the importance of research and innovation in the classroom in order to provide meaningful data, so teachers and researchers can engage in providing learning experiences based in active learning.

  4. Effective, Active Learning Strategies for the Oceanography Classroom

    Science.gov (United States)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  5. Cognitive Neurostimulation: Learning to Volitionally Sustain Ventral Tegmental Area Activation.

    Science.gov (United States)

    MacInnes, Jeff J; Dickerson, Kathryn C; Chen, Nan-Kuei; Adcock, R Alison

    2016-03-16

    Activation of the ventral tegmental area (VTA) and mesolimbic networks is essential to motivation, performance, and learning. Humans routinely attempt to motivate themselves, with unclear efficacy or impact on VTA networks. Using fMRI, we found untrained participants' motivational strategies failed to consistently activate VTA. After real-time VTA neurofeedback training, however, participants volitionally induced VTA activation without external aids, relative to baseline, Pre-test, and control groups. VTA self-activation was accompanied by increased mesolimbic network connectivity. Among two comparison groups (no neurofeedback, false neurofeedback) and an alternate neurofeedback group (nucleus accumbens), none sustained activation in target regions of interest nor increased VTA functional connectivity. The results comprise two novel demonstrations: learning and generalization after VTA neurofeedback training and the ability to sustain VTA activation without external reward or reward cues. These findings suggest theoretical alignment of ideas about motivation and midbrain physiology and the potential for generalizable interventions to improve performance and learning. Copyright © 2016 Elsevier Inc. All rights reserved.

  6. 75 FR 57477 - Patient Safety Organizations: Voluntary Delisting

    Science.gov (United States)

    2010-09-21

    ... Organizations: Voluntary Delisting AGENCY: Agency for Healthcare Research and Quality (AHRQ), HHS. ACTION... Creighton Center for Health Services Research and Patient Safety (CHRP) Patient Safety Organization (PSO... the listing of PSOs, which are entities or component organizations whose mission and primary activity...

  7. 75 FR 75473 - Patient Safety Organizations: Voluntary Delisting

    Science.gov (United States)

    2010-12-03

    ... Organizations: Voluntary Delisting AGENCY: Agency for Healthcare Research and Quality, HHS. ACTION: Notice of... entity of Harbor Medical, Inc., of its status as a Patient Safety Organization (PSO). The Patient Safety... the listing of PSOs, which are entities or component organizations whose mission and primary activity...

  8. 75 FR 57281 - Patient Safety Organizations: Voluntary delisting

    Science.gov (United States)

    2010-09-20

    ... Organizations: Voluntary delisting AGENCY: Agency for Healthcare Research and Quality (AHRQ), HHS ACTION: Notice... Patient Safety Corporation of its status as a Patient Safety Organization (PSO). The Patient Safety and... the listing of PSOs, which are entities or component organizations whose mission and primary activity...

  9. 75 FR 75472 - Patient Safety Organizations: Voluntary Delisting

    Science.gov (United States)

    2010-12-03

    ... Organizations: Voluntary Delisting AGENCY: Agency for Healthcare Research and Quality, HHS. ACTION: Notice of.... Patient Safety Group (A Component of Helmet Fire, Inc. of its status as a Patient Safety Organization (PSO... the listing of PSOs, which are entities or component organizations whose mission and primary activity...

  10. 75 FR 57048 - Patient Safety Organizations: Voluntary Delisting

    Science.gov (United States)

    2010-09-17

    ... Organizations: Voluntary Delisting AGENCY: Agency for Healthcare Research and Quality (AHRQ), HHS. ACTION... Organization (PSO). The Patient Safety and Quality Improvement Act of 2005 (Patient Safety Act), Public Law 109... the listing of PSOs, which are entities or component organizations whose mission and primary activity...

  11. Early Experiences Implementing Voluntary School District Mergers in Vermont

    Science.gov (United States)

    Rogers, John D.; Glesner, Talia J.; Meyers, Herman W.

    2014-01-01

    This article describes the implementation of an initiative to encourage voluntary school district mergers in Vermont. The law was intended to increase educational opportunities for Vermont students while reducing costs. Three research activities were conducted to understand how districts and supervisory unions around the state responded to the new…

  12. Voluntary sport clubs and the social policy agenda

    NARCIS (Netherlands)

    Boven, Magda; Slender, Hans; Wiggers, Peter

    2016-01-01

    Local governments, traditionally an important partner of voluntary sport clubs in the Netherlands, are increasingly influencing clubs into involvement in social projects and activities. Although it is not clear what contribution sports clubs can play in this social policy agenda, or whether this

  13. Development and Operation of a Voluntary Audit Program.

    Science.gov (United States)

    Murphy, Jerome R.

