Use Of Active Strategies Research Articles

Cooling Strategies of Lithium-Ion Battery Pack - A Review

Lithium-ion batteries' physical properties classify them as one of the most important sources of clean energy that overcome the need for fuel usage. The rated operating temperature and its uniformity are of the main demands of Lithium-ion batteries. In this survey, several types of studies have been reviewed with the aim of understanding the thermal management systems used to control the temperature of lithium-ion batteries and their uniformity in the battery pack. They are represented by active and passive systems, as well as the hybrid system, which integrates each of the two mentioned systems into a system to obtain the best thermal performance. Active cooling systems were classified due to the type pf coolant used to air and liquid system, meanwhile passive system classified to PCM and heat pipe system. The survey reveals that the air-cooling of lithium-ion battery pack is better than the use of liquids. About 74% of the reviewed works prefer the use of active strategies. The working temperature under normal conditions should be within -20 to 60 °C, meanwhile the optimum range is 15 to 35 °C. The maximum temperature difference between batteries in the pack is preferred to be 5 °C or less.

Digital Competence and Job Performance in University Teachers in the Public Sector

Purpose: The objective of the study is to describe and evaluate the association of digital competence and job performance in public sector university teachers located in Lima, Peru. Theoretical framework: Being the digital competence necessary to improve the performance of teachers and increase their labor remuneration (Martín-Cuadrado et al., 2021). Design/Methodology/Approach: The same that has been possible to verify; thanks to the cross-sectional design and correlational descriptive level. In a sample of 184 university professors; who decided to participate freely and voluntarily to answer the questionnaires. Findings: The results show that the digital competence of teachers is at the advanced level at 45.7%, followed by the intermediate level with 38.9% and low at 15.5%. And in terms of work performance, the average level comes out with 36.2%, high 32.9% and low 13.3%. And by associating digital competence and job performance; it is found that the correlation value is (Rho = .290, p<.001); which expresses being of low magnitude and positive direction. Existing a nexus of positive and significant direction between both. Research, practical & social implications: Evidencing that the development of digital skills is associated with the job performance of university teachers in the public sector according to their praxis and academic work. That is, the optimization of the work performance of university teachers improves to the extent that they develop their digital skills, favoring teaching, the use of active strategies; problem solving and timely information management using digital media. Originality/Value: Because digital competence acts as a conditioning element for job performance in the exercise of university teaching.

Teachers' digital competence for ICT skills in the 21st century: an assessment of their development

Currently, the role of the teacher in education and its relationship with technological, information, and communication competencies is the subject of much attention in educational contexts. Thus, the objective of this study was to describe the results of concurrent mixed research, which evaluated the digital aptitude of teachers concerning ICT skills from a theoretical perspective established by UNESCO and the MEN. Therefore, the study was conducted with the participation of teachers of the Faculty of Economics and Administrative Sciences of the University of La Guajira, Colombia, to know how they assumed their professional development concerning the technological competencies of the XXI century. The study identifies a very moderate use of active strategies and didactics supported by ICT. Likewise, limitations are found in the classrooms regarding technological infrastructure and connectivity, which hinder the integration of ICTs in the academic and student environment.

Examining the effects of passive and active strategy use during interactive search for LEGO® bricks.

In many important search tasks, observers must find what they are looking for using only visual information (e.g., X-ray baggage screening/medical screening). However, numerous other search tasks can only be effectively completed when the searcher uses their hands to find what they are looking for (e.g., "rummage" search). Unfortunately, it is not currently well understood how observers conduct such "interactive" searches nor what the best strategies might be for doing so. Here, we first review the limited literature on interactive search. We then present a novel methodology for the study of interactive search that involves having observers seek out LEGO® targets in a cluttered tray of assorted bricks. In our validation task, we confirm the validity of this approach by demonstrating that it produces sensible patterns of diminishing returns in response time as targets are removed from the set as well as hastened search times for larger targets. In our experiment, we modify the approach, refining its systematicity and experimental control. We also build on prior work exploring strategy use in visual search by investigating the extent to which active and passive strategy use impacts performance in interactive search. In contrast to our prior findings in hybrid visual search (Madrid & Hout, 2019), our current findings suggest that in interactive search, an active search strategy can be superior to a passive one. We close by offering a conceptual model (the Interactive Multiple Decision Model [i-MDM]) that explicates the steps involved in a search task of this nature, and we then provide suggestions for how to further refine the task to achieve higher internal validity and to delve deeper into questions of theoretical importance in the field of interactive search. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The use of active strategies for teaching Latin syntax: a case study of a Brazilian classroom experience

