The Learning Space in Tutoring

2019 ◽  
Vol 15 (4) ◽  
pp. 589-626
Author(s):  
Grzegorz Grzegorczyk
Keyword(s):  
Learning Trajectory ◽  
Teaching Tool ◽  
List Type ◽  
Learning Space ◽  
Effective Learning ◽  
First Order ◽  
Personalized Education ◽  
Special Domain ◽  
Epistemic Change ◽  
Epistemic Frame

Abstract Following the relational turn that has been observed in the areas of therapy and medical care (cf. Dinis 2010), a similar trend is beginning to develop in education. One didactic manifestation is in academic tutoring, and can be considered as a prototype of personalized education, which is founded on interactivity, dialogicality, and languaging. In our text, we focus on the phenomenon of interactivity and, predominantly, languaging as the substrate for the emergence of a special domain. Here, the learning space is defined as “a cognitive situation where a learner attunes in his/her own epistemic change.” We observe that a learning space occurs as a teacher/tutor engages with aspects of the student’s/tutee’s epistemic frame by questioning, commenting on, or perspectivizing the utterances of the student. It follows that a learning space can be necessary but not sufficient for effective learning. As we show, some research into tutoring excessively idealizes it as an effective teaching tool. In the course of our brief scrutiny we find that success of the learning process also draws on factors like: being prepared being good at hearing and using hints being willing to improvise a learning trajectory allowing some degree of interdependence with the tutor using many kinds of first-order activity

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

scholarly journals On a Propositional Calculus Whose Decision Problem is Recursively Unsolvable

1970 ◽  
Vol 38 ◽  
pp. 145-152
Author(s):  
Akira Nakamura
Keyword(s):  
Decision Problem ◽  
Propositional Calculus ◽  
Predicate Calculus ◽  
Reduction Theorem ◽  
List Type ◽  
First Order ◽  
Order Predicate Calculus

The purpose of this paper is to present a propositional calculus whose decision problem is recursively unsolvable. The paper is based on the following ideas: (1) Using Löwenheim-Skolem’s Theorem and Surányi’s Reduction Theorem, we will construct an infinitely many-valued propositional calculus corresponding to the first-order predicate calculus.(2) It is well known that the decision problem of the first-order predicate calculus is recursively unsolvable.(3) Thus it will be shown that the decision problem of the infinitely many-valued propositional calculus is recursively unsolvable.

scholarly journals O09 Drug delivery kinetics of intravenous gentamicin in a population of neonates

2019 ◽  
Vol 104 (6) ◽  
pp. e4.2-e4
Author(s):  
G Salis ◽  
N Medlicott ◽  
D Reith
Keyword(s):  
Drug Delivery ◽  
Time Lag ◽  
Medical Science ◽  
Compartment Model ◽  
Pharmacokinetic Parameters ◽  
List Type ◽  
First Order ◽  
Model Drug ◽  
The Individual ◽  
Kinetics Of

BackgroundGentamicin is commonly used in the NICU setting and is often administered via long lines, which increases variability in the rate of administration. We aimed to model drug delivery pharmacokinetic parameters for intravenous gentamicin administered via umbilical venous catheters (UVCs).MethodsData was modelled from infusion simulations of gentamicin delivery using UVCs with a background flow rate of 0.5 ml/h.1 Different combinations of dose (2 mg, 5 mg) were given by bolus injection over 3–5 minutes, followed by a normal saline flush (1 ml, 2 ml). Gentamicin levels were measured at 5 minute intervals over an hour via high pressure liquid chromatography.Phoenix Certara (version 8.1) was used for modelling. An extravascular model with clearance removed was used to predict parameters: absorption constant (Ka), time lag (Tlag), and bioavailability (F). F was used to enable an estimate of the variability in dose administered. Different error models were tested to ascertain which best described the data.ResultsAn extravascular one compartment model with first order absorption and additive error best described the data. Estimates for the model with a 2 mg dose and 1 ml flush were Ka 0.34L/min, Tlag 1.28min, F 0.97, standard deviation (stdev) 0.14. For 2 mg, 2 ml flush, estimates were Ka 0.86L/min, Tlag 3.01min, F 0.87, stdev 0.01. For 5 mg, 1 ml flush, estimates were Ka 0.48L/min, Tlag 3.13min, F 1.03, stdev 0.12. For 5 mg, 2 ml flush, estimates were Ka 0.83L/min, Tlag 3.29min, F 1.09, stdev 0.02. For each model epsshrinkage and nshrinkage for Tlag and F were low, however nshrinkage for ka was 0.9999.ConclusionThis is the first known modelling of gentamicin delivery kinetics. The studies all had high nshrinkage for Ka, therefore the individual estimates of ka may be unreliable. Further studies with a higher number of replicates would provide more favourable data for estimating Ka.ReferenceLala AC ( 2016). Variability in neonatal gentamicin administration influencing drug delivery kinetics (Thesis, Master of Medical Science). University of Otago.Disclosure(s)No conflict of interest declared. Funding for research via the Freemasons Society of New Zealand.