    This report describes a voluntary audit program implemented by the Educational Testing Service (ETS). The comprehensive audit program was developed to assure that all corporate programs adhere to the ETS Standards for Quality and Fairness. The standards address issues which relate to all ETS activities such as accountability, confidentiality of…

  14. Less is more: Sampling chemical space with active learning

    Science.gov (United States)

    Smith, Justin S.; Nebgen, Ben; Lubbers, Nicholas; Isayev, Olexandr; Roitberg, Adrian E.

    2018-06-01

    The development of accurate and transferable machine learning (ML) potentials for predicting molecular energetics is a challenging task. The process of data generation to train such ML potentials is a task neither well understood nor researched in detail. In this work, we present a fully automated approach for the generation of datasets with the intent of training universal ML potentials. It is based on the concept of active learning (AL) via Query by Committee (QBC), which uses the disagreement between an ensemble of ML potentials to infer the reliability of the ensemble's prediction. QBC allows the presented AL algorithm to automatically sample regions of chemical space where the ML potential fails to accurately predict the potential energy. AL improves the overall fitness of ANAKIN-ME (ANI) deep learning potentials in rigorous test cases by mitigating human biases in deciding what new training data to use. AL also reduces the training set size to a fraction of the data required when using naive random sampling techniques. To provide validation of our AL approach, we develop the COmprehensive Machine-learning Potential (COMP6) benchmark (publicly available on GitHub) which contains a diverse set of organic molecules. Active learning-based ANI potentials outperform the original random sampled ANI-1 potential with only 10% of the data, while the final active learning-based model vastly outperforms ANI-1 on the COMP6 benchmark after training to only 25% of the data. Finally, we show that our proposed AL technique develops a universal ANI potential (ANI-1x) that provides accurate energy and force predictions on the entire COMP6 benchmark. This universal ML potential achieves a level of accuracy on par with the best ML potentials for single molecules or materials, while remaining applicable to the general class of organic molecules composed of the elements CHNO.

  15. Hilar GABAergic Interneuron Activity Controls Spatial Learning and Memory Retrieval

    Science.gov (United States)

    Andrews-Zwilling, Yaisa; Gillespie, Anna K.; Kravitz, Alexxai V.; Nelson, Alexandra B.; Devidze, Nino; Lo, Iris; Yoon, Seo Yeon; Bien-Ly, Nga; Ring, Karen; Zwilling, Daniel; Potter, Gregory B.; Rubenstein, John L. R.; Kreitzer, Anatol C.; Huang, Yadong

    2012-01-01

    Background Although extensive research has demonstrated the importance of excitatory granule neurons in the dentate gyrus of the hippocampus in normal learning and memory and in the pathogenesis of amnesia in Alzheimer's disease (AD), the role of hilar GABAergic inhibitory interneurons, which control the granule neuron activity, remains unclear. Methodology and Principal Findings We explored the function of hilar GABAergic interneurons in spatial learning and memory by inhibiting their activity through Cre-dependent viral expression of enhanced halorhodopsin (eNpHR3.0)—a light-driven chloride pump. Hilar GABAergic interneuron-specific expression of eNpHR3.0 was achieved by bilaterally injecting adeno-associated virus containing a double-floxed inverted open-reading frame encoding eNpHR3.0 into the hilus of the dentate gyrus of mice expressing Cre recombinase under the control of an enhancer specific for GABAergic interneurons. In vitro and in vivo illumination with a yellow laser elicited inhibition of hilar GABAergic interneurons and consequent activation of dentate granule neurons, without affecting pyramidal neurons in the CA3 and CA1 regions of the hippocampus. We found that optogenetic inhibition of hilar GABAergic interneuron activity impaired spatial learning and memory retrieval, without affecting memory retention, as determined in the Morris water maze test. Importantly, optogenetic inhibition of hilar GABAergic interneuron activity did not alter short-term working memory, motor coordination, or exploratory activity. Conclusions and Significance Our findings establish a critical role for hilar GABAergic interneuron activity in controlling spatial learning and memory retrieval and provide evidence for the potential contribution of GABAergic interneuron impairment to the pathogenesis of amnesia in AD. PMID:22792368

  16. Hilar GABAergic interneuron activity controls spatial learning and memory retrieval.

    Directory of Open Access Journals (Sweden)