In this paper, by showing a case study of a Latin teaching experience in Brazil, we discuss the relevance and usefulness of incorporating active strategies into the teaching of Latin syntax in a Brazilian university context. We mean here by active strategies any language practise consisting of producing language output, either orally or through writing, as a means of creating texts in this language to respond to classroom tasks. Our point is that through the development of task-based lessons with active strategies we may more easily engage students in their learning process and make more effective the learning of Latin syntax. We present a brief introductory discussion on what we consider to be how Latin is currently taught in Brazil, then we present an active teaching approach experience, and then we provide with some more conceptual arguments to justify such approach to this classical language.

Prevalence of psychosocial risk factors in cardiac patients in rehabilitation

La promoción de programas multidisciplinares de prevención y los avances en intervención cardíaca han mejorado el pronóstico de la enfermedad cardiovascular (ECV) aunque sigue siendo la principal causa de muerte en adultos de mediana edad. Los programas de rehabilitación cardíaca (PRC) inciden en modificar los posibles factores de riesgo cardíaco (FRC) implicados, incluidos los predisponentes psicosociales (emocionales, de personalidad y comportamentales) que son el objetivo prioritario de las intervenciones psicológicas inmersas en ellos. El objetivo del presente estudio es analizar la prevalencia de dichos factores psicosociales en una muestra española (N: 905; 82% varones), incluida en un PRC y detectar la diferente prevalencia según el género, el riesgo cardíaco y la edad.
 Resultados: prevalencia en depresión: 29%, afecto negativo: 33,4%, expresión de ira: 30,4% y ansiedad 20%. El 17,3% presentó personalidad tipo-A (PCTA) y obtuvo una reducida calidad de vida el 25,3% y bajo apoyo social el 12,5%. Las mujeres mostraron mayor psicopatología emocional y menor uso de estrategias activas y PCTA. Además, con mayor riesgo cardiológico se obtuvo un perfil psicológico más adverso mientras que, según la edad, los más jóvenes presentaron mayor prevalencia de factores psicosociales. Conclusión: por su elevada prevalencia, se hace necesario enfatizar la atención a los factores psicosociales en los programas de rehabilitación y hacerlo diferencialmente conforme los perfiles de los usuarios.

Intended and Actual Changes in Study Behaviors in an Introductory and Upper-Level Psychology Course

We examined self-directed studying of students in an introductory (Study 1) and upper-level (Study 2) psychology course. Students reported their study behaviors for Exam 1 and 2, and wrote Exam 2 study plans. In both studies, students planned to and ultimately did use more active strategies for Exam 2 than Exam 1. However, they struggled to follow through on plans to space studying over time. In Study 1, we also found that greater use of active strategies (e.g., retrieval practice) was associated with higher exam scores when controlling for factors such as study time. Our findings highlight that students across course levels are interested in changing their study behaviors and we note implications for instructors.

Teaching strategies for basic education students

trategies in basic education students, it is known that for success in the teaching-learning process it depends on the dynamics that are applied in mediation to achieve an effective interaction between the teacher and the student. The purpose was to determine the use of appropriate methodological strategies during the educational process in the fifth grade of the Galo Plaza Lasso School. To this end, qualitative and qualitative research was used, supported by theoretical and empirical methods such as analytical, synthetic, inductive, deductive, descriptive and observation; For the collection of field information it was necessary to use two questionnaires, the first for students, structured with four dimensions and 32 items with a Likert-type scale, the second, organized in two dimensions of 10 items, applied by teachers. Among the results, it was evident that 45% of the respondents did not consider the use of active strategies in the classroom necessary, omitting meaningful learning. It is concluded that what is established in theories about the importance of the ideal methodology for the teaching process, is far from its task, therefore, the child's innate potential is wasted and with it the development of required basic skills is not achieved.

