This study aims at integrating Big6 skill with the project-based learning in social studies. To understand how students make Big6 skill as learning Scaffolding of the project-based learning. The researcher takes thirty-two fifth graders of an elementary in kaohsiung as research object, using action research to progress the lessons with Big6 skills and Project-based Learning. Analyze the data rebased from the following: lesson plans, questionnaires, worksheets, teaching journals, learning journals, interview, assessments from teachers¡¦ and students¡¦ self-evaluation to understand the learning of the students and to be the adjusting basis of instruction. The conclusions of this study are as follows: (1) the two-staged teaching experiment which is the integration of Big6 skill and project-based learning is effective and practicable. (2) Teachers, parents and students are all approval. (3) The integration of Big6 and project-based learning in social studies is helpful in promoting the student¡¦s communication and technology abilities. (4) Team Co-learning is workable in the integration of Big6 and project-based learning in social studies. (5) Big6 is helpful in project-based learning. (6) Project-based learning is suitable for the instruction of social studies. (7) The homeroom teacher who applies project-based learning in teaching can effectively control the learning pacing of the students.(8) The critical thinking abilities of the students are not evidently promoted. (9) The teacher who practices this way of teaching may encounter some difficulties such as the students¡¦ abilities of making projects, normal course pressure, time and classroom limitation and computer disorder. (10) The students who join this way of learning may also encounter some difficulties ¡V how to successfully work together, improve the ways of the data searching capability, reading and language deficiency, computer disorder and the respect of intelligence property right.(11) Library education should be brought into the elementary curricula to reinforce the students¡¦ communication and technology abilities. According to the way of conclusion research, there proposals as follows: (1) Make an intact project-based learning plan in an overall way. (2) Students with certain communication and technology abilities will be better for practicing the project-based learning. (3) Only the most profound Big6 skill can the best result be presented. (4) Library education should be brought into the formal curricula.(5) Cultivate students¡¦ reading and language proficiency. And also some suggestion of related studies is included for the reference of the future study.

Three experiments compared learning of relative and absolute timing of a sequential key-pressing task by physical and observational practice. Experiment 1 compared a task with a complex internal structure (goal proportions of 22.2, 44.4, 33.4 on the three movement segments) to one with a simpler structure (goal proportions of 33.3, 33.3, 33.4). Observers only learned the relative timing as well as physical practicers when the internal structure was simple, but learned the absolute timing in both conditions. Experiment 2 compared variable (700, 900, and 1100 ms overall time) with constant practice (900 ms overall time). Observers of constant practice models learned the relative timing better than no-practice control participants, but not as well as the models, while observers of variable practice models learned the relative timing no better than the control group. Observers in both practice conditions were able to produce the absolute timing as well as those who physically practiced. In Experiment 3 observers of an expert model were able to produce the relative timing as well as those who physically practiced the skill, while those who observed learning models were not. All observers and the physical practice participants were able to produce the overall duration as well as the expert model. The results of these three experiments support earlier findings that increasing stability during practice promotes better learning of relative timing, but that absolute timing can be learned under less-stable conditions (Lai, Shea, Wulf, & Wright, 2000b). These findings also have important implications on the limitations of Scully and Newells' (1985) prediction that relative timing, but not absolute timing, could be learned by observation. Experiments 1-3 along with earlier findings (Black & Wright, 2000) have consistently found that absolute timing could be learned by observers even as the nature of the task, practice schedule, and model are manipulated. Furthermore, the results suggest a limitation to the effectiveness of learning models (Adams, 1986; McCullagh & Caird, 1990).

<p>Detta examensarbete syftar till att skapa en modulgenerator som automatiskt genererar matchade motstånd. Med hjälp av sådana motstånd kan prestandan i integrerade kretsar förbättras. </p><p>Modulgeneratorn som konstruerats klarar av att generera två eller flera matchade motstånd. Programmet skapar med hjälp av indata från konstruktören en färdig layout som kan användas somett byggblock i integrerade kretsar. </p><p>Examensarbetet har slutförts och programmet har använts för att generera matchade motstånd till två större layouter vid institutionen för Elektroniksystem.</p> / <p>The aim of this thesis is to create a program that automatically generates matched resistors. By using such resistors the performance of integrated circuits can be improved. </p><p>The program can generate two or more matched resistors. With a set of input parameters the user is able to generate a customized matched resistor. </p><p>The project has been completed and the program has been used to generate matched resistors for two bigger layouts at the department of Electrical Engineering.</p>

