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Bræk, Rolv. "SDL basics." Computer Networks and ISDN Systems 28, no. 12 (June 1996): 1585–602. http://dx.doi.org/10.1016/0169-7552(95)00119-0.
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Bagić Babac, Marina, and Marijan Kunštić. "Mapping SDL Specification Fundamentals to Core SDL Ontology." Journal of Communications Software and Systems 6, no. 1 (March 21, 2010): 18. http://dx.doi.org/10.24138/jcomss.v6i1.195.
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This paper gives a contribution in the efforts of Semantic web ontology development. We have developed the core ontology for Specification and Description Language (SDL),an object-oriented, formal language defined by the International Telecommunications Union Telecommunications Standardization Sector (ITU-T) as recommendation Z.100. The language is intended for the specification of complex, event-driven, real-time, and interactive applications involving many concurrent activitiesthat communicate using discrete signals. Using SDL formal model for system specification we bridge the gap between ideas in our minds and the actual implementation of the system. Being visually appealing SDL provides us with a simple tool for communication either between the softwaredevelopers or between non-experts without advanced engineering skills. In this paper we propose the ontology for the basic SDL system and process elements. We also propose a formal framework of SDL Markup Language as a medium for translating SDL model to SDL ontology.
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Zhang, Xuepeng, Jiali Cheng, Biao Wang, Peng Yan, Hongcui Dai, Yuanquan Chen, and Peng Sui. "Optimum Sowing Dates for High-Yield Maize when Grown as Sole Crop in the North China Plain." Agronomy 9, no. 4 (April 18, 2019): 198. http://dx.doi.org/10.3390/agronomy9040198.
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The maize sole cropping system solves problems related to ground water resource shortages and guarantees food security in the North China Plain. Using optimal sowing dates is an effective management practice for increasing maize yield. The goal of this study was to explore an optimum sowing date for high-yield maize. Six sowing dates (SDs) from early April to late June with intervals of 10 to 20 days between SD—SD1 (early April), SD2 (mid to late April), SD3 (early May), SD4 (mid to late May), SD5 (early June), SD6 (late June)—were applied from 2012 to 2017. The results showed that yield was correlated with the sowing date based on the thermal time before sowing (r = 0.62**), which was defined as the pre-thermal time (PTt), and that the yield was steadily maintained at a high level (>10,500 kg ha−1) when PTt was greater than 479 °C. To satisfy the growing degree-days required for maturity, maize needs to be sown before a PTt of 750 °C. Data analysis of the results from 2014, 2015, and 2017 revealed the following: i) Most of the grain-filling parameters of late-sown dates (SD4, SD5 and SD6) were better than those in early-sown dates (SD1, SD2, and SD3) in all years, because of the high daily maximum temperature (Tmax) and wide diurnal temperature (Td) from silking to blister (R1–R2) of early-sown dates. The weight of maximum grain-filling rate (Wmax) of SD3 decreased compare with SD4 by the narrow Td from blister to physiological maturity (R2–R6) in all years (−5, −12, and −33 mg kernel−1 in 2014, 2015, and 2017, respectively). ii) In 2017, the pollination failure rates of early-sown dates were 8.4~14.5%, which was caused by the high Tmax and Td of R1–R2. The apical kernel abortion rates were 28.6 (SD2) and 38.7% (SD3), which were affected by Tmax and Td during R2–R6. iii) Compared with late-sown dates, the wide Td of early-sown dates in R1–R2 was caused by higher Tmax, but the narrow Td in R2-R6 was caused by higher Tmin. Our results indicate that high-yielding maize can be obtained by postponing the sowing date with a PTt of 480~750 °C, which can prevent the negative effects of the high Tmax of R1–R2 and high Tmin of R2–R6 on kernel number and weight formation. Moreover, these above-mentioned traits should be considered for heat tolerance breeding to further increase the maize yield.
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Chen, Lin, and Norzihani Saharuddin. "Exploring University Students' Self-Directed Learning in Online Learning." International Journal of Online Pedagogy and Course Design 14, no. 1 (April 26, 2024): 1–17. http://dx.doi.org/10.4018/ijopcd.342605.
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This qualitative case study aims to understand the situation of university students' SDL and identify the factors that help university students solve the problem of SDL in online learning. It involved seven participants who were selected according to the inclusion criteria. Using thematic analysis of the interview data, the researchers found that the university students' perceptions of the problems of SDL in online learning are: traditional teaching and learning limits SDL, lack of effective monitoring and evaluation of the SDL process, insufficient awareness of SDL, insufficient effective resources for SDL, methods of teaching SDL need to be improved, and inadequate online learning platform. Besides, reforming online teaching and learning models, building a mechanism for monitoring and evaluating SDL, strengthening university students' knowledge of SDL, improving online learning resources, improving methods of teaching SDL, and creating an online favorable atmosphere for university students are solutions to help university students solve the problem of SDL in online learning.
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Bartlang, Manuela S., Inga D. Neumann, David A. Slattery, Nicole Uschold-Schmidt, Dominik Kraus, Charlotte Helfrich-Förster, and Stefan O. Reber. "Time matters: pathological effects of repeated psychosocial stress during the active, but not inactive, phase of male mice." Journal of Endocrinology 215, no. 3 (September 20, 2012): 425–37. http://dx.doi.org/10.1530/joe-12-0267.
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Recent findings in rats indicated that the physiological consequences of repeated restraint stress are dependent on the time of day of stressor exposure. To investigate whether this is also true for clinically more relevant psychosocial stressors and whether repeated stressor exposure during the light phase or dark phase is more detrimental for an organism, we exposed male C57BL/6 mice to social defeat (SD) across 19 days either in the light phase between Zeitgeber time (ZT)1 and ZT3 (SDL mice) or in the dark phase between ZT13 and ZT15 (SDD mice). While SDL mice showed a prolonged increase in adrenal weight and an attenuated adrenal responsiveness to ACTHin vitroafter stressor termination, SDD mice showed reduced dark phase home-cage activity on observation days 7, 14, and 20, flattening of the diurnal corticosterone rhythm, lack of social preference, and higherin vitroIFNγ secretion from mesenteric lymph node cells on day 20/21. Furthermore, the colitis-aggravating effect of SD was more pronounced in SDD than SDL mice following dextran sulfate sodium treatment. In conclusion, the present findings demonstrate that repeated SD effects on behavior, physiology, and immunology strongly depend on the time of day of stressor exposure. Whereas physiological parameters were more affected by SD during the light/inactive phase of mice, behavioral and immunological parameters were more affected by SD during the dark phase. Our results imply that repeated daily SD exposure has a more negative outcome when applied during the dark/active phase. By contrast, the minor physiological changes seen in SDL mice might represent beneficial adaptations preventing the formation of those maladaptive consequences.
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Danial Nasution, Ismet, Haslinda Z. Tamin, Ariyani Ariyani, and Ivana Ivana. "Influence of Thermocycling and Sealer Coating Application on Shore Hardness of Soft Denture Lining Material." Open Access Macedonian Journal of Medical Sciences 9, no. D (November 12, 2021): 279–84. http://dx.doi.org/10.3889/oamjms.2021.7265.
