To see the other types of publications on this topic, follow the link: Importance of learning.
Dissertations / Theses on the topic 'Importance of learning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Importance of learning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Fang, Tongtong. "Learning from noisy labelsby importance reweighting: : a deep learning approach." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-264125.
Full textAbstract:
Noisy labels could cause severe degradation to the classification performance. Especially for deep neural networks, noisy labels can be memorized and lead to poor generalization. Recently label noise robust deep learning has outperformed traditional shallow learning approaches in handling complex input data without prior knowledge of label noise generation. Learning from noisy labels by importance reweighting is well-studied. Existing work in this line using deep learning failed to provide reasonable importance reweighting criterion and thus got undesirable experimental performances. Targeting this knowledge gap and inspired by domain adaptation, we propose a novel label noise robust deep learning approach by importance reweighting. Noisy labeled training examples are weighted by minimizing the maximum mean discrepancy between the loss distributions of noisy labeled and clean labeled data. In experiments, the proposed approach outperforms other baselines. Results show a vast research potential of applying domain adaptation in label noise problem by bridging the two areas. Moreover, the proposed approach potentially motivate other interesting problems in domain adaptation by enabling importance reweighting to be used in deep learning.Felaktiga annoteringar kan sänka klassificeringsprestanda.Speciellt för djupa nätverk kan detta leda till dålig generalisering. Nyligen har brusrobust djup inlärning överträffat andra inlärningsmetoder när det gäller hantering av komplexa indata Befintligta resultat från djup inlärning kan dock inte tillhandahålla rimliga viktomfördelningskriterier. För att hantera detta kunskapsgap och inspirerat av domänanpassning föreslår vi en ny robust djup inlärningsmetod som använder omviktning. Omviktningen görs genom att minimera den maximala medelavvikelsen mellan förlustfördelningen av felmärkta och korrekt märkta data. I experiment slår den föreslagna metoden andra metoder. Resultaten visar en stor forskningspotential för att tillämpa domänanpassning. Dessutom motiverar den föreslagna metoden undersökningar av andra intressanta problem inom domänanpassning genom att möjliggöra smarta omviktningar.
2
Zhu, Ying. "PREFERENCES: OPTIMIZATION, IMPORTANCE LEARNING AND STRATEGIC BEHAVIORS." UKnowledge, 2016. http://uknowledge.uky.edu/cs_etds/46.
Full textAbstract:
Preferences are fundamental to decision making and play an important role in artificial intelligence. Our research focuses on three group of problems based on the preference formalism Answer Set Optimization (ASO): preference aggregation problems such as computing optimal (near optimal) solutions, strategic behaviors in preference representation, and learning ranks (weights) for preferences.
In the first group of problems, of interest are optimal outcomes, that is, outcomes that are optimal with respect to the preorder defined by the preference rules. In this work, we consider computational problems concerning optimal outcomes. We propose, implement and study methods to compute an optimal outcome; to compute another optimal outcome once the first one is found; to compute an optimal outcome that is similar to (or, dissimilar from) a given candidate outcome; and to compute a set of optimal answer sets each significantly different from the others. For the decision version of several of these problems we establish their computational complexity.
For the second topic, the strategic behaviors such as manipulation and bribery have received much attention from the social choice community. We study these concepts for preference formalisms that identify a set of optimal outcomes rather than a single winning outcome, the case common to social choice. Such preference formalisms are of interest in the context of combinatorial domains, where preference representations are only approximations to true preferences, and seeking a single optimal outcome runs a risk of missing the one which is optimal with respect to the actual preferences. In this work, we assume that preferences may be ranked (differ in importance), and we use the Pareto principle adjusted to the case of ranked preferences as the preference aggregation rule. For two important classes of preferences, representing the extreme ends of the spectrum, we provide characterizations of situations when manipulation and bribery is possible, and establish the complexity of the problem to decide that.
Finally, we study the problem of learning the importance of individual preferences in preference profiles aggregated by the ranked Pareto rule or positional scoring rules. We provide a polynomial-time algorithm that finds a ranking of preferences such that the ranked profile correctly decided all the examples, whenever such a ranking exists. We also show that the problem to learn a ranking maximizing the number of correctly decided examples is NP-hard. We obtain similar results for the case of weighted profiles.
3
Shelton, Christian R. (Christian Robert) 1975. "Importance sampling for reinforcement learning with multiple objectives." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86774.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2001.Includes bibliographical references (p. 115-118).
This thesis considers three complications that arise from applying reinforcement learning to a real-world application. In the process of using reinforcement learning to build an adaptive electronic market-maker, we find the sparsity of data, the partial observability of the domain, and the multiple objectives of the agent to cause serious problems for existing reinforcement learning algorithms. We employ importance sampling (likelihood ratios) to achieve good performance in partially observable Nlarkov decision processes with few data. Our importance sampling estimator requires no knowledge about the environment and places few restrictions on the method of collecting data. It can be used efficiently with reactive controllers, finite-state controllers, or policies with function approximation. We present theoretical analyses of the estimator and incorporate it into a reinforcement learning algorithm. Additionally, this method provides a complete return surface which can be used to balance multiple objectives dynamically. We demonstrate the need for multiple goals in a variety of applications and natural solutions based on our sampling method. The thesis concludes with example results from employing our algorithm to the domain of automated electronic market-making.
by Christian Robert Shelton.
Ph.D.
4
Schwarb, Hillary. "The importance of stimulus-response rules in sequence learning." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/28221.
Full text
5
Tran, Van-Tinh. "Selection Bias Correction in Supervised Learning with Importance Weight." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE1118/document.
