On Task-specific Autonomy in Robotic Interventions: A Multimodal Learning-based Approach for Multi-level Skill Assessment during Cyborg Catheterization

Lack of learning-based methods for characterizing the multimodal data generated during cyborg catheterization hinders the drive towards autonomous robotic control. Also, multiplexing salient features from multiple data-sources can enhance effective assessment and classification of domain skills for apt intelligent surgeon-robot (cyborg) catheterization during intravascular interventions. In this study, task-specific autonomous intervention is envisioned upon an isomorphic master-slave robotic catheter system that exhibit hand defter techniques used in Cath Labs. To drive cyborg catheterization, stacking-based deep neural network is developed for three-level skill assessment.<br>

On Task-specific Autonomy in Robotic Interventions: A Multimodal Learning-based Approach for Multi-level Skill Assessment during Cyborg Catheterization

Lack of learning-based methods for characterizing the multimodal data generated during cyborg catheterization hinders the drive towards autonomous robotic control. Also, multiplexing salient features from multiple data-sources can enhance effective assessment and classification of domain skills for apt intelligent surgeon-robot (cyborg) catheterization during intravascular interventions. In this study, task-specific autonomous intervention is envisioned upon an isomorphic master-slave robotic catheter system that exhibit hand defter techniques used in Cath Labs. To drive cyborg catheterization, stacking-based deep neural network is developed for three-level skill assessment.<br>

THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING ON WRITING DESCRIPTIVE TEXT

Students' responses to the implementation of task-based language teaching in the writing learning process and the implementation of task-based language teaching in the writing of descriptive text are the focus of this study. The research design used in this study is the case study. The participants that participated in the study were in the tenth grade of a vocational high school. There were three male and two female participants in this study. In addition, research utilizes observation, interviews, and documentation to gather data for the studies. There are three diplomas in the framework for task-based learning such as pre-task, task cycle, and language focus. As shown in the findings of this study, task-based language teaching has an influence on students' learning, particularly in regards to writing descriptive text. Students become active and task-based language teaching also influences students to involve a high level of creativity, students are required to think critically and be responsive. However, Students find it difficult with the tasks that have been assigned because it believes writing to be difficult and there are aspects of writing that weren't well understood.

Sustainable Creativity: Overcoming the Challenge of Scale When Repurposing Wind-Turbine Blades

Increased adoption of wind-energy technology helps address climate change, but also requires disposition of retired wind-turbine blades that are not easily recycled. This pressing environmental problem is used as the prompt in a creativity study, where participants are asked to identify potential reuses in a Wind-turbine-blade Repurposing Task (WRT). In past iterations of this study, participants consistently struggled with correctly incorporating the large physical size of wind-turbine blades in their reuse concepts. The Alternate Uses Task (AUT) is an established measure of creativity and asks participants to identify uses for much smaller objects like bricks and paper clips. The current work explored whether an AUT can be adapted as an intervention to help overcome the scale challenge in the WRT. Students in a fourth-year undergraduate engineering design course (N = 28) underwent both of two conditions, a scaled-AUT intervention and a control, typical AUT before the WRT. AUT fluency and flexibility (number and categories of ideas) were significantly lower in the scaled AUT than the typical AUT. This result supports that object scale more than unfamiliarity is the main WRT challenge, since the AUT objects were relatively common. Notably, correctly scaled WRT concepts significantly increased after the scaled AUT, supporting the intervention’s effectiveness. Finally, the WRT is proposed as a standard design-study task whose solutions help address a real-world problem.

Hypertextualization of library and information educational activities for the Federal state educational standard implementation

Information structuring is seen as an efficient way to develop social communication. The study task is to reveal theoretical and technological background of hypertextualization of library and information educational environment. The substance, functions, structural elements of hypertext and its advantages for social communication are described. Specifications of using hypertext technologies for education are discussed, along with principles of hypertext design and perception via digital academic complex, digital textbooks, digital bibliographies as the multifunctional open subsystems of digital learning materials interrelated structurally and methodologically in the library and information disciplines.The authors analyzee the experience of Belgorod State Institute of Arts and Culture in designing hypertext resource providing the completeness, accessibility and relevance of using information educational resources and information communication technologies in every type of learning activities. These efforts are seen by the faculty as one of the ways to support professional education methodologically.

What makes practice perfect? How tertiary piano students self-regulate play and non-play strategies for performance success

Self-regulated practice is critical to musicians’ development, but it is unclear what components of practice contribute to performance quality. This study aimed to explore tertiary music students’ practice using performance evaluations as indicators of practice efficacy. Five tertiary piano students prepared a quick study task of two pieces for a mock performance, in 2 hours over 2 days. An expert panel evaluated the mock performances and performers were ranked accordingly. Practice session recordings and interview transcripts were analysed according to the three phases of Self-Regulated Learning (forethought, performance, self-reflection) and linked to the pianists’ final performance evaluations. Successful pianists planned their practice and set interpretative goals, while their less successful peers practiced reactively without planning. The highest-ranked pianist’s self-regulation was facilitated by non-play practice which involved taking long pauses and using strategies such as score study, mark score, and listen to own recording. The lowest-ranked pianist failed to identify problems or self-evaluate effectively. Future studies should explore the use and content of non-play practice strategies, especially self-recording, to empower music students to develop and self-regulate their practice. The quick study task provided an effective practice assessment tool and could be used to diagnose and track practice approaches.

