Journal articles: 'Novice'

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Wang, Jian, Michael Strong, and Sandra J. Odell. "Mentor-Novice Conversations about Teaching: A Comparison of Two U.S. and Two Chinese Cases." Teachers College Record: The Voice of Scholarship in Education 106, no. 4 (April 2004): 775–813. http://dx.doi.org/10.1177/016146810410600406.

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Mentor-novice collaborative reflection about teaching is crucial to the development of novices’ professional knowledge. However, few studies examine content and forms of mentor-novice conversations and opportunities that such interactions create for developing professional knowledge. Drawing on observation data from two U.S. and two Chinese mentor-novice pairs in induction contexts, this study analyzed the content and forms of mentor-novice conversations about novices’ lessons. We found that the U.S. and Chinese mentor-novice interactions were different in focus and form, and these differences were likely related to the curriculum structures and organization of teaching and mentoring in each country. The interactions either offered or restricted novices’ opportunities for developing professional knowledge necessary for reform-minded teaching.

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Bernard, Elise, Paul Walbron, François Sirveaux, Harold Common, Hervé Thomazeau, and Tran N. Guyen. "Validity of the construction of the ArthroSTM FAST and SHOULDER virtual reality simulator: validation in the NOVICE, CONFIRMED and EXPERTS cohorts." Orthopaedic Journal of Sports Medicine 8, no. 2_suppl (February 1, 2020): 2325967120S0001. http://dx.doi.org/10.1177/2325967120s00014.

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Background: Recently, training in arthroscopy was improved with the integration of virtual reality (VR) simulators which enable semi-autonomous learning for novices. The NOVICE cohort confirmed that residents had better basic triangulation skills when they followed a regular 6-month VR simulator program, instead of occasional workshop-type training. We attempted to discover whether the skills of novices recorded for the NOVICE cohort were different from those of residents at the end of the degree course (CONFIRMED) or those of expert practitioners (EXPERTS), according to the type of training. Methods: 2 new cohorts were formed: French residents at the end of training (CONFIRMED), and international shoulder experts (EXPERTS). They all performed “Periscoping” and “Catch the stars Glenohumeral” exercises in a single session with 3 trials, and completed the same questionnaire. Their results were compared to those of the NOVICE cohort with 6 trials after 6 months without specific training (NOVICE A), with occasional training (NOVICE B) or with regular training on a VR simulator for 6 months (NOVICE C). The variables of Time, Camera Alignment, Camera Movement and Clamp Movement were analyzed. Results: For the Periscoping exercise, there was a significant difference in Time (EXPERTS: 138s, CONFIRMED: 110s, NOVICE A: 149s (p > 0.0001) and NOVICE C: 129s (p=0.00976)), Camera Alignment (EXPERTS: 81%, CONFIRMED: 87%, NOVICE A: 92% (p > 0.00141)), and Camera Movement (EXPERTS: 123cm, CONFIRMED: 101cm, NOVICE A: 126cm, NOVICE B: 114cm, NOVICE C: 115cm (p > 0.0001)). For the Catch the stars exercise, there was a significant difference in Time, (EXPERTS: 81s, CONFIRMED: 143s, NOVICE A: 121s, NOVICE B: 105s, NOVICE C: 112s (p > 0.0001)), Camera Movement (EXPERTS 41cm, CONFIRMED 63cm, NOVICE A 52cm, NOVICE B 45cm, NOVICE C 51cm (p > 0.0001)) and Clamp Movement (EXPERTS 116cm, CONFIRMED 204cm, NOVICE A 155cm, NOVICE B 146cm, NOVICE C 157cm (p > 0.0001)). Conclusion: The ‘Catch the stars’ exercise seemed to be an exercise that distinguishes the different levels of expertise, and was closer to the daily practice of arthroscopy. The Periscoping exercise was designed to teach the basics of triangulation, and novices who had many trials were likely to perform better than experts after three trials.

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Shelton, Maria M., and Jerry J. Herman. "Mentoring and Shadow Consulting: Keys to Enhancing Novice and Veteran School Administrator Training." Journal of School Leadership 3, no. 6 (November 1993): 666–78. http://dx.doi.org/10.1177/105268469300300605.

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Countless school administrators will soon be retiring, and as a result, school systems must proactively help novice administrators quickly “learn the ropes.” Two ways to assist novices are: (1) mentoring, and (2) shadow consulting. Mentoring entails coupling a respected, experienced administrator with the novice and moving the novice to higher levels of productivity and effectiveness. Shadow consulting places a shadow consultant with the novice who monitors the individual's daily routine, provides the individual with performance feedback, and helps the individual develop a personal improvement plan. Mentoring and shadow consulting are excellent vehicles for “bringing novices on board” and “improving veteran administrators’ skills.”

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ISTENIČ, Sasa. "Poročanje o sporu glede otočja Diaoyu/Diaoyutai/Senkaku v izbranih slovenskih medijih." Asian Studies 3, no. 1 (July 24, 2015): 263–80. http://dx.doi.org/10.4312/as.2015.3.1.263-280.

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Spor nad otočjem Senkaku ostaja v središču mednarodne pozornosti. Ker bi morebitna eskalacija konflikta lahko zanetila vojno enormnih razsežnosti, je spor atraktivna novica medijev po vsem svetu. Tudi slovenski mediji so, podkrepljeni s splošno vrednostjo objav novic o mednarodnih konfliktih, spremljali aktualne novice o sporu nad otočjem Senkaku. Medtem ko je oddaljena vzhodnoazijska regija na dnu slovenskih prioritet in ambicij njenih politikov pa so tržni nagibi močno povezani s stabilnim in varnim okoljem v Vzhodni Aziji. Pričujoč članek bo analiziral poročanje slovenskih medijev o spornem otočju pri čemer se bo še posebno osredotočil na medijsko reprezentacijo podobe Japonske. Kvantitativna in kvalitativna analiza ključnih slovenskih tiskanih in spletnih dnevnih časnikov bo zajela vse novice o sporu objavljene v obdobju med leti 2010 in 2013.

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Pogodzinski, Ben. "Socialization of Novice Teachers." Journal of School Leadership 22, no. 5 (September 2012): 982–1023. http://dx.doi.org/10.1177/105268461202200507.

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Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices’ evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure within schools, which can mediate formal induction policy, and that administrators should institute a network approach to socializing novice teachers.

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Goolsby, Thomas W. "A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication." Journal of Research in Music Education 47, no. 2 (July 1999): 174–87. http://dx.doi.org/10.2307/3345722.

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This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more time in verbal instruction while preparing the composition. The expert teachers spent a greater percentage of the rehearsals performing than novices did. Differences for frequency distributions indicate that novice teachers stopped and restarted more frequently without providing instruction; experts addressed balance, style, tone, and intonation more than did novices.