Full textAbstract:
Dans la théorie de l'apprentissage supervisé, l'hypothèse selon laquelle l'échantillon de d'apprentissage et de test proviennent de la même distribution de probabilité, joue un rôle crucial. Malheureusement, cette hypothèse essentielle est souvent violée en présence d'un biais de sélection. Dans ce contexte, les algorithmes d'apprentissage supervisés standards peuvent souffrir d'un biais significatif. Dans cette thèse, nous abordons le problème du biais de sélection en apprentissage supervisé en utilisant la méthode de pondération de l'importance ("importance weighting" en anglais).Dans un premier temps, nous présentons le cadre formel de l'apprentissage supervisé et discutons des effets potentiellement néfastes du biais sur les performances prédictives. Nous étudions ensuite en détail comment les techniques de pondération de l'importance permettent, sous certaines hypothèses, de corriger le biais de sélection durant l'apprentissage de modèles génératifs et discriminants. Nous étudions enfin le potentiel des réseaux bayésiens comme outils de représentation graphique des relations d'indépendances conditionnelles entre les variables du problème et celles liées au mécanisme de sélection lui-même. Nous illustrons sur des exemples simples comment la graphe, construit avec de la connaissance experte, permet d'identifier a posteriori un sous-ensemble restreint de variables sur lesquelles « agir » pour réduire le biais.Dans un second temps, nous accordons une attention particulière au « covariate shift », i.e. un cas particulier de biais de sélection où la distribution conditionnelle P(y|x) est invariante entre l'échantillon d'apprentissage et de test. Nous proposons deux méthodes pour améliorer la pondération de l'importance en présence de covariate shift. Nous montrons d'abord que le modèle non pondéré est localement moins biaisé que le modèle pondéré sur les échantillons faiblement pondérés, puis nous proposons une première méthode combinant les modèles pondérés et non pondérés afin d'améliorer les performances prédictives dans le domaine cible. Enfin, nous étudions la relation entre le covariate shift et le problème des données manquantes dans les jeux de données de petite taille et proposons une seconde méthode qui utilise des techniques d'imputation de données manquantes pour corriger le covariate shift dans des scénarios simples mais réalistes. Ces méthodes sont validées expérimentalement sur de nombreux jeux de donnéesIn the theory of supervised learning, the identical assumption, i.e. the training and test samples are drawn from the same probability distribution, plays a crucial role. Unfortunately, this essential assumption is often violated in the presence of selection bias. Under such condition, the standard supervised learning frameworks may suffer a significant bias. In this thesis, we address the problem of selection bias in supervised learning using the importance weighting method. We first introduce the supervised learning frameworks and discuss the importance of the identical assumption. We then study the importance weighting framework for generative and discriminative learning under a general selection scheme and investigate the potential of Bayesian Network to encode the researcher's a priori assumption about the relationships between the variables, including the selection variable, and to infer the independence and conditional independence relationships that allow selection bias to be corrected.We pay special attention to covariate shift, i.e. a special class of selection bias where the conditional distribution P(y|x) of the training and test data are the same. We propose two methods to improve importance weighting for covariate shift. We first show that the unweighted model is locally less biased than the weighted one on low importance instances, and then propose a method combining the weighted and the unweighted models in order to improve the predictive performance in the target domain. Finally, we investigate the relationship between covariate shift and the missing data problem for data sets with small sample sizes and study a method that uses missing data imputation techniques to correct the covariate shift in simple but realistic scenarios
6
Westermark, Hanna. "Deep Learning with Importance Sampling for Brain Tumor MR Segmentation." Thesis, KTH, Optimeringslära och systemteori, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-289574.
Full textAbstract:
Segmentation of magnetic resonance images is an important part of planning radiotherapy treat-ments for patients with brain tumours but due to the number of images contained within a scan and the level of detail required, manual segmentation is a time consuming task. Convolutional neural networks have been proposed as tools for automated segmentation and shown promising results. However, the data sets used for training these deep learning models are often imbalanced and contain data that does not contribute to the performance of the model. By carefully selecting which data to train on, there is potential to both speed up the training and increase the network’s ability to detect tumours. This thesis implements the method of importance sampling for training a convolutional neural network for patch-based segmentation of three dimensional multimodal magnetic resonance images of the brain and compares it with the standard way of sampling in terms of network performance and training time. Training is done for two different patch sizes. Features of the most frequently sampled volumes are also analysed. Importance sampling is found to speed up training in terms of number of epochs and also yield models with improved performance. Analysis of the sampling trends indicate that when patches are large, small tumours are somewhat frequently trained on, however more investigation is needed to confirm what features may influence the sampling frequency of a patch.Segmentering av magnetröntgenbilder är en viktig del i planeringen av strålbehandling av patienter med hjärntumörer. Det höga antalet bilder och den nödvändiga precisionsnivån gör dock manuellsegmentering till en tidskrävande uppgift. Faltningsnätverk har därför föreslagits som ett verktyg förautomatiserad segmentering och visat lovande resultat. Datamängderna som används för att träna dessa djupinlärningsmodeller är ofta obalanserade och innehåller data som inte bidrar till modellensprestanda. Det finns därför potential att både skynda på träningen och förbättra nätverkets förmåga att segmentera tumörer genom att noggrant välja vilken data som används för träning. Denna uppsats implementerar importance sampling för att träna ett faltningsnätverk för patch-baserad segmentering av tredimensionella multimodala magnetröntgenbilder av hjärnan. Modellensträningstid och prestanda jämförs mot ett nätverk tränat med standardmetoden. Detta görs förtvå olika storlekar på patches. Egenskaperna hos de mest valda volymerna analyseras också. Importance sampling uppvisar en snabbare träningsprocess med avseende på antal epoker och resulterar också i modeller med högre prestanda. Analys av de oftast valda volymerna indikerar att under träning med stora patches förekommer små tumörer i en något högre utsträckning. Vidareundersökningar är dock nödvändiga för att bekräfta vilka aspekter som påverkar hur ofta en volym används.
7
Farahani, Gohar Omidvar. "Existence and Importance of Online Interaction." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27169.
Full textAbstract:
This research explored the existence and importance of interaction in online courses as perceived by online learners and instructors. The study was based on data from online students and instructors in the fall 2002 semester at Mid-Atlantic Community College(1). Two web-based surveys were used to collect data. Eighty-eight of 267 online students completed the survey, for a response rate of 33%. The study was based on constructivist theory which suggested that students learn by actively participating in the learning process through interaction with the instructor, other students, and course materials. This interaction was measured by different online interaction modalities and a five-step interactivity model developed by Salmon. This model suggested that the intensity of interactivity involves five steps: access and motivation, online socialization, information exchange, knowledge construction, and development. In addition, student characteristics (age and gender) and pedagogical variables (online experience and learning preferences) were included. Findings of the survey revealed that students perceived a moderate to high level of availability in a majority of the interactivity modalities. The highest interaction was reported between students and instructor through email communication and feedback on students? work by instructors. In addition, student ratings of the availability of different interaction modalities in online instruction were correlated with their perceptions of the importance of these modalities. Students reported satisfaction with the level of interactivity in their online courses. In contrast, responses to Salmon?s model revealed a high level of unavailability of the various interactivity criteria. The result of instructor survey, based on 13 responses, revealed that online instructors perceive interaction with students through email communication and providing feedback on their work were important. They did not perceive many of the interactivity criteria introduced by this research to be important. Therefore, they reported these criteria as unavailable in their online courses. This study is important because the extent of systematic research on availability and importance of online interaction is limited.
(1)- To preserve the anonymity of respondents, this name is a pseudonym.Ph. D.
8
Barbeite, Francisco. "Importance of learning and development opportunity to job choice decisions." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28567.
Full text
9
Mathialagan, Clint Solomon. "VIP: Finding Important People in Images." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/53706.
