Academic literature on the topic 'PBL programme'
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Journal articles on the topic "PBL programme"
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Mitchell, Nicole, Phillip Ebbs, and Samantha Burbidge. "A novel approach to problem-based learning in a paramedicine programme." International Paramedic Practice 9, no. 2 (June 2, 2019): 34–40. http://dx.doi.org/10.12968/ippr.2019.9.2.34.
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Background: Many paramedicine, nursing and medicine programmes use problem-based learning (PBL) to help bridge the gap between clinical theory and real-world practice. Aim: This paper describes a novel approach to PBL that has been used in a large, university-based paramedicine programme. Methods: Over a 3-year period, an applied pharmacology tutorial was progressively redesigned by a cross-disciplinary team of practising paramedic, pharmacy and educational design academics. Findings: A multi-space approach to PBL is described in six stages. Discussion: The pedagogical basis of the approach is examined. Strategies used within this subject are recommended for further evaluation and consideration.
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Adedayo, Sosina. "Need Assessment of Farmers in Crop-Livestock Production Systems in Ido Local Government Area, Oyo State, Nigeria." International Journal of Agricultural Extension 7, no. 2 (August 30, 2019): 177–86. http://dx.doi.org/10.33687/ijae.007.02.2730.
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Agricultural projects and programmes funded by governments and donor agencies often failed to achieve the desired set objective(s) at the system levels. The study tries to assess the existing production practices with a view of coming up with a consensus farmer need in a crop-livestock production system at Ido Local Government Area (LGA). The study used a three-stage-sampling technique to elicit information from 225 respondents. Ido Local Government Area was purposively selected for the study. Three cells were randomly selected for the research, three villages were randomly selected in each cell and twenty-five farmers were selected using the snowball selection technique. The data obtained from the Participatory Rural Appraisal were analyzed using descriptive statistics. The pairwise ranking tool helped in determining the importance of the identified problems from the FGD in the study area. The researcher identified the following problems (Pb) from the focus group discussion; inadequate capital for livestock production (Pb1), poor housing for livestock (Pb2), inadequate nutrition for livestock (Pb3), diseases of crops (Pb4), livestock and predatory attack on crops (Pb5). The pairwise comparison of percentage of Pb1 versus (vs) Pb2 was 80/20%, Pb1 vs Pb3 was 68/32%, Pb1 vs Pb4 was 80/20%, Pb1 vs Pb5 was 12/88%, Pb2 vs Pb3 was 68/32%, Pb2 vs Pb4 was 20/80%, Pb2 vs Pb5 was 20/80%, Pb3 vs Pb4 was 32/68%, Pb3 vs Pb5 was 20/80%, vs Pb4 vs Pb5 was 20/80% respectively. The ultimate farmers’ problem in crop-livestock production systems (CLPS) that needs immediate intervention and technical assistance was inadequate capital as perceived from the responses of the farmers.
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Kerr, Claire, and Elaine Smith. "An evaluation of the perceived effectiveness of problem-based learning on the Dundee MSc Educational Psychology training programme." Educational Psychology in Scotland 7, no. 1 (September 2005): 11–15. http://dx.doi.org/10.53841/bpsepis.2005.7.1.11.
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Problem-based learning (PBL) is an approach to teaching and learning that integrates learning using complex problems as the core curriculum. Other core features are its utilisation of small group and independent learning, and a focus on the development of life-long learning skills. A PBL approach was incorporated into the two-year postgraduate professional training programme for Educational Psychologists in cohort 2002–04.This paper presents initial results of a longitudinal evaluation of Educational Psychologists in Training’s (EPiTs) perceptions and experiences of PBL on the MSc training programme at Dundee University. Twenty-three EPiTs completed an anonymous questionnaire on PBL. There were three main areas of focus: the contribution of PBL to their level of preparedness for their future role as Educational Psychologists; the perceived strengths and weaknesses of the PBL approach; and their experiences of small group learning. The results are discussed in relation to changes made to the programme.
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Tingström, Pia R., Kitty Kamwendo, and Björn Bergdahl. "Effects of a Problem-Based Learning Rehabilitation Programme on Quality of Life in Patients with Coronary Artery Disease." European Journal of Cardiovascular Nursing 4, no. 4 (December 2005): 324–30. http://dx.doi.org/10.1016/j.ejcnurse.2005.04.008.
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Background: The aim of cardiac rehabilitation (CR) is not only physical improvement but also increased quality of life (QoL). A CR programme based upon problem based learning (PBL) philosophy was developed, to achieve and apply new knowledge related to coronary artery disease (CAD). The aim of this paper was to evaluate the impact of the PBL programme on QoL. Methods: 207 consecutive patients < 70 years of age with a recent event of CAD were randomised to a PBL group ( n = 104) or a control group ( n = 103). In addition to standard treatment, the PBL patients participated in 13 group sessions during 1 year, where individual learning needs and behavioural changes were focused upon. QoL was measured by the Ladder of Life, Self-Rated Health (SRH), SF 36, and Cardiac Health Profile (CHP). Results: Significant differences between the groups, favouring the PBL patients, were found by global instruments: more optimistic expectations of the future QoL and a better general condition. No differences were found by SRH, SF 36 or subscales of CHP, but QoL increased in both groups during the year. Conclusions: The main outcome was that QoL improved in both groups with some effects favouring the PBL programme.
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Subramanian, R. Raja, and C. Sivapragasam. "A Case Study on the Student Centric Course in Engineering Programme leveraging PBL." Journal of Engineering Education Transformations 35, no. 1 (July 1, 2021): 27–41. http://dx.doi.org/10.16920/jeet/2021/v35i1/22054.
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Abstract: Quantification of the quality of Engineers is a significant parameter contributing to an Industry person in recruiting an Engineering student, a government organization in sponsoring/ funding an entrepreneurial aspect of the student and an esteemed University in granting scholarship for higher education of the student. There is a need to improve the students' technological, communication, entrepreneurial skills during the course of the Engineering education. One such pedagogical technique contributing to student's skills is the Project Based Learning (PBL). Through PBL, students learn the courses instead of merely studying it. The significance of PBL and the consequences of practicing PBL in Engineering education is portrayed in this paper. The approach of PBL practiced in Kalasalingam Academy of Research and Education is explained with a case study of one of the courses, that followed PBL pedagogy. The evaluation pattern, rubrics and the supremacy of PBL over traditional pedagogy methods is estimated. Keywords: Project Based Learning, Assessment Methodologies, Engineering Education, Student Centric Course.
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Jefferies, Marcus, Swee Chen, and Jane Conway. "Assessment of Professional Competence in a Construction Management Problem-based Learning Setting." Construction Economics and Building 2, no. 1 (November 15, 2012): 47–56. http://dx.doi.org/10.5130/ajceb.v2i1.2886.