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BACKGROUND: One of the properties of the soft denture lining (SDL) material that needed to overcome the functional problems is softness. Loss of softness due to the aging process and to extend the duration of use, sealer coating was developed to maintain its softness. Sealer coating acts as mechanical barrier to provide protection against aging of SDL materials. AIM: This study aims to determine the influence of thermocycling and sealer coating application on the shore hardness of the acrylic-based and silicone-based auto-polymerizing soft denture lining materials. MATERIALS AND METHODS: Materials that were used in this study are acrylic-based auto-polymerizing SDL (Durabase Soft, Reliance Dental Manufacturing LLC, Illinois, USA) and silicone-based auto-polymerizing SDL (Mollosil, Detax GmbH, Ettlingen, Germany). In this study, we used monopoly as sealer coating for acrylic-based auto-polymerizing SDL and varnish for silicone-based auto-polymerizing SDL. Thermocycling was performed for 2000 cycles for a 2-year simulation time. For shore hardness test, a total of 40 discs shaped samples were made with a diameter of 35 mm and a thickness of 6 mm. The samples were divided into eight groups (n = 5), namely, the uncoated and non-thermocycling acrylic-based auto-polymerizing SDL, the coated and non-thermocycling acrylic-based auto-polymerizing SDL, the uncoated and thermocycling acrylic-based auto-polymerizing SDL, the coated and thermocycling acrylic-based auto-polymerizing SDL, the uncoated and non-thermocycling silicone-based auto-polymerizing SDL, the coated and non-thermocycling silicone-based auto-polymerizing SDL, the uncoated and thermocycling silicone-based auto-polymerizing SDL, and the coated and thermocycling silicone-based auto-polymerizing SDL. The hardness test was carried out using the shore A durometer. RESULTS: The obtained data were tested using the independent t-test with a significance level of p < 0.05. The results showed that there was a significant effect between coated and uncoated acrylic-based SDL group that underwent thermocycling and in the silicone-based SDL group. The study showed that the hardness value was lower in both coated acrylic-based and silicone-based SDL groups compared to the non-coated group, so it can be concluded that the sealer coating is able to protect the hardness of SDL material against aging with a thermocycling simulation. The results also showed that there was a significant effect of thermocycling on the hardness of the material both in the coated acrylic-based SDL group, the uncoated acrylic-based SDL group, and the uncoated silicone-based SDL group. Study also showed that there was no significant effect of thermocycling in the coated silicone-based SDL group. CONCLUSION: Based on the results, it can be concluded that the use of sealer coating can maintain the hardness properties of both acrylic-based SDL and silicon-based self-polymerizing SDL so that it can increase the durability of SDL materials. However, the effect of sealer coating in protecting the hardness of SDL materials against aging was more evident in the silicone-based SDL group.
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Geppert, Birgit, and Frank Rößler. "The SDL pattern approach – a reuse-driven SDL design methodology." Computer Networks 35, no. 6 (May 2001): 627–45. http://dx.doi.org/10.1016/s1389-1286(00)00202-4.
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Zhang, Yaoxue, Hua Chen, Yue Zhang, and Guoli Liu. "SDL-TRAN—An interactive generator for formal description language SDL." Journal of Computer Science and Technology 11, no. 1 (January 1996): 49–60. http://dx.doi.org/10.1007/bf02943521.
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Sachdeva, Kanika, and Anupama Mahajan. "Introduction of SDL in Department of Anatomy: Evaluation of Learning and SDL Readiness." International Journal of Anatomy and Research 10, no. 1 (January 5, 2022): 8301–11. http://dx.doi.org/10.16965/ijar.2021.213.
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Background: Self-directed learning (SDL) is a process in which individuals assume the responsibility of identifying their learning needs, setting goals, locating sources, developing and implementing proper strategies, and evaluating the outcomes of learning both individually and collectively. The advantages of SDL include, but not limited to, gaining more autonomy in learning, having higher motivation for it, acquiring lifelong learning skills, and developing greater self-control, self-confidence, and self-management. SDL has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. Aim and Objectives: To introduce self directed learning in the Department of Anatomy, to encourage faculty members to accept SDL as a Teaching Learning method and encouraging students to develop an attitude of self directed learning & to become lifelong learners. Methodology: After proper sensitization of the faculty & students regarding SDL, two sessions were conducted during the Anatomy Dissection Hall timings of the First Year students. The performance of the students, in the SDL topics was assessed using the MCQ & SAQ tests. Feedback regarding the SDL methodology was taken both from the students as well as the faculty. Also the Questionnaires were given to students applying Fischer’s Self Directed Learning Readiness Scale (SDLRS) & Jefferson Scale of Life Long learning –Health Profession Version (JeffSLL-HSP) & the results were statistically analyzed. Results: A total of 126 MBBS students of the first semester participated in SDL session. Most students scored more than mean score in the tests after SDL sessions and there was a fourfold increase in the number of students scoring more than 80% in the two SDL tests. Also participating students showed high readiness towards SDL and were oriented to become Life Long Learners. Conclusions: SDL can be effectively implemented in the Department of Anatomy and it motivates students to become life long learners. KEY WORDS: Self-directed learning (SDL), Teaching Learning method. Life long learners, MCQ, SEQ, Fischer’s Self Directed Learning Readiness Scale (SDLRS).
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Ravichandran, Mythry, Manish Taywade, and Debkumar Pal. "Role of Self-Directed Learning in Pedagogy – Current Scenario of Competency-Based Medical Education." Current Medical Issues 22, no. 1 (2024): 56–59. http://dx.doi.org/10.4103/cmi.cmi_77_23.
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Abstract Self-directed learning (SDL) is a learning procedure among participants where they understand their learning goals, formulate them, and identify resources for learning. There are four key steps of SDL. SDL allows learners to be more effective learners and social beings through peer group discussions. Hence, it helps develop innovative ideas and valuable insights. The COVID-19 pandemic has caused a significant paradigm shift in teaching–learning methods. The self-paced online courses are appeared to be a crucial part in learning during the pandemic. Those courses are somehow interlinked with the principles of SDL, thus SDL can be a boon in the current scenario with the COVID-19 pandemic. However, lack of independence and self-motivation forms a major barrier to SDL learning. The lack of a healthy relationship between the teachers/instructors and students and adequate technology might also affect the adoption of SDL. SDL will attain a massive success with the availability of adequate resources and technology and their effective utilization.
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Wittmann, C. Michael, David R. Nowicki, Terry L. Pohlen, and Wesley S. Randall. "Service-dominant logic and supply chain management: are we there yet?" International Journal of Physical Distribution & Logistics Management 44, no. 1/2 (March 3, 2014): 113–31. http://dx.doi.org/10.1108/ijpdlm-11-2012-0331.
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Purpose – Research suggests that service-dominant logic (SDL) is well suited to support supply chain management (SCM) research and practice. Qualitative research has shown that SDL is particularly consistent with an outcome-based supply chain strategy known as performance-based logistics (PBL). The purpose of this paper is to extend theory and practice by exploring the degree to which SDL is utilized in practice. Specifically, PBL is examined for consistency with the underlying fundamental premises (FPs) of SDL. In doing so, this paper answers the positive question, “what exists”, at the intersection of SDL and SCM. Design/methodology/approach – This study employs a mixed methodological approach. First, the FPs of SDL are operationalized using the language of PBL. The PBL FPs are tested quantitatively through an online survey of 52 supply chain PBL experts. A qualitative analysis is conducted using comments associated with each premise. Findings – The survey results suggest that PBL is consistent with SDL. These results indicate that PBL is a supply chain context of SDL. Originality/value – This is one of the first works to examine the degree to which SDL concepts are being utilized in practice.
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Ashaeryanto, Ashaeryanto, Satrio Wicaksono, Juminten Saimin, and Rezki Fitrianti. "HUBUNGAN MOTIVASI INTRINSIK TERHADAP PELAKSANAAN PEMBELAJARAN LANGSUNG DI FAKULTAS KEDOKTERAN HALU OLEO UNIVERSITAS KENDARI." Al-Iqra Medical Journal : Jurnal Berkala Ilmiah Kedokteran 2, no. 2 (July 28, 2020): 95–101. http://dx.doi.org/10.26618/aimj.v2i2.3958.
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Self-Directed Learning (SDL) is a student-centered learning in which the process and experience of learning are individually regulated and controlled by the student. The implementation of SDL is an interaction of several aspects, including self-motivation, self-control, and self-monitoring skills. Students with strong motivation in the learning process will have more consistency in implementing the SDL. Inner self-motivation will give better impacts than that obtained from the outside. This study aimed to analyze the correlation of intrinsic motivation to SDL implementation in the Faculty of Medicine of Halu Oleo University. The study was quantitative research using a cross-sectional design. Subjects were 91 sophomores of the Faculty of Medicine of Halu Oleo University (UHO). Data were collected using a total sampling method. SDL implementation and intrinsic motivation were measured using Self-Directed Learning Readiness Scale (SDLRS) and Intrinsic Motivation Inventory (IMI) questionnaires, respectively. Data were statistically analyzed using Pearson’s correlation. Second-year of medical students of UHO showed a high intrinsic motivation and SDL implementation. Students with high intrinsic motivation were found to apply high implementation of SDL. Moreover, students with moderate intrinsic motivation also showed high implementation of SDL. There is a significant correlation between intrinsic motivation to SDL implementation among medical students of UHO. Further research is required to investigate other factors that affect the SDL implementation of medical students.