Full textAbstract:
People preserve memories of events such as birthdays, weddings, or vacations by capturing
photos, often depicting groups of people. Invariably, some individuals in the image are more
important than others given the context of the event. This work analyzes the concept of
the importance of individuals in group photographs. We address two specific questions -
Given an image, who are the most important individuals in it? Given multiple images of a
person, which image depicts the person in the most important role? We introduce a measure
of importance of people in images and investigate the correlation between importance and
visual saliency. We find that not only can we automatically predict the importance of
people from purely visual cues, incorporating this predicted importance results in significant
improvement in applications such as im2text (generating sentences that describe images of
groups of people).Master of Science
10
Taylor, Teresa, Jamie Branam Kridler, and Mary Langenbrunner. "Importance of Community Connections: Strategies for Intervention & Prevention." Digital Commons@Georgia Southern, 2016. https://digitalcommons.georgiasouthern.edu/nyar_savannah/2016/2016/84.
Full textAbstract:
Community connections play a vital role in strategies for intervention and prevention. An interactive presentation will focus on successful collaborations involving holistic approaches, service-learning and a comparison and contrast of communities (East Tennessee and the LA Watts District).
11
Rosander, Pia. "The importance of personality, IQ and learning approaches : predicting academic performance." Doctoral thesis, Högskolan Kristianstad, Avdelningen för Humanvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10042.
Full textAbstract:
The aim of the present doctoral thesis was to examine to what extent personality traits and approaches to learning contribute to academic performance in upper secondary school (high school), after controlling for the well-known fact that general intelligence accounts for a large part of the variance. The general proposition of the thesis is that personality traits are stable dispositions and therefore predispose an individual to behave or act in a specific manner (Costa & McCrae, 1976). Additionally, another important determinant of academic performance is students’ approaches to learning, the way someone studies and makes sense of a particular school subject (Biggs, 1999). Study I examined how personality traits, divided into facets, predict academic performance in different school subjects. The results from several SEM analyses showed that personality, specifically Conscientiousness, has a positive influence on academic performance. In addition, there was a negative relation between Extraversion and academic performance and a positive relation between Neuroticism and academic performance. There were also interesting findings on the facet levels for all traits. The major conclusion of this study is that personality traits, both on the factor level and on the facet level, are important to academic performance in general, but sometimes more specifically to different school subjects. In Study II, the aim was to investigate the unique contribution of learning approaches to academic performance. A second aim was to explore possible gender differences in learning approaches. It was found that learning approaches contributed uniquely to academic performance, over and above personality and general intelligence. Differences between girls and boys were found, both with respect to the use of learning approaches and the consequences of these learning approaches for performance results. Based on a longitudinal design, the aim of Study III was to explore to what extent personality traits predict academic performance. Conscientiousness, Extraversion and Neuroticism were found to predict overall academic performance. Results suggest that personality traits, as measured at the age of 16, can predict academic performance at the age of 19, and more specifically: the grades of conscientious students improved from age 16 to age 19. This study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period.
12
Jalil, Samira Abdel. "Perspectives on Bilingualism: the importance of pronunciation in second language learning." reponame:Repositório Institucional da UNILA, 2016. http://dspace.unila.edu.br/123456789/580.
Full textAbstract:
Final research presented in fulfilment of the requirements for the Master of Arts Program in Applied Linguistics (TESOL) at Queens College. Seminar in Research in TESOL. 2002Submitted by Nilson Junior (nilson.junior@unila.edu.br) on 2016-07-14T19:41:24Z No. of bitstreams: 1 JALIL_Samira Abdel_Perspectives_ok.pdf: 9803609 bytes, checksum: 24ccb22735e5416db3bd3692ae05d6e2 (MD5)
Made available in DSpace on 2016-07-14T19:41:47Z (GMT). No. of bitstreams: 1 JALIL_Samira Abdel_Perspectives_ok.pdf: 9803609 bytes, checksum: 24ccb22735e5416db3bd3692ae05d6e2 (MD5) Previous issue date: 2002
This study examines the views of ESL learners and their teachers regarding the advantages of being bilingual, the importance of cross-linguistic interaction, and the place of pronunciation in Second Language Learning. It is aimed at building on prior research and studies in the area as well as discussing and comparing the attitudes the participants of this study have towards these bilingualism-related issues. The participants of this study were 42 ESL learners and their 6 teachers at the International High School in New York. This questionnaire was administered with the attempt of gaining better understanding of these towards the outcomes of being a bilingual at an intermediate and developing stage of acquiring the second language.
13
Fandino, Emily Christine. "The importance of differentiated instruction to student involvement, motivation, and learning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3404.
Full textAbstract:
This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.
14
McGarry, Theresa, and M. Michieka. "Relative Importance in Task-Induced Involvement." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6164.
Full text
15
Herndon-Stallings, Monica. "Online Doctoral Students and the Importance of Social Network Connections." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5346.
Full textAbstract:
University personnel offering online doctoral degrees struggle to address high attrition of students in the dissertation phase; these students can feel isolated, disconnected, and unmotivated. The purpose of this study was to explore ways online doctoral students in the dissertation phase used social networking sites (SNS) to overcome isolation and to increase persistence. The conceptual framework was situated in communities of practice (CoP) and the theory on self-determination. Research questions explored participants' experiences with using SNS to remain connected and persistent. Data were collected from in-depth interviews with 7 online doctoral students, who met the criteria of being in the dissertation phase for a minimum of 2 quarters and using at least 1 social networking site; the participants were from 4 online institutions in the United States. An interpretative phenomenological analysis was used to examine themes and interpret the lived experiences of participants. Findings revealed that online doctoral students in the dissertation phase valued working with peers and with doctoral graduates from other institutions as a strategy to remain persistent in completing their dissertations. They focused on learning and on sharing with others for social and emotional support in a safe environment. Other elements included being held accountable and being challenged to keep moving. The results could influence instructional design for online doctoral candidates emphasizing the use of SNS for support from a CoP. Implications for positive social change include higher education personnel supporting unmonitored SNS interactions and increasing trust within school-created SNS spaces for students in the dissertation phase.
16
McCann, Erin Joy. "The assessment and importance of volitional control in academic performance /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full text
17
Piercy, Sheryl Wernsing Morreau Lanny E. "Teacher perceptions of task importance and expectations of independence in student learning." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105741.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed November 21, 2005. Dissertation Committee: Lanny E. Morreau (chair), Thomas E. Caldwell, E. Paula Crowley, Kenneth H. Strand, Alan C. Repp. Includes bibliographical references (leaves 132-142) and abstract. Also available in print.
18
Kurita, Gregg. "Searching for my classroom| The importance of humanizing distributed learning for adults." Thesis, Fielding Graduate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680998.
Full textAbstract:
This autoethnography uses the personal journey of the author through Fielding Graduate University's doctoral program in Educational Leadership for Change to study the influence of peer advising and peer relationships in distributed learning environments on student success and program satisfaction. The study reveals that peer relationships and peer advisement opportunities may be needed to counter the high risks for dropping out, extra time in the program, or discontentment.
19
Lai, Wing-chi. "The importance of learner training for high achievers in self-directed learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262463.
Full text
20
Jackson, Ruby V. "College student engagement the importance of active learning, teamwork, and instructor characteristics /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/R_Jackson_070909.pdf.