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This paper discusses the congruence between problem-based learning (PBL) and competencybased assessment and describes how competency based assessment has been implementedin a professional construction management programme. The design andunderlying principles of assessment approaches used to determine students' professionalcompetence through use of professional standards to frame learning and assessment arediscussed. Through presentation of preliminary findings of a case study that explores staffand student experiences in the construction management programme, the authors describethe issues and challenges they have encountered in implementing competencybased assessment in a PBL programme within the context of higher education.
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Griffith, Emma, Catherine Butler, Jenny Csecs, and Cara Davis. "An evaluation of a programme of problem-based learning within a clinical psychology doctorate." Psychology Teaching Review 24, no. 2 (2018): 38–54. http://dx.doi.org/10.53841/bpsptr.2018.24.2.38.
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Problem-Based learning (PBL) is a widely used teaching method in UK Clinical Psychology training. This study considers the experience of using PBL as part of the University of Bath’s Doctorate in Clinical Psychology. Questionnaire and focus group analyses suggest PBL was predominantly experienced as useful by trainees when completed during the first year of clinical training, especially in terms of skill development around leadership and team working; which was maintained at two-year follow-up when the same cohort of trainees completed an adapted version of the questionnaire during their third year of training. Trainees suggested some difficulties with PBL (e.g. anxieties concerning the lack of a teacher) and suggested improvements (e.g. to timetabling and the case vignette), which have helped sculpt new PBL teaching for subsequent trainees. This study has its limitations, and future research is recommended to further evaluate the use of PBL within clinical psychology training courses nationally.
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Jabarullah, Noor H., and Hafezali Iqbal Hussain. "The effectiveness of problem-based learning in technical and vocational education in Malaysia." Education + Training 61, no. 5 (June 10, 2019): 552–67. http://dx.doi.org/10.1108/et-06-2018-0129.
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PurposeThe purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.Design/methodology/approachThe setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.FindingsStudents in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.Research limitations/implicationsThe sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.Originality/valueThe findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.
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Noprianty, Richa. "Pendapat Mahasiswa terhadap Implementasi PBL pada Kurikulum Berbasis Kompetensi Program Studi S1 Keperawatan." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 5, no. 2 (July 31, 2016): 78. http://dx.doi.org/10.22146/jpki.25319.
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Background: New paradigm in health profession education caused exchange of medical education curriculum from conventional to Competency Based Curriculum (CBC). One teaching methode of competence-based curriculum implementation is Problem Based Learning (PBL). PBL was impemented in Bachelor of Nursing Programme STIKes Dharma Husada Bandung since 2010. This research aim was to analyse students opinion about the implementation of Problem Based Learning (PBL) for Bachelor phase of Nursing Programme in STIKes Dharma Husada Bandung.Method: This research was cross sectional study using questionnaires to students of level 2 and 3 Bachelor of Nursing. Total 114 students out of a population of 160 students (with stratified random sampling) involved in this study. Results: This study showed that most students (85.1%) gave positive opinion on PBL if socialized in the beginning of learning process. Scenario has stimulated the students as much as 71.1%, and the role of moderator and secretary duties as much as 77.2%, while skills lab instructors imprecise 50% weighting in accordance with the duties of assessment, there are 41.2% who disagree and knowledge becomes widely agreed as much as 77.2% of studentsConclusion: Most of the students gave positive opinion on PBL socialization in the beginning of the learning process. About 50% students felt skills lab instructor usually hard to be on-time and the literatures provided were not sufficient.
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Engku Ibrahim, Engku Haliza. "Problem-based Learning (PBL) in Sociolinguistics as a Way of Encouraging Active Learning." MATEC Web of Conferences 150 (2018): 05075. http://dx.doi.org/10.1051/matecconf/201815005075.
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The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL) are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.
Dissertations / Theses on the topic "PBL programme"
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Haghparast, Hassas Ali. "Factors influencing student motivation in a Swedish dental programme with a Problem-based curriculum." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19612.
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Hur framgångsrikt en student utför en uppgift är starkt korrelaterat till studentens motivation inför uppgiften. I akademiska sammanhang har studenter med hög motivationsgrad visats vara mer troliga att utvecklas och vara framgångsrika än de med låg eller ingen motivationsgrad, som i sin tur uppvisat begränsad akademisk utveckling. Detta koncept om motivation används inom Problem-baserat lärande (PBL) där syftet är att öka studenternas interna motivation och därmed intressera dem för det aktuella ämnet. Syftet med denna studie var att identifiera faktorer av betydelse för motivationsförändringar hos tandläkarstudenter med ett problem-baserat curriculum. Datainsamling skedde kvalitativt genom fokusgruppdiskussioner. Fyra fokusgrupper intervjuades: tandläkarstudenter från år 1, tandläkarstudenter från år 3, och tandläkarstudenter från år 5. Den fjärde fokusgruppen bestod av fakultetsmedlemmar (lärare) för att kunna jämföra med studenternas uppfattningar. Resultaten visade att studentmotivation var ett väldigt komplext och multifaktoriellt fenomen. Återkoppling, vägledning, konstruktiv feedback samt känslomässig support visades vara faktorer av betydelse. Många av de identifierade faktorerna kunde relateras till en känsla av kompetens, säkerhet, eller det meningsfulla i att studera ett ämne, bland studenterna. För att maximera motivation bland studenter krävs adekvat kunskap om PBL av all personal. Alltså har, utöver tutorer och föreläsare, även kliniska handledare en central roll för att motivera studenter i deras lärande.A student’s level of motivation for a task is highly related to how likely that student is to perform the task successfully. In academic contexts, students with higher levels of motivation have been found to be more likely to be successful and develop more skill and knowledge compared to students with no or limited levels of motivation who, instead, exhibit restricted growth in academic achievement. This concept of motivation is used in problem-based learning (PBL), where the aim is to increase student’s intrinsic motivation, thus making them more engaged in the subject matter. The aim of this study was to identify factors of significance for changes in student motivation among dental students within a PBL-curriculum. Data was qualitatively collected through focus group interviews. Four focus groups were interviewed: dental students from year 1, dental students from year 3, and dental students from year 5. The forth focus group consisted of faculty members (teachers) so as to compare the perceptions of the students and the faculty teachers. The results demonstrated student motivation to be a complex and multifactorial matter. Many factors were related to feelings of competence, safety, or meaningfulness of the study of a subject matter, among the students. Factors of significance included relatedness, guidance, constructive feedback, and emotional support from clinical supervisors. In conclusion, proper knowledge of PBL by all personnel is necessary in order to maximize motivation among students. Thus, besides tutors (facilitators) and lecturers, clinical supervisors also have a central role in motivating students towards learning.
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Malan, Sharon Brenda. "The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1231.
