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Статті в журналах з теми "Procedure learning"

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Автор: Grafiati

Опубліковано: 14 березня 2023

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1

Zentall, Thomas R. "Social learning mechanisms." Interaction Studies 12, no. 2 (July 21, 2011): 233–61. http://dx.doi.org/10.1075/is.12.2.03zen.

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Анотація:

Social influence and social learning are important to the survival of many organisms, and certain forms of social learning also may have important implications for their underlying cognitive processes. The various forms of social influence and learning are discussed with special emphasis on the mechanisms that may be responsible for opaque imitation (the copying of a response that the observer cannot easily see when it produces the response). Three procedures are examined, the results of which may qualify as opaque imitation: the bidirectional control procedure, the two- action procedure, and the do-as-I-do procedure. Variables that appear to affect the emergence of opaque imitation are identified and other complex forms of response copying are discussed. Keywords: bidirectional control procedure; contagion; emulation; imitation; local enhancement; object movement reenactment; observational conditioning; opaque imitation; social enhancement; social facilitation; social influence; social learning; stimulus enhancement; two action procedure

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2

Mendelson, Shahar. "An Unrestricted Learning Procedure." Journal of the ACM 66, no. 6 (December 6, 2019): 1–42. http://dx.doi.org/10.1145/3361699.

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3

Tsaih, R. R. "The softening learning procedure." Mathematical and Computer Modelling 18, no. 8 (October 1993): 61–64. http://dx.doi.org/10.1016/0895-7177(93)90163-s.

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4

Wang, Zizhuang. "Temporal-Related Convolutional-Restricted-Boltzmann-Machine Capable of Learning Relational Order via Reinforcement Learning Procedure." International Journal of Machine Learning and Computing 7, no. 1 (February 2017): 1–8. http://dx.doi.org/10.18178/ijmlc.2017.7.1.610.

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5

Hill, Christine, Mohamad El Zein, Abhishek Agnihotri, Margo Dunlap, Angela Chang, Alison Agrawal, Sindhu Barola, et al. "Endoscopic sleeve gastroplasty: the learning curve." Endoscopy International Open 05, no. 09 (September 2017): E900—E904. http://dx.doi.org/10.1055/s-0043-115387.

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Abstract Background and study aims Endoscopic sleeve gastroplasty (ESG) is gaining traction as a minimally invasive bariatric treatment. Concern that the learning curve may be slow, even among those proficient in endoscopic suturing, is a barrier to widespread implementation of the procedure. Therefore, we aimed to define the learning curve for ESG in a single endoscopist experienced in endoscopic suturing who participated in a 1-day ESG training program. Patients and methods Consecutive patients who underwent ESG between February 2016 and November 2016 were included. The performing endoscopist, who is proficient in endoscopic suturing for non-ESG procedures, participated in a 1-day ESG training session before offering ESG to patients. The outcome measurements were length of procedure (LOP) and number of plications per procedure. Nonlinear regression was used to determine the learning plateau and calculate the learning rate. Results Twenty-one consecutive patients (8 males), with mean age 47.7 ± 11.2 years and mean body mass index 41.8 ± 8.5 kg/m2 underwent ESG. LOP decreased significantly across consecutive procedures, with a learning plateau at 101.5 minutes and a learning rate of 7 cases (P = 0.04). The number of plications per procedure also decreased significantly across consecutive procedures, with a plateau at 8 sutures and a learning rate of 9 cases (P < 0.001). Further, the average time per plication decreased significantly with consecutive procedures, reaching a plateau at 9 procedures (P < 0.001). Conclusions Endoscopists experienced in endoscopic suturing are expected to achieve a reduction in LOP and number of plications per procedure in successive cases, with progress plateauing at 7 and 9 cases, respectively.

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6

Gülüstan, Filiz. "Learning curve of septoplasty procedure." Turkish Journal of Ear Nose and Throat 29, no. 4 (January 31, 2020): 166–71. http://dx.doi.org/10.5606/tr-ent.2019.65265.

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7

Ammon, Kurt. "A learning procedure for mathematics." Annals of Mathematics and Artificial Intelligence 8, no. 3-4 (September 1993): 407–23. http://dx.doi.org/10.1007/bf01530800.

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8

Mlodinow, Leonard D., and Ion O. Stamatescu. "An evolutionary procedure for machine learning." International Journal of Computer & Information Sciences 14, no. 4 (August 1985): 201–19. http://dx.doi.org/10.1007/bf00997019.