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Widyawati, Syska, Setyawati Budiningsih, and Anwar Jusuf. "CLINICAL STAGE STUDENTS’ READINESS AND PERCEPTION TOWARDS SELF-DIRECTED LEARNING." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 11, no. 2 (June 15, 2022): 119. http://dx.doi.org/10.22146/jpki.44499.
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Background: Self-directed learning (SDL) as part of student-centered learning, has been applied in medical education curriculum in Indonesia since the Competency-Based Curriculum was introduced. Students’ perception towards SDL concept in relation to clinical stage and how it is applied are important to identify problems from students’ point of view. This study aimed to see SDL readiness and its correlation to academic achievement; and to obtain student perceptions towards SDL.Methods: A cross-sectional quantitative study was conducted in the Faculty of Medicine Universitas Indonesia (FMUI) from April to June 2013, involving 209 of year 4 students to see SDL readiness and its correlation to academic achievement. Qualitative methods with phenomenological approaches were used to obtain student perceptions of SDL.Results: 71.3% of students were in the category of ready for SDL with a mean score of 57.03 (SD 7.416). Among students’ characteristics, significant mean difference was found in type of education program. The international class group had a higher mean score than the regular group (p 0.014). SDLRS scores did not correlate with student academic grades. Students’ perceptions towards SDL were in accordance with known concepts, and students preferred SDL rather than teacher-centered learning in the clinical stage with suggestions of improvement in some areas.Conclusion: Clinical stage students were ready to conduct SDL. International class students seemed more ready for SDL. Students at year 4 clinical stage had good perception of SDL. This positive perception would provide sufficient readiness for the implementation of SDL in medical education.
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Yu, Laibo, Guoxiang Liu, and Rui Zhang. "Differences Evaluation among Three Global Remote Sensing SDL Products." Remote Sensing 15, no. 17 (August 29, 2023): 4244. http://dx.doi.org/10.3390/rs15174244.
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At present, a variety of global remote sensing surface downwelling longwave radiation (SDL) products are used for atmospheric science research; however, there are few studies on the quantitative evaluation of differences among different SDL products. In order to evaluate the differences among different SDL products quantitatively, we have selected three commonly used SDL products—Clouds and the Earth’s Radiant Energy System-Synoptic Radiative Fluxes and Clouds (CERES-SYN), the European Centre for Medium Range Weather Forecasts-Surface Radiation Budget (ECMWF-SRB) and the Global Energy and Water Exchanges Project-Surface Radiation Budget (GEWEX-SRB)—to comprehensively study in this paper. The results show that there are significant differences among the three SDL products in some areas, such as in the Arctic, the Antarctic, the Sahara, the Tibet Plateau, and Greenland. The maximum absolute root mean square error (RMSEab) in these areas is greater than 20 Wm−2, the maximum relative root mean square error (RMSEre) is greater than 20%, the maximum and minimum absolute mean bias error (MBEab) are about 20 Wm−2 and −20 Wm−2, respectively, and the maximum and minimum relative mean bias error (MBEre) are about 10% and −10%, respectively. Among the three SDL products, the difference between the ECMWF-SRB and GEWEX-SRB is the most significant. In addition, this paper also analyzed the differences among different SDL products based on three aspects. Firstly, the differences among the three SDL products show that there is significant seasonality, and the differences among different months may vary greatly. However, the differences are not sensitive to years. Secondly, there are some differences in cloud-forcing radiative fluxes (CFRFs) of different SDL products, which is also an important factor affecting the difference between different SDL products. Finally, in the process of converting high temporal resolution SDL products into monthly SDL products, data processing also affects the difference between different SDL products.
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Shaffer, Michael J. "Deontic Logic, Weakening and Decisions Concerning Disjunctive Obligations." Logos & Episteme 13, no. 1 (2022): 93–102. http://dx.doi.org/10.5840/logos-episteme20221316.
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This paper introduces two new paradoxes for standard deontic logic (SDL). They are importantly related to, but distinct from Ross' paradox. These two new paradoxes for SDL are the simple weakening paradox and the complex weakening paradox. Both of these paradoxes arise in virtue of the underlying logic of SDL and are consequences of the fact that SDL incorporates the principle known as weakening. These two paradoxes then show that SDL has counter-intuitive implications related to disjunctive obligations that arise in virtue of deontic weakening and in virtue of decisions concerning how to discharge such disjunctive obligations. The main result here is then that theorem T1 is a problematic component of SDL that needs to be addressed.
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Mohamad Nasri, Nurfaradilla, Lilia Halim, and Mohamad Asyraf Abd Talib. "SELF-DIRECTED LEARNING CURRICULUM: STUDENTS’ PERSPECTIVES OF UNIVERSITY LEARNING EXPERIENCES." Malaysian Journal of Learning and Instruction 17, Number 2 (July 31, 2020): 227–51. http://dx.doi.org/10.32890/mjli2020.17.2.8.
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Purpose - Self-directed learning (SDL) requires students to be active throughout their learning process by deciding and finding their own learning objectives, learning strategies and various learning opportunities as well as learning resources. This study, which investigates the university students’ perspectives of university learning experiences, aims to shed light on the extent university ecosystem’s support and ensure the effectiveness of SDL implementation. Methodology - Twenty Malaysian public university students were interviewed to obtain their views on SDL, and to explore their SDL experiences. A constructivist grounded theory approach was used to inform the methodological and analytical framework of this study. A ‘backward-and-forward’ approach was used to analyse the interview data. Findings - The findings suggest that abundant university curriculum could potentially inhibit SDL, yet majority of university students acknowledge that SDL can support their lifelong learning journey, and prepare them to be skilful workers. Most research participants suggest that SDL moves beyond educator-designed learning strategies to a type of learning where freedom in learning becomes priority. Significance - As the mastery of SDL skills is very important to ensure that the students are competent in facing real world challenges, this study suggests that for effective implementation of SDL, both students and educators should acknowledge their roles as equal learning partners.
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Sika-Paotonu, Dianne. "Self-Directed Learning within Postgraduate Immunology Education." Journal of Immunology 198, no. 1_Supplement (May 1, 2017): 128.5. http://dx.doi.org/10.4049/jimmunol.198.supp.128.5.
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Abstract Immunology education is essential for the understanding of mechanistic and cellular events responsible for specific diseases. To support proper understanding by students, contemporary learning and teaching methods are becoming increasingly focused on student centered practices that include Self-Directed Learning (SDL). SDL is the process where a student determines their own learning aims and undertakes methods of their own choosing to achieve and assess their own learning outcomes. SDL has become an area of emphasis particularly within the nursing profession. Although the importance of SDL may be emphasized to students, they may not necessarily receive instruction or have SDL strategies to facilitate effective learning. This work sought to explore the impact of teaching and promoting SDL strategies for postgraduate nursing, midwifery and health students undertaking Immunology education by distance within a postgraduate Pathophysiology course. In-class Immunology teaching sessions for these students contained instruction that taught and promoted various SDL strategies. Favorable student outcomes were achieved for Immunology assessment components of the Pathophysiology course with in-class feedback related to specific instruction regarding SDL strategies, positive. Formal student evaluation of the Immunological course elements also highlighted favorable student satisfaction scores. These findings support SDL as an effective learning tool for postgraduate Immunology education.
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Li, Zhenkai, Lu Feng, Hong Wang, Lin Zhang, Haishan Li, Yanqing Li, Pilian Niu, et al. "The Impact of Growth Years on the Medicinal Material Characteristics and Metabolites of Stellaria dichotoma L. var. lanceolata Bge. Reveals the Optimal Harvest Age." Plants 12, no. 12 (June 12, 2023): 2286. http://dx.doi.org/10.3390/plants12122286.