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Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.
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Jennings, Peter. "PBL but not as we know it : an ethnography of the practice and facilitation of 'problem-based learning' within a hybrid graduate-entry medical programme in England." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14438/.
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This thesis lifts the lid' on the educational practices within a medical education programme, which is based upon a Problem-Based learning (PBl) approach. It is an ethnographic case study that sets out to understand the practice and facilitation of PBl situated within a hybrid curriculum at a graduate-entry medical programme in England. Data was collected by audio-visual recording of PBl sessions, audio recording and observing facilitator meetings and through the author's experiences as a participant observer working as a facilitator within the research setting. The study exposes a variety of PBl practices within a single curriculum setting that have not previously been examined in detail within medical education, in particular through use of direct observational methods. The findings pose a challenge to a core educational objective, upon which the 'PBl' programme was founded, that being to develop students' skills as self-directed learners. While this is highlighted within the literature as a central component to the PBl process, the findings raise questions about how these assumptions are reflected in the practice of PBL.
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Luposchainsky, Simon Felix. "Mechanically programmed Fluidic Microactuators for soft robotics applications." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213221/1/Simon%20Felix_Luposchainsky_Thesis.pdf.
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This thesis covers two projects that connect the engineering field of robotics with the additive manufacturing of microfibre structures by melt electrowriting (MEW). One project utilizes MEW to manufacture soft robots and investigates their function, the second project uses a robotic arm to expand the capabilities of MEW for the creation of better implants in tissue engineering. Both projects result in novel applications and design space for MEW by allowing more complex geometries to be produced and enabling the processing or integration of otherwise inaccessible materials as well as expanding the use cases of the produced constructs beyond static scaffolds.
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Mohammadian, Haghighi Fatemeh. "Investigating teachers’ perceptions of the usefulness of Portfolio-Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) programme." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60190.
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The growing tendency towards student-centred communicative approach to language pedagogy has given rise to alternative modes of assessment such as Portfolio-Based Language Assessment (PBLA), which is compatible with student-centred SLA theories and pedagogical practices in ESL classrooms (e.g., Fox, 2014; Ripley, 2012). In Canada, since 2013, Citizenship and Immigration Canada (CIC) has allocated funding to different projects across the country to implement PBLA as an assessment tool in the Language Instruction for Newcomers to Canada (LINC) programme.
Since language assessment tools have a remarkable role in determining learners’ progress through the LINC programme, and due to the significant impact of assessment tools on newcomers’ professional and educational possibilities in Canada, this study investigated instructors’ perceptions of the usefulness, challenges and benefits of PBLA in the LINC programme. Data were collected through semi-structured interviews with ten LINC instructors who have been using PBLA for at least three months. Data were analyzed drawing on Bachman and Palmer’s (1996) concept of test usefulness (validity, reliability, authenticity, interactiveness, impact and practicality) as a theoretical framework for the study. The findings showed that although PBLA has numerous benefits for language learners, when it comes to its implementation, it presents many challenges for LINC teachers. Some of these challenges include: Challenges in developing real-life, CLB-aligned instructional and assessment tasks, difficulties in assessing portfolios and providing feedback, etc. According to the participants, PBLA is better to be used for formative assessment rather than summative assessment. In terms of test usefulness framework, according to the findings, validity and reliability of PBLA as a summative assessment tool is questionable. Regarding authenticity and interactiveness, except for teachers who were teaching lower CLB levels other teachers found PBLA an authentic and interactive method of assessment. As for the students, based on the findings, positive impacts of PBLA on learners’ lives outweigh potential negative impacts. Finally, concerning the practicality of PBLA, a number of issues regarding PBLA implementation were raised. It should be noted that since I had a small number of research participants, the findings of this study may not be generalized to other LINC instructors and LINC programmes across Canada.Education, Faculty of
Graduate
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Ahmad, Saghir. "Legal protection for computer programmes in EU, US and Pakistan : software piracy as a challenge in Pakistan /." Oslo : Faculty of Law, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/jus/2008/87514/87514.pdf.
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Rodríguez, Bustinza Wally Mauro. "Sistema de control domótico utilizando una central IP PBX basado en software libre." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2012. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1502.
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Se entiende como domótica o inmótica a sistemas cuyos elementos nos permiten
automatizar una vivienda o edificio, considerando sus cuatro pilares: comodidad,
seguridad, comunicaciones y un eficiente consumo energético. Actualmente la
domótica no sólo está enfocada a la gestión de estos elementos, sino también en
darle al usuario una visión única y sencilla frente a los diferentes elementos que
existen en el sistema, dándole un control al usuario de su sistema tanto de la misma
área como desde otra ubicación, es decir brindarle una total interoperabilidad al
usuario.
Sin embargo, la incompatibilidad que es generada debido a los diferentes
estándares y protocolos que existen en la actualidad, la falta de cultura domótica en
el Perú, y los costos muy elevados de controladores que permiten el acceso remoto
al sistema, hacen que esta tecnología sea inaccesible al público en general.
El presente trabajo de tesis titulado “Sistema de Control domótico utilizando una
central IP PBX basado en software libre” plantea una solución enfocada a brindarle
una interoperabilidad al usuario considerando resolver los problemas arriba
mencionados. Se plantea una arquitectura que permite el sistema sea escalable y
heterogéneo. Se utilizan protocolos de Internet que integran al sistema domótico a
una actual convergencia de comunicaciones, y la implementación del servidor IP
PBX en Asterisk permiten que el usuario tenga un control del sistema de una forma
sencilla, confiable y accesible para el público en general.
Demostrando que la plataforma implementada puede incorporar al sistema
domótico no sólo a las redes de telefonía, sino también, puede brindar una
flexibilidad para desarrollar otras plataformas como servidores web en el mismo
sistema. Todo considerando un presupuesto bajo comparado con otros productos
en el mercado.Tesis
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Subirana, Montserrat 1989. "Motivació pel canvi i adherència terapèutica en els programes de tractament per a homes maltractadors contra la parella." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/123898.
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La Violència Contra la Parella (VCP) és un problema social que afecta milions de dones arreu del món. Succeeix en tots els països, en totes les cultures, en tots els nivells i classes socials i, donada la seva prevalença i les seves conseqüències, s’ha de tractar com a un problema de salut pública (Caetano, Vaeth i Ramisetty-Milker, 2008). Les recents modificacions legislatives arreu del món posen de manifest la voluntat dels Països, els Governs i els Organismes o les Institucions d’eradicar aquest tipus de violència i una de les accions socials i mesura clau d’intervenció a favor de les víctimes que té un rol determinant en el tractament de la VCP és la intervenció amb els homes que maltracten.