Full textAbstract:
Thesis (M.A. in human development)--Washington State University, August 2009.Title from PDF title page (viewed on Aug. 11, 2009). "Department of Human Development." Includes bibliographical references (p. 67-71).
21
Morelock, John Ray. "Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/86192.
Full textAbstract:
Game-based learning--using games to achieve learning objectives--represents a promising and increasingly popular means of progressing engineering education's decades-long goal of bringing more evidence-based, active learning pedagogy into the classroom. However, if game-based learning is to proliferate as a pedagogy, research on game-based teaching is critical to provide practical recommendations for implementation, making the pedagogy more accessible to instructors. However, reviews of game-based literature reveal that little work exists in the game-based teaching space, and what work exists models high-level teaching practices and archetypal roles, which often fail to pinpoint specific practices game-based instructors can use to be successful. Moreover, reviews of game-based learning literature more generally suggest that research on how to improve student motivation in game-based learning settings--an important variable for learning and a longstanding argument for the value of games in education--are lacking in both quantity and theoretical soundness.
To redress these gaps, I conducted a primarily qualitative, multiple-case study of seven non-digital game-based learning activities in engineering with the goal of furthering game-based teaching research and providing practical recommendations to instructors when using games in their classrooms. Using the MUSIC Model of Motivation as a motivation framework and the Observation Protocol for Adaptive Learning as a framework for categorizing teaching practices, I interviewed instructors about how they expected their teaching practices to affect student motivation, and I interviewed these instructors' students about how they actually perceived their instructors' actions as affecting their motivation. By comparing instructor and student responses, I derived recommendations for game-based learning practice that are likely to have a high impact on student motivation, and condensed these recommendations into a four-phase framework of game-based teaching to bolster student motivation. I supplemented my interview data with observation data to construct detailed summaries of each case I studied.
The recommendations I offer in my framework can serve as useful resources for instructors seeking to foray into game-based teaching practices or improve their existing game activities, especially in engineering. Moreover, my study provides a model for investigating game-based teaching practices and motivation in game-based learning using established theoretical frameworks in natural classroom settings.Ph. D.
Game-based learning—the use of games to achieve learning objectives—is a promising and increasingly popular way to introduce active learning into engineering classrooms, which is something engineering education as a field has been trying to achieve for decades. However, if game-based learning is to reach a wider audience of engineering instructors, research on the teaching practices instructors use in game-based learning classrooms is important, so that researchers can provide practical recommendations to instructors and make game-based learning less intimidating. However, little work has been done to study these teaching practices, and the work that exists tends to look at high-level trends across teaching practices, rather than offering specific pieces of advice. Moreover, research on how to improve student motivation in game-based learning settings is lacking, which is a problem because student motivation is important for learning and is one of the biggest theoretical benefits of using games in education. To fill in some of these gaps, I conducted instructor and student interviews around seven non-digital game-based learning activities in engineering, with the goal of furthering game-based teaching research and providing practical recommendations to instructors considering or currently using games in their classrooms. Using an established framework of student motivation and an existing means of grouping teaching practices, I interviewed instructors about how they expected their teaching practices to affect student motivation, and I interviewed these instructors’ students about how they actually perceived their instructors’ actions as affecting their motivation. By comparing instructor and student responses, I came up with several recommendations for gamebased learning practice that are likely to have a high impact on student motivation, and I produced a framework to serve as a visual aid to help instructors implement teaching practices that can bolster student motivation at any phase of a game-based learning activity. I also supplemented my interview data with observation data to provide readers with detailed summaries of each case I studied. The recommendations I offer in my framework can serve as useful resources for instructors looking to implement game-based learning activities or improve their existing game-based learning activities, especially in engineering. Moreover, my study serves as a model for future researchers who want to qualitatively study game-based teaching practices or motivation in game-based learning using established frameworks.
22
Smith, Kara N. "Online Teacher Professional Development: The Importance of Training to Deliver PD Online." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1949.
Full textAbstract:
Thesis advisor: Joseph PedullaThe most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional development. There are a great deal of challenges involved with delivering high-quality teacher professional development to all teachers, however, such as time, geography, and available resources. Online professional development is emerging in the literature as a viable alternative to traditional face-to-face online professional development. With the recent emergence of such a trend, however, very little research had been conducted on the quality of the individuals providing the online PD to teachers. The aim of this study was to examine one online facilitator-training program which was designed to train facilitators in the skills and best practices associated with delivering high quality PD to teachers across eight states. Using survey data collected over a two-year period, this dissertation explored the relationship between facilitator trainee ratings of training workshop quality and teacher outcomes of interest through a set of five regression equations. While only three of the relationships were found to be statistically significant, all provided valuable insight nonetheless. Specifically, the significant contributions include; a better insight into the relationship between training facilitators to deliver PD specifically in an online format and teacher perception of course quality, a series of tools to measure this relationship with other facilitator training programs in the future and, a contribution to the sparse literature currently available on this topic
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
23
Greig, Gail. "The role and importance of context in collective learning : multiple case studies in Scottish primary care." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/500.
Full text
24
Singh, Rupesh Kumar. "Distance Learning and Attribute Importance Analysis by Linear Regression on Idealized Distance Functions." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1495909607902884.
Full text
25
Weber, Moriah. "The Importance of Collaboration Within Project-Based Learning in a Kindergarten Teacher Classroom." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307963319049.
Full text
26
Straub, Evan. "Emotional responses to technology failure: looking beyond the appraisal of subjective importance." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1197919042.
Full text
27
Clayton, Arnshea. "The Relative Importance of Input Encoding and Learning Methodology on Protein Secondary Structure Prediction." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/cs_theses/19.
Full textAbstract:
In this thesis the relative importance of input encoding and learning algorithm on protein secondary structure prediction is explored. A novel input encoding, based on multidimensional scaling applied to a recently published amino acid substitution matrix, is developed and shown to be superior to an arbitrary input encoding. Both decimal valued and binary input encodings are compared. Two neural network learning algorithms, Resilient Propagation and Learning Vector Quantization, which have not previously been applied to the problem of protein secondary structure prediction, are examined. Input encoding is shown to have a greater impact on prediction accuracy than learning methodology with a binary input encoding providing the highest training and test set prediction accuracy.
28
Woodie, Karen. "The importance of social skills training as it relates to students with learning disabilities." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008woodiek.pdf.
Full text
29
Pihlaja, K. (Kaisa). "Adaptive expertise in teamwork environment:the importance of social aspects in expert work and learning." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201608122629.
Full textAbstract:
Today’s society and modern working life is in a constant change which poses challenges for professional expertise as well as to educational systems that are expected to produce the future experts. Work tasks are becoming increasingly complex and multifaceted in which domain-specific knowledge and routine expertise may not suffice anymore, but calls for adaptive expertise: the ability to adapt in new and unfamiliar settings, use knowledge flexibly in creating high-quality, innovative solutions to problems, and to constantly learn new and renew expertise.