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The original plant of Chinese medicine Stellariae Radix (Yin Chai Hu) is Stellaria dichotoma L. var. lanceolata Bge (abbreviated as SDL). SDL is a perennial herbaceous plant and a characteristic crop in Ningxia. Growth years are vital factors that affect the quality of perennial medicinal materials. This study aims to investigate the impact of growth years on SDL and screen for the optimal harvest age by comparing the medicinal material characteristics of SDL with different growth years. Additionally, metabolomics analysis using UHPLC-Q-TOF MS was employed to investigate the impact of growth years on the accumulation of metabolites in SDL. The results show that the characteristics of medicinal materials and the drying rate of SDL gradually increase with the increase in growth years. The fastest development period of SDL occurred during the first 3 years, after which the development slowed down. Medicinal materials characteristics of 3-year-old SDL exhibited mature qualities with a high drying rate, methanol extract content, and the highest content of total sterols and total flavonoids. A total of 1586 metabolites were identified, which were classified into 13 major classes with more than 50 sub-classes. Multivariate statistical analysis indicated significant differences in the diversity of metabolites of SDL in different growth years, with greater differences observed in metabolites as the growth years increased. Moreover, different highly expressed metabolites in SDL at different growth years were observed: 1–2 years old was beneficial to the accumulation of more lipids, while 3–5 years old was conducive to accumulating more alkaloids, benzenoids, etc. Furthermore, 12 metabolites accumulating with growth years and 20 metabolites decreasing with growth years were screened, and 17 significantly different metabolites were noted in 3-year-old SDL. In conclusion, growth years not only influenced medicinal material characteristics, drying rate, content of methanol extract, and total sterol and flavonoid contents, but also had a considerable effect on SDL metabolites and metabolic pathways. SDL planted for 3 years presented the optimum harvest time. The screened significantly different metabolites with biological activity, such as rutin, cucurbitacin e, isorhamnetin-3-o-glucoside, etc., can be utilized as potential quality markers of SDL. This research provides references for studying the growth and development of SDL medicinal materials, the accumulation of metabolites, and the selection of optimal harvest time.
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Guerra, A., J. Moses, J. Rivera, M. Davis, and K. Hakinson. "A-65 Verbal Abilities May Influence Performance in Assessment of Verbal Short-Term Memory Tasks." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 925. http://dx.doi.org/10.1093/arclin/acz034.65.
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Abstract Objective Examine whether verbal abilities may help explain the learning strategies people employ when completing a short-term verbal memory task. Methods The assessment records of 296 American Veterans with diverse neuropsychiatric conditions were analyzed using Exploratory Factor Analyses. There were no exclusion criteria. All participants completed the Benton Serial Digit Learning Test – 9 Digits (SDL-9) and Visual Naming (VisNam), Sentence Repetition (SenRep), Controlled Word Association (COWA), and Token Tests of the Multilingual Aphasia Examination (MAE). Individual assessment instruments were factored using Principal Component Analyses (PCA). A three-factor solution of the SDL-9 was co-factored with the verbal components of the MAE to identify common sources of variance. Results A three-factor solution of the SDL-9 separated trials into three overlapping factors consisting of early (SDL-9_Early), middle (SDL-9_Middle), and late (SDL-9_Late) trials. Co-factoring the three new scales with the verbal components of the MAE produced a four-factor model explaining 67.85% of the shared variance: 1) SenRep loaded with SDL-9_Early, 2) COWAT loaded with SDL-9_Middle and SDL-9_Late, 3) Token loaded with SDL-9_Late, and 4) Vis Nam loaded with SDL-9_Late. Conclusions The results suggest that individuals may engage verbal abilities differently as they progress from simpler to more difficult verbal short-term memory tasks. It appears performance in early trials is mostly associated with rote repetition and performance on middle trials is mostly associated with verbal fluency, while performance on the late trials is associated with a combination of verbal fluency, auditory comprehension, and conceptual organization/naming. This may therefore indicate a shift in learning strategy to meet increased cognitive demands.
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Kim, Hang J., Alan F. Karr, and Jerome P. Reiter. "Statistical Disclosure Limitation in the Presence of Edit Rules." Journal of Official Statistics 31, no. 1 (March 1, 2015): 121–38. http://dx.doi.org/10.1515/jos-2015-0006.
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Abstract We compare two general strategies for performing statistical disclosure limitation (SDL) for continuous microdata subject to edit rules. In the first, existing SDL methods are applied, and any constraint-violating values they produce are replaced using a constraint-preserving imputation procedure. In the second, the SDL methods are modified to prevent them from generating violations. We present a simulation study, based on data from the Colombian Annual Manufacturing Survey, that evaluates the performance of the two strategies as applied to several SDL methods. The results suggest that differences in risk-utility profiles across SDL methods dwarf differences between the two general strategies. Among the SDL strategies, variants of microaggregation and partially synthetic data offer the most attractive risk-utility profiles.
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Adi, Ni Luh Made Purnia, Luh Putu Artini, and Luh Gede Eka Wahyuni. "Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy." Indonesian Journal Of Educational Research and Review 4, no. 1 (April 7, 2021): 80. http://dx.doi.org/10.23887/ijerr.v4i1.33519.
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Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.
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Chaudhuri, Arunima. "Role of self-directed learning in health professions education: Essential role of medical graduates of India." National Journal of Physiology, Pharmacy and Pharmacology 14, no. 4 (2024): 1. http://dx.doi.org/10.5455/njppp.2023.13.07369202319082023.
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To cope with the challenges in the present day’s healthcare, developing self-directed learning (SDL) skills for medical graduates is of immense importance and facilitators of learning have an important role in this aspect and sensitization of faculty is necessary. One-month Mentor-learner web sessions on SDL were arranged and thirty-one learners and five faculty members participated in the month-long sessions. The sessions were divided into five parts with different objectives. Three learners and five faculty members conducted the sessions and were allotted specific roles to smoothly conduct the process. Thread 1 made learners visit their experiences and use the views of peers in understanding SDL. Thread 2 was based on principles and types of SDL and methods of guiding students for SDL sessions. Thread 3 was a group activity to design SDL sessions and review other groups’ SDL models. Thread 4 focused on the motivation of students and the factors affecting them. Thread 5 was on reflection and incorporated a self-assessment link as well. Participants were satisfied with the way SDL dealt with details. The design of the module made the learning diverse and interesting. Through the learning, participants felt more confident about designing and implementing an SDL session when needed. Through the group activity, they gained respect for the thinking and abilities of co-learners.
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Bhandari, Bharti, Deepti Chopra, and Kavita Singh. "Self-directed learning: assessment of students’ abilities and their perspective." Advances in Physiology Education 44, no. 3 (September 1, 2020): 383–86. http://dx.doi.org/10.1152/advan.00010.2020.
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The introduction of Competency-Based Medical Education Curriculum in India has endorsed many new concepts, like foundation course, self-directed learning (SDL), early clinical exposure, etc. Emphasis is being given to active teaching-learning approaches. One such approach is SDL. SDL is an active learning approach in which the students are responsible for their own learning outcome, with teacher acting as a facilitator of learning. A medical graduate, being a lifelong learner, should inculcate the habit of SDL. In the present study, the SDL abilities of first year Bachelor of Medicine, Bachelor of Surgery students were assessed using a questionnaire. Based on their experience, students were also asked about the prerequisites of SDL, how it can be promoted, and their expectations from the teachers. Students scored high in most of the SDL skills. However, they felt they need improvement in time management. Furthermore, the students are required to develop their interpersonal communication skills, and they also find it difficult to express messages effectively in oral presentations. Most of the students felt they need help in finding the correct learning resources. According to them, the students should be focused, motivated and stress-free, have time management skills, and be able to search learning resources for successful implementation of SDL. They felt that events that encourage active participation by students, if organized at regular intervals, could promote SDL. Some felt that evaluation of SDL would motivate them to take it seriously. According to the students, teacher should act as a facilitator, a mentor, as well as an evaluator.
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Malik, Isha, Pawan Kumar, and Ashuma Sachdeva. "COVID ENHANCED TEETHING PROBLEMS IN CBME IMPLEMENTATION-OUR EXPERIENCE RELATED TO SDL." International Journal of Advanced Research 11, no. 03 (March 31, 2023): 409–13. http://dx.doi.org/10.21474/ijar01/16438.