Part I: Some experiences on simple panel methods applied to attached and separated flows

1987 ◽  
Vol 91 (908) ◽  
pp. 350-359 ◽  
Author(s):  
H. B. Tou ◽  
G. J. Hancock
Keyword(s):  
Piecewise Linear ◽  
Separated Flows ◽  
Surface Singularity ◽  
List Type ◽  
Trailing Edge ◽  
Kutta Condition ◽  
First Order ◽  
Panel Methods ◽  
Total Head ◽  
Order Surface

Summary Simple first order surface singularity methods based on: (i) Smith and Hess uniform source panels plus a uniform vorticity around aerofoil profile, (ii) piecewise linear vorticity around aerofoil profile, with different assumption for Kutta condition, have been applied to attached flows and separated flows past an aerofoil/spoiler configuration, assuming an inviscid model. For separated flows, piecewise linear vorticity methods give reasonable results as long as small panel elements are taken in the region of the separations at the spoiler tip and aerofoil trailing edge. The Smith and Hess method gives results which do not agree too closely with the vorticity methods. There is doubt concerning uniqueness. Results have been compared using two different wake models; in one, the total head inside the wake is taken to be uniform, in the second, the static pressures along the separation streamlines are taken to be uniform. There appears to be a difference of about 5% in CL. It is not known why.

scholarly journals Teleconference in Support of Autonomous Learning

2018 ◽  
Vol 21 (2) ◽  
pp. 27-43
Author(s):  
Stefanos Armakolas ◽  
Christos Panagiotakopoulos ◽  
Anthi Karatrantou
Keyword(s):  
Distance Education ◽  
Training Program ◽  
Learning Process ◽  
Autonomous Learning ◽  
Teaching Tool ◽  
Technological Education ◽  
Education Department ◽  
Effective Learning ◽  
The Creation

Abstract In Distance education, learning depends on the ability of the learner to manage his/her learning process, both through the creation of appropriate objectives, and by adopting strategies to achieve them. The role of the teacher is to develop an efficient methodology with flexibility over the learners’ special characteristics and to create conditions to enable the learners to manage their learning process. This research aims to investigate the parameters which are involved in synchronous teleconference and which lead to effective learning through the support of an autonomous environment. The research was conducted with students of the Annual Training Program for Teachers of Higher School of Pedagogical and Technological Education Department in Patras. The results show that teleconference as teaching tool can support the autonomous learning and can enhance personalisation as this process can help students to learn and develop skills by receiving efficient support.

scholarly journals EXISTENCE OF MODELING LIMITS FOR SEQUENCES OF SPARSE STRUCTURES

2019 ◽  
Vol 84 (02) ◽  
pp. 452-472 ◽  
Author(s):  
JAROSLAV NEŠETŘIL ◽  
PATRICE OSSONA DE MENDEZ
Keyword(s):  
Relative Size ◽  
Convergent Sequence ◽  
List Type ◽  
Sparse Graphs ◽  
First Order ◽  
Graph Modeling ◽  
Image Position ◽  
Standard Probability ◽  
Convergent Sequences

AbstractA sequence of graphs is FO-convergent if the probability of satisfaction of every first-order formula converges. A graph modeling is a graph, whose domain is a standard probability space, with the property that every definable set is Borel. It was known that FO-convergent sequence of graphs do not always admit a modeling limit, but it was conjectured that FO-convergent sequences of sufficiently sparse graphs have a modeling limits. Precisely, two conjectures were proposed:1.If a FO-convergent sequence of graphs is residual, that is if for every integer d the maximum relative size of a ball of radius d in the graphs of the sequence tends to zero, then the sequence has a modeling limit.2.A monotone class of graphs ${\cal C}$ has the property that every FO-convergent sequence of graphs from ${\cal C}$ has a modeling limit if and only if ${\cal C}$ is nowhere dense, that is if and only if for each integer p there is $N\left( p \right)$ such that no graph in ${\cal C}$ contains the pth subdivision of a complete graph on $N\left( p \right)$ vertices as a subgraph.In this article we prove both conjectures. This solves some of the main problems in the area and among others provides an analytic characterization of the nowhere dense–somewhere dense dichotomy.

Logic as a Blended Course

2020 ◽  
Vol 43 (2) ◽  
pp. 139-156
Author(s):  
Alex Koo ◽  
Keyword(s):  
Course Design ◽  
Learning Experience ◽  
Order Logic ◽  
Online Video ◽  
Iterative Approach ◽  
Hybrid Courses ◽  
Effective Learning ◽  
First Order ◽  
Blended Courses ◽  
Blended Course

I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action in order to address a need in the literature for detailed reports of blended classes. The second is to advance an iterative approach to blended course design that significantly lowers the bar of entry for instructions hoping to create a blended course.