    Yaisa Andrews-Zwilling

    Full Text Available Although extensive research has demonstrated the importance of excitatory granule neurons in the dentate gyrus of the hippocampus in normal learning and memory and in the pathogenesis of amnesia in Alzheimer's disease (AD, the role of hilar GABAergic inhibitory interneurons, which control the granule neuron activity, remains unclear.We explored the function of hilar GABAergic interneurons in spatial learning and memory by inhibiting their activity through Cre-dependent viral expression of enhanced halorhodopsin (eNpHR3.0--a light-driven chloride pump. Hilar GABAergic interneuron-specific expression of eNpHR3.0 was achieved by bilaterally injecting adeno-associated virus containing a double-floxed inverted open-reading frame encoding eNpHR3.0 into the hilus of the dentate gyrus of mice expressing Cre recombinase under the control of an enhancer specific for GABAergic interneurons. In vitro and in vivo illumination with a yellow laser elicited inhibition of hilar GABAergic interneurons and consequent activation of dentate granule neurons, without affecting pyramidal neurons in the CA3 and CA1 regions of the hippocampus. We found that optogenetic inhibition of hilar GABAergic interneuron activity impaired spatial learning and memory retrieval, without affecting memory retention, as determined in the Morris water maze test. Importantly, optogenetic inhibition of hilar GABAergic interneuron activity did not alter short-term working memory, motor coordination, or exploratory activity.Our findings establish a critical role for hilar GABAergic interneuron activity in controlling spatial learning and memory retrieval and provide evidence for the potential contribution of GABAergic interneuron impairment to the pathogenesis of amnesia in AD.

  17. Voluntary Truck and Bus Fuel-Economy-Program marketing plan. Final technical report, September 29, 1980-January 29, 1982

    Energy Technology Data Exchange (ETDEWEB)

    None

    1982-01-01

    The aim of the program is to improve the utilization of fuel by commercial trucks and buses by updating and implementing specific approaches for educating and monitoring the trucking industry on methods and means of conserving fuels. The following outlines the marketing plan projects: increase use of program logo by voluntary program members and others; solicit trade publication membership and support; brief Congressional delegations on fuel conservation efforts; increase voluntary program presence before trade groups; increase voluntary program presence at truck and trade shows; create a voluntary program display for use at trade shows and in other areas; review voluntary program graphics; increase voluntary program membership; and produce placemats carrying fuel conservation messages; produce a special edition of Fuel Economy News, emphasizing the driver's involvement in fuel conservation; produce posters carrying voluntary program fuel conservation message. Project objectives, activities, and results for each project are summarized.

  18. Problem-based Learning (PBL in Sociolinguistics as a Way of Encouraging Active Learning

    Directory of Open Access Journals (Sweden)

    Engku Ibrahim Engku Haliza

    2018-01-01

    Full Text Available The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

  19. Predicting Solar Activity Using Machine-Learning Methods

    Science.gov (United States)

    Bobra, M.

    2017-12-01

    Of all the activity observed on the Sun, two of the most energetic events are flares and coronal mass ejections. However, we do not, as of yet, fully understand the physical mechanism that triggers solar eruptions. A machine-learning algorithm, which is favorable in cases where the amount of data is large, is one way to [1] empirically determine the signatures of this mechanism in solar image data and [2] use them to predict solar activity. In this talk, we discuss the application of various machine learning algorithms - specifically, a Support Vector Machine, a sparse linear regression (Lasso), and Convolutional Neural Network - to image data from the photosphere, chromosphere, transition region, and corona taken by instruments aboard the Solar Dynamics Observatory in order to predict solar activity on a variety of time scales. Such an approach may be useful since, at the present time, there are no physical models of flares available for real-time prediction. We discuss our results (Bobra and Couvidat, 2015; Bobra and Ilonidis, 2016; Jonas et al., 2017) as well as other attempts to predict flares using machine-learning (e.g. Ahmed et al., 2013; Nishizuka et al. 2017) and compare these results with the more traditional techniques used by the NOAA Space Weather Prediction Center (Crown, 2012). We also discuss some of the challenges in using machine-learning algorithms for space science applications.

  20. DASL-Data and Activities for Solar Learning

    Science.gov (United States)

    Jones, Harrison P.; Henney, Carl; Hill, Frank; Gearen, Michael; Pompca, Stephen; Stagg, Travis; Stefaniak, Linda; Walker, Connie

    2004-01-01

    DASL-Data and Activities for Solar Learning Data and Activities for Solar Learning (DASL) provides a classroom learning environment based on a twenty-five year record of solar magnetograms from the National Solar Observatory (NSO) at Kitt Peak, AZ. The data, together with image processing software for Macs or PCs, can be used to learn basic facts about the Sun and astronomy at the middle school level. At the high school level, students can study properties of the Sun's magnetic cycle with classroom exercises emphasizing data and error analysis and can participate in a new scientific study, Research in Active Solar Longitudes (RASL), in collaboration with classrooms throughout the country and scientists at NSO and NASA. We present a half-day course to train teachers in the scientific content of the project and its classroom use. We will provide a compact disc with the data and software and will demonstrate software installation and use, classroom exercises, and participation in RASL with computer projection.