Els programes de tractament per a homes maltractadors van sorgir a finals del 1970 als Estats Units i ràpidament s’escamparen a Canadà, Regne Unit i altres països de parla anglosaxona. Des d’aleshores centenars d’iniciatives s’han proposat en diferents països amb més o menys incidència en funció del context social, cultural, polític i legal de cada país. Parale•lament, una àmplia varietat d’estudis amb diferents aproximacions metodològiques o anàlisis estadísiques han forjat un important corpus de coneixement posant de manifest que un dels principals problemes que han d’afrontar els programes, a banda del seu contingut i efectivitat, és l’elevada taxa d’abandonaments prematurs.
Al costat oposat dels abandonaments prematurs hi ha la finalització del programa, que està relacionat amb l’adherència terapèutica. Alguns estudis (Gondolf, 2002; Hamberger and Hastings, 1989) indiquen que el sol fet d’atendre el programa formatiu pot reduir les recaigudes així com les taxes de reincidència. La literatura científica posa de manifest que els programes de tractament poden ser d’utilitat en els casos que el maltractador és conscient del seu problema, assumeix la seva responsabilitat, està motivat per canviar i completa el programa de tractament (Echeburúa i Amor, 2010; Helton, 2011; Jewel i Worthmith, 2010). I encara més, és crucial per a l’èxit del programa que els homes tinguin un alt nivell de motivació per a canviar el seu comportament abusiu (Miller i Rollnick, 2002). La motivació està també realacionada amb l’adherència terapèutica (Arce, Fariña i Suárez, 2005; Chang i Saunders, 2002; Daly, Power i Gondolf, 2001; Miller i Rollnick, 2002; Scott, 2004; Stuart, 2005). D’altra banda, tot i que s’ha apuntat a la motivació interna com al factor més important en l’adherència terapèutica, la majoria dels maltractadors poden necessitat ajut de l’exterior si ells no tenen la motivació intrínseca per a canviar el seu comportament. De manera que la motivació externa és un recurs que pot ser d’utilitat (Lemire et al. 1996).
El Servei d’Atenció als Homes que Maltracten (SAHM) de la Fundació IreS de Girona és un programa formatiu per a homes maltractadors que, entre el 2001 i el 2008, va arribar a un acord de col•laboració consistent en l’aplicació de tècniques motivacionals (retenció proactiva i recolzament) per part Grup Regional d’Atenció a la Víctima (GRAV) dels Mossos d’Esquadra de la Regió Policial de Girona.
Els objectius de la investigació són analitzar els factors relacionats amb l’adherència terapèutica en els programes per a homes maltractadors. S’estudien els factors actitudinals i motivacionals previs al tractament així com les tècniques de retenció proactiva i recolzament com a factors determinants en l’adherència terapèutica. S’estudien també les variables sociodemogràfiques i les variables relacionades amb el tractament com la seva durada, nombre de sessions i motiu de finalització.
Les hipòtesis principals són que l’ús de tècniques motivacionals (retenció proactiva i recolzament) aplicades pels Mossos d’Esquadra prèviament al programa de tractament serà una variable predictora de l’adherència als programes formatius per a homes maltractadors contra la parella tractats psicològicament en un programa voluntari, i que les variables actitudinals i motivacionals prèvies al tractament (demanda inicial, atribució del problema i motivació interna pel canvi) es comportaran com a bons predictors de l’adherència terapèutica.
Els resultats obtinguts indiquen que l’aplicació d’aquestes tècniques té una incidència en l’adherència terapèutica, que els factors actitudinals i motivacionals prediuen l’adherència terapèutica i que la variable que millor explica l’adherència al tractament és la motivació interna dels participants pel canvi.Intimate Partner Violence (IPV) is a social problem which affects millions of women around the world and the growing social awareness concerning gender violence has triggered an urgent demand for professionals from different disciplines to challenge this kind of violence. Among this group of professionals there is a consensus that the best strategy to combat violence against women is prevention and the World Health Organization has focused significant resources during the last few years in relation to this. One of the key preventive measures and social actions in favour of victims which has a core role in the treatment of IPV is the intervention with men who batter. Batterer intervention programmes (BIP) emerged in the late 1970’s in the USA and quickly spread to Canada, the UK and anglosaxon countries. A wide range of studies with different methodological approaches and statistical analyses have forged an important background and continually enlarge literature base related to BIP. Eventhough, one of the biggest problems facing treatment programmes, regardless of their content, is the high dropout rate (Chang & Saunders, 2002; Daly, Power & Gondolf, 2001; Hamberger & Hastings, 1988). The literature review shows that treatment programmes are useful in cases where the perpetrator is aware of his problem, acknowledges his responsibility, is motivated to change and completes the treatment programme (Echeburúa & Amor, 2010; Helton, 2011; Jewell & Wormith, 2010). Furthermore, it is crucial to the success of the programme that the men have a high level of motivation to change their abusive behaviour (Miller & Rollnick, 2002). In our research we sep to analyse the factors related to the therapeutic compliance in BIPs. We study attitudinal and motivational factors previous to the treatment as well as the proactive retention and support techniques as determining factors regarding therapeutic compliance. The results obtained after analysis of the predictor variables highlights internal motivation as a key factor to the treatment programmes’ adherence and on the other hand point that proactive retention and support techniques can be useful to increase therapeutic compliance.
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Mendoza, Cámac José Luis. "Diseño de una PBX inalámbrica para la prestación de servicios de tipo fijo y móvil utilizando Wi-Fi y telefonía IP." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2007. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1051.
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El presente trabajo consiste en el diseño una IP-PBX inalámbrica para una
empresa, con lo cual se pretende brindar servicios de transmisión de voz y
datos a sus usuarios, empleando un sistema inalámbrico multicelular como
principal medio de acceso.
La central de conmutación PBX será una solución en software utilizando
Asterisk/GNU Linux, con lo cual se implementará un sistema de Telefonía
sobre IP (ToIP). Para la atención de la demanda móvil de los usuarios se hará
uso de la tecnología Wi-Fi.
Se detallan aspectos teóricos sobre centrales PBX, VoIP, Asterisk, Wi-Fi y
propagación en áreas cercanas sin línea de vista NLOS, así como las
consideraciones necesarias para el planeamiento e implementación de redes
inalámbricas multicelulares de este tipo. Se plantea una empresa ficticia donde
se define la ubicación de los equipos terminales, luego se aplican los
conceptos revisados y se procede a realizar el diseño final de la red.
También se estiman los costos de inversión y operación que involucra la
propuesta y se dan las recomendaciones del caso.Tesis
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Leiria, Filipe Costa. "O perfil de bem-estar dos beneficiários em idade economicamente ativa (BIEAs) do Programa Bolsa Família (PBF): uma proposta de avaliação." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/14359.