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9

Sahdan, Shafizza, Alias Masek, Noor Atikah Zainal Abidin, and Juliati Jusoh. "Preliminary Study: Self-Regulated Learning Procedure." MATEC Web of Conferences 150 (2018): 05008. http://dx.doi.org/10.1051/matecconf/201815005008.

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Self-regulated learning (SRL) is widely adopted by various educational institutions all over the world. A simple guideline is important and essential for the successful implementation of SRL that yields good results. Hence, a procedure and lesson plan of SRL for the subject of Principles of Management are developed and tested in a preliminary study. The objective of the preliminary study is to determine the reliability of the instruments so that the implementation procedure and lesson plan for the real study can be executed smoothly. This study was conducted for a cycle of SRL designed procedure. ANCOVA was used to analyse the effects of the procedure and lesson plan in relation to students’ motivation, metacognitive awareness and academic achievement. Based on the results of the preliminary study, the items reliability index using alpha cronbach was 0.92, indicated that the questionnaire was good and effective. Each variable was significantly different, indicated that the procedure and lesson plan have positive effects on motivation, metacognition, and academic achievement. In conclusion, the procedure and lesson plan of Principles of Management developed are ready for an actual study.

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10

Meehan, Anita M. "A Procedure for Learning Students' Names." Teaching of Psychology 17, no. 2 (April 1990): 125–26. http://dx.doi.org/10.1207/s15328023top1702_16.

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11

Dbouk, Mohamad, Olaya I. Brewer Gutierrez, Bijun Sai Kannadath, Jose Valentin Camilion, Saowanee Ngamruengphong, Vivek Kumbhari, Mouen Khashab, et al. "The learning curve for transoral incisionless fundoplication." Endoscopy International Open 09, no. 11 (November 2021): E1785—E1791. http://dx.doi.org/10.1055/a-1547-6599.

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Abstract Background and study aims Transoral incisionless fundoplication (TIF) is a safe and effective minimally invasive endoscopic technique for treating gastroesophageal reflux disease (GERD). The learning curve for this technique has not been reported. We studied the learning curve for TIF when performed by a gastroenterologist by identifying the threshold number of procedures needed to achieve consistent technical success or proficiency (consistent creation of TIF valve ≥ 270 degrees in circumference, ≥ 2 cm long) and efficiency after didactic, hands-on and case observation experience. Patients and methods We analyzed prospectively collected data from patients who had TIF performed by a single therapeutic endoscopist within 17 months after basic training. We determined thresholds for procedural learning using cumulative sum of means (CUSUM) analysis to detect changes in achievement rates over time. We used breakpoint analysis to calculate procedure metrics related to proficiency and efficiency. Results A total of 69 patients had 72 TIFs. The most common indications were refractory GERD (44.7 %) and proton pump inhbitor intolerance (23.6 %). Proficiency was achieved at the 18th to 20th procedure. The maximum efficiency for performing a plication was achieved after the 26th procedure, when mean time per plication decreased to 2.7 from 5.1 minutes (P < 0.0001). TIF procedures time varied until the 44th procedure, after which it decreased significantly from 53.7 minutes to 39.4 minutes (P < 0.0001). Conclusions TIF can be safely, successfully, and efficiently performed in the endoscopy suite by a therapeutic endoscopist. The TIF learning curve is steep but proficiency can be achieved after a basic training experience and 18 to 20 independently performed procedures.

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12

Hughes, Trudie A., Laura D. Fredrick, and Marie C. Keel. "Learning to Effectively Implement Constant Time Delay Procedures to Teach Spelling." Learning Disability Quarterly 25, no. 3 (August 2002): 209–22. http://dx.doi.org/10.2307/1511303.

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This study examined the effectiveness of a training procedure designed to teach a special education resource teacher the constant time delay procedures. In addition, the study examined the effectiveness of constant time delay procedures in teaching written spelling words to one 12-year-old male student with a learning disability. A multiple-probe design across behaviors was used to demonstrate the functional relationship between the time delay procedure and the student acquiring, maintaining, and generalizing 15 spelling words. The investigation specifically sought to address teacher-training issues related to instructional procedures, student acquisition, maintenance, and generalization. The teacher successfully implemented the procedure with 100% treatment integrity and the student learned to spell all 15 spelling words.