Decision problems concerning properties of finite sets of equations

1986 ◽  
Vol 51 (1) ◽  
pp. 79-87 ◽  
Author(s):  
Cornelia Kalfa
Keyword(s):  
Order Theory ◽  
List Type ◽  
Finite Sets ◽  
Operation Symbol ◽  
First Order ◽  
First Order Theory ◽  
Rank One ◽  
Joint Embedding ◽  
Algebraic Language ◽  
Joint Embedding Property

In this paper a general method of proving the undecidability of a property P, for finite sets Σ of equations of a countable algebraic language, is presented. The method is subsequently applied to establish the undecidability of the following properties, in almost all nontrivial such languages:1. The first-order theory generated by the infinite models of Σ is complete.2. The first-order theory generated by the infinite models of Σ is model-complete.3. Σ has the joint-embedding property.4. The first-order theory generated by the models of Σ with more than one element has the joint-embedding property.5. The first-order theory generated by the infinite models of Σ has the joint-embedding property.A countable algebraic language ℒ is a first-order language with equality, with countably many nonlogical symbols but without relation symbols, ℒ is trivial if it has at most one operation symbol, and this is of rank one. Otherwise, ℒ is nontrivial. An ℒ-equation is a sentence of the form , where φ and ψ are ℒ-terms. The set of ℒ-equations is denoted by Eqℒ. A set of sentences is said to have the joint-embedding property if any two models of it are embeddable in a third model of it.If P is a property of sets of ℒ-equations, the decision problem of P for finite sets of ℒ-equations is the problem of the existence or not of an algorithm for deciding whether, given a finite Σ ⊂ Eqℒ, Σ has P or not.

scholarly journals Cutting in-line with iron: ribosomal function and non-oxidative RNA cleavage

2019 ◽  
Author(s):  
Rebecca Guth-Metzler ◽  
Marcus S. Bray ◽  
Moran Frenkel-Pinter ◽  
Suttipong Suttapitugsakul ◽  
Claudia Montllor-Albalate ◽  
...  
Keyword(s):  
Divalent Cations ◽  
Order Rate Constant ◽  
Structure And Function ◽  
List Type ◽  
First Order ◽  
Key Points ◽  
Ribosomal Function ◽  
Continued Use ◽  
And Function

AbstractDivalent metal cations are essential to the structure and function of the ribosome. Previous characterizations of the ribosome performed under standard laboratory conditions have implicated Mg2+ as a primary mediator of ribosomal structure and function. Possible contributions of Fe2+ as a ribosomal cofactor have been largely overlooked, despite the ribosome’s early evolution in a high Fe2+ environment, and its continued use by obligate anaerobes inhabiting high Fe2+ niches. Here we show that (i) Fe2+ cleaves RNA by in-line cleavage, a non-oxidative mechanism that has not previously been shown experimentally for this metal, (ii) the first-order rate constant with respect to divalent cations is more than 200 times greater with Fe2+ than with Mg2+, (iii) functional ribosomes are associated with Fe2+ after purification from cells grown under low O2 and high Fe2+, and (iv) a small fraction of Fe2+ that is associated with the ribosome is not exchangeable with surrounding divalent cations, presumably because it is tightly coordinated by rRNA and buried in the ribosome. In total, these results expand the ancient role of iron in biochemistry and highlight a possible new mechanism of iron toxicity.Key PointsFe2+ cleaves rRNA by a non-oxidative in-line cleavage mechanism that is more than 200 times faster than in-line cleavage with Mg2+;ribosomes purified from cells grown under low O2 and high Fe2+ retain ~10 Fe2+ ions per ribosome and produce as much protein as low O2, high Mg2+-grown ribosomes;a small fraction (~2%) of Fe2+ that is associated with the ribosome is not exchangeable.

scholarly journals A study to assess the reliability and construct validity of the Abbreviated Self-leadership Questionnaire: a South African study

2016 ◽  
Vol 47 (3) ◽  
pp. 356-366 ◽  
Author(s):  
Bright Mahembe ◽  
Amos Engelbrecht ◽  
Zani Wakelin
Keyword(s):  
South Africa ◽  
Construct Validity ◽  
South African ◽  
Measurement Model ◽  
Model Fit ◽  
Western Cape ◽  
Employment Equity ◽  
Effective Learning ◽  
First Order ◽  
African Sample

Self-leadership has been recognised as a fundamental competency for effective learning and job performance. The primary goal of this study was to validate the Abbreviated Self-leadership Questionnaire on a South African sample. Numerous questionnaires have been developed to measure self-leadership, with the Revised Self-leadership Questionnaire being the most widely used questionnaire. However, the Revised Self-leadership Questionnaire has been deemed too long; hence, the authors abbreviated the measure. Therefore, there is a need to assess the reliability and construct validity of the abbreviated Self-leadership Questionnaire on a South African sample. A non-probability sample consisting of 400 students drawn from a university in the Western Cape was used. The reliability of the Abbreviated Self-leadership Questionnaire was evaluated using SPSS, while construct validity was assessed via confirmatory factory analyses in the LISREL program. Moderate levels of reliability were found for the subscales of the Abbreviated Self-leadership Questionnaire. Reasonable model fit with the data was found for the first-order measurement model. The study contributes to the requirements of the Amended Employment Equity Act of South Africa (Republic of South Africa, 1998) which promotes the use of reliable and valid instruments in South Africa by confirming the psychometric properties of the Abbreviated Self-leadership Questionnaire.

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