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Bettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy, and Walter L. Leite. "Relationships Between Novice Teachers’ Social Resources and Workload Manageability." Journal of Special Education 52, no. 2 (May 14, 2018): 113–26. http://dx.doi.org/10.1177/0022466918775432.

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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.

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Slotnick, Samantha, Catherine Awad, Sanjeev Nath, and Jerome Sherman. "Novice Reviewers Retain High Sensitivity and Specificity of Posterior Segment Disease Identification with iWellnessExam™." Journal of Ophthalmology 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/1964254.

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Introduction. Four novices to Spectral Domain Optical Coherence Tomography (SD-OCT) image review were provided a brief lecture on the interpretation of iVue iWellnessExam™findings (available on iVue®SD-OCT, Optovue, Inc., Fremont, CA). For a cohort of 126 (Confirmed) Normal, 101 (Confirmed) Disease subjects, iWellnessExam™OD, OS, and OU reports were provided. Each novice independently reviewed and sorted the subjects into one of four categories: normal, retinal disease, optic nerve (ON) disease, and retinal + ON disease. Their accuracy is compared between the novices and with an expert reviewer.Results. Posterior segment disease was properly detected by novices with sensitivities of 90.6%, any disease; 84.3%, retinal disease; 88.0%, ON disease; expert sensitivity: 96.0%, 95.5%, and 90.0%, respectively; specificity: 84.3%, novices; 99.2%, expert. Novice accuracy correlates best with clinical exposure and amount of time spent reviewing each image set. The novices’ negative predictive value was 92.0% (i.e., very few false negatives).Conclusions. Novices can be trained to screen for posterior segment disease efficiently and effectively using iWellnessExam™data, with high sensitivity, while maintaining high specificity. Novice reviewer accuracy covaries with both clinical exposure and time spent per image set. These findings support exploration of training nonophthalmic technicians in a primary medical care setting.

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Pickens, Noralyn D., Kristin Bray Jones, Marsha Neville, and Barbara Schell. "Novice OT Practitioners’ Use of Occupation in Practice: A Scoping Review." American Journal of Occupational Therapy 76, Supplement_1 (July 1, 2022): 7610505067p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po67.

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Abstract Date Presented 04/01/2022 This scoping review summarizes the current literature regarding novice OT practitioners’ use of occupation. Findings address how occupation is used and described by novice therapists. Occupation as a source of professional tension and the cognitive load of occupation-centered practice influenced novices’ experience using occupation. The results of this review will inform future efforts to support and strengthen novices’ occupation-centered perspective. Primary Author and Speaker: Noralyn D. Pickens Contributing Authors: Kristin Bray Jones, Marsha Neville, Barbara Schell

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Prytz, Erik G., Caroline Norén, and Carl-Oscar Jonson. "Fixation Differences in Visual Search of Accident Scenes by Novices and Expert Emergency Responders." Human Factors: The Journal of the Human Factors and Ergonomics Society 60, no. 8 (August 13, 2018): 1219–27. http://dx.doi.org/10.1177/0018720818788142.

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Objective: We sought to investigate whether expert–novice differences in visual search behavior found in other domains also apply to accident scenes and the emergency response domain. Background: Emergency service professionals typically arrive at accidents only after being dispatched when a civilian witness has called an emergency dispatch number. Differences in visual search behavior between the civilian witness (usually a novice in terms of emergency response) and the professional first responders (experts at emergency response) could thus result in the experts being given insufficient or erroneous information, which would lead them to arrive unprepared for the actual situation. Method: A between-subjects, controlled eye-tracking experiment with 20 novices and 17 experts (rescue and ambulance service personnel) was conducted to explore expert–novice differences in visual search of accident and control images. Results: The results showed that the experts spent more time looking at task-relevant areas of the accident images than novices did, as predicted by the information reduction hypothesis. The longer time was due to longer fixation durations rather than a larger fixation count. Conclusion: Expert–novice differences in visual search are present in the emergency domain. Given that this domain is essential to saving lives and also relies heavily on novices as the first link in the chain of response, such differences deserve further exploration. Application: Visual search behavior from experts can be used for training purposes. Eye-tracking studies of novices can be used to inform the design of emergency dispatch interviews.

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Quoc, Trinh, Tran Duyen, and Le Thanh. "Novice Teachers’ Professional Identity Reconstruction." International Journal of Educational Methodology 8, no. 3 (August 15, 2022): 449–64. http://dx.doi.org/10.12973/ijem.8.3.449.

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<p style="text-align: justify;">A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.</p>

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Ally, Mussa Shabani, and Daphina Libent-Mabagala. "Examining the Effectiveness of Mentoring Process in Developing Teaching Competencies of Secondary School Novice Teachers: A Case of Mbeya Region in Tanzania." European Journal of Education and Pedagogy 3, no. 3 (June 14, 2022): 156–59. http://dx.doi.org/10.24018/ejedu.2022.3.3.355.

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Mentoring programmes are cost effective for both novices and practicing secondary school teachers as when carried out earlier, become competent and confident. Yet, a few studies have been conducted in Tanzania in particular Mbeya region on the matter. The study examined the effectiveness of mentoring process in developing teaching competencies of the secondary school novice teachers in Mbeya region, Tanzania. Padua’s theory, Social cognitive theory and Herzberg two factor theories guided the study. Case study design with mixed approaches was used. A sample size of 110 novice and experienced teachers was administered with questionnaires and interview guide respectively. Descriptive statistics aided in analysing quantitative data while content analysis served for qualitative data. The findings revealed that mentoring programs resulted into confidence and command among novice teachers where mentors cultivate specific ideas among mentees in facilitating teaching and learning. Yet, mentoring programs contributed to the professional development of novice teachers with personal support to cope with their new work environment. It was concluded that mentorship effectively develops novice teachers’ competencies and recommended that mentors should cultivate further understanding of how to help novice teachers and how to create mentoring goals to support novice teachers’ progress in the beginning of their teaching career.

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Nishio, Norihiro, Yuki Deguchi, Takahiro Sugiyama, and Yoichi Takebayashi. "Multi-Camera Shooting Support System for Novices in a Compact Studio." Advanced Materials Research 222 (April 2011): 329–32. http://dx.doi.org/10.4028/www.scientific.net/amr.222.329.

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We developed a multi-camera shooting support system in a compact studio for novice cameramen. We analyzed the problems they faced when shooting video programs. We have suggested that our automated multi-camera controls and the adjustment of camera angles for face detection reduce the burden on novices. Our experiment shows that a novice cameraman alone can carry out the task of shooting a video program.