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13

Šafranj, Jelisaveta. "Using Information Technology in English Language Learning Procedure: Blended Learning." Procedia - Social and Behavioral Sciences 83 (July 2013): 514–21. http://dx.doi.org/10.1016/j.sbspro.2013.06.099.

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14

Golden, Anthony R., Fredy E. Bentti, and Charles M. Reigeluth. "The Effects of Nonexamples on Procedure Learning." Journal of Educational Technology Systems 16, no. 3 (March 1988): 253–63. http://dx.doi.org/10.2190/p777-t27t-qm83-ue4q.

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Research has shown that nonexamples are an effective strategy in teaching concepts. The purpose of this study was to explore the use of common errors (CE) as an effective strategy in teaching a procedure (i.e., a set of steps that one follows to achieve a goal). A total of fifty-six sophomore students were randomly assigned to an experimental and a control condition in their regular classrooms. The experimental design was pretest-posttest. Materials and task involved two sets of identical slide projectors and tape recorders to teach the procedure for color correction of color transparencies. The experimental group received instruction on an extra sample of colors most commonly confused with each of the six colors of the standard color wheel. Results indicated that application-level learning of procedures was significantly facilitated by the presentation of common errors (CE) in addition to examples. In conclusion the use of common errors of great divergence is beneficial. The use of common errors is more effective when they are made apparent, or when a clear distinction between a correct and incorrect response is taught.

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15

Theodoridis, George C., and Zahrl G. Schoeny. "Procedure Learning Effects in Speech Perception Tests." International Journal of Audiology 29, no. 4 (January 1990): 228–39. http://dx.doi.org/10.3109/00206099009072854.

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16

Toupence, Rachelle H. "Parlamentary Pastries: Learning Parlamentary Procedure through Cookies." SCHOLE: A Journal of Leisure Studies and Recreation Education 23, no. 1 (April 2008): 109–13. http://dx.doi.org/10.1080/1937156x.2008.11949615.

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17

Symonds, Michelle, Geoffrey Hall, and Glynis K. Bailey. "Perceptual learning with a sodium depletion procedure." Journal of Experimental Psychology: Animal Behavior Processes 28, no. 2 (2002): 190–99. http://dx.doi.org/10.1037/0097-7403.28.2.190.

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18

Letcher, Stephen V. "Mastery‐learning examination procedure for introductory physics." Physics Teacher 27, no. 8 (November 1989): 613–14. http://dx.doi.org/10.1119/1.2342890.

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19

Wu, Zhen Yong, X. G. Ming, Wen Yan Song, Zhi Tao Xu, and Li Na He. "The Design and Realization of E-Learning System for Organizational Learning." Advanced Materials Research 422 (December 2011): 482–85. http://dx.doi.org/10.4028/www.scientific.net/amr.422.482.

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Collaboration learning and monitoring the learning procedure are an important key to improve effectiveness and to increase the success rate of the learner in the organizational learning. The requirement of collaboration learning and monitoring the procedure were analyzed and outlined first in this paper, the E-learning system for organizational learning was designed and realized, the collaborative learning and monitoring the procedure were described in detail finally.

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20

Ade, Nilesh, Noor Quddus, Trent Parker, and S. Camille Peres. "ProBot – A Procedure Chatbot for Digital Procedural Adherence." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (December 2020): 224–28. http://dx.doi.org/10.1177/1071181320641054.

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One of the major implications of Industry 4.0 will be the application of digital procedures in process industries. Digital procedures are procedures that are accessed through a smart gadget such as a tablet or a phone. However, like paper-based procedures their usability is limited by their access. The issue of accessibility is magnified in tasks such as loading a hopper car with plastic pellets wherein the operators typically place the procedure at a safe distance from the worksite. This drawback can be tackled in the case of digital procedures using artificial intelligence-based voice enabled conversational agent (chatbot). As a part of this study, we have developed a chatbot for assisting digital procedure adherence. The chatbot is trained using the possible set of queries from the operator and text from the digital procedures through deep learning and provides responses using natural language generation. The testing of the chatbot is performed using a simulated conversation with an operator performing the task of loading a hopper car.

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21

Turakulova, Hilola Sayfiddinovna, and Dilfuza Davronovna Marupova. "Individual Differences in Second Language Learning." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (July 29, 2021): 608. http://dx.doi.org/10.18415/ijmmu.v8i7.2931.