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This paper proposes an welfare’s evaluation of the working age beneficiaries in Bolsa Família Program (BFP BWAs) at the city of Porto Alegre. Such an assessment is guided by identifying situations restrictions or traps (SACHS, 2005) the ability of individuals to choose different lifestyles, through the instrumental roles of freedom (SEN, 2010). Thus, hypotheses are tested involving the relationship of individuals with the education, the labor market and income. The evaluation results suggest the existence of a level of income with restrictions; incentives to interrupt the enrollment process before a desirable level; a slightly convergent relationship between schooling and income; and low access to the formal labor market, prevailing precarious labor relations. Finally, this thesis proposes the placement of relevant issues related to BFP BWAs in a broader human development perspective.
O presente trabalho propõe uma avaliação do bem-estar social dos beneficiários em idade economicamente ativa do Programa Bolsa Família (BIEAs PBF) no município de Porto Alegre. Tal avaliação é norteada pela identificação de situações de restrições ou armadilhas (SACHS, 2005) da capacidade dos indivíduos escolherem diferentes estilos de vida, através dos papéis instrumentais da liberdade (SEN, 2010). Assim, são testadas hipóteses que envolvem as relações dos indivíduos com a escolarização, o mercado de trabalho e a renda. Os resultados da avaliação sugerem a existência de um nível de renda com restrições; incentivos para a interrupção do processo de escolarização, antes de um nível desejável; uma relação entre escolaridade e renda, pouco convergente; e um baixo acesso ao mercado de trabalho formal, prevalecendo relações de trabalho mais precárias. Finalmente, o presente trabalho propõe o posicionamento das questões relevantes atinentes aos BIEAs PBF em uma perspectiva mais ampla do desenvolvimento humano.
Books on the topic "PBL programme"
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Paradox for the programmer. Glenview, Ill: Scott, Foresman, 1986.
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Jensen, Cary. PAL made easy. Berkeley: Osborne McGraw-Hill, 1991.
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Public Broadcasting Service (U.S.), ed. PBS previews 2003. [Alexandria, Va.]: PBS, 2002.
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Lepin-Dmitri͡ukov, G. A. Dialogovai͡a otladka programm na i͡azyke PL/1. Moskva: "Finansy i statistika", 1986.
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Kids, PBS for. PBS kids: Dragonfly TV. [Alexandria, VA]: PBS, 2003.
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Colman, Timothy. Learn PAL in a day. Plano, Tex: WordWare Pub., 1992.
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Keogh, James Edward. PAL: Step-by-step. New York: Wiley, 1992.
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Colman, Timothy. Learn PAL 4.5 in a day : for versions 4.0 and 4.5. Plano, TX: WordWare Pub., 1994.
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Commission, New Jersey Legislature Rental Housing Study. Report of the Rental Housing Study Commission: P.L. 1987, JR5--P.L. 1988, JR16. [Trenton, N.J: The Commission, 1989.
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M, Kocis James, ed. Paradox programmer's guide: PAL by example. Glenview, Ill: Scott, Foresman, 1990.
Find full textBook chapters on the topic "PBL programme"
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Goh, Karen P. L. "A Staff Education and Development Programme to Support PBL." In One-Day, One-Problem, 259–81. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-75-3_12.
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Bruun, Maja Hojer. "Beyond the Two Cultures. PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Programme." In Innovation and Change in Professional Education, 35–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18842-9_4.
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Deringer, S. Anthony, Allie Thomas, and Jo An M. Zimmermann. "Mindful place-based education for outdoor recreation programmers." In Leisure activities in the outdoors: learning, developing and challenging, 160–71. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0013.
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Abstract This chapter posits that mindful place-based education (PBE) in natural places provides learners with experiences that deepen nature connection and cultural understanding. The chapter begins with an introduction to mindfulness, PBE and the benefits of nature connection. Then, the authors provide a mini-study of a programme that used mindful PBE on a study abroad trip as a means for discussing mindful PBE in practice. The authors provide a framework for mindful PBE that can be replicated by outdoor programmers, educators and nature enthusiasts with examples and suggestions of ways to implement mindfulness moments and promote the goal of nature connection. The purpose of this chapter is to help educators build pedagogies that enhance deep learning, sensitivity to place and culture, and support recognition of social justice in outdoor place usage.
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Kurbel, Karl. "Programme und Programmiersprachen." In Programmierstil in Pascal, Cobol, Fortran, Basic, PL/I, 1–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-70247-1_1.
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Lundén, Daniel, Johannes Borgström, and David Broman. "Correctness of Sequential Monte Carlo Inference for Probabilistic Programming Languages." In Programming Languages and Systems, 404–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72019-3_15.
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AbstractProbabilistic programming is an approach to reasoning under uncertainty by encoding inference problems as programs. In order to solve these inference problems, probabilistic programming languages (PPLs) employ different inference algorithms, such as sequential Monte Carlo (SMC), Markov chain Monte Carlo (MCMC), or variational methods. Existing research on such algorithms mainly concerns their implementation and efficiency, rather than the correctness of the algorithms themselves when applied in the context of expressive PPLs. To remedy this, we give a correctness proof for SMC methods in the context of an expressive PPL calculus, representative of popular PPLs such as WebPPL, Anglican, and Birch. Previous work have studied correctness of MCMC using an operational semantics, and correctness of SMC and MCMC in a denotational setting without term recursion. However, for SMC inference—one of the most commonly used algorithms in PPLs as of today—no formal correctness proof exists in an operational setting. In particular, an open question is if the resample locations in a probabilistic program affects the correctness of SMC. We solve this fundamental problem, and make four novel contributions: (i) we extend an untyped PPL lambda calculus and operational semantics to include explicit resample terms, expressing synchronization points in SMC inference; (ii) we prove, for the first time, that subject to mild restrictions, any placement of the explicit resample terms is valid for a generic form of SMC inference; (iii) as a result of (ii), our calculus benefits from classic results from the SMC literature: a law of large numbers and an unbiased estimate of the model evidence; and (iv) we formalize the bootstrap particle filter for the calculus and discuss how our results can be further extended to other SMC algorithms.
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Na, Jeong K., John Middendorf, Michael Lander, Jess M. Waller, and Richard W. Rauser. "Nondestructive Evaluation of Programmed Defects in Ti-6Al-4V L-PBF ASTM E8-Compliant Dog-Bone Samples." In Structural Integrity of Additive Manufactured Parts, 206–33. 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959: ASTM International, 2020. http://dx.doi.org/10.1520/stp162020180095.
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Kozeluh, U., and Roman Winkler. "Europeans have a Say: Online Debates and Consultations in the EU. Final report of a study carried out in the framework of the NODE programme of the Austrian Federal Ministry of Education, Science and Culture. Institute of Technology Assessment and Centre for Social Innovation." In ITA - Elektronische Publikationen, ITA—pb—a34. Wien: Verlag der Österreichischen Akademie der Wissenschaften, 2005. http://dx.doi.org/10.1553/ita-pb-a34.