The previous studies on expertise have informed our understanding about expert performance and learning of expertise, but have mainly concentrated on the cognitive aspects of expertise. Thus it is important to gain more information about adaptive expertise, and especially about the social aspects of adaptive expertise which has been studied less. Also, due to the challenging nature of expert work in modern working life and the fact that work is in increasing amounts performed in teams, this context is important to study. The current study aims at exploring adaptive expertise in working life, more precisely, in the context of teamwork environment to gain more information about the social aspects of adaptive expertise, learning of expertise, and what kind of an effect teamwork environment has in it.
The participants in the current study were six adaptive experts from ICT domain. ICT domain was selected as the setting for studying adaptive expertise for the reasons that the domain includes knowledge workers whose jobs require specialization and adaptive expertise on specific domains, often knowledge on only one domain is not enough but diverse knowhow and skills are needed, and work is mainly done in teams. The data was gathered with semi-structured interviews and qualitative content analysis was used to analyze the interview data.
The results of the present study give further evidence that adaptive expertise is a highly social phenomenon. Adaptive experts possess good social skills which they make use of when solving work-related complex problems in collaboration with other people, which in turn leads to further growth of their knowledge and skills. The current study also brought forward the various challenges but also the affordances of teamwork environment which not only provide for effective problem solving but also learning and developing expertise when collaborating with other people. Also, the results of this study give support to the view that ICT companies could be considered as second-order environments that promote learning of expertise. In an ICT company the continual contributions to technological and strategical knowledge means that conditions keep changing, and thus there is a need to adapt to these progressive set of conditions. This in turn means that experts need to continually redefine problems at a higher and usually more complex level that are beyond their existing competence, which in turn develops their expertise further.
Based on the results of the current study, implications are suggested related to optimal composition of teams as well as communication and information sharing in organizations, the importance of collaborative problem solving in educating future experts, as well as how in expert research the social aspects of adaptive expertise and learning of expertise should be regarded with equal importance as the cognitive aspects.
30
Piguave, Pérez Vicenta Rocío. "Importance of creativity development for Commercial Engineering career students from the teaching-learning process." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/116853.
Full textAbstract:
The objective of this work is to place the importance of creativity development for students into university contexts, therefore a diagnosis of the issue is presented in the students who aspire to reach higher levels of personal development and emotional health in social environments increasingly complex and competitive, to the demands of the entrepreneurial sector towards professionals in order to solve in an original and independent way, the decision-making processes, products and innovative services generation that solve problems on the field as a way to improvetheir quality of life. This study was conducted with students from «Universidad Laica Eloy Alfarode Manabí» in the career of Commercial Engineering, through a survey and additionally interviews were conducted to professors to supplement the information gathered by the survey. The synthesis of the results and recommendations are presented for routing teaching tasks placing the professor as the main promoter ofcreativity from the learning process.El objetivo del trabajo es situar la importancia del desarrollo de la creatividad paralos alumnos en contextos universitarios, por lo que se presenta un diagnóstico del tema en los estudiantes que aspiran alcanzar niveles superiores de desarrollo personal y de bienestar emocional en entornos sociales cada vez más complejos y competitivos, ante las exigencias del sector empresarial a los profesionales para solucionar de una manera original e independiente los procesos de toma de decisiones, generación de productos y servicios innovadores que les permitan resolver los problemas del medio, como una forma de elevar su calidad de vida. Este estudio se realizó con estudiantes de la Universidad Laica Eloy Alfaro de Manabí en la carrera de Ingeniería Comercial a través de una encuesta, y adicionalmente se realizó entrevistas a docentes para complementar la información recogida por la encuesta. Se presenta la síntesis de los resultados así como recomendaciones para encaminar tareas docentes, situándolo como el principal promotor de la creatividad desde el proceso de enseñanza aprendizaje.
31
Chang-Seo, Andrea J. "The Importance of Teacher Development| Investigating Teacher Experiences and Perspectives in Professional Learning Communities." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823846.
Full textAbstract:
PLCs have been shown to be a promising professional development model in increasing overall student achievement. As a result, schools have turned to implementing Professional Learning Communities (PLCs) as a way to help teachers to collaborate, identify the needs of students, and formulate a plan to address the needs. However, little research has been done on how effective PLCs can contribute to both teacher development and student learning. Examining the experiences of teachers within PLCs is critical because, as a form of professional development, it can be used to help teachers feel supported within school sites which may, in turn, encourage retention rates.
The purpose of this study is to investigate teacher experiences and perspectives about the characteristics of effective PLCs that support their professional growth and commitment at a single urban high school site in Southern California. By examining effective PLC characteristics in this case study site, administrators and secondary school site leaders can benefit from implementing PLCs that focus not only on student learning but also with teacher development. This information can support the effective implementation of PLCs in K-12 districts that also contribute to teacher development and success. Creating effective PLCs can positively affect teacher development that may help deepen their commitment to the school and in return, create sustainable student achievement and teacher growth.
32
Meleis, Angela M. "The importance of physical activity in elementary aged children affecting their health, behavoir, and learning." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1113.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Sports and Fitness
33
Thomson, Keira. "Investigating motor preparation and the importance of external information in people with Parkinson's disease." University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0074.
Full textAbstract:
[Truncated abstract] There is overwhelming evidence that PD leads to impairments in executing voluntary movements. However, it is less clear whether it also leads to impairment in the preparation of movement. The current investigation first aims to further our understanding of motor preparation in people with PD. Two techniques are commonly used to assess motor preparation. These are the manipulation of response complexity and cueing response-related information in advance of the imperative signal. They were both incorporated into a motor task in which participants performed two-movement sequences on a response board. In Experiment 1, people with PD (comprising two groups one on their anti-Parkinsonian medication, and the other following a delay in its normal administration) showed patterns in their motor performance that was similar to healthy age-matched adults. They showed lengthening in their reaction time (RT) with increased response complexity, indicating that the sequences were prepared before their initiation. In addition, both of the PD groups, as well as the healthy adult group, showed shorter RTs with valid cueing and longer RTs with invalid cueing relative to the neutral cue condition. In response to a part-invalid cue (with both valid and invalid information) all three groups had very similar RTs to that in the neutral cue condition. ... in the third experiment, participants were first presented with a sequence to perform, and then, while initiating and executing that sequence, they were presented with a second sequence, providing either valid or invalid visual information about the twomovement sequence. It was expected that if invalid visual information evokes a stronger obligatory response in people with PD, then these participants would experience greater difficulties ignoring such information. This was not found to be the case. Rather the PD group showed a similar pattern of performance to the healthy adults. This indicates that they were able to ignore visual information when it was invalid and unhelpful, and so suggests that people with PD use external information strategically. The results presented in this thesis suggest that motor preparation is largely intact in people with PD. Motor preparation may, however, be incomplete under reduced visual information. Furthermore, while visual information may be particularly important to people with PD, it does not seem to evoke a stronger obligatory response than in healthy adults. Rather, people with PD seem to use external information strategically.