Beside all the technical challenges concerning sensor quality and control algorithms one of the main issues related to the introduction of advanced driver assistance systems (ADAS) constitutes the human-machine interaction. This covers not only the physical interface between the driver and the system but also the understanding and cognitive model the driver needs to operate the system. The explorative analysis of a long-term field study of the use of ACC, was aimed at identifying characteristics of the learning process and their potential implications for conceptualising novel displays to increase, particularly in the early phases, usability and safety of the system through the adaptation of information to the drivers. The analysis of the learning aspects derived from drivers’ interaction with the system enabled the identification of learning aims for the usage of an ACC system and an objective classification of observable behaviours from which different levels of skill can be interpreted. It was concluded that by responding to the difficulties met by users in the actual situation and by adapting the information to the drivers’ experience, drivers’ learning progress could be accelerated through better comprehensibility and predictability of the system. To this aim, two innovative help-systems were conceived, implemented and evaluated in terms of drivers driving behaviour and interactions with the ACC system, in the BMW fixed-base driving simulator. A learn-adaptive, multi-modal, on-line tutor system that covered interactions with the system at every level of the driving task (Reichart, 2001) for which learning must be effectuated, was tested with 11 participants. A personalised learning model of the driver was used to relate the drivers’ prior usage of the system and his situational experience, to give the driver additional advice and explanation in order to shorten the learning period. A main effect was found between the experimental groups’ understanding of the system and in participants’ ability to predict when to reclaim control of the system, as measured by the reduction in unnecessary interventions and reduced number of panic reactions. The use of cognitive apprenticeship methods (Cognition and Technology Group at Vanderbilt, 1993) on an online adaptation of feedback showed a positive influence on the learning process, increasing the speed of the learning process towards the acquisition of skill. The second experiment’s objective was to develop an interface that most effectively helped drivers learn to predict the need to reclaim control and the appropriate sensitivity of response in take-over situations. Drivers interactions with a didactic, two-step warning display, based on a time algorithm that was personalised to drivers maximum preferred deceleration level, was tested with 24 participants. Display effects were observed in time-to-collision, reaction times, the number of false alarms (unnecessary driver interventions) and misses (collision or near collisions). Significant differences were also found in distance error, adequate deceleration rates, panic braking and reaction times on the peripheral detection task. These results were also largely supported by the subjective measures. The proposed concepts have shown methods of reducing the ADAS learning phase and accelerating drivers behaviour to a skill level. The theoretical and empirical work described in this thesis plays an important role in deriving recommendations for systems that reduce the amount of learning demand on the driver and eliminates learnability issues that can lead to safety-critical traffic situations.

The practice of managing capital project delivery in America evolves. By proxy, the skillsets necessary to fulfill the requirements of this profession also evolve. This report attempts to identify sources that define which skillsets are most valuable for professionals managing capital project delivery today. The report will specifically explore professional certifications and organizations, Accreditation Board for Engineering and Technology (ABET) accredited education programs, and industry opinion. Included in the study is a discussion of valuable skillsets for future construction management professionals. / text

Despite the growing interest in the general public and popular press about the scientific research into mindfulness meditation (e.g. Pickert, 2014), several critiques of this research have been published in the past few years outlining methodological flaws in many published studies on the topic (Goyal et al., 2014; Ospina et al., 2007). One potential way to improve methodology in this field would be to find better ways of measuring skill at meditation, giving researchers an ability to compare more advanced practitioners to those who are more novice. A total of 69 participants were recruited. Pilot data were collected from 33 participants and analyzed using exploratory methods to assess whether any self-report measures of mindfulness practice might correlate with any physiological variables thought to possibly reflect a dimension of skill at meditation. Participants spent a night in the sleep lab, and prior to their sleep study spent six minutes in a baseline condition followed by six minutes in a meditation condition, and differences were recorded on a number of physiological measures. Correlational analyses revealed that, of the physiological and self-report measures, six were correlated with other measures, and principal component analysis found 2 factors, each with three components. 36 additional participants were then recruited in an attempt to determine whether these two factors would replicate, and this latter group participated only in the meditation protocol. Both factors were largely replicated independently in the second sample and remained stable collapsing the two groups together. Factor 1 combined an increase in both alpha and theta power centrally and occipitally between baseline and meditation with self-reported mindfulness practice, and Factor 2 combined the inverse of the Brief Symptom Inventory, the Mindful Attention and Awareness Scale, and the change in respiration between baseline and meditation.