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This article is directed to identify learners needs and organize the further procedure of language teaching and learning. To this extend, teachers should identify the learner’s personality, character, and learning styles, they may comprehensively organize lesson procedures and use various methods in an appropriate manner and finally, they will be able to receive high outcomes in the field of language teaching.

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22

Ariza Abdullah, Mohd Hilmi Abdullah, Taj Rijal Muhamad Romli,. "PROCEDURES IN STRUCTURING VERBAL SENTENCES IN TEACHING AND LEARNING MALAY-ARABIC TRANSLATION COURSE." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1538–44. http://dx.doi.org/10.17762/pae.v58i2.2307.

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This paper discusses the procedures used in teaching and learning Malay-Arabic translation courses for students of Bachelor of Arabic Studies with Education.This procedure is designed to facilitate the problem of students in structuring Arabic sentences based on the correct method of translation. Referring to the natural translation theory by Nida and Taber that prioritizes message delivery despite changes to the original text. This method was introduced as an alternative to students to construct Arabic sentences when translating according to the procedure that has been designed systematically for teaching and learning (T&L). This procedure is divided into five steps. The first step is understanding the text through intensive reading. Next, in the second step is finding the meaning of difficult phrases by using dictionary and discussion. The third step, which is the main basis of the procedure is breaking the paragraphs of text into short sentences based on verb phrases. The fourth step is categorizing each sentence into the Arabic syntax structure for verb phrases. The fifth step is compiling and building a draft sentence which is translated directly through the translation text based on the steps above. The outcome of using this procedure increases the quality of Malay-Arabic translation and making it more understandable as students apply the structure of a correct Arabic sentence. This procedure will be used as an alternative for students in practising scientific translation in accordance with translation procedures.

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23

Sidabutar, K. E., A. R. Hamid, I. Wahyudi, and C. A. Mochtar. "Learning Curve in Laparoscopic Living Donor Nephrectomy." Advanced Science Letters 24, no. 8 (August 1, 2018): 6190–93. http://dx.doi.org/10.1166/asl.2018.12676.

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To examine the learning curve of laparoscopic living donor nephrectomy (LLDN) in our institution. A retrospective review was performed for the initial 300 cases of laparoscopic living donor nephrectomy in Cipto Mangunkusumo Hospital from November 2011 to December 2015. The data was classified into three groups of 100 procedures. In the initial cases, the procedure was performed by one laparoscopic surgeon. After a series of cases, another laparoscopic surgeon began performing donor nephrectomy, followed by a third laparoscopic surgeon. Each procedure was performed by two laparoscopic surgeon. We evaluated 300 patients of laparoscopic living donor nephrectomy in our center and compared each group. The mean total operating time showed a significant decline in group 3 compared to group 1 (261.6±49 minutes vs. 239.7±36.4 minutes) (p = 0.001). The mean time to clip presented a decline in group 2 and 3 (172.5±44.1 minutes vs. 160.3±31.8 minutes vs. 146.4±34.7 minutes) (p < 0.05). The mean first warm ischemia times dropped from 6.3±3.6 minutes to 2.9±1.9 minutes to 2.0±0.6 minutes (p < 0.05). The median estimated intraoperative blood loss fell from 200 cc in group 1 to 100 cc in group 2 and 3 (p < 0.001). High volume of cases and direct mentoring system enhance the learning curve in LLDN procedure which was categorized as a very difficult procedure. The development of a successful laparoscopic live donor nephrectomy training programme can be achieved without significant detrimental effect to the patient provided the necessary steps are observed.

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24

Tyberg, Amy, Kopal Jha, Shawn Shah, Prashant Kedia, Monica Gaidhane, and Michel Kahaleh. "EUS-guided gallbladder drainage: a learning curve modified by technical progress." Endoscopy International Open 08, no. 01 (January 2020): E92—E96. http://dx.doi.org/10.1055/a-1005-6602.