34
Prtic, Soons Maria. "The Importance of Language Awareness-Ambiguities in the understanding of language awareness and the practical implications." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35061.
Full textAbstract:
The aim of this essay has been to investigate the role of language awareness (LA), from a teacher’s perspective in today’s Swedish upper secondary school, related to foreign language learning (with the emphasis on the cognitive aspects), and to investigate why it is important to give more attention to LA as a concept in order to enhance language acquisition. The investigation has been carried out through qualitative in-depth interviews with six foreign language teachers. The result shows that the teachers’ views of the concept do not cover all aspects of LA and that there are theoretical and practical ambiguities in the views concerning the cognitive aspects. The conclusion points to the necessity of clarification of LA and that LA ought to be explicitly mentioned and developed in the curriculum. Finally, the conclusion underlines the need of LA methodology in order to facilitate teaching in the aim of improving language learning through pupils’ metacognition.
35
Vég, Anikó. "Teaching and Learning in Type 2 Diabetes : The Importance of Self-Perceived Roles in Disease Management." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7122.
Full textAbstract:
The major part of care in type 2 diabetes is in the hands of the patient so the focus of educational interventions should be on the person behind the disease. An experience-based group education programme that actively promotes participants’ reflection and understanding has been designed and implemented in cooperation with the Swedish Pharmacy. The regression model presented in Paper I revealed the importance of self-perceived role in diabetes management. Blood glucose control two years after baseline was improved for participants who described themselves as having an active role in their treatment, compared to those taking on a passive or a compliant role. Paper II described the resulting categories from content analysis of three open-ended questions about participants’ role, goal and support needs in diabetes management. The people taking care of diabetes most effectively and needing least support were called Disease Managers; those following the health professionals’ orders and depending on regular controls were categorised as Compliant, whereas the Disheartened had difficulties in achieving good metabolic control and often described both medical and social obstacles. These three self-management profiles were strongly correlated to metabolic outcomes. In Paper III perceptions of diabetes management were reassessed: perceptions were only stable in approximately half of participants, thus providing evidence for a dynamic model of learning self-management in diabetes. The three self-management profiles still correlated with metabolic outcomes. In paper IV the long-term metabolic outcome (HbA1c) of the study population was investigated. Metabolic control was stable up to seven years following the intervention, in contrast to the metabolic deterioration often present in diabetes. The main message of this thesis is that participants’ self-perceived role had a major influence on metabolic outcomes. Assessing self-management profiles both in diabetes and possibly other chronic conditions can help health care providers to tailor their educational efforts accordingly. Furthermore, this experience-based patient education programme outside the framework of routine diabetes care has the potential to stabilise metabolic control on the long run effectively.
36
Vég, Anikó. "Teaching and learning in type 2 diabetes : the importance of self-perceived roles in disease management /." Uppsala : Acta Universitatis Upsaliensis, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7122.
Full text
37
Anderson, Maggie. "The importance of ambivalence : caring for people with learning disabilities who engage in self injurious behaviour." Thesis, Open University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336977.
Full text
38
Werner, Unn. "Social climate in inclusive classrooms : The importance of social climate as part of the learning environment." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185953.
Full textAbstract:
To be able to make inclusion a reality, research has indicated that the learning environment has to be improved through the social climate. In a classroom with many different needs and abilities, the social climate should be positive and flexible, so the students feel comfortable and willing and able to advocate for themselves. The purpose of this thesis was to investigate the importance of social climate as part of the learning environment for students with Special Educational Needs in inclusive classrooms in a U.S. Secondary school. The study was conducted at a private High school in the U.S. The data was collected through semi-structured interviews with Regular Education teachers and Learning Support teachers. The data were analyzed with qualitative thematic analysis, to be able to identify patterns and themes in the data. The main themes that was found in the data was Social Climate, Relationships, Differentiation and Implementation. All the respondents agreed that the social climate had an impact on how well the inclusion and the use of accommodations were used which is in line with previous research. The respondents felt that they themselves could influence the social climate to a large extent. This work took place both through discussions but also by differentiating and adapting activities and working groups. An important part of the work was also through building relationships. between teachers and students. All respondents agreed that a good social climate was important for students' ability to advocate for themselves and use the accommodations they received in Learning Support.
39
Ahern, Sara Marie. "Learning to like vegetables : the importance of exposure in the food preference development of preschool children." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/6900/.
Full textAbstract:
Despite a 5-a-day recommendation many children do not consume sufficient fruits and vegetables, with vegetable intake particularly low. Children’s strong dislike for vegetables is a barrier to intake (Nicklaus, Boggio, Chabanet & Issanchou, 2005; Zeinstra, Koelen, Kok, & de Graaf, 2007) indicating a need to develop strategies that will help children to develop the necessary preferences. Research has suggested that increasing children’s familiarity with vegetables through repeated experience is crucial in enhancing preferences. The current thesis used quantitative and qualitative methods to explore children’s earliest experiences with vegetables in order to identify critical periods and factors that impact upon liking and intake. Using experimental methods it then examined the effectiveness of strategies currently being employed by parents to promote vegetables in young children. The data presented confirms that familiarising children with a variety of vegetables via repeated taste exposure is fundamental in increasing children’s preference for and intake of novel vegetables. Results suggest that the effects of experience are mediated by age, supporting the idea of a ‘sensitive period’ during which children are more receptive to new tastes. The onset of food neophobia in the preschool years appears to limit the effects of repeated exposure but significant increases in consumption are observed. A theoretical model of children’s vegetable intake contributes to understanding of food preference development and highlights a need to focus interventions on children who might be more resistant to the effects of exposure.
40
Grace, Rachel. "An exploratory evaluation of precision teaching : investigating the relative importance of distributed practice and interleaved learning." Thesis, University of Nottingham, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715121.
Full textAbstract:
There is an established evidence-base supporting the use of a Precision Teaching (PT) approach in schools to target, monitor, and refine teaching so as to accelerate children's learning. Despite this evidence-base, some important questions remain regarding the specific mechanisms that have been assumed to contribute to the overall effectiveness of PT. The aim of the current research study was to explore the relative importance of distributed practice and interleaved learning, two key instructional psychology principles which underpin PT. The study principally focused on the development of children's reading skills, however, as a secondary focus the research also aimed to assess the assertion that PT can enhance children's self-concept. A multiple treatment single-case experimental design (SCED) was employed and a series of six A-B-C-D SCEDs were conducted, where a separate experiment was conducted with each participant. Repeated measures were taken to assess participants' progress on a specific reading skill, their reading fluency, and their reading self-concept; this data is presented graphically and analysed using visual analysis. The results of the study demonstrate mixed results in terms of the benefits of distributed practice and interleaved learning within a PT approach. Although existing research has highlighting the effectiveness of these two strategies in the adult population and to a much lesser extent with children, the current study indicates that the effects seen in these larger scale group designs maybe more subtle in 'real-world' practice. This has implications in terms of evidence-based practice within the field of Educational Psychology and highlights the need for educational psychologists to give consideration to practice-based evidence in addition to evidence-based practice.