Organização do Ensino do Conceito de Número no Primeiro Ano de EscolarizaçãoOrganization of Teaching the Concept of Number in the First Year of Schooling

ResumoEste artigo tem como objetivo investigar o processo de apropriação do conceito de número pelos escolares que frequentam o primeiro ano do ensino fundamental. Para isso, desenvolvemos um experimento formativo, uma metodologia de caráter científico que permite investigar o processo de desenvolvimento dos sujeitos e as formas de organizar o ensino. Neste experimento, elaboramos uma unidade didática sobre o conceito de número. No processo de elaboração e desenvolvimento do experimento formativo foi possível investigarmos a interrelação entre a atividade de estudo e as demais atividades humanas, em especial, o jogo de papéis. Em síntese, ao desenvolver essa investigação, avaliamos que na aprendizagem do conceito de número os escolares realizaram, a princípio, ações pautadas na percepção sensorial da realidade, o que significa que as abstrações e generalizações elaboradas pelas crianças tinham como base a lógica do pensamento empírico. Contudo, com a intervenção orientada pela pesquisadora, verificamos que as crianças começaram a compreender que a essência do conceito de número não existe sem as relações entre as grandezas, sejam elas discretas ou contínuas, revelando assim o processo de formação do pensamento teórico. A partir dos dados analisados nessa pesquisa, concluímos que é possível superar práticas pedagógicas tradicionais que reduzem o conceito de número a memorização, cópia e recitação da sequência numérica, a partir da sistematização de ações de ensino que priorizam a aprendizagem desse conceito a partir das relações entre as grandezas.Palavras-chave: Ensino de Matemática, Atividade de estudo, Tarefa de estudo, Jogo de papéis, Número.AbstractThis article aims to investigate the process of appropriation of the concept of number by students of the first year of elementary school. For this, we developed a formative experiment, a scientific methodology that allows investigating the process of development of the subjects and the ways of organising teaching. In this experiment, we developed a didactic unit on the concept of number. In the process of elaborating and developing the formative experiment, it was possible to investigate the interrelationship between the study activity and other human activities, in particular, the role play. In summary, when developing this investigation, we evaluated that in learning the concept of number, students performed, at first, actions based on the sensory perception of reality, which means that the abstractions and generalisations the children elaborated were based on the logic of empirical thinking. However, with the intervention guided by the researcher, we found that the children began to understand that the essence of the concept of number does not exist without the relationships between the quantities, whether they are discrete or continuous, thus revealing the process of forming theoretical thinking. From the data analysed in this research, we conclude that it is possible to overcome traditional pedagogical practices that reduce the concept of number to memorisation, copying, and recitation of the numerical sequence, based on the systematisation of teaching actions that give priority to the learning of this concept based on relationships between the quantities.Keywords: Mathematics teaching, Study activity, Study task, Role play, Number.ResumenEste artículo tiene como objetivo investigar el proceso de apropiación del concepto de número por parte de los estudiantes del primer año de primaria. Para ello, desarrollamos un experimento formativo, que constituye una metodología científica que permite investigar el proceso de desarrollo de las asignaturas y las formas de organizar la enseñanza. En este experimento, se elaboró una unidad didáctica sobre el concepto de número. En el proceso de elaboración y desarrollo del experimento formativo, fue posible investigar la interrelación entre la actividad de estudio y otras actividades humanas, especialmente el juego de roles. En resumen, al desarrollar esta investigación, evaluamos que, al aprender el concepto de número, los estudiantes realizaron, al principio, acciones basadas en la percepción sensorial de la realidad. Esto significa que la abstracción y generalización elaborada por los niños se basaron en la lógica del pensamiento empírico. Sin embargo, con la intervención guiada por el investigador, quedó en evidencia que los niños empezaron a comprender que la esencia del concepto de número no existe sin las relaciones entre las cantidades, ya sean discretas o continuas, lo que revela el proceso de formación del pensamiento teórico. A partir de los datos materializados, la investigación concluyó que es posible superar las prácticas pedagógicas básicas que originan el concepto de número, memorización, copia y recitación de la secuencia numérica, a partir de la sistematización de acciones docentes que priorizan el aprendizaje de este concepto desde las relaciones entre cantidades.Palabras-clave: Enseñanza de las matemáticas, Actividad de estudio, Tarea de estudio, Juego de papeles, Número.

The Influence of Emotion and Empathy on Decisions to Help Others

Many decisions to help others are made in emotionally associated circumstances. Empathy is known to motivate prosocial behavior. However, no studies have investigated the interaction between empathy and emotion in deciding to help others. In total, 151 students scoring either high or low in empathy viewed three types of emotional clips (anger vs. sadness vs. neutrality) and completed the “Help for Another Study” task. Analysis of variance showed that participants chose to invest more time in helping others when they felt sadness than anger. Participants with high empathy chose to spend more time helping others than those with low empathy. Pearson’s correlation revealed a significant positive correlation between perspective-taking, empathic concern, and willingness to invest time in assistance under anger state; perspective-taking and fantasy were significantly correlated with willingness to invest time under sadness state. The results suggest that both emotion (i.e., sadness) and empathy (i.e., high trait empathy) are vital motivators that exert impact on prosocial helping decisions.