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Abstract Introduction Endoscopic ultrasound-guided gallbladder drainage (EUS-GBD) is an efficacious and safe option for patients who cannot undergo cholecystectomy. It is a technically challenging procedure, requiring skills in EUS, and ERCP. The aim of this study was to define the learning curve for EUS-GBD. Patients and methods Consecutive patients undergoing EUS-GBD by a single operator were included from a prospective registry over 5 years. Demographics, procedure information, post-procedure follow-up data, and information on adverse events were collected. Non-linear regression and CUSUM analyses were conducted for the learning curve. Clinical success was defined as resolution of cholecystitis post-procedure. Results Forty-eight patients were included (58 % male, mean age 76 years). Twenty patients (42 %) had malignant cholecystitis. Most patients had lumen-apposing metal stents (LAMS) (15 mm, n = 29, 60 %; 10 mm, n = 8, 7 %). The remaining patients had FCSEMS (n = 9, 19 %) or plastic stents alone (n = 2, 4 %). Clinical success was achieved in 36 (86 %) of patients. Of the remaining 12, 7 were lost to follow-up and 5 had persistent cholecystitis. 9 patients (19 %) had adverse events including bleeding (n = 4), liver abscesses (n = 2), and hypotension. Two patients passed away post-procedure. Median procedure time was 41 minutes (range 16 – 121 min), with the 41-minute time occurring during the 19th procedure. Procedure durations further reduced, with the last 10 procedures being 20 minutes or under (nonlinear regression p value P < 0.0001). Conclusion Endoscopists experienced in EUS-GBD are expected to achieve a reduction in procedure time over successive cases, with efficiency reached at 41 minutes and a learning rate of 19 cases. Continued improvement is demonstrated with additional experience

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25

Hurley, Eoghan T., Daren Lim Fat, Shane K. Farrington, and Hannan Mullett. "Open Versus Arthroscopic Latarjet Procedure for Anterior Shoulder Instability: A Systematic Review and Meta-analysis." American Journal of Sports Medicine 47, no. 5 (March 20, 2018): 1248–53. http://dx.doi.org/10.1177/0363546518759540.

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Background: Anterior shoulder instability with significant glenoid bone loss is a challenging condition. The open Latarjet procedure is the established standard treatment method in this setting, but there is an increasing use of the arthroscopic technique. Purpose: To systematically review the current evidence in the literature to ascertain if the open or arthroscopic Latarjet procedure resulted in improved patient outcomes. Study Design: Systematic review and meta-analysis. Methods: A literature search of MEDLINE, EMBASE, and the Cochrane Library was performed based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines. Cohort studies comparing the open and arthroscopic Latarjet procedures for anterior shoulder instability were included. Clinical outcomes were compared, with all statistical analysis performed using Review Manager (version 5.3). A P value of <.05 was considered statistically significant. Results: Six clinical trials with 896 patients were included. The open and arthroscopic Latarjet procedures resulted in a similar number of total recurrent instability (2.0% vs 2.4%; P = .75), revision procedures (2.4% vs 5.4%; P = .06), and total complications (13.8% vs 11.9%; P = .50), but the open procedure had a lower rate of persistent apprehension (10.2% vs 35.7%; P < .05). In addition, after the learning curve, the operative time was similar between the 2 procedures. Conclusion: Both the open and arthroscopic Latarjet procedures result in significant improvements in patient function and outcome scores, with low rates of recurrent instability and similar complication rates. While technically challenging, the arthroscopic procedure has been shown to be a safe and viable alternative. However, there is a significant learning curve associated with the arthroscopic Latarjet procedure. The significant learning curve associated with this procedure suggests the arthroscopic procedure may be advisable to perform only in high-volume centers with experienced arthroscopists.

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Reese, L. Grant, J. Nicholls Eastmond, Jr., and Richard Sutherland. "Integrated Use of Videodisc for Intensive Spanish Language Learning." CALICO Journal 6, no. 1 (January 14, 2013): 69–81. http://dx.doi.org/10.1558/cj.v6i1.69-81.

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Typically, the use of video materials in a language classroom is adjunctive rather than integral to the textbook and the instructor's procedures. Utah State University has reversed this pattern in its intensive Spanish program by using video simulations of real-life experiences as the basis for classroom procedure in lieu of following a textbook. The classroom becomes student-centered, rather than instructor-centered, through a problem solving group endeavor. This fundamentally inductive learning procedure is stimulated by the ready accessibility to students of experiencias on videodisc in the classroom itself. Both Utah State University and the National of the Humanities have provided grant support to this program.

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27

Dai, Hengchang, and Colin MacBeth. "Effects of Learning Parameters on Learning Procedure and Performance of a BPNN." Neural Networks 10, no. 8 (November 1997): 1505–21. http://dx.doi.org/10.1016/s0893-6080(97)00014-2.