41
Straub, Evan T. "Emotional responses to technology failure looking beyond the appraisal of subjective importance /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1197919042.
Full text
42
Byers, Albert S. "Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three–Six." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40430.
Full textAbstract:
Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit from improved science content knowledgeâ and given the challenge of providing this at a level scalable and sustainable through face-to-face delivery aloneâ this study sought to understand what types of online self-directed content-interaction strategies are of greatest learner satisfaction and provide the highest learning impact for teachers in grades three–six. Employing Anderson's Equivalency of Interaction Theorem, and looking at age, years teaching experience, and learning preferences via Kolb and Kolb's Learning Style Inventory 3.1 (2005), this descriptive study non-randomly sampled 85 educators who passed a series of self-paced interactive web modules to rate their preferences for five different types of content-interactive strategies: (a) simulations, (b) interactive reference, (c) hands-on, (d) personal feedback, and (e) pedagogical implications. Using an online survey and a pre- and postassessment instrument it was found that (a) as age and years teaching experience increase, teachers' preferences for personal feedback, interactive reference, and simulations increased, (b) teachers' content knowledge increased significantly after completing the web modules, (c) teachers' learning style moderately aligned with their preferences for content-interaction strategies, and (d) teachers least preferred the pedagogical implications component. Instructional designers and education administrators selecting professional development for teachers may find this informative. Data from this research support Anderson's theory that if the content interaction is rich, human interaction may be provided in diminished capacities.Ph. D.
43
Edlund, Felicia. "The Importance of Speaking and Interacting in Online Teaching for Secondary School." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40835.
Full textAbstract:
The increased use of online teaching during the year 2020 has highlighted that there is still a lack of knowledge on how the virtual classroom affects interacting and speaking. Therefore, this study focuses on answering the following two research questions: To what degree does online teaching support speaking and interaction in the classroom? Also, what strategies can teachers use to facilitate speaking and interacting better online? To answer the research questions, the author collected information from six different empirical studies in the field. One key result is that it is of high importance to increase the amount of interaction and communication between students in the Secondary School classroom. Furthermore, it is also highlighted that improving the design and structure can promote more purposeful interaction and communication between students and teachers. One implication of the study and for the field of research, in general, is that it only focuses on English as a second language and no other subjects. Another implication is that the study used only six empirical studies to collect the information which makes it difficult to generalise the results.
44
Maharjan, Ramesh. "Climate change and the importance of empowering citizens : Science teachers' beliefs about educational response in Nepal." Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90451.
Full textAbstract:
Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change education and the interviews with secondary Science teachers, teaching Science at secondary level in different schools of Kathmandu Valley. The results showed that the teachers were convinced and concerned on the ongoing climate change and stressed on knowledge for climate change actions; they were found to introduce climate change issues contextually and relating to the topics like greenhouse effect, ozone layer depletion they teach; lack of resources, exclusion of climate change in the secondary Science curriculum, their own limited knowledge on climate change, the unpractical theory and marks oriented educational system, and shifting of the responsibilities by the students hindered effective climate change communication in the classroom settings. The findings have been discussed in relation to social learning theory and relevant literature.
45
Frank, Kristina, and Marie Selin. "Lärandemiljöns betydelse för barn i koncentrationssvårigheter The importance of the learning environment for children in concentration difficulties." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28946.
Full textAbstract:
Syftet med arbetet är att beskriva ett antal pedagogers uppfattningar om lärandemiljöns betydelse för barn i koncentrationssvårigheter samt vilket stöd de önskar av specialpedagogen. Undersökningen bygger på tio intervjuer med pedagoger från två kommuner. I detta arbete vill vi ge en bild av hur dessa pedagoger tänker kring lärandemiljöns betydelse för barn i koncentrationssvårigheter, hur de arbetar samt vilket specialpedagogiskt stöd de anser sig behöva. För att få en teoretisk grund redogör vi först för den litteratur vi utgått ifrån samt den teori som vi tror är aktuell för vårt arbete.Sammanfattningsvis kan vi konstatera att pedagoger är medvetna om att lärandemiljöns utformning är av stor betydelse för barn i koncentrationssvårigheter. Samtliga pedagoger upplever att de stora barngrupperna påverkar problematiken för barn i koncentrationssvårigheter. Vi har fått ta del av många strategier som pedagogerna använder sig av i arbetet med barnen. Det stöd som pedagogerna efterfrågar från specialpedagogen är framförallt handledning och konsultation.
46
Robinson, Melissa J. "Learning Healthy Sleep Behaviors: The Importance of Selection, Self-Concepts, and Social Comparison in Narrative Self-Education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492435342459696.
Full text
47
Brown, Von Renee. "Competency, importance, and social support, of learning disabled chidren in an inclusion program: a test of a model." Thesis, Virginia Tech, 1995. http://hdl.handle.net/10919/43812.
Full textAbstract:
The purpose of this study was to examine the mediational role of social support, in1portance, and competency on global self-worth for a group of learning disabled (LO) children who participated in an inclusion program. Inclusion programs are one method of educating ill children. These LD
children spend the entire- school day, including all academic classes, in a regular classroom. Special education teachers assist these children within this regular classroom setting. In the current study, 24 children from the fourth, fifth, and sixth grades completed four questionnaires. Their perceived competency and importance scores were used to derive a discrepancy score. It was hypothesized that social support and discrepancy scores would correlate with global self-worth. Social support was found to correlate significantly with global self-worth, but discrepancy scores did not. In addition, competency in the areas of general intellectual ability, behavioral conduct, and physical appearance were found to correlate with global self-worth. It was also hypothesized that these children would spontaneously compare themselves to other children in their regular classroom rather than other handicapped children. A majority of the children in this sample acted in accordance with this hypothesis. This comparison also resulted in a positive effect on their feelings of competency. Finally, it was hypothesized that classmate support rather than parental, teacher, or friend support would correlate highest with global self-worth. This hypothesis was not supported.
The parent subscale of the social support measure correlated highest with global self-worth. The relevance of these findings to children's feelings of self-worth and the inclusion program are discussed.Master of Science
48
Assael-Monier, Magdalena. "Mate copying chez la drosophile : importance évolutive et bases mécanistiques." Thesis, Toulouse 3, 2020. http://www.theses.fr/2020TOU30040.