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Berg, William P., and Nancy L. Greer. "A Kinematic Profile of the Approach Run of Novice Long Jumpers." Journal of Applied Biomechanics 11, no. 2 (May 1995): 142–62. http://dx.doi.org/10.1123/jab.11.2.142.

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This study determined the kinematics of the final 11 steps of the long jump approach (LJA) for 19 novice long jumpers. Associations between takeoff accuracy and jump performance were identified, and comparisons of LJA kinematics were made with previous investigations of horizontal jumps performed by expert long jumpers. Results indicated that absolute takeoff error was not an important determinant of jump distance for the novice long jumpers. Additionally, novice jumpers differed from expert jumpers in terms of the relationships among specific variables. The results suggest that kinematic variables that appear to be causally related to jump performance in experts may not piay a similar role in the performance of novices. Hypotheses for these differences were offered. Differences between the LJAs of novice and expert long jumpers warrant further investigation, so that their origins can be determined and used to develop effective training regimes.

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Mitchell, Robyn, and Carolyn A. Unsworth. "Clinical Reasoning during Community Health Home Visits: Expert and Novice Differences." British Journal of Occupational Therapy 68, no. 5 (May 2005): 215–23. http://dx.doi.org/10.1177/030802260506800505.

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Very little is known about the differences between novice and expert clinical reasoning in community health practice. This article presents the findings of a study of the clinical reasoning of five expert and five novice community health occupational therapists (CHOTs) during the conducting of home visits. A head-mounted video camera was used to record the visits, followed by the participants reporting their clinical reasoning verbally using a video-assisted debriefing method. The transcripts from these verbal reports were analysed quantitatively and qualitatively. The quantitative results demonstrated many differences between experts and novices in terms of the amounts and types of clinical reasoning used. For example, the novices used more procedural reasoning whereas the experts used more conditional reasoning and mixes of different reasoning types. The qualitative results demonstrated that the experts used a free-flowing conversational approach when reasoning during home visits whereas the novices depended on external structures such as assessment forms to guide the process. Given their experience and familiarity with the process, the experts were confident and clear in their reasoning whereas the novices were more awkward and self-conscious. The experts handled sensitive issues whereas the novices seemed to avoid them. The study findings may provide insights for student and novice therapists concerning expert CHOTs' practice and promote reflection in general on the attainment of expertise in clinical practice.

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Brooks, James, Irena Grugulis, and Hugh Cook. "Rethinking Situated Learning: Participation and Communities of Practice in the UK Fire and Rescue Service." Work, Employment and Society 34, no. 6 (May 25, 2020): 1045–61. http://dx.doi.org/10.1177/0950017020913225.

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Legitimate peripheral participation is the bedrock of situated learning. It involves the novice or newcomer acquiring skills through work in a community of practice (CoP). It is generally assumed that CoP learning involves novices moving in a centripetal manner from periphery to core, gaining skills and knowledge from established workers before becoming full members of the community. This article draws on qualitative research in Northern Fire, one of the UK’s largest fire and rescue services, to challenge the idea that novices’ learning progression is linear and sequential, highlighting their fundamental importance in CoPs. It argues that learning is radial, with established workers learning from novices, just as novices learn from established workers. The novices contributed to group dynamics passively, simply by being there; and actively, through their own skills and theoretical knowledge. When funding cuts and austerity curtailed recruitment, the absence of novice firefighters hindered CoP learning.

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Taliancich-Klinger, Casey, and Solaman Cooperson. "Clinical Supervision in a Medical Setting: A Preliminary Study About the Practices and Beliefs of Expert and Novice Clinician Supervisors." Perspectives of the ASHA Special Interest Groups 2, no. 11 (January 2017): 7–16. http://dx.doi.org/10.1044/persp2.sig11.7.

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This project explores perceptions of the clinical supervision practices from the perspective of expert and novice speech-language pathologists (SLPs) in a medical setting. Expert and novices may have different philosophies and beliefs about supervision that could impact a young clinician's learning (Peña & Kiran, 2008). An expert was defined as having more than five years of clinical experience in the medical setting with supervision experience of at least 10 students. Novice clinicians had worked for less than five years and had supervised a minimum of one student. An interview adapted from counseling literature (Okech & Rubel, 2009), was used to collect data on beliefs about supervision practices of two expert and two novice SLPs supervising graduate students at a hospital in Texas. Results indicated that novices were more likely to experience stress related to supervision and did not provide regular feedback to their supervisees in comparison to their expert peers. Experts were more likely to have a positive view of supervision and provide feedback more consistently. These reported differences in perceptions have implications for clinical teaching as novices and experts may have different ways of supervising potentially impacting learning for beginning speech-language pathology clinicians.

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Haverly, Christa, Angela Calabrese Barton, Christina V. Schwarz, and Melissa Braaten. "“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science." Journal of Teacher Education 71, no. 1 (September 12, 2018): 63–79. http://dx.doi.org/10.1177/0022487118800706.

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Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students’ scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we investigated sense-making moments that occurred when novice teachers facilitated classroom discussions. Findings suggest that when novice teachers made space in class discussions for sense-making—for example, by trying different responses to clarify student ideas or waiting before responding to figure out next steps—this expanded opportunities for shared epistemic authority; however, novices did not often recognize these moments as productive for sense-making. Findings also suggest that novice teachers may benefit from support to help them develop their abilities to notice, interpret, and respond equitably to students’ scientific sense-making in class discussions.

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Čufar, Katarina. "Novice." Les/Wood 67, no. 2 (December 21, 2018): 75–83. http://dx.doi.org/10.26614/les-wood.2018.v67n02a07.

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Les/Wood: Intervju prof. dr. Miha HumarKatarina Čufar Prof. dr. Marko Petrič - prejemnik Zlate plakete Univerze v LjubljaniMilan Šernek Franc Pohleven, prvi zaslužni profesor Univerze v Ljubljani s področja lesarstvaMiha Humar Srečanje ALUMNI kluba Oddelka za lesarstvo v letu 2018Katarina Čufar, Boštjan Lesar J.u.A. Frischeis d.o.o. – podjetje s tradicijo in inovativnostjoJožica Mir Prof. dr. Jože Resnik - zaslužni profesor Univerze v LjubljaniMilan Šernek

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News, Novice /. "Novice." Les/Wood 67, no. 1 (June 20, 2018): 69–76. http://dx.doi.org/10.26614/les-wood.2018.v67n01a06.