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Shady, Rasha, Wafaa Salam, Amira Hassanin, and Karima Elshamy. "Learning Needs Assessment for Patients Undergoing Bronchoscope Procedure." Mansoura Nursing Journal 1, no. 2 (July 1, 2014): 85–104. http://dx.doi.org/10.21608/mnj.2014.149016.

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29

Garner, Stuart. "The CLOZE Procedure and the Learning of Programming." International Journal of Learning: Annual Review 12, no. 1 (2006): 220–25. http://dx.doi.org/10.18848/1447-9494/cgp/v12i01/47323.

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30

Sharma, Neel. "Colonoscopy Procedure Time: Does the Learning Environment Matter?" Clinical Endoscopy 50, no. 3 (May 31, 2017): 308. http://dx.doi.org/10.5946/ce.2016.131.

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Ojevwe, Cindy, Jasmine Rana, and Susan Burgin. "Teaching & Learning Tips 11: Teaching a procedure." International Journal of Dermatology 57, no. 9 (August 6, 2018): 1114–17. http://dx.doi.org/10.1111/ijd.13780.

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32

MAEDA, Yutaka, and Yoshiaki KAWAMURA. "Learning Control via the Adaptive Robbins-Monro Procedure." Transactions of the Institute of Systems, Control and Information Engineers 3, no. 7 (1990): 226–28. http://dx.doi.org/10.5687/iscie.3.226.

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33

Velthuis, Wubbe J. R., Theo J. A. de Vries, and J. van Amerongen. "Design Procedure for a Learning Feed-Forward Controller." IFAC Proceedings Volumes 33, no. 26 (September 2000): 887–92. http://dx.doi.org/10.1016/s1474-6670(17)39257-1.

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34

Chubb, Charles, Zhong-Lin Lu, and George Sperling. "Structure detection: a statistically certified unsupervised learning procedure." Vision Research 37, no. 23 (December 1997): 3343–65. http://dx.doi.org/10.1016/s0042-6989(97)00187-9.

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35

Jiang, Guofei, Hui-Qi Gao, Cang-Pu Wu, and George Cybenko. "Convergence Analysis of Discretization Procedure in Q-Learning." IFAC Proceedings Volumes 32, no. 2 (July 1999): 8551–56. http://dx.doi.org/10.1016/s1474-6670(17)57458-3.

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36

Denenberg, Victor H., Nancy W. Talgo, Lisa M. Schrott, and Gerry H. Kenner. "A computer-aided procedure for measuring discrimination learning." Physiology & Behavior 47, no. 5 (May 1990): 1031–34. http://dx.doi.org/10.1016/0031-9384(90)90031-x.

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37

Delgado, Miguel, and Antonio Gonzalez. "An inductive learning procedure to identify fuzzy systems." Fuzzy Sets and Systems 55, no. 2 (April 1993): 121–32. http://dx.doi.org/10.1016/0165-0114(93)90125-2.

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38

Castricini, R., M. De Benedetto, N. Orlando, M. Rocchi, R. Zini, and P. Pirani. "Arthroscopic Latarjet procedure: analysis of the learning curve." MUSCULOSKELETAL SURGERY 97, S1 (April 16, 2013): 93–98. http://dx.doi.org/10.1007/s12306-013-0262-3.

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39

Dagel, Harold W. "An Alternative Procedure for Estimating Unit Learning Curves." Journal of Parametrics 6, no. 1 (March 1986): 9–16. http://dx.doi.org/10.1080/10157891.1986.10462675.

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40

Silva Dias, Fernando J., Valéria C. Barbosa, and João B. Silva. "3D gravity inversion through an adaptive-learning procedure." GEOPHYSICS 74, no. 3 (May 2009): I9—I21. http://dx.doi.org/10.1190/1.3092775.