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Background: Self-directed learning or more precisely SDL is an important part of UG curriculum that can be used at all levels. In this form of education, the student or the learner plays an active role in knowledge, skill, and attitude acquisition. It is a lifelong learning process and requires a student to be familiar with the concepts of self-directed learning. Since it is a newly introduced concept, various challenges were faced while designing and implementing the SDL session. The online teaching due to the coronavirus disease 2019 pandemic also added to the teething problems in CBME implementation. Aim & Objectives: To identify the challenges faced and their possible redressal for proper designing of a SDL session and to understand the precise principles of SDL and share it with the faculty members of the department. Methodology: In the personal experience with the MBBS batch while conducting a SDL session it was observed that SDL is confused with self learning as initially the students were given a topic and then asked to prepare it. The personal experience and experience of other medical teachers as well as of the students was taken into consideration. Then several publications on SDL were reviewed to understand the concept, and theories related to SDL were also studied. Results: An exhaustive online search along with discussion with other medical teachers in this regard was very helpful as various doubts got clarified and some facts came into light indicating that concept of SDL is based on experiential and student-centred learning and with stress on higher order cognition. Therefore, the SDL conduct can be designed for two contact sessions and a gap period of few days. The first contact session can focus on introduction and instructions. The intersession period can be designated as the actual learning period for the students. The second contact session can involve debriefing and assessment. Conclusion: The research helped to impart confidence in designing of the SDL session properly and helped to clarify various doubts and we got an in depth understanding of SDL. Hence, we were able to disseminate this knowledge to other faculty members also. Now we can plan the SDL session accordingly.
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Wang, Victor X., and Patricia Cranton. "Promoting and Implementing Self-Directed Learning (SDL)." International Journal of Adult Vocational Education and Technology 3, no. 3 (July 2012): 16–25. http://dx.doi.org/10.4018/javet.2012070102.
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Although Westerners have used over 200 terms to describe self-directed learning (SDL), it is educators in Confucius heritage cultures (CHC) that have successfully promoted and implemented SDL. This article argues that for learners in the Western cultures, especially in the United States to catch up with learners in other industrialized nations including newly emerged China and India, SDL must be promoted and implemented at all levels of education, not only within adult education. Amongst theories/models, SDL is the single most popular model that helps learners master skills for the sake of competency development. The goal in learning is to achieve the changed status on the part of learners or “perspective transformation.” Without implementing SDL, it may be hard to implement the theory of transformative learning. SDL and transformative learning are intertwined.
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Li, Minghui. "Self-Directed Learning Aptitude and Engagement of Students in A Selected University in China towards Improved Academic Performance." International Journal of Education and Humanities 11, no. 2 (November 6, 2023): 32–36. http://dx.doi.org/10.54097/ijeh.v11i2.13526.
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Self-Directed Learning (SDL) has emerged as a pivotal factor in determining academic success and engagement in the modern era. This research explored the role of SDL aptitude within a selected Chinese university, analyzing its relationship with student engagement and academic performance. Employing a mixed-methods approach, the study found a significant positive correlation between SDL aptitude and both academic outcomes and engagement levels. Furthermore, qualitative findings emphasized the influence of cultural contexts, particularly Confucian learning traditions, in shaping SDL practices. While the results advocate for the enhancement of SDL-oriented environments in higher education, the study's focus on a singular institution underlines the need for caution in broader application. The insights herein provide a foundation for understanding the intricacies of SDL in specific cultural and educational settings.
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Reineke, Detlef. "TBX in SDL MultiTerm." Tradumàtica: tecnologies de la traducció, no. 11 (December 23, 2013): 369. http://dx.doi.org/10.5565/rev/tradumatica.45.
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Crutcher, L. A., and M. H. Barton. "Implementing SDL in Occam." Software Engineering Journal 3, no. 3 (1988): 78. http://dx.doi.org/10.1049/sej.1988.0010.
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Færgemand, Ove, and Anders Olsen. "Introduction to SDL-92." Computer Networks and ISDN Systems 26, no. 9 (May 1994): 1143–67. http://dx.doi.org/10.1016/0169-7552(94)90016-7.
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Sarma, A. "Introduction to SDL-92." Computer Networks and ISDN Systems 28, no. 12 (June 1996): 1603–15. http://dx.doi.org/10.1016/0169-7552(95)00120-4.
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Hogrefe, Dieter. "Validation of SDL systems." Computer Networks and ISDN Systems 28, no. 12 (June 1996): 1659–67. http://dx.doi.org/10.1016/0169-7552(95)00124-7.
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Win, Myat Thida, and Amaluddin Ahmad. "Readiness for Self-Directed Learning Among Undergraduate Students at Asia Metropolitan University in Johor Bahru, Malaysia." Education in Medicine Journal 15, no. 1 (March 31, 2023): 29–40. http://dx.doi.org/10.21315/eimj2023.15.1.3.
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Self-directed learning (SDL) plays a pivotal role in facilitating adult learning, especially in developing an individual’s education and upgrading his/her learning skills independently. SDL can have farreaching implications on the students’ lifelong learning skills. In particular, SDL readiness (SDLR) can assist in developing a well-structured student-centered curriculum. The study aims to assess the level of readiness for SDL among undergraduate students of the Asia Metropolitan University (AMU). This descriptive, cross-sectional study surveyed the level of readiness using the SDLR scale comprised of 40 questions. A total of 320 AMU undergraduate students from various academic programmes, including MBBS, Nursing, Foundation in Science, Diploma in Health Care Management, andBusiness were enrolled through convenience sampling. The total mean scores for SDLR was 157.9 ± 20.5, whereas mean scores for self-management, desire for learning, and self-control were 57.6 ± 7.9, 48.5 ± 6.4, and 51.9 ± 7.8, respectively. About two-thirds of both age groups (≤ 20 and > 20) and females were found to be ready for SDL methods. Although there was no statistically significant difference between the different age groups, genders, and programmes, logistic regressions revealed that females > 20 years of age group were more receptive and ready for SDL. The majority of the AMU undergraduate students were ready for SDL, with female and older age groups being more receptive and ready for SDL. This reflects that SDL is directly related to maturity and is also influenced by gender, although it was not proven to be statistically significant.
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Subekti, Adaninggar Septi. "Indonesian Learners’ Self-Directed Learning in Online EAP Classes: Its Manifestations and Factors." LITERA 20, no. 3 (December 31, 2021): 405–23. http://dx.doi.org/10.21831/ltr.v20i3.42062.
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The present study was conducted to investigate online English for Academic Purposes (EAP) classes’ learners’ manifestations of the level of their Self-directed Learning (SDL) in English as well as their views about possible factors influencing their SDL. The study used interviews as the method of data collection. Six EAP learner participants at the university level participated in the study. Through Thematic Analysis of the interview transcripts, the present study found that learners with a high SDL (HSDL) adhered to a carefully planned learning agenda and were eager to learn more. In comparison, learners with a low SDL (LSDL) reported having no deliberate planning for learning and making no or little effort to learn English independently outside English class. The present study further found that perceived relevance of English class increased learners' SDL, and its lack of relevance reduced it. The study also found that LSDL learners' sense of achievement and teachers' support could increase their interest in learning, and so their SDL. Based on the findings, it was suggested that EAP courses increase their relevance to learners' needs and teachers provide the necessary support for LSDL learners to make them more interested in learning and increase their SDL.
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Paramata, Nanang Roswita, and Nuryadin H. Sabudi. "Self-Directed Learning Pada Mahasiswa Keperawatan Semester II Universitas Negeri Gorontalo." Jambura Nursing Journal 2, no. 1 (January 25, 2020): 146–55. http://dx.doi.org/10.37311/jnj.v2i1.6861.