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FORESDA – Na gozdu temelječe medsektorske vrednostne verige za pospeševanje inovacij in konkurenčnosti v PodonavjuErika Valentinčič In memoriam: prof. dr. Mirko Tratnik (1938 – 2018)Leon Oblak O prednostih in pasteh lesene gradnje na delavnici »Zaščita, vgradnja in uporaba lesa na prostem«Tina Drolc KOCles 2.0 - Kompetenčni center za razvoj kadrov v lesarstvu se kmalu iztečeErika Valentinčič Hrvaško lesarsko izrazoslovje v javno dostopni terminološki bazi STRUNA (http://struna.ihjj.hr/)Vlatka Jirouš-Rajković Strateška razvojno - inovacijska partnerstva kot vzvod za implementacijo strategije pametne specializacije SlovenijeErika Valentinčič

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Brou, Randy J., Stephanie M. Doane, Daniel W. Carruth, and Gary L. Bradshaw. "Pilot Expertise and Instrument Failure: Detecting Failure is Only Half the Battle." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 19 (October 2007): 1306–10. http://dx.doi.org/10.1177/154193120705101905.

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The present research examined novice and expert flight performance in simulated routine and announced instrument failure flight conditions. Pilots flew routine flight segments under simulated instrument flight rules, and were informed there would be an instrument failure at some point. Microsoft Flight Simulator was used to simulate a slow vacuum failure that impacted the attitude indicator and the failure was explicitly displayed in large letters on the instrument panel throughout the failure segment. Although novices and experts showed minimal axis deviations from optimal during routine flight maneuvers, the novice deviations increased significantly in the announced failure condition. The results have implications for the efficacy of instrument failure indicators for novice pilots with approximately ninety-five hours of flight experience.

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Weirs, W. "Comparison of Single Novice, Novice with Novice, and Novice with Expert Ultrasound-guided Vascular Access Techniques." Academic Emergency Medicine 12, Supplement 1 (May 1, 2005): 35–36. http://dx.doi.org/10.1197/j.aem.2005.03.092.

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Tobias, Karen, Pierre-Yves Mulon, Alec Daniels, and Xiaocun Sun. "Does quality of novice hand-tied square knots improve with repetition during a single training session?" PeerJ 10 (September 26, 2022): e14106. http://dx.doi.org/10.7717/peerj.14106.

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Background Knot tying is a key surgical skill for novices, and repetition over several training sessions improves knot tying. This study examined the effects of repetition within a single training session on quality of knotted loops and compared results of novice trainees and experienced surgeons. Methods Using 0.55 mm nylon monofilament fishing line, novices and surgeons each hand-tied 20 knotted loops, using a 2=1=1=1 configuration (surgeon’s throw and three square throws). Loops were mechanically tested with a single load to failure. Results All loops tolerated five newtons (N) preload. More than 70% of novice and surgeon knots failed by slipping or untying, and 8.8% of novice knots and 2.5% of surgeon’s knots were considered dangerous. Surgeons’ loops had less extension at preload, indicating better loop security. However, during single test to failure, there was no difference in mean extension or maximum load between surgeons and novices. There was no significant difference in results of mechanical testing or modes of failure for the first and last ten knotted loops, or the first, second, third, and fourth sets of knotted loops. Discussion With appropriate training, novices can construct knots as strong and secure as experienced surgeons. A large percentage of knotted loops are insecure under testing conditions; extra throws may be required when using large diameter monofilament nylon. Novices may require extra training in maintenance of loop security when constructing square knots. Tying more than five or 10 knotted loops within a single training session does not provide added benefits for novices.

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Taheri, Hamidreza, Davoud Fazeli, and Sogand Poureghbali. "The Effect of Variability of Practice at Execution Redundancy Level in Skilled and Novice Basketball Players." Perceptual and Motor Skills 124, no. 2 (December 26, 2016): 491–501. http://dx.doi.org/10.1177/0031512516684078.

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We investigated the effect of practice variability through execution redundancy in skilled and novice basketball players on free throw skills. Twelve skilled basketball players and 12 novices (mean age = 25.4 years, SD = 4.3) were divided into four groups (skilled constant, skilled variable, novice constant, and novice variable). After a pretest, participants practiced free throw action. The variable groups threw the ball over an obstacle of varying heights on each trial in random order, whereas the obstacle’s height was fixed for the constant groups. After 7 and 14 consecutive days of practice, participants performed two posttests with constant and variable distances from the basket. The results showed that practicing different solutions of a task did not affect the performance of skilled players but had an immediate negative effect on the performance of novice players. Learning a complex task is the result of learning task-related parameters, and practice variability can create a mismatch between task difficulty and new learner skill levels.

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Huang, Jing, Kenny Yau Ning Lock, and Feng Teng. "Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 3–20. http://dx.doi.org/10.1515/cjal-2019-0001.

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Abstract Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year period. The study investigates how novice English teachers develop their teacher autonomy, and what factors contribute to their development as autonomous English teachers. The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy, and that an invitational, supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching. The study suggests that novice teachers should become critically aware of the affordances (opportunities, possibilities, invitations, enablements) in their working conditions, and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.

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Robertson, Ian, Philip Kortum, Frederick L. Oswald, and Claudia Ziegler Acemyan. "Novices Perform Like Experts on a Closed Card Sort but Not an Open Card Sort." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (December 2020): 1249–53. http://dx.doi.org/10.1177/1071181320641297.

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Developing good psychological measures benefits from the input of content experts. For many constructs or domains, however, who constitutes an ‘expert’ might be ill-defined. Novices—such as students, customers, or co-workers—may possess the same knowledge as experts. Moreover, as convenience samples, novices are more readily available and less costly. Card sorting is a technique frequently used in human factors to elicit expert knowledge. This study compared novice and expert performance on a card sort task under two conditions, an open sort and a closed sort. Because the closed sort offered a category structure for sorting, it was predicted and found that novices in the closed sort tended to match expert sorting results more closely than in the open sort. The structure also made novice solutions better approximate the expert open sort. This suggests that novices can be useful in the follow-up stage of measure development, but not in the initial stage.

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Baig, Muhammad Zeeshan, and Manolya Kavakli. "Connectivity Analysis Using Functional Brain Networks to Evaluate Cognitive Activity during 3D Modelling." Brain Sciences 9, no. 2 (January 24, 2019): 24. http://dx.doi.org/10.3390/brainsci9020024.