Full textAbstract:
La copie de partenaire, ou "mate-copying" est un comportement bien documenté chez de nombreuses espèces, parmi lesquelles des animaux en apparence aussi rudimentaires que Drosophila melanogaster. Chez cette espèce d'insecte, lorsqu'une femelle observe une autre femelle s'accoupler avec un mâle d'un certain phénotype, sa préférence pour les mâles de ce phénotype augmente. Autrement dit, elle copie la préférence de partenaire de la femelle démonstratrice. Ce comportement constitue un modèle d'apprentissage social observationnel que l'on peut exploiter tant au niveau des mécanismes proximaux (par exemple comportementaux et neurobiologiques) que distaux (par exemple pour son influence sur l'évolution). Dans ce travail, ces deux aspects du mate-copying sont abordés. Le premier chapitre de ma thèse étudie la stabilité de cette stratégie de choix de partenaire en fonction de conditions environnementales sociales, particulièrement sur la disponibilité apparente des mâles, et sa stabilité dans le temps (mémoire à long terme). J'ai montré que les femelles adaptent leur sélectivité en fonction de la disponibilité apparente des mâles, mais sans impact sur leur capacité à copier le choix de la femelle démonstratrice. J'ai aussi contribué à montrer que les femelles peuvent former une mémoire sociale à long terme (24h) impliquant la synthèse protéique. Les deuxième et troisième chapitres abordent les mécanismes cognitifs du mate-copying. Ainsi, j'ai montré que les neurotransmetteurs dopamine et sérotonine sont impliqués dans cet apprentissage ; j'ai montré également que le récepteur dopaminergique DAMB (DopAmine Mushroom Bodies) est requis pour cette mémoire sociale à long terme, mais pas à court terme, suggérant l'implication d'un autre récepteur dopaminergique que DAMB dans cet apprentissage social. J'ai enfin élaboré un nouveau protocole de démonstrations basé sur des photographies, qui contribuera à la caractérisation plus efficace des signaux visuels nécessaires, et à moyen terme, des mécanismes neurobiologiques. Enfin, j'ai montré que le mate-copying est un apprentissage basé sur le trait du mâle impliqué dans l'acceptation et non le rejet par la femelle démonstratrice, et impliquant des réseaux neuronaux dopaminergiques en jeu dans l'apprentissage aversif olfactifMate-copying has been reported in many Vertebrate and Invertebrate species, including animals as simple in appearance as Drosophila melanogaster. In this species, when a female observes another female mating with a male of a given phenotype, his attraction to other males of this phenotype increases. In other words, she copies the mate preference of the demonstrator female. This behavior constitutes a powerful model of social observational learning in animals, both for proximate mechanisms (for instance behavioral and neurobiological) as well as ultimate mechanisms (notably, as it takes part to sexual evolution). The present work studied these two aspects of mate-copying. The first chapter tested the stability of mate-copying across environmental social conditions, more specifically, apparent availability of males, and across time (long-term memory). I showed that, while sex-ratio affects female choosiness positively, Drosophila females seem to have evolved a mate-copying ability independently of sex-ratio. I also participated in showing that females can form a social long-term memory (24h) involving protein synthesis. Chapters 2 and 3 deal with cognitive mechanisms in mate-copying. I showed that it involves the neurotransmitters dopamine and serotonine, while the dopaminergic receptor DAMB (DopAmine Mushroom Bodies) is required for this social long-term memory, but not for short-term memory, which suggests that another dopaminergic receptor is also involved in this social learning. I designed and tested a new protocol of demonstrations based on photographs, which will ease the study of the visual cues necessary for this behavior, and later the study of the neurobiological mechanisms. Finally, I showed that mate-copying is a learning based on on the trait of the male accepted by the demonstrator female, and not on the rejected one, and I found that, counter-intuitively, dopaminergic networks involved are those for aversive, not appetitive, olfactory learning
49
Nowak, Michel. "Accelerating Monte Carlo particle transport with adaptively generated importance maps." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS403/document.
Full textAbstract:
Les simulations Monte Carlo de transport de particules sont un outil incontournable pour l'étude de problèmes de radioprotection. Leur utilisation implique l'échantillonnage d'événements rares grâce à des méthode de réduction de variance qui reposent sur l'estimation de la contribution d'une particule au détecteur. On construit cette estimation sous forme d'une carte d'importance.L’objet de cette étude est de proposer une stratégie qui permette de générer de manière adaptative des cartes d'importance durant la simulation Monte Carlo elle-même. Le travail a été réalisé dans le code de transport des particules TRIPOLI-4®, développé à la Direction de l’énergie nucléaire du CEA (Salay, France).Le cœur du travail a consisté à estimer le flux adjoint à partir des trajectoires simulées avec l'Adaptive Multilevel Splitting, une méthode de réduction de variance robuste. Ce développement a été validé à l'aide de l'intégration d'un module déterministe dans TRIPOLI-4®.Trois stratégies sont proposés pour la réutilisation de ce score en tant que carte d'importance dans la simulation Monte Carlo. Deux d'entre elles proposent d'estimer la convergence du score adjoint lors de phases d'exploitation.Ce travail conclut sur le lissage du score adjoint avec des méthodes d'apprentissage automatique, en se concentrant plus particulièrement sur les estimateurs de densité à noyauxMonte Carlo methods are a reference asset for the study of radiation transport in shielding problems. Their use naturally implies the sampling of rare events and needs to be tackled with variance reduction methods. These methods require the definition of an importance function/map. The aim of this study is to propose an adaptivestrategy for the generation of such importance maps during the Montne Carlo simulation. The work was performed within TRIPOLI-4®, a Monte Carlo transport code developped at the nuclear energy division of CEA in Saclay, France. The core of this PhD thesis is the implementation of a forward-weighted adjoint score that relies on the trajectories sampled with Adaptive Multilevel Splitting, a robust variance reduction method. It was validated with the integration of a deterministic module in TRIPOLI-4®. Three strategies were proposed for the reintegrationof this score as an importance map and accelerations were observed. Two of these strategies assess the convergence of the adjoint score during exploitation phases by evalutating the figure of merit yielded by the use of the current adjoint score. Finally, the smoothing of the importance map with machine learning algorithms concludes this work with a special focus on Kernel Density Estimators
50
Mohammed, Shamim. "”Men snöbollarna är ju mer än tio!” : en vetenskaplig essä om matematik, lek och lärande i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16725.
Full textAbstract:
My aim with the experience-based essay is that I want to explore the implications of mathematics on children's development. I also want to examine my approach in relation to the various mathematical tasks. Why do we think that mathematics is important for pre-school children? What does the research say about how the teacher is thinking about mathematics? Can the teacher combine playing and learning and create meaningful moments and activities related to mathematics? I also want to explore our policies and the objectives that the teacher should relate to. What is required of me as a teacher in order to meet those goals? My essay is about mine and my boss’s view of the mathematical tasks that I usually perform in the preschool. She thinks that they might create a pressure on the children. My reflection on this will help me to understand my mathematical activities in a deeper way. During my research trip I will examine how the teacher can combine mathematics, playing and learning to form pleasurable moments of them. I want to show how the interaction and storytelling can create a link between the teacher and child. My role as an educator is an important part of children’s development, because it is me who opens or restricts the child's ability to grow and learn.