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We have developed a gravity inversion method to estimate a 3D density-contrast distribution producing strongly interfering gravity anomalies. The interpretation model consists of a grid of 3D vertical, juxtaposed prisms in the horizontal and vertical directions. Iteratively, our approach estimates the 3D density-contrast distribution that fits the observed anomaly within the measurement errors and favors compact gravity sources closest to prespecified geometric elements such as axes and points. This method retrieves the geometry of multiple gravity sources whose density contrasts (positive and negative values) are prescribed by the interpreter through the geometric element. At the first iteration, we set an initial interpretation model and specify the first-guess geometric elements and their target density contrasts. Each geometric element operates as the first-guess skeletal outline of the entire homogeneous gravity source or any of its homogeneous parts to be reconstructed. From the second iteration on, our method automatically redefines a new set of geometric elements, the associated target density contrasts, and a new interpretation model whose number of prisms increases with the iteration. The iteration stops when the geometries of the estimated sources are invariant along successive iterations. Tests on synthetic data from geometrically complex bodies and on field data collected over a mafic-ultramafic body and a volcanogenic sedimentary sequence located in the Tocantins Province, Brazil, confirmed the potential of our method in producing a sharp image of multiple and adjacent bodies.

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41

Costaridou, L., G. Panayiotakis, N. Pallikarakis, and B. Proimos. "Radiographic skills learning: procedure simulation using adaptive hypermedia." British Journal of Radiology 69, no. 826 (October 1996): 938–45. http://dx.doi.org/10.1259/0007-1285-69-826-938.

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42

Salakhutdinov, Ruslan, and Geoffrey Hinton. "An Efficient Learning Procedure for Deep Boltzmann Machines." Neural Computation 24, no. 8 (August 2012): 1967–2006. http://dx.doi.org/10.1162/neco_a_00311.

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We present a new learning algorithm for Boltzmann machines that contain many layers of hidden variables. Data-dependent statistics are estimated using a variational approximation that tends to focus on a single mode, and data-independent statistics are estimated using persistent Markov chains. The use of two quite different techniques for estimating the two types of statistic that enter into the gradient of the log likelihood makes it practical to learn Boltzmann machines with multiple hidden layers and millions of parameters. The learning can be made more efficient by using a layer-by-layer pretraining phase that initializes the weights sensibly. The pretraining also allows the variational inference to be initialized sensibly with a single bottom-up pass. We present results on the MNIST and NORB data sets showing that deep Boltzmann machines learn very good generative models of handwritten digits and 3D objects. We also show that the features discovered by deep Boltzmann machines are a very effective way to initialize the hidden layers of feedforward neural nets, which are then discriminatively fine-tuned.

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43

Tsaih, Rua-Huan, and Tsung-Chi Cheng. "A resistant learning procedure for coping with outliers." Annals of Mathematics and Artificial Intelligence 57, no. 2 (October 2009): 161–80. http://dx.doi.org/10.1007/s10472-010-9183-0.

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44

Corr, S. A., and J. L. J. Proot. "Clinical audit for the tibial tuberosity advancement procedure." Veterinary and Comparative Orthopaedics and Traumatology 26, no. 04 (2013): 280–84. http://dx.doi.org/10.3415/vcot-12-04-0052.

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SummaryObjective To quantitatively assess the learning curve for the tibial tuberosity advancement (TTA) procedure performed by a single surgeon using the cumulative summation (CUSUM) technique and to determine if surgeon performance remained under control (i.e. within specified quality boundaries) after the learning curve had been climbed. Study design: Retrospective study.Animals Dogs (n = 122) with cranial cruciate ligament deficient stifles (n = 167).Methods Records of all dogs that had a TTA procedure performed by the same surgeon were reviewed. Cases were included if the following information was available: weight, breed, date of surgery, presence of partial or full cruciate rupture, meniscal pathology, occurrence and description of postoperative complications and treatment with a minimum of 12 months follow-up. Patients were excluded if they had a concurrent illness. Major complications were defined as those requiring revision surgery. The CUSUM technique was used to determine the time taken for the surgeon to reach a pre-defined level of competency and to monitor ongoing performance.Results Major complications occurred in 15 out of 167 procedures (9%) within 12 months of TTA surgery. The complication rate decreased as surgical experience was gained with the technique, however the learning curve continued until the 22nd procedure. Thereafter, despite the target complication rate being re-set at a lower level, the surgeon's performance remained acceptable, i.e. within the revised quality boundary.Clinical significance The CUSUM technique was used for clinical audit, to determine the learning curve for the TTA procedure for a single surgeon, and to monitor ongoing performance. An experienced general practitioner had a learning curve of 22 procedures and complication rates were within the published ranges.