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Modelling 3D objects in CAD software requires special skills which require a novice user to undergo a series of training exercises to obtain. To minimize the training time for a novice user, the user-dependent factors must be studied. we have presented a comparative analysis of novice/expert information flow patterns. We have used Normalized Transfer Entropy (NTE) and Electroencephalogram (EEG) to investigate the differences. The experiment was divided into three cognitive states i.e., rest, drawing, and manipulation. We applied classification algorithms on NTE matrices and graph theory measures to see the effectiveness of NTE. The results revealed that the experts show approximately the same cognitive activation in drawing and manipulation states, whereas for novices the brain activation is more in manipulation state than drawing state. The hemisphere- and lobe-wise analysis showed that expert users have developed an ability to control the information flow in various brain regions. On the other hand, novice users have shown a continuous increase in information flow activity in almost all regions when doing drawing and manipulation tasks. A classification accuracy of more than 90% was achieved with a simple K-nearest neighbors (k-NN) to classify novice and expert users. The results showed that the proposed technique can be used to develop adaptive 3D modelling systems.

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Hansen, Joshua, Corbin Lee, Bryson Hewins, Austin MacDonald, Austin Rasmussen, Kristen Bishop, Elizabeth Weissbrod, Robert McGill, Joseph Lopreiato, and Brenton Franklin. "Validity Evidence for a Low-Cost Shoulder Arthroscopy Partial Task Trainer (L-CASTT)." Journal of Orthopaedic Business 2, no. 4 (October 1, 2022): 1–4. http://dx.doi.org/10.55576/job.v2i4.22.

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Objectives: To develop and validate a novel, low-cost shoulder arthroscopy partial task trainer. Study Design: Cross-sectional study Methods: A low-cost arthroscopy model was created to simulate navigation and triangulation skills in conjunction with ABOS-certified Orthopaedic surgeons' input. Each participant performed three trials of simulated labral repair and performance data was compared between experienced surgeons and novice medical students. Results: A total of 8 orthopaedic surgeons in the experienced group and 18 medical students in the novice group participated in the study. The average age of the experienced group was 43.1 years old, with 8.3 years of post-residency experience. The average age of the novice group was 24.3 years. The experienced group completed the simulation task faster than the novice group (16.6±7.6 vs. 96.4 ±102.2 seconds; p<0.001). Conclusion: The shoulder arthroscopy model demonstrated significant differences in performance between experienced orthopaedic surgeons and novices when used to assess a standardized basic arthroscopic technical skill. This low-cost trainer discriminates between varying skill levels and may be an effective option for simulation training of arthroscopic fundamentals to novice learners. Level of Evidence: III, Case Control Keywords: Arthroscopy, Simulation, Validity Evidence, Orthopaedics, Graduate Medical Education (J Ortho Business 2022; Volume 2, Issue 4:pages 1-4)

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Hallam, Susan. "The development of metacognition in musicians: Implications for education." British Journal of Music Education 18, no. 1 (March 2001): 27–39. http://dx.doi.org/10.1017/s0265051701000122.

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Recent research on musical practice has focused on metacognition and the strategies that musicians adopt in their preparations for performance. This study explored the development of metacognition and performance planning strategies in musicians from novice to professional level. Twenty-two professional musicians and fifty-five novices were interviewed about their practising. The novices were also tape-recorded learning and performing a short piece. The professional musicians demonstrated extensive metacognition in relation to their preparations for performance encompassing technical matters, interpretation, and issues relating to learning itself, e.g. concentration, planning, monitoring and evaluation. Although there were similarities in the strategies adopted there was considerable variation because of individual need. In the novice musicians, there was a complex relationship between the development of expertise and the use of planning strategies.

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Li, Ru. "Mentoring as a Supportive Way for Novice Teachers in Foreign Language Teacher Development: A Case Study in an Ethnic College in China." Journal of Language Teaching and Research 7, no. 2 (March 3, 2016): 318. http://dx.doi.org/10.17507/jltr.0702.10.

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Mentoring has been explored from various perspectives under different theoretical frameworks. The situation-based mentoring brings a lot of possibilities and sustainabilities to the student teachers. Given the overview on the literature of mentoring, it can be found that the research about mentoring mainly is concerned with English-speaking countries such as US and UK and populates in general teacher education. The research in subject-specific field receives scant attention, such as in Foreign Language Teacher Development (hereafter, FLTD). Finding few reports from China, especially about the novices in ethnical colleges, the empirical study running through one year from in an ethnic college shows that mentoring is a supportive way in FLTD for supporting novices. Under the framework of sociocultural theory, we found that, in addition to improving of teaching skills, mentoring can (1) lessen novices’ stress and ‘reality shock’ in teaching and strengthen the sense of belongings; (2) facilitate novice teachers’ reflection ability and (3) foster novice teachers’ self-efficacy in teaching.

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Verba, Mina. "Tutoring Interactions between Young Children: How Symmetry can Modify Asymmetrical Interactions." International Journal of Behavioral Development 22, no. 1 (March 1998): 195–216. http://dx.doi.org/10.1080/016502598384577.

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The constructivist and interactionist approach to cognitive development emphasises the importance of the active participation of children in social interactions and their contribution to knowledge acquisition. Peer tutoring is one way of making such a contribution. During the preschool period, children develop specific skills that allow them to assist and guide less competent peers through the learning process. This study was aimed at gaining insight into the potentials of tutoring in young children, and at demonstrating the role of the symmetrical relationship which prevails in peer interaction in expert-novice problem-solving activity. An adult trained 24 boys and girls for a building task. The young “experts” were then observed with 48 same- and different-age novices of the same sex. The results showed that already at this young age, the experts and novices exhibited asymmetric interactions fulfilling the essential functions of tutoring. The tutors geared their actions to the task demands but were not yet sensitive to the novice’s needs. Qualitative analysis of interactive episodes indicate that the symmetrical nature of the two partners’ skills and statuses brought the tutoring closer to several forms of co-operation or to specific parallel work: While guiding the partner, the expert child shared the problem-solving activity with the novice, consolidating his/her own know-how at the same time. The shift—under some circumstances—from asymmetrical interactions to symmetrical co-elaboration suggests a new conception of sociocognitive functioning in the construction of knowledge.

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Paojiah, Evi, Suhendar Suhendar, and Gina Nuranti. "Expert Novice Dialog (END) Di Masa Pandemi Covid-19 Untuk Menilai Kemampuan Komunikasi Sains." BIODIK 7, no. 3 (September 27, 2021): 93–104. http://dx.doi.org/10.22437/bio.v7i3.13340.