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"The “Robinson” Programme: Interdisciplinary Education based on Robotics Curricula." In Research on PBL Practice in Engineering Education, 185–98. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087909321_016.
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Donnelly, Roisin. "The Nature of Complex Blends." In Cases on Online and Blended Learning Technologies in Higher Education, 1–22. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch001.
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This chapter discusses the complexities of blending technologies and problem-based learning (PBL) group interaction within the context of academic development in higher education. For both designers and tutors, it is important to seek best practices for combining instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid inherent weaknesses. A qualitative case study of the lived experiences of 17 academic staff participants in a blended PBL module over a two year period was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of higher education professional academic development. Specific aspects of interaction (technical, peer, content, and the learning experience) within blended PBL tutorials are analysed to provide research-based evidence on the realities of delivering a PBL programme using technology. The study reported in the chapter argues that the intersection of PBL and learning technologies can offer an innovative way of teaching and learning and is a reflection of pedagogy and technology as an integrated model that can work effectively together. The findings show that the synergy from the collaborative blended PBL approach in this module can result in the coherent and comprehensive provision of training, support, and research throughout higher education institutions.
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Uden, Lorna, and Chris Beaumont. "Curriculum and Organisational Issues." In Technology and Problem-Based Learning, 212–22. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-744-7.ch010.
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The subject of problem-based learning can raise some surprisingly strong emotions, both in terms of the right process to use and the right curriculum model. For example, on the PBL Initiative Web site (director, Howard Barrows, n.d.), the minimum essentials for PBL are stated, and include: “Problem-based learning should not occur within a single discipline or subject.” Specifically for medical education, the recommendations are further specified: Problem-based learning must be the pedagogical base in the curriculum and not part of a didactic curriculum. Problem-based learning should not be episodic, added on to or mixed in with more traditional, didactic, teacher-directed, passive, memorization-based and lecture-based educational methods. (PBL Initiative) This requires a large-scale intervention, obtaining commitment, collaboration, and consensus from staff in multiple subject areas, followed by much planning and training. It can be quite discouraging for a teacher who can see many benefits in the PBL approach and would like to try out PBL “in the small.” While there are numerous benefits for implementing PBL throughout a curriculum—we will discuss in more depth later in the chapter—there is an alternative view of PBL as a pedagogical approach, one that can be applied at several levels, from a single session to a fully integrated curriculum. Ranald Macdonald (2001) puts it like this: So, what is the big deal with PBL? For me it’s nothing more nor less than the fact that problems, tasks, queries (Boud, 1995), or the every day necessity to learn to meet unexpected situations, form the starting point for learning. The real motivation for using it, whatever ‘it’ is, is a desire to improve the quality of student learning and to prepare students for future learning needs by giving them greater responsibility for their own learning now. As such, it doesn’t matter whether we adopt PBL across a whole programme, within a single subject, or as the basis for a single learning experience. It is the intention to provide a need to acquire knowledge, develop skills, or demonstrate applied understanding that is the starting point for PBL. In this chapter, we will explore some of the curriculum and organizational issues of implementing PBL, both “in the small,” that is at a module level, and “in the large,” throughout the curriculum.
Conference papers on the topic "PBL programme"
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Velzing, Evert-Jan, Annemiek Van der Meijden, Kitty Vreeswijk, and Ruben Vrijhoef. "Circularity in value chains for building materials." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10196.
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AbstractThe urgency for developing a circular economy is growing, and more and more companies and organisations are concerned with the importance of adapting their business to fit a changing economy. However, many analyses on the circular economy are still rather abstract and there is a lack of understanding about what circularity would mean for specific industries. This insufficient insight especially seems to be apparent in the building and construction sector. Besides, the building and construction sector is responsible for a major part of energy use and emissions. To tackle the issue of insufficient insight into the business consequences of circular devlopments, further research is necessary. Therefore, we propose to collaborate on a research project that aims to provide a more detailed level of analysis. The goal is to identify drivers and barriers to make better use of materials in the building and construction sector. This further research would benefit from an international collaboration between universities of applied sciences and industry from different European countries. An additional benefit of the applied orientation would be the relevance for professional education programmes. References CBS, PBL & Wageningen UR. (2017). Vrijkomen en verwerking van afval per doelgroep, 1990-2014 (indicator 0206, versie 13, 26 janauri2017). Retrieved from: https://www.clo.nl/indicatoren/nl0206-vrijkomen-en-verwerking-van-afval-per-doelgroep Cuchí, A.; Arcas, J.; Casals, M. & Fobella, G. (2014). Building a common home Building sector – A global vision report. Produced by the Global Vision Area within the World SB14 Barcelona Conference. De Jesus, A. & Mendonça, S. (2018). Lost in Transition? Drivers and Barriers in the Eco-innovation Road to the Circular Economy. Ecological Economics, 145, 75-89. doi: 10.1016/j.ecolecon.2017.08.001. EC. (2015). Closing the Loop – An EU action plan for the Circular Economy. Brussels: European Commission. EC. (2019). Report from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the implementation of the Circualr Economy Action Plan. Brussels: European Commission. Ghisellini, P; Cialini, C. & Ulgiati, S. (2016). A review on circular economy: the expected transition to a balanced interplay of environmental and economic systems. Journal of Cleaner Production, 114, 11-32. doi: 10.1016/j.jclepro.2015.09.007. Kirchherr, J., Pisciceli, L., Bour, R., Kostense-Smit, E., Muller, J., Huibrechtse-Truijens, A. & Hekkert, M. (2018). Barriers to the Circular Economy: Evidence From the European Union (EU). Ecological Economics, 150, 264-272. Mazzucato, M. (2018). Mission-Oriented Research & Innovation in the European Union – A problem-solving approach to fuel innovation-led growth. Retrieved from: European Commission; https://ec.europa.eu/info/sites/info/files/mazzucato_report_2018.pdf Nederland circulair in 2050. Rijksbreed programma Circulaire Economie (2016). Den Haag: Ministerie van Infrastructuur en Milieu & Ministerie van Economische Zaken. Stahel, W.R. (2016) The Circular Economy. Nature, 531(7595), 435-438. UN. (2018). 2018 Global Status Report – Towards a zero-emission, efficient and resilient buildings and construction sector. United Nations Environment Programme. UNCTAD. (2018). Circular Economy: The New Normal (Policy Brief No. 61). Retrieved from United Nations Conference on Trade and Development (UNCTAD): https://unctad.org/en/PublicationsLibrary/presspb2017d10_en.pdf
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Zamora i Mestre, Joan-Lluís, and Raül Serra Fabregà. "an online collaborative architectural learning experience at the service of the community." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11552.