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The goal of this research was to establish a methodology for quantifying performance of surgeons and distinguishing skill levels during live surgeries. We integrated three physical measures (kinematics, time and movement transitions) into a modeling technique for quantifying performance of surgical trainees. We first defined a new hierarchical representation called Motor and Cognitive Modeling Diagram for laparoscopic procedures, which: (1) decomposes ‘tasks’ into ‘subtasks’ and at the very detailed level into individual movements ‘actions’; and (2) includes an explicit cognitive/motor diagrammatic representation that enables to take account of the operative variability as most intraoperative assessments are conducted at the ‘whole procedure’ level and do not distinguish between performance of trivial and complicated aspects of the procedure. Then, at each level of surgical complexity, we implemented specific mathematical techniques for providing a quantitative sense of how far a performance is located from a reference level: (1) The Kolgomorov-Smirnov statistic to describe the similarity between two empirical cumulative distribution functions (e.g., speed profiles) (2) The symmetric normalized Jensen-Shannon Divergence to compare transition probability matrices (3) The Principal Component Analysis to identify the directions of greatest variability in a multidimensional space and to reduce the dimensionality of the data using a weight space. Two experimental studies were completed in order to show feasibility of our proposed assessment methodology by monitoring movements of surgical tools while: (1) dissecting mandarin oranges, and (2) performing laparoscopic cholecystectomy procedures at the operating room to compare residents and expert surgeons when executing two surgical tasks: exposing Calot’s Triangle and dissecting the cystic duct and artery. Results demonstrated the ability of our methodology to represent selected tasks using the Motor and Cognitive Modeling Diagram and to differentiate skill levels. We aim to use our approach in future studies to establish correspondences between specific surgical tasks and the corresponding simulations of these tasks, which may ultimately enable us to do validated assessments in a simulated setting, and to test its reliability in differentiating skill levels at the operating room as the number of subjects and procedures increase.

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Background: Nurses are responsible for the monitoring and assessment of blood pressure in the clinical setting. Increasing evidence has demonstrated that inaccurate measurement technique often leads to the misclassification of large numbers of individuals as hypertensive. The impact of untreated or poorly treated hypertension, due to misclassification of patients, is a major contributor to the overall burden of adult diseases in any population. Accurate measurement of blood pressure relies on knowledge and skill and is considered paramount in the management of cardiovascular risks. There seems to be limited information on the knowledge and skill of nurses in South Africa regarding the correct measurement of BP when using a sphygmomanometer and the auscultatory method. Given South Africa’s primary healthcare philosophy, and the significant role that nurses play in the prevention and treatment of hypertension, it is of importance to investigate nurses’ knowledge and skill of blood pressure measurement. Objectives: (i) to determine nurses’ skill and knowledge in measuring blood pressure using a sphygmomanometer and auscultation, and (ii) to determine if there is a correlation between nurses’ skill and knowledge of blood pressure measurement technique. Design and method: This study followed a quantitative, descriptive design with an observational checklist and survey method. In phase one, nurses’ skills of blood pressure measurement using a sphygmomanometer was determined by means of an observation checklist. In phase two, the researcher determined nurses’ knowledge of blood pressure measurement technique by using a standardised set of questions. Finally, the researcher investigated whether there was a correlation between nurses’ knowledge and their skill of blood pressure measurement technique in the mentioned setting. Results: Overall, the mean score for correctly completing the skills on the observational checklist was 87.7%. Nurses’ scored an average of 63.1% for knowledge of blood pressure measurement technique. The relationship between the assessment of skills and performance on the written questionnaire on knowledge was not significant (r=0,062, p=0,5). Conclusions: Although the average scores were 87.7% for skills and 63.1% for knowledge, this study identified deficts in both the knowledge and to a lesser degree, in the skill of nurses to understand and perform blood pressure measurement. Regular updates and carrying readily available documents on the standardized procedure for BP measurement techniques could support the training and correction of nurses’ knowledge and skill in the acute setting. Educational preparation that is more detailed may also greatly contribute to more understanding and knowledge of blood pressure for nurses involved in the diagnosis and treatment of cardiovascular risk. / MCur, North-West University, Potchefstroom Campus, 2014