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Self-Directed Learning (SDL) merupakan kemampuan belajar mandiri atas inisiatif mahasiswa sendiri dalam merencanakan, mengarahkan model pembelajaran dan mengevaluasi hasil belajarnya sendiri. Tujuan dari penelitian ini adalah untuk mengetahui gambaran Self-Directed Learning Pada Mahasiswa Keperawatan Semester II Universitas Negeri Gorontalo. Penelitian ini menggunakan rancangan descriptive dengan pendekatan descriptive survey. Populasi sebanyak 109 orang, dengan tehnik pengambilan sampel menggunakan total sampling. Sampel penelitian sejumlah 103 orang yaitu mahasiswa Keperawatan Semester II Universitas Negeri Gorontalo. Hasil penelitian ini menunjukkan bahwa tingkat SDL mahasiswa berada pada kategori tinggi sebesar 86.4%. Berdasarkan jenis kelamin, semua responden laki-laki memiliki tingkat SDL tinggi atau 100%, berdasarkan usia, responden berusia 18 tahun memiliki SDL tertinggi sebesar 48.5%, berdasarkan jalur masuk PTN, SDL tertinggi dimiliki lulusan jalur SBMPTN sebesar 56.3%, berdasarkan tempat tinggal responden SDL tertinggi dimiliki oleh mahasiswa yang bertempat tinggal di rumah sebesar 61.2%. Kesimpulan penelitian adalah Self-Directed Learning Pada Mahasiswa Keperawatan Semester II Universitas Negeri Gorontalo dalam kategori tinggi.
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Balandin, Sergey, Michel Gillet, Irina Lavrovskaya, Valentin Olenev, Alexey Rabin, and Alexander Stepanov. "Co-Modeling of Embedded Networks Using SystemC and SDL." International Journal of Embedded and Real-Time Communication Systems 2, no. 1 (January 2011): 23–48. http://dx.doi.org/10.4018/jertcs.2011010102.
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Today, SDL and SystemC are two very popular languages for embedded systems modeling. SDL has specific advanced features that make it good for reflection of the multi-object systems and interactions between modules. It is also good for system model validation. The SystemC models are better suitable for tracing internal functions of the modeled modules. The hypothetical possibility of combined use of these two languages promises a number of benefits for researchers. This article specifically addresses and discusses the integration of SDL and SystemC modeling environments, exchange the data and control information between the SDL and SystemC sub-modules and the real-time co-modeling aspects of the integrated SDL/SystemC system. As a result, the mechanisms of SDL/SystemC co-modeling is presented and illustrated for an embedded network protocols co-modeling case study. The article gives an overview and description of a co-modeling solution for embedded networks protocols simulation based on experience and previous publications and research.
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E. Fleming, David, Andrew B. Artis, and Jon M. Hawes. "Technology perceptions in employees' use of self-directed learning." Journal of Services Marketing 28, no. 1 (February 4, 2014): 50–59. http://dx.doi.org/10.1108/jsm-03-2012-0062.
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Purpose – Service firms can improve their adaptability in turbulent environments with knowledgeable employees. Self-directed learning (SDL) is one way that employees can improve knowledge, but this research area has not examined the role of technology in employee learning. This paper aims to discuss these points. Design/methodology/approach – This paper uses nested regression to test hypotheses about the relationships between employee affinity for technology (AFT) and perceived corporate affinity for technology (PCAFT) on SDL project use in financial services employees, and extends Artis and Harris' conceptual SDL model. Findings – The relationship between the antecedents and SDL project use depends on the type of project: induced, synergistic, voluntary or scanning. The main effect of AFT impacts all except induced projects. The main effect of PCAFT only influences synergistic projects. The interaction term influences induced and scanning projects. Research limitations/implications – This paper provides the first empirical test of antecedents of SDL project use in the marketing literature. Limitations include that only employees from financial services were used; future research is needed to determine generalizability. Practical implications – These findings show that what motivates employees to engage in SDL project can be a selection or an internal communication issue depending on project type. This should help managers to determine what steps can be taken to encourage employee use of SDL projects. Originality/value – Academically, this is the first paper in marketing to empirically test antecedents of SDL projects use and provides empirical support of Clardy's SDLP typology. Managerially, this is the first empirical guidance on how firms can increase employee SDL project use to enhance knowledge.
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Prabhakar, Ram, Thiruvenkadam Masilamani, and Velmurugan Anbu Ananthan. "Self-directed learning readiness among II and III MBBS students in a tertiary teaching hospital." International Journal Of Community Medicine And Public Health 7, no. 11 (October 26, 2020): 4584. http://dx.doi.org/10.18203/2394-6040.ijcmph20204431.
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Background: Self-directed learning (SDL) is defined as an instructional stratagem where the medical students, with guidance from the teacher, choose what and how they will learn. The current study is aimed at finding the readiness for SDL among medical students and its association with their socio demographic characteristics.Methods: An Institution based cross-sectional study was conducted among 100 II Bachelor of medicine and Bachelor of Surgery (MBBS) students and 100 III MBBS students of Theni Government Medical College. The readiness assessment of the students was found by using Fischer’s 40 items SDL readiness score (SDLRS) instruments. The instrument has 40 items under three domains self-management (9 items), desire for learning (16 items) and self-control (15 items).Results: Only 29% were aware of SDL. Around 55% showed high readiness for SDL (>150). Females had higher readiness for self-directed learning than males (60.9% versus 39.1%) but the mean SDLR score was similar 152.5 versus 151.6. III MBBS medical students had higher score than II MBBS medical students (58.2% versus 48.8%, mean SDLR score 149.9 versus 154.2, p=0.011). Demonstrating higher readiness for SDL was not associated with area of residence, stay, presence of doctor in the family, type of schooling, medium of school education, age and gender.Conclusions: There is need of hour to address medical students’ SDL skills to update their competencies. SDL readiness scales help medical faculty to assess students’ learning capabilities and improve teaching learning strategies.
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Tang, Li-Qing, Li-Jun Zhu, Li-Ying Wen, An-Shi Wang, Yue-Long Jin, and Wei-Wei Chang. "Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis." BMJ Open 12, no. 8 (August 2022): e058224. http://dx.doi.org/10.1136/bmjopen-2021-058224.
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ObjectivesThis study explores the relationship between the perception of the learning environment and self-directed learning (SDL) ability among nursing undergraduates.Design, setting and participantsA cross-sectional study was conducted in December 2020 with 1096 junior and senior undergraduate nursing students (aged 16–22) from Wannan Medical College in Anhui Province, China.Outcome measuresThe Chinese version of the Dundee Ready Educational Environment Measure questionnaire and a validated Chinese version of college students’ SDL ability scale were used to assess students’ perceptions about their learning environment and their SDL ability. Canonical correlation analysis was performed to evaluate their correlation.ResultsThe total score for the learning environment was 120.60 (scoring rate: 60.30%), and the score for SDL ability was 89.25 (scoring rate: 63.75%). Analysis indicated that the first canonical correlation coefficient was 0.701 and the contribution rate was 94.26%. The perception of the learning environment was mainly determined by students’ perception of learning (SPL) and academic self-perceptions (SASP), with SDL ability mainly determined by self-management ability and cooperative learning ability. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Multiple linear regression analysis revealed that SPL, SASP, students’ perceptions of atmosphere and students’ social self-perceptions had a significant impact on SDL ability.ConclusionsThe SDL ability of nursing undergraduates was not high. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Nursing educators can improve students’ SDL ability by changing their learning environment, using, for example, new student-centred teaching methods.
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Duxbury, Elizabeth M. L., Wayne G. Rostant, and Tracey Chapman. "Manipulation of feeding regime alters sexual dimorphism for lifespan and reduces sexual conflict in Drosophila melanogaster." Proceedings of the Royal Society B: Biological Sciences 284, no. 1854 (May 3, 2017): 20170391. http://dx.doi.org/10.1098/rspb.2017.0391.