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This study aims to determine the science communication skills of high school students are assessed using the Expert-Novice Dialog (END) method with the help of Google Suite. This research was conducted at one of the Sukabumi City Senior High Schools in April the second week of 2021. This study uses a descriptive method with a quantitative approach. The sampling technique used in this research is purposive sampling technique. The subjects used in this study were students of class X SMA, totaling 60 students consisting of 20 Experts and 40 Novices. Data collection were carried out digitally with the help of Google Suite. The concept of the selected material is a change in environmental balance. The instruments used in this research are science communication skills rubric, observation rubric, novice concept test and student response questionnaires. The results showed that the science communication skills of students in one of the Sukabumi City Senior High Schools were assessed using the Expert-Novice Dialog (END) method assisted by Google Suite an average of 67% which was included in the "Enough" category. Mastery of the novice concept is categorized as "Good" with an average score of 80.25%. Through the response questionnaire, it is known that the END method generally helps students in practicing science communication skills and understanding concepts. abstrak. Penelitian ini menggunakan metode deskriptif dengan pendekatan kuantitatif. Teknik pengambilan sampel yang digunakan pada penelitian ini adalah teknik purposive sampling. Subjek yang digunakan pada penelitian ini adalah peserta didik kelas X SMA yang berjumlah 60 peserta didik terdiri dari 20 Expert dan 40 Novice. Teknik pengambilan data dilakukan secara digital berbantuan google suite.Konsep materi yang dipilih adalah perubahan keseimbangan lingkungan. Instrumen yang digunakan dalam penelitian ini adalah rubrik kemampuan komunikasi sains, rubrik observasi, test konsep novice dan angket respon peserta didik Hasil penelitian menunjukan bahwa kemampuan komunikasi sains pesera didik di salahsatu SMA Negeri Kota Sukabumi yang dinilai dengan metode Expert-Novice Dialog (END) berbantuan google suite rata-rata sebesar 67% termasuk dalam kategori “cukup”. Penguasaan konsep novice dikategorikan “Baik” dengan nilai rata-rata 80,25%. Melalui angket respon diketahui bahwa Metode END pada umumnya membantu peserta didik dalam melatih kemampuan komunikasi sains dan memahami konsep. Kata Kunci : Penilaian, Kemampuan komunikasi sains, Metode Expert-Novice Dialog (END), Google Suite

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Lidor, Ronnie, Ester Argov, and Sharon Daniel. "An Exploratory Study of Perceptual-Motor Abilities of Women: Novice and Skilled Players of Team Handball." Perceptual and Motor Skills 86, no. 1 (February 1998): 279–88. http://dx.doi.org/10.2466/pms.1998.86.1.279.

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Comparisons of ability between skilled performers and novices have been made for activities such as basketball, volleyball, tennis, squash, and badminton, but there is little work on team-handball which is not a well-recognized sport in North America. To examine a variety of perceptual, e.g., anticipation time, reaction time, and motor, e.g., throwing tasks, abilities of skilled and novice female team-handball players 13 First Division (skilled) and 10 recreational (novice) players ( M age = 25.3 yr.) performed 2 laboratory activities (for measurement of anticipation time, reaction time and movement time) and 3 field tasks (for measurement of accuracy and speed of throwing abilities) in random order. Reaction time and movement time were collected during a unique team-handball motor activity. Analyses of variance with repeated measures on trial blocks indicated high mean proficiency for the skilled participants in reaction time and all field-throwing tests compared with the novice participants. These reliable differences in team-handball activities further support superiority in sport settings gained by physical achievements and psychomotor excellence. In other words, skilled female team-handball players threw faster and more accurately and responded more rapidly than novice players.

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Uemura, Munenori, Morimasa Tomikawa, Tiejun Miao, Ryota Souzaki, Satoshi Ieiri, Tomohiko Akahoshi, Alan K. Lefor, and Makoto Hashizume. "Feasibility of an AI-Based Measure of the Hand Motions of Expert and Novice Surgeons." Computational and Mathematical Methods in Medicine 2018 (2018): 1–6. http://dx.doi.org/10.1155/2018/9873273.

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This study investigated whether parameters derived from hand motions of expert and novice surgeons accurately and objectively reflect laparoscopic surgical skill levels using an artificial intelligence system consisting of a three-layer chaos neural network. Sixty-seven surgeons (23 experts and 44 novices) performed a laparoscopic skill assessment task while their hand motions were recorded using a magnetic tracking sensor. Eight parameters evaluated as measures of skill in a previous study were used as inputs to the neural network. Optimization of the neural network was achieved after seven trials with a training dataset of 38 surgeons, with a correct judgment ratio of 0.99. The neural network that prospectively worked with the remaining 29 surgeons had a correct judgment rate of 79% for distinguishing between expert and novice surgeons. In conclusion, our artificial intelligence system distinguished between expert and novice surgeons among surgeons with unknown skill levels.

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Maddali, Hanuma Teja, Andrew Irlitti, and Amanda Lazar. "Probing the Potential of Extended Reality to Connect Experts and Novices in the Garden." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–30. http://dx.doi.org/10.1145/3555211.

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As extended reality (XR) systems become increasingly available, XR-based remote instruction is being adopted for diverse purposes in professional settings such as surgery and field servicing. Hobbyists have been well-studied in HCI and may similarly benefit from remote skill-sharing. However, little is known about how XR technologies might support expert-novice collaboration for skilled hobby activities. This paper examines the potential and limitations of XR to connect experts and novices for one such activity: gardening. Through two studies involving 27 expert and novice gardeners, we designed prototypes to understand 1) practitioner perceptions of XR and remote skill-sharing in the garden and 2) what kinds of interactions can be supported in XR for expert-novice groups. We discuss design opportunities and challenges for XR systems in supporting informal connecting interactions and meaningful sensory interactions with a remote environment during skill-sharing.

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Nieminen, Tapio, and Heikki Summala. "Novice and Experienced Drivers' Looking Behavior and Primary Task Control While Doing a Secondary Task." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 14 (October 1994): 852–56. http://dx.doi.org/10.1177/154193129403801412.

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This study is addressed to time-sharing and primary task control during a secondary task as a function of driving experience. After about 1.5 h of test driving, when well-adapted to the experimental car, 23 novices (less than 5,000 km of driving) and 26 experienced drivers (more than 150,000 km) were asked to change a cassette in a cassette player on an ordinary two-lane road. The task was replicated three times. The results showed no difference between novice and experienced drivers in time-sharing (glance length at the in-car task and at the road), lateral position-keeping (lateral displacement as a function of time at in-car task) or control in relation to oncoming traffic. The only difference occurred in speed control, experienced drivers keeping their speed level constant while novices slowed down somewhat during the secondary task. These data showed, in a supervised experimental setting, a similar linear relationship between time spent on an in-car task and lateral displacement both for novice and experienced drivers, and a similar median time gap of about 2 s to an oncoming vehicle at the moment when both novice and experienced drivers shifted their gaze from the in-car task to the road.

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Smith, Philip A., and Geoffrey I. Webb. "The Efficacy of a Low-Level Program Visualization Tool for Teaching Programming Concepts to Novice C Programmers." Journal of Educational Computing Research 22, no. 2 (March 2000): 187–215. http://dx.doi.org/10.2190/n0vv-0p48-xj9g-f8wv.