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Esta experiencia que aquí se presenta viene propiciada por la concurrencia de diversas oportunidades que han facilitado el desencadenamiento de un proceso de aprendizaje que ha incorporado simultáneamente aspectos de ApS (aprendizaje y servicio), AV (aula virtual) y ACCA (aprendizaje colaborativo) en un entorno de educación arquitectónico. La experiencia no surge de un proceso reflexivo cosciente sino fruto de una demanad oportuna que permitió enlazar aspectos docentes innovadores que habían sido rodados anteriormente. La experiencia se ha desarrollado en un contexto temporal y espacial muy reducido, pero presenta aspectos potencialmente escalables para ser repetida en otras circunstancias menos excepcionales. This learning experience was developed on a spring semester course during the academic year 2020-21, in the framework of an architectural master’s programme, and was propitiated by the competition of various opportunities that have facilitated the triggering of a learning process that has simultaneously incorporated aspects of SL (service learning), VC (virtual classroom), CL (collaborative learning) and PBL (project-based learning). The focus of the experience was to redesign the hall of an academic institution and therefore started from the premise of recreating an identity and exhibition space in an educational building. The experience does not arise from a conscious reflective process, but rather the result of a timely demand that allowed linking innovative teaching aspects that had been shot previously. This experience has been developed in a very limited temporal and spatial context, propitiated by COVID19, but it has potentially scalable aspects to be repeated in other less exceptional circumstances. Esta experiencia de aprendizaje se desarrolló en una asignatura semestral de primavera durante el curso académico 2020-21, en el marco de un programa de postgrado en arquitectura. La concurrencia de diversas oportunidades facilitó el desencadenamiento de un proceso formativo que incorporaba simultáneamente aspectos de las metodologías de AyS (aprendizaje y servicio), AV (aula virtual), AC (aprendizaje colaborativo) y ABP (aprendizaje basado en proyectos). El caso de estudio fue rediseñar el hall de una institución académica de la propia universidad y la premisa del encargo fue recrear un espacio de identidad y exhibición en el propio edificio educativo. La experiencia no surgió pues de un proceso reflexivo consciente previo, sino más bien del resultado de una demanda oportuna que permitió vincular aspectos didácticos innovadores que ya se habían experimentado parcialmente con anterioridad. Esta experiencia se ha desarrollado en un contexto excepcional propiciado por el COVID19, pero tiene aspectos potencialmente escalables para repetirse en otras circunstancias menos singulares.
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Alves, Anabela C., Francisco Moreira, and Celina P. Leão. "Dealing With Student Profile Diversity in an Industrial Engineering and Management Program: PBL vs “Non-PBL”." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86368.
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The Integrated Master in Industrial Engineering and Management (IEM) program has been implementing Project-Based Learning (PBL) for more than 15 years in the first year, first semester. The IEM program is currently attracting students from different programs, using transfer mechanisms, who normally already have passed some of the courses on their original program. Additionally, this program also attracts a number of students already working in some companies. These students are a bit older and their profile is also distinct from that of their fellow colleagues, which enter the university using a regular national ingress process. Thus, distinct situations are identified that demand a different learning approach. The teachers have come-up with one such distinct approach and called it “non-PBL”, since the PBL model is structured in a way that students must have a specific profile, namely, to be first-year IEM student and enrolled a similar set of curricular units. With this in mind, this paper presents these situations, and describes the solution found to address this diversity. The solution must promote similar competences on both PBL and “non-PBL” students. A heavier workload is imposed on the teachers, given that the number of “non-PBL” teams formed can be as much as the number of PBL teams. Nevertheless, the results demonstrate that the “non-PBL” students successfully conclude the first year and that they value the solution proposed, in spite of the difficulties raised with this process.
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Iacullo, Gerald. "Problem-based learning as a pedagogical approach for preparing statistics graduates." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17313.
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The purpose of this study was to explore selected reform-oriented practices centered on Problem- based Learning (PBL). The target group was developmental math instructors who provide formative level instruction that can be defining in developing quantitative reasoning. Data were collected using a 10-item scale developed from a set of criteria that focused on knowledge acquisition, critical thinking, active learning, multiple representations, skills development, and assessment. The majority of the PBL strategies were highly rated as either "usually" or "always" (ranging from 72% to 90%), however, some key strategies were lacking, particularly critical thinking, active learning, and multiple representations, which were rated as either "rarely" or "sometimes" (ranging from 39% to 63%). The results of this study provide insight into the use of PBL strategies designed to promote quantitative literacy among college students, and identifying instructor strengths and weaknesses that can be addressed in professional development programs.
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Pikoń, Krzysztof, Magdalena Bogacka, Marcin Landrat, and Waldemar Ścierski. "CHALLENGE DRIVEN EDUCATION COMBINED WITH PBL IN ENGINEERING MSC PROGRAMS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2187.
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Chen, Wenguang, and Chuntao Hong. "PBB." In the 2007 Asian technology information program's (ATIP's) 3rd workshop. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1375783.1375812.
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Efanova, T. S., and R. I. Zakharov. "ЭФФЕКТИВНОСТЬ ПРОВЕДЕНИЯ ПСИХОПРОФИЛАКТИЧЕСКОЙ ПРОГРАММЫ ПОДГОТОВКИ К РОДАМ, В УСЛОВИЯХ ЖЕНСКОЙ КОНСУЛЬТАЦИИ." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.69.80.001.