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Hussain, Faridah. "Pedagogy in Universiti Teknologi MARA (UiTM): Teaching and Learning Civil Procedure II." Malaysian Journal of Social Sciences and Humanities (MJSSH) 8, no. 1 (January 31, 2023): e001943. http://dx.doi.org/10.47405/mjssh.v8i1.1943.

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The Civil Procedure II course learning outcomes include organizing and preparing fundamental court documents and acquiring drafting skills. This subject assists final-year law students to analyze a wide range of interlocutory procedures in the conduct of various civil proceedings. Since students must prepare themselves to be litigation lawyers, they must be able to comprehend the material and use it in their legal practice. As such, the difficulty of teaching and learning the subject of Civil Procedure II must be examined in this new era. This paper will explore whether newfound applicable pedagogical techniques and instructional methods can improve the teaching and learn of the Civil Procedure II course at Universiti Teknologi MARA's Faculty of Law (UiTM). The purpose of this article is to examine the fundamental components and elements of teaching-learning and identify the challenges and problems that stand in the way of effective teaching-learning in the law of civil procedure II. Doctrinal content analysis is used in this paper's qualitative research approach to gain a deeper understanding of the conflict that exists when deciding how to teach the subject of Civil Procedure II effectively. The findings of this paper reveal that using newfound applicable pedagogy such as online learning tool in conjunction with in-person instruction may improve pedagogy in the teaching and learning of Civil Procedure II. The newfound applicable pedagogy to law school instruction is relevant for both lecturers and students in this 21st century.

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46

Labinowicz, Ed. "Assessing For Learning: The Interview Method." Arithmetic Teacher 35, no. 3 (November 1987): 22–23. http://dx.doi.org/10.5951/at.35.3.0022.

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Holding interviews with individual children on mathematical topic can reveal both unsuspected weaknesses and surprising strengths in their mathematical thinking. Provocative findings are likely outcome when the conversations extend beyond the structured format of workbook exercises and paper-and-pencil tests. Despit e similar written responses on work heets and test from many children in your class, interviews with several individuals will uncover a wide range of understanding or methods used. For example. some children will get right answer for computational task while having basic misunderstanding of the concepts underlying the procedure used. Other children will reveal original procedures that have not been taught in class. In addition, children making computational error may reveal a better conceptual understanding of the procedure than many who compute accurately. Such provocative findings—currently masked by an overdependence on paper-and-pencil evidence of learning—are likely to challenge your classroom practice. What you learn from children in a few interview can have a dramatic effect on what you teach, when you teach it. how you teach, and how you evaluate children's progress.

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Keel, Marie C., and David L. Gast. "Small-Group Instruction for Students with Learning Disabilities: Observational and Incidental Learning." Exceptional Children 58, no. 4 (February 1992): 357–68. http://dx.doi.org/10.1177/001440299205800408.

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This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

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P. Diep, Chi, Giang T.L. Nguyen, and Nga T. Vo. "Structure and Procedure for Developing an Online Course." Journal of Technical Education Science, no. 62 (February 28, 2021): 83–98. http://dx.doi.org/10.54644/jte62202183.

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Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

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49

P. Diep, Chi, Giang T.L. Nguyen, and Nga T. Vo. "Structure and Procedure for Developing an Online Course." Journal of Technical Education Science, no. 62 (February 28, 2021): 83–98. http://dx.doi.org/10.54644/jte.62.2021.83.

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Анотація:

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

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50

Gallego, J., J. Ankaoua, M. Lethielleux, B. Chambille, G. Vardon, and C. Jacquemin. "Retention of ventilatory pattern learning in normal subjects." Journal of Applied Physiology 61, no. 1 (July 1, 1986): 1–6. http://dx.doi.org/10.1152/jappl.1986.61.1.1.

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Two procedures for training normal subjects to increase inspiratory duration (TI) were compared. In the first procedure (feedback), a visual signal informed subjects of their TI value just after the end of each inspiration; subjects were instructed to maintain TI for a set interval previously established by the experimenter. The second procedure (pacing) consisted of delivering a periodic signal to subjects and instructing them to adjust their respiratory frequency to this signal. All subjects participated in two identical sessions, 24 h apart. Comparison of performances between the two sessions provides evidence for a retention effect in feedback subjects only, suggesting the superiority of this method. Voluntary increase of TI during training induced a spontaneous increase of tidal volume, independent of any instruction. This increase in breathing amplitude cannot be explained in terms of chemical control of breathing.

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