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It is widely agreed that learning to program is difficult. Program visualization tools make visible aspects of program execution which are often hidden from the user. While several program visualization tools aimed at novice programmers have been developed over the past decade there is little empirical evidence showing that novices actually benefit from their use [1]. In this article we describe a “Glass-box Interpreter” called Bradman. An experiment is presented which tests the efficacy of Bradman in assisting novice programmers learn programming concepts. We show that students that used the glass-box interpreter achieved greater understanding of some programming concepts than those without access. We also give evidence that the student's ability to assimilate new concepts was enhanced by exposure to the glass-box interpreter. This is experimental confirmation that such tools are beneficial in helping novices learn programming.

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Federico, Pat-Anthony. "Expert and Novice Recognition of Similar Situations." Human Factors: The Journal of the Human Factors and Ergonomics Society 37, no. 1 (March 1995): 105–22. http://dx.doi.org/10.1518/001872095779049471.

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Situation assessment is crucial for making schema-driven decisions in naturalistic settings. Recognizing that some situations are similar to a specific category of scenarios underscores the classification aspect. To test hypotheses regarding expert and novice differences in recognizing similar scenarios, 28 senior naval officers and 52 junior naval officers classified tactical situations, each of which appeared on a note card, labeled every created cluster to convey a category description, and signified their criteria for sorting scenarios. Principal-components and discriminant analyses, and associated statistics, established that when categorizing situations, experts and novices used surface features and deep structures as criteria for recognizing similarity; experts are significantly more context-dependent than are novices; experts and novices do not differ significantly in the number of schemata and scenarios per schema formed or in the access avenues ascribed for these schemata; experts do not process scenarios at significantly deeper levels of analysis than do novices; and experts do not assign significantly more importance to conceptual aspects or less importance to perceptual properties than do novices.

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Priest, Helena. "Novice researchers." Nurse Researcher 14, no. 4 (July 2007): 4–6. http://dx.doi.org/10.7748/nr2007.07.14.4.4.c6038.

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Wu, Ching Feng, Marina Paradela, Ching Yang Wu, de la Torre Mercedes, Ricardo Fernandez, Maria Delgado, Eva Fieira, et al. "Novice training." Medicine 99, no. 12 (March 2020): e19459. http://dx.doi.org/10.1097/md.0000000000019459.

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Clark, John R. "Hitech Novice." Air Medical Journal 33, no. 3 (May 2014): 96–98. http://dx.doi.org/10.1016/j.amj.2014.02.001.

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Lui, Kim Man, and Keith C. C. Chan. "Pair programming productivity: Novice–novice vs. expert–expert." International Journal of Human-Computer Studies 64, no. 9 (September 2006): 915–25. http://dx.doi.org/10.1016/j.ijhcs.2006.04.010.

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Zhang, Jian, and Kazuhiko Watanabe. "Differences in Saccadic Latency and Express Saccades between Skilled and Novice Ball Players in Tracking Predictable and Unpredictable Targets at Two Visual Angles." Perceptual and Motor Skills 100, no. 3_suppl (June 2005): 1127–36. http://dx.doi.org/10.2466/pms.100.3c.1127-1136.

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The purpose of the study was to investigate saccadic latency and percentage of express saccades involved in predictable tasks between skilled and novice ball players. Participants performed four different tasks, including time and direction unpredictable task, time predictable task, direction predictable task, and time and direction predictable task at the visual angles of 10 and 20°. Skilled ball players had shorter mean saccadic latency than novice players on direction and time and direction predictable tasks. The percentage of express saccades of skilled ball players was higher than that of novice players on the latter. Saccadic latency was shorter in the 10° condition in time and direction unpredictable task and time predictable task than for 20°. These results suggested that predictive ability might be one of the general characters distinguishing skilled ball athletes from novices in visuomotor performance. The prediction might reduce the mean difference in the saccadic latency at various visual angles.

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Gould, Odette N., Anna MacLennan, and Suzanne Dupuis-Blanchard. "Career Preferences of Nursing Students." Canadian Journal on Aging / La Revue canadienne du vieillissement 31, no. 4 (October 19, 2012): 471–82. http://dx.doi.org/10.1017/s0714980812000359.

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ABSTRACTThis study investigates novice and experienced student nurses’ attitudes about caring for patients across the lifespan. Students were also asked why they would enjoy or not enjoy caring for children and older adults. Both novice (n = 114) and advanced (n = 56) nursing students were relatively positive about caring for patients across the lifespan. However, novices were significantly more negative about working with older patients, particularly after experiencing a first clinical placement. In contrast, a significant quadratic effect was found for advanced students, indicating more negativity about working with both children and older adults. When giving reasons for why they would enjoy caring for older patients, novices were more likely than were advanced students to focus on stereotypical characteristics and on negative health outcomes of older adults as a group. Overall, results suggest that the attitudes driving career interests in nursing students change as training advances.

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Monfared, Shamsi S., Gershon Tenenbaum, Jonathan R. Folstein, and K. Anders Ericsson. "Allocation of Attention to Visual and Nonvisual Perceptual Channels by Marksmen During Aiming: Skill-Level Differences." Journal of Sport and Exercise Psychology 41, no. 6 (December 1, 2019): 386–400. http://dx.doi.org/10.1123/jsep.2019-0060.

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This study examined attention allocation in 30 marksmen categorized into 3 skill levels ranging from expert to novice. Each shooter performed 336 shooting trials. Half of the trials were performed under an occluded-vision condition and the rest under regular, unoccluded conditions. Immediately after completion of a random subset of shots (96 trials), shooters estimated the actual location of each shot, and on a random subset of trials (48 trials), shooters gave retrospective verbal reports. A mixed 3 × 2 factorial analysis of variance revealed that the expert marksmen performed and estimated their shots more accurately than the intermediate and novice marksmen, the intermediates performed like the experts under the full-vision condition and like novices under the occluded-vision condition, and the experts reported attending more to nonvisual information while they estimated their shots than did the novices. The findings advance our understanding of the mechanisms mediating expertise.

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Syn, Thant, and Dinesh Batra. "Improving Sequence Diagram Modeling Performance." Journal of Database Management 24, no. 4 (October 2013): 1–25. http://dx.doi.org/10.4018/jdm.2013100101.