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Sexual dimorphism for lifespan (SDL) is widespread, but poorly understood. A leading hypothesis, which we test here, is that strong SDL can reduce sexual conflict by allowing each sex to maximize its sex-specific fitness. We used replicated experimental evolution lines of the fruit fly, Drosophila melanogaster , which had been maintained for over 360 generations on either unpredictable ‘Random’ or predictable ‘Regular’ feeding regimes. This evolutionary manipulation of feeding regime led to robust, enhanced SDL in Random over control, Regular lines. Enhanced SDL was associated with a significant increase in the fitness of focal males, tested with wild-type (WT) females. This was due to sex-specific changes to male life history, manifested as increased early reproductive output and reduced survival. In contrast, focal female fitness, tested with WT males, did not differ across regimes. Hence increased SDL was associated with a reduction in sexual conflict, which increased male fitness and maintained fitness in females. Differences in SDL were not associated with developmental time or developmental survival. Overall, the results showed that the expression of enhanced SDL, resulting from experimental evolution of feeding regimes, was associated with male-specific changes in life history, leading to increased fitness and reduced sexual conflict.
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Sonar, Samiksha J., Anuradha M. Gandhi, Prakruti Parth Patel, and Chetna K. Desai. "Evaluation of Effectiveness of Self-directed Learning in 2nd Professional Year Medical Undergraduates." CHRISMED Journal of Health and Research 10, no. 3 (2023): 217–23. http://dx.doi.org/10.4103/cjhr.cjhr_29_23.
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Introduction: Self-directed learning (SDL) is one of the recommended teaching–learning methods for Indian medical graduates to become a lifelong learner. Methodology: The study was conducted in 2nd year medical undergraduates. A lecture (Cholinergic Transmission and Cholinergic Drugs) was conducted followed by sensitization of students for SDL method and sharing of SDL topic (organophosphate poisoning). After 3 days, in the 1st SDL session, students were sensitized for SDL topic. A pretest (multiple-choice questions [MCQs] of SDL topic) was administered and resource materials were shared at its end. In intersession period, case-based scenarios, trigger words, and videos were shared in a preformed WhatsApp group. During the 2nd session, facilitators facilitated discussion of the topic in small groups of students using case-based scenarios. Posttest (MCQs) for students and feedback for students and facilitators were administered. Results: Data collected from 61 students showed a statistically significant difference between the means of posttest compared to pretest (standard error: 2.45, P < 0.05, confidence interval – 95%). Posttest scores showed that more than 45% of the students answered correctly 80% of questions, compared to pretest. More than 70% of students and facilitators agreed/strongly agreed that SDL makes topic interesting and effective for teaching/learning and leads to better student–teacher interaction. About 70% of students and 55% of facilitators found that SDL method should be implemented for more topics in curriculum. Learning issues faced by 21 students (need for more information resources, time-consuming method, difficulty in remembering dosage schedule, clinically correlating topic, and language barrier during discussion) were solved by students using of other online and offline information sources, revising the topic and discussing with co-learners. Conclusion: SDL was helpful for students in improving knowledge, communication skills, and analyzing case-based scenarios for any given topic.
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Costa, Ricardo J. S., Samantha K. Gill, Joanne Hankey, Alice Wright, and Slawomir Marczak. "Perturbed energy balance and hydration status in ultra-endurance runners during a 24 h ultra-marathon." British Journal of Nutrition 112, no. 3 (May 13, 2014): 428–37. http://dx.doi.org/10.1017/s0007114514000907.
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The present study aimed to assess the adequacy of energy, macronutrients and water intakes of ultra-endurance runners (UER) competing in a 24 h ultra-marathon (distance range: 122–208 km). Thead libitumfood and fluid intakes of the UER (n25) were recorded throughout the competition and analysed using dietary analysis software. Body mass (BM), urinary ketone presence, plasma osmolality (POsmol) and volume change were determined at pre- and post-competition time points. Data were analysed using appropriatettests, with significance set atP <0·05. The total energy intake and expenditure of the UER were 20 (sd12) and 55 (sd11) MJ, respectively (control (CON) (n17): 12 (sd1) and 14 (sd5) MJ, respectively). The protein, carbohydrate and fat intakes of the UER were 1·1 (sd0·4), 11·3 (sd7·0) and 1·5 (sd0·7) g/kg BM, respectively. The rate of carbohydrate intake during the competition was 37 (sd24) g/h. The total water intake of the UER was 9·1 (sd4·0) litres (CON: 2·1 (sd1·0) litres), while the rate of water intake was 378 (sd164) ml/h. Significant BM loss occurred at pre- to post-competition time points (P =0·001) in the UER (1·6 (sd2·0) %). No significant changes in POsmolvalues were observed at pre- (285 (sd11) mOsmol/kg) to post-competition (287 (sd10) mOsmol/kg) time points in the UER and were lower than those recorded in the CON group (P <0·05). However, plasma volume (PV) increased at post-competition time points in the UER (10·2 (sd9·7) %;P <0·001). Urinary ketones were evident in the post-competition samples of 90 % of the UER. Energy deficit was observed in all the UER, with only one UER achieving the benchmark recommendations for carbohydrate intake during endurance exercise. Despite the relatively low water intake rates recorded in the UER, hypohydration does not appear to be an issue, considering increases in PVvalues observed in the majority (80 %) of the UER. Population-specific dietary recommendations may be beneficial and warranted.
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Liu, Nan, Liangyu Li, Bing Hao, Liusong Yang, Tonghai Hu, Tao Xue, Shoujun Wang, and Xingmao Shao. "Semiparametric Deep Learning Manipulator Inverse Dynamics Modeling Method for Smart City and Industrial Applications." Complexity 2020 (June 30, 2020): 1–11. http://dx.doi.org/10.1155/2020/9053715.
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In smart cities and factories, robotic applications require high accuracy and security, which depends on precise inverse dynamics modeling. However, the physical modeling methods cannot include the nondeterministic factors of the manipulator, such as flexibility, joint clearance, and friction. In this paper, the Semiparametric Deep Learning (SDL) method is proposed to model robot inverse dynamics. SDL is a type of deep learning framework, designed for optimal inference, combining the Rigid Body Dynamics (RBD) model and Nonparametric Deep Learning (NDL) model. The SDL model takes advantage of the global characteristics of classic RBD and the powerful fitting capabilities of the deep learning approach. Moreover, the parametric and nonparametric parts of the SDL model can be optimized at the same time instead of being optimized separately. The proposed method is validated using experiments, performed on a UR5 robotic platform. The results show that the performance of SDL model is better than that of RBD model and NDL model. SDL can always provide relatively accurate joint torque prediction, even when the RBD or NDL model is not accurate.
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Yesubakthan, Suba Joice, Blessed S. Sargunam, Judith Rajendran, and Beena I. Bhasy. "Knowledge and practices regarding self-directed learning among undergraduates from a medical college in Kerala." International Journal Of Community Medicine And Public Health 6, no. 8 (July 26, 2019): 3438. http://dx.doi.org/10.18203/2394-6040.ijcmph20193468.
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Background: Medical education for undergraduates is a challenging area and medical professionals are life-long learners. Self-directed learning (SDL) is adult learning process. SDL describes a process where individuals take initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. This study assessed knowledge and practices regarding SDL among medical undergraduates and looked for association between gender and year of study with knowledge and practices of different components of SDL. Methods: A cross-sectional study was conducted among 192 students doing final year and internship at Dr. Somervell Memorial CSI Medical College, Kerala from April to July 2018 after obtaining clearance from Institutional ethics committee. Data was collected using a predesigned and pretested structured self-administered questionnaire on socio demographic profile, knowledge, practices, barriers and opportunities regarding SDL. Data was entered in excel sheet and analyzed using SPSS trial version 21.0. Results: Majority of the students had good knowledge regarding the components of SDL and practiced components like identifying their learning needs, objectives, commitment and implementation of the learning process. Only 57.3% students evaluated learning process and 31.8% alone had an educator as facilitator. Important barriers identified were self-motivation (88%) followed by time (81.8%). Conclusions: Interns had better knowledge and practice of SDL components compared to final year students. Though females had a better knowledge and practice of SDL components compared to males it was not statistically significant.
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Vlaovič, Boštjan, and Aleksander Vreže. "Discrete Time Model for Process Meta Language with Fictitious-Clock." Applied Sciences 12, no. 6 (March 15, 2022): 2990. http://dx.doi.org/10.3390/app12062990.