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In 2011–2014 and since 2019, a programme of psychotherapeutic and psycho-preventive training for childbirth has been held in the antenatal clinic, State Budgetary Healthcare Institution in Novosibirsk Region, City Clinical Hospital Nº1. Parallel to this, informative talks are held with gynaecologists to increase a flow of pregnant women to the psychotherapy room. From May till February in 2019, three hundred ninety-one women received psychotherapeutic counselling. One hundred fourty-seven women were included in a birth preparation programme. Classes are conducted in a group format and, if necessary, individually. The program is carried out in three stages: orientation, correction, fixing. At the first stage, healthy groups as well as pre-nosological conditions and mental disorders were identified. Three women were sent to a psychiatric hospital for medical treatment. The effectiveness of the programme was expressed in reduction or elimination of maladjustment and psychopathological manifestations, or in a significant reduction in the severity of anxiety and depressive symptoms, which was by clinical scales. Pregnant women with an asthenic variant of pre-nosological conditions and pregnant women from F40–48 (МКБ-10) had the most successful psychotherapeutic rehabilitation. There were isolated cases of incomplete recovery, and there were no cases without dynamics. Diseases with long-term functional and structural changes of vegetative nervous system require earlier interventions of a psychotherapist, long-term therapy and both pharmacological and neurological treatment. Furthermore, the effectiveness was expressed in a higher number of completed pregnancies, a shorter duration of a childbirth process, a higher number of natural births. Body weight and Apgar scores for children born among women with pre-nosological conditions and psychopathology who had undergone psychotherapeutic program and psycho-preventive training were reliably higher. In order to increase the effectiveness of rehabilitation measures and increase the level of assistance to pregnant women, it is necessary to introduce psycho-preventive training programmes in antenatal clinics in Novosibirsk. This helps to the favorable outcome of pregnancy and childbirth. С 2011–2014 гг. и с 2019 г/. по настоящее время в женской консультации ГБУЗ НСО ГКБ №1 г. Новосибирска проводится программа психотерапевтической и психопрофилактической подготовки к родам. Параллельно проводятся ознакомительные беседы с гинекологами, с целью увеличения потока беременных в кабинет психотерапевтической помощи. С мая по февраль 2019г., консультативную психотерапевтическую помощь прошла 391 женщина. Из них 147 – были включены в программу подготовки к родам. Занятия проводятся в формате групп, и если необходимо – индивидуально. Программа проводится в 3 этапа: ознакомительный, коррекционный, закрепляющий. На 1 этапе выявлялись группы здоровых, а также донозологические состояния и психические расстройства. 3 женщины направлены в психиатрический стационар для медикаментозного лечения. Эффективность программы выражалась в уменьшении или исчезновении проявлений дезадаптации, психопатологических проявлений, либо в значительном снижении тяжести тревожных и депрессивных симптомов, что подтверждалось показателями клинических шкал. Наиболее успешными в плане психотерапевтической реабилитации явились беременные с астеническим вариантом донозологических состояний и беременные с F40–48 по МКБ-10. Отмечены единичные случаи неполного выздоровления, и ни одного состояния без динамики. Заболевания, в составе которых есть вовлеченность длительных функциональных и структурных изменений вегетативной нервной системы, требуют более ранних вмешательств психотерапевта, длительных сроков терапии и совместного медикаментозного неврологического лечения. 164 Кроме того, эффективность выражалась в большем количестве законченных беременностей, меньшей продолжительности процесса родов, большем количестве естественных родов. Масса тела и показатели по шкале Апгар у детей, рожденных у женщин с донозологическими состояниями и психопатологией, прошедших ппсихотерапевтическую программу и психопрофилактику – были достоверно выше. Для повышения эффективности реабилитационных мероприятий и повышения уровня оказания помощи беременным, необходимо внедрять программы психопрофилактической подготовки на уровне женских консультаций г. Новосибирска. Это способствует благоприятному исходу беременности и родов.
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Hilliard-Clark, Joyce, Pamela Gilchrist, and Sherri Allgood. "Case study findings of PHOTON problem-based learning (PBL) with high school photonics outreach programs." In SPIE Optical Engineering + Applications, edited by R. John Koshel and G. Groot Gregory. SPIE, 2009. http://dx.doi.org/10.1117/12.828689.
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Benevides, Mario Folhadela, and Anna Moreira De Oliveira. "Propositional Dynamic Logic for Planning." In Workshop Brasileiro de Lógica. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wbl.2020.11454.
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This paper presents an on going work on Propositional Dynamic Logic PDL in which atomic programs are STRIPS actions. We think that this new framework is appropriate to reasoning about actions and plans when dealing with planning problem. Unlike, PDL atomic programs, STRIPS actions have pre-conditions and post-conditions. We propose a novel operator of action composition that takes in account the features of STRIPS actions. We propose an axiomatization and prove its soundness. Completeness, decidability and computational complexity are left as future work.
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Patrick, Allan, Igor Machado Coelho, and Bruno Lopes. "Automatic program verification in Dynamic Logic with applications to smart contracts." In Workshop Brasileiro de Lógica. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wbl.2021.15772.
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In critical systems, failures or errors can cause catastrophes, such as deaths or considerably losses of money. Model checking provides an automated way to prove the correctness of programs' requirements. It is a convenient technique to use in systems that need reliability. Propositional Dynamic Logic (PDL) is a formal system designed to reason about programs. This work presents a compiler implementation from a subset of the C language and also for the Smacco model, both to the PDL language, and after that to the language of the nuXmv model checker. This implementation is linked with a Blockchain model generation system to model and reason about smart contracts.
Reports on the topic "PBL programme"
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.
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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Lutz, Carsten, and Dirk Walther. PDL with Negation of Atomic Programs. Technische Universität Dresden, 2003. http://dx.doi.org/10.25368/2022.129.
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Propositional dynamic logic (PDL) is one of the most succesful variants of modal logic. To make it even more useful for applications, many extensions of PDL have been considered in the literature. A very natural and useful such extension is with negation of programs. Unfortunately, it is long-known that reasoning with the resulting logic is undecidable. In this paper, we consider the extension of PDL with negation of atomic programs, only. We argue that this logic is still useful, e.g. in the context of description logics, and prove that satisfiability is decidable and EXPTIME-complete using an approach based on Büchi tree automata.
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Ackermann, A. L., and R. V. Dorn, III. PBF/BNCT Program for cancer treatment. Office of Scientific and Technical Information (OSTI), October 1989. http://dx.doi.org/10.2172/7018380.
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Ackermann, A. L., and R. V. Dorn, III. PBF/BNCT Program for cancer treatment. Office of Scientific and Technical Information (OSTI), September 1989. http://dx.doi.org/10.2172/7018387.
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Ackermann, A. L., and R. V. Dorn, III. PBF/BNCT Program for cancer treatment. Office of Scientific and Technical Information (OSTI), August 1989. http://dx.doi.org/10.2172/7018390.
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Ackermann, A. L., and R. V. Dorn, III. PBF/BNCT Program for cancer treatment. Office of Scientific and Technical Information (OSTI), November 1989. http://dx.doi.org/10.2172/7067837.
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Dorn, III, R. V., and A. L. Ackermann. PBF/BNCT Program for cancer treatment: Bulletin. Office of Scientific and Technical Information (OSTI), February 1989. http://dx.doi.org/10.2172/6072931.
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Lynch, Timothy P. In Vivo Monitoring Program Manual, PNL-MA-574. Office of Scientific and Technical Information (OSTI), July 2010. http://dx.doi.org/10.2172/991091.
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Carbaugh, Eugene H., Donald E. Bihl, and Jay A. Maclellan. Hanford Internal Dosimetry Program Manual, PNL-MA-552. Office of Scientific and Technical Information (OSTI), October 2003. http://dx.doi.org/10.2172/917978.
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Carbaugh, Eugene H., Donald E. Bihl, and Jay A. Maclellan. Hanford Internal Dosimetry Program Manual, PNL-MA-552. Office of Scientific and Technical Information (OSTI), September 2009. http://dx.doi.org/10.2172/965156.
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