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The Unified Modeling Language (UML) has become the de facto standard for object-oriented software development. It has been widely adopted in both training and practice. However, UML has often been criticized for being overly complex and difficult to learn for novice analysts. Although some research studies have identified specific novice difficulties in learning UML, there is little research proposing viable techniques for addressing these difficulties. In particular, there is a lack of research evaluating the usability of the sequence diagram (SD), which models the interactions among objects of a software application. This paper reports a research study that proposes a technique called “CHOP” (CHunking, Ordering, Patterning), which is designed to improve novice analyst performance in modeling an SD. The CHOP technique is based on the Cognitive Load Theory (CLT) and was developed by addressing the three types of cognitive load encountered by novices. An experimental study testing the efficacy of the CHOP technique in comparison to the worked-example approach indicated that the CHOP technique significantly improves novice analyst’s ability to model interactions among objects; however, the worked-example technique was the more efficient during training. The study also found that subjects using the CHOP technique rated its perceived usefulness significantly higher than subjects using the worked-example approach.

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Rousanoglou, Elissavet, Konstantinos Noutsos, Ioannis Bayios, and Konstantinos Boudolos. "Ground Reaction Forces and Throwing Performance in Elite and Novice Players in Two Types of Handball Shot." Journal of Human Kinetics 40, no. 1 (March 1, 2014): 49–55. http://dx.doi.org/10.2478/hukin-2014-0006.

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Abstract The purpose of this study was to examine the differences in the ground reaction force (GRF) patterns between elite and novice players during two types of handball shots, as well as the relationships between throwing performance and the GRF variables. Ball velocity and throwing accuracy were measured during jump shots and 3-step shots performed by 15 elite and 15 novice players. The GRF pattern was recorded for the vertical and the anterior-posterior GRF components (Kistler forceplate type-9281, 750Hz). One-way ANOVA was used for the group differences and the Pearson coefficient for the correlation between throwing performance and GRF variables (SPSS 21.0, p ≤ 0.05). The elite players performed better in both types of shot. Both groups developed consistent and similar GRF patterns, except for the novices’ inconsistent Fz pattern in the 3-step shot. The GRF variables differed significantly between groups in the 3-step shot (p ≤ 0.05). Significant correlations were found only for ball velocity and predominantly for the novice players during the 3-step shot (p ≤ 0.05). The results possibly highlight a shortage in the novice ability to effectively reduce their forward momentum so as to provide a stable base of support for the momentum transfer up the kinetic chain, a situation that may predispose athletes to injury.

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Wu, Wen-Lan, Jing-Min Liang, Chien-Fei Chen, Kuei-Lan Tsai, Nian-Shing Chen, Kuo-Chin Lin, and Ing-Jer Huang. "Creating a Scoring System with an Armband Wearable Device for Table Tennis Forehand Loop Training: Combined Use of the Principal Component Analysis and Artificial Neural Network." Sensors 21, no. 11 (June 3, 2021): 3870. http://dx.doi.org/10.3390/s21113870.

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Background: This study presents an intelligent table tennis e-training system based on a neural network (NN) model that recognizes data from sensors built into an armband device, with the component values (performances scores) estimated through principal component analysis (PCA). Methods: Six expert male table tennis players on the National Youth Team (mean age 17.8 ± 1.2 years) and seven novice male players (mean age 20.5 ± 1.5 years) with less than 1 year of experience were recruited into the study. Three-axis peak forearm angular velocity, acceleration, and eight-channel integrated electromyographic data were used to classify both player level and stroke phase. Data were preprocessed through PCA extraction from forehand loop signals. The model was trained using 160 datasets from five experts and five novices and validated using 48 new datasets from one expert and two novices. Results: The overall model’s recognition accuracy was 89.84%, and its prediction accuracies for testing and new data were 93.75% and 85.42%, respectively. Principal components corresponding to the skills “explosive force of the forearm” and “wrist muscle control” were extracted, and their factor scores were standardized (0–100) to score the skills of the players. Assessment results indicated that expert scores generally fell between 60 and 100, whereas novice scores were less than 70. Conclusion: The developed system can provide useful information to quantify expert-novice differences in fore-hand loop skills.

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Panday, Siddhartha Bikram, Prabhat Pathak, Jeheon Moon, and Dohoon Koo. "Complexity of Running and Its Relationship with Joint Kinematics during a Prolonged Run." International Journal of Environmental Research and Public Health 19, no. 15 (August 5, 2022): 9656. http://dx.doi.org/10.3390/ijerph19159656.

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We investigated the effect of prolonged running on joint kinematics and its association with stride complexity between novice and elite runners. Ten elite marathoners and eleven healthy individuals took part in a 20 min submaximal prolonged running experiment at their preferred running speed (PRS). A three-dimensional motion capture system was utilized to capture and calculate the alpha exponent, stride-to-stride fluctuations (SSFs), and stride-to-stride variability (SSV) of spatiotemporal parameters and joint kinematics. In the results, the elite athletes ran at a considerably higher PRS than the novice runners, yet no significant differences were found in respiratory exchange ratio with increasing time intervals. For the spatiotemporal parameters, we observed a significant increase in the step width and length variability in novice runners with increasing time-interval (p < 0.05). However, we did not observe any differences in the alpha exponent of spatiotemporal parameters. Significant differences in SSF of joint kinematics were observed, particularly in the sagittal plane for ankle, knee, and hip at heel strike (p < 0.05). While in mid-stance, time-interval differences were observed in novices who ran with a lower knee flexion angle (p < 0.05). During toe-off, significantly higher SSV was observed, particularly in the hip and ankle for novices (p < 0.05). The correlation analysis of joint SSV revealed a distinct negative relationship with the alpha exponent of step-length and step-width for elite runners, while, for novices, a positive relation was observed only for the alpha exponent of step-width. In conclusion, our study shows that increased step-width variability seen in novices could be a compensatory mechanism to maintain performance and mitigate the loss of stability. On the other hand, elite runners showed a training-induced effective modulation of lower-limb kinematics to improve their running performance.

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Müller, Luana, Milene Selbach Silveira, and Clarisse S. de Souza. "Source Code Comprehension and Appropriation by Novice Programmers: Understanding Novice Programmers’ Perception about Source Code Reuse." Journal of Interactive Systems 10 (December 20, 2019): 96. http://dx.doi.org/10.5753/jis.2019.556.

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Software development practices rely extensively on reusing source code written by other programmers. One of the recurring questions about such practice is how much programmers, acting as users of somebody else’s code, really understand the source code that they inject it in their programs. The question is even more important for novices, who are trying to learn what programming is and how it should be practiced on a larger scale. In this paper we present the results of an ongoing research using a semiotic approach to investigate how novice programmers reuse source code, and how, through messages inscribed in the source code of the programs they write or reuse, they communicate, implicitly or explicitly, what such source code "means" to them and others. We carried out three studies with novice programmers, and results suggest that source code reuse may impact what programmers take their source code to mean.

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Journal articles on the topic 'Novice'

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