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Industries like telecommunications, medical, automotive, military, avionics, and aerospace use complex real-time systems. Specification and Description Language (SDL) is one of the leading domain specific languages that is formally defined by international standards and well established in describing such systems. To check system properties abstracted model of the system is prepared in selected modeling language. We use Spin (Simple Promela Interpreter) model checker that is one of the leading tools for verification of complex concurrent and reactive systems. This paper focuses on modeling the SDL timer construct. It is one of the SDL constructs that is not easily modeled with Promela, but is present in many SDL systems. After an overview of the related work we propose a new Discrete Time Model for Promela (DTMP) that is seamlessly integrated in our framework for modeling SDL systems and can be used with the mainstream version of the Spin tool. To the best of our knowledge, this is not possible with the existing solutions. We describe how DTMP can be used to model SDL systems that use timers. Experimental results demonstrate its applicability to non-SDL systems with Fischer’s mutual exclusion protocol and the Parallel Acknowledgment with Retransmission that were used in prior studies. We compare state-space requirements with one of the existing solutions DT Promela and DT Spin. With that, virtues and shortcomings of this high-level solution are exposed. We have shown that DTMP is effective when an extensive range of timer expiration values are used, which is usually the case in real-life SDL systems.
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Yeoh, Miranda P., Ana-Maria Cazan, Enzo Ierardi, and Ljubomir A. Jacić. "Facilitating self-directed learning (SDL) and satisfaction with SDL among pre-university students." Educational Studies 43, no. 5 (June 26, 2017): 584–99. http://dx.doi.org/10.1080/03055698.2017.1343711.
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Kranzow, Jeannine, and T. Scott Bledsoe. "Self-Directed Learning." International Journal of Adult Vocational Education and Technology 8, no. 3 (July 2017): 44–54. http://dx.doi.org/10.4018/ijavet.2017070104.
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Self-directed learning (SDL), while essential to graduate student success and continued professional development beyond the degree, is rarely addressed intentionally in the college curriculum. In this mixed-method study with 91 participants from two counseling-related degree programs, researchers examined the impact of integrating a unit focused on SDL. Students in both online and face-to-face courses reported their learning and experiences with the topic. Findings suggest that intentionally exposing students to SDL allows them to understand the concept and grow in awareness of its importance. Similar gains were reported regardless of course delivery format. Student perspectives discussed include student appreciation of the process of collaboration for professional growth, student understanding of the centrality of SDL for ongoing development, and student motivation to utilize SDL with those they work with in order to and expand personal agency.
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Raisch, Philipp, Jan Pflästerer, Michael Kreinest, Sven Y. Vetter, Paul A. Grützner, and Matthias K. Jung. "Secondary Dislocations in Type B and C Injuries of the Subaxial Cervical Spine: Risk Factors and Treatment." Journal of Clinical Medicine 13, no. 3 (January 25, 2024): 700. http://dx.doi.org/10.3390/jcm13030700.
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Introduction: This study analyzed the incidence of secondary dislocations (sDLs) after surgical stabilization of AO Spine type B and C injuries of the subaxial cervical spine (sCS). Materials and Methods: Patients treated for injuries of the sCS from 2010 to 2020 were retrospectively analyzed for the incidence of sDL within 60 days after first surgery. A univariate analysis of variables potentially influencing the risk of sDL was performed. Patients with solitary anterior stabilization underwent subgroup analysis. The treatment of sDLs was described. Results: A total of 275 patients were included. sDLs occurred in 4.0% of patients (n = 11) in the total sample, most frequently after solitary anterior stabilization with 8.0% (n = 10, p = 0.010). Only one sDL occurred after combined stabilization and no sDLs after posterior stabilization. In the total sample and the anterior subgroup, variables significantly associated with sDL were older age (p = 0.001) and concomitant unstable facet joint injury (p = 0.020). No neurological deterioration occurred due to sDL and most patients were treated with added posterior stabilization. sDL is frequent after solitary anterior stabilization and rare after posterior or combined stabilization. Discussion: Patients of higher age and with unstable facet joint injuries should be followed up diligently to detect sDLs in time. Neurological deterioration does not regularly occur due to sDL, and most patients can be treated with added posterior stabilization.
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Pereira, Fabiana de Souza, Itamar Andrioli, Faber de Souza Pereira, Paula Regina de Oliveira, José Frederico Centurion, Ricardo Jorge Falqueto, and Alba Leonor da Silva Martins. "Qualidade física de um Latossolo Vermelho submetido a sistemas de manejo avaliado pelo Índice S." Revista Brasileira de Ciência do Solo 35, no. 1 (February 2011): 87–95. http://dx.doi.org/10.1590/s0100-06832011000100008.
Full textAbstract:
O monitoramento da qualidade do solo pelos atributos físicos é importante para a avaliação e manutenção da sustentabilidade dos sistemas agrícolas. Um atributo indicador da qualidade do solo deve ser sensível às variações do manejo ao qual está sendo submetido. Este estudo teve como objetivo avaliar o parâmetro S como indicador da qualidade física do solo e a agregação de um Latossolo Vermelho distrófico, submetido a sistemas de manejo sem ou com a inclusão de plantas de cobertura em pré-safra durante 11 anos. Os tratamentos foram: sistema convencional (SC) e sistemas conservacionistas compostos por plantas de cobertura, crotalária (SDC), milheto (SDM) e lablabe (SDL). O delineamento experimental foi o de blocos casualizados, com quatro tratamentos e seis repetições; as camadas constituíram-se nas parcelas subdivididas. Os sistemas conservacionistas SDC, SDM e SDL apresentaram maior teor de matéria orgânica em relação ao SC nas camadas de 0 a 0,05 m. Maiores valores de diâmetro médio ponderado e geométrico dos agregados foram observados nos sistemas conservacionistas. O solo apresentou boa qualidade física determinada pelo índice S, com valores todos superiores a 0,035.
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Ali, Ifrah Ismail, Iltaf Shah, Sayed Marzouk, Sherif M. Karam, and Asma Al Menhali. "Vitamin D Is Necessary for Murine Gastric Epithelial Homeostasis." Biology 10, no. 8 (July 23, 2021): 705. http://dx.doi.org/10.3390/biology10080705.
Full textAbstract:
Unlike other organs, the importance of VD in a normal stomach is unknown. This study focuses on understanding the physiological role of vitamin D in gastric epithelial homeostasis. C57BL/6J mice were divided into three groups that were either fed a standard diet and kept in normal light/dark cycles (SDL), fed a standard diet but kept in the dark (SDD) or fed a vitamin D-deficient diet and kept in the dark (VDD). After 3 months, sera were collected to measure vitamin D levels by LC-MS/MS, gastric tissues were collected for immunohistochemical and gene expression analyses and gastric contents were collected to measure acid levels. The VDD group showed a significant decrease in the acid-secreting parietal cell-specific genes Atp4a and Atp4b when compared with the controls. This reduction was associated with an increased expression of an antral gastrin hormone. VDD gastric tissues also showed a high proliferation rate compared with SDL and SDD using an anti-BrdU antibody. This study indicates the requirement for normal vitamin D levels for proper parietal cell functions.
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Alghamdi, Amani. "COVID-19 mandated self-directed distance learning: Experiences of Saudi female postgraduate students." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 213–31. http://dx.doi.org/10.53761/1.18.3.14.
Full textAbstract:
Since the emergence of the 2020 coronavirus (COVID-19) pandemic, Saudi Arabia (SA) has preserved the safety of its citizens by mandating crisis distance education (CDE). Appreciating that most learners struggle with such an abrupt shift in delivery mode, especially one that depends on self-directed learning (SDL), this exploratory, qualitative study solicited data in May 2020 from a convenience sample of 20 Saudi female postgraduate students enrolled at a public university in the Eastern Province of SA. Findings affirmed that SDL via CDE contributed to their educational growth, and they will continue to engage with SDL after the health crisis ends. In short, their SDL CDE experience changed the way they will approach their education in the future. Their high level of SDL allowed them to assume responsibility for their learning. They especially gained an appreciation for the role of reflection, self-monitoring, and selfevaluation. SDL both instilled and promoted self-confidence, self-reliance, commitment, and perseverance. Implications for future research were tendered and universities are encouraged to intentionally build learning environments that support learner-centered and self-directed learning to move the country through and beyond the COVID 19 pandemic.