MODERNISING THE DAYAH

The Acehenese Islamic educational institution, dayah, has played a major role in institutionalisation of Islam among the Acehness. the development of diversity in community. As a traditional institution, the dayah system has developed and successfully translated principles of modernity through the establishment an integrated educational system. This article examines the modernization of Darul Mukhlisin in Central Aceh and its characteristic in modernising its educational system. The modernization of the education system is characterized by changes in the aspects of objectives, Teungku and the students (santri) of dayah, implementation of an integrated curriculum, the treasury of contemporary books, use of active strategies and varieties of educational methods, environmental changes, the application of test and non-test evaluation types, and so forth. This article further argues that the Darul Mukhlisin has been successfully adopting the dayah system into modern principles of modern management in educational institution. The Darul Mukhlisin resorts as an important agent for religious education, producing learned Muslims who contributes to the development of the Acehness.

MODERNIZATION OF INTEGRATED DAYAH EDUCATIONAL SYSTEM IN DARUL MUKHLISIN BURNIJIMET

The existence of Dayah as an Islamic educational institution in Central Aceh District has a major role in the development of diversity in community. Step by step, the educational institution is developing, both in quality and quantity. Departing from this reality, this paper uses a phenomenological approach, examines the modernization of Darul Mukhlisin’s integrated Dayah educational system, which includes the Dayah education sub-systems. The modernization of the education system is characterized by changes in the aspects of objectives, Teungku and Santri Dayah , implementation of an integrated curriculum, the treasury of contemporary books, use of active strategies and varied methods, environmental changes, the application of test and non-test evaluation types, and so forth. Thus, the existence of Darul Mukhlisin was able to become a bastion of religious education in producing religious cadres and religious generations in Central Aceh.

Modernization Education System of Dayah Terpadu Al-Azhar

The existence of dayahs in Central Aceh is an Islamic educational institution that contributes in influencing the religious life of the community, day by step the development of both the quantity and quality is increasing. This study aims to describe the modernization Education System of Dayah Terpadu Al-Azhar, includes sub-systems of dayah education. This research is a field research with a descriptive qualitative method using a phenomenological approach, the main data source of this study is the document, and the informants are leaders of dayah, teungku dayah, santri and community leaders. Modernization education system of Dayah Terpadu Al-Azhar is characterized by changes in objectives, teungku and santri dayah, implementation of an integrated curriculum, enriching the treasures of contemporary books, the use of active strategies and varied methods, development of the dayah environment, and evaluation of learning.

Pain coping strategies in children with cerebral palsy.

To describe coping strategies in children and adolescents with cerebral palsy (CP), relative to age. Patients were prospectively recruited from two paediatric rehabilitation centres in France. The Pediatric Pain Coping Inventory - French and Structured Pain Questionnaire were completed by an experienced professional for each child. One hundred and forty-two children with CP were included (80 males, 62 females; median age 12y; IQR=8-15y). They generally used fewer coping strategies than typically developing children ('Seeks social support and action': 12.47 vs 12.85, p=0.477; 'Cognitive self-instruction': 9.28 vs 10.90, p<0.001; 'Distraction': 4.89 vs 7.00, p<0.001; 'Problem solving': 4.43 vs 5.19, p<0.001). In the CP group, 'Seeks social support and action' decreased with age (p=0.021) and 'Cognitive self-instruction' increased with age (p<0.001). 'Problem solving' and 'Distraction' did not change with age. Coping strategies were influenced by Gross Motor Function Classification System level (p=0.022) and history of surgery (p=0.002). Children with CP generally used fewer coping strategies than typically developing children and tended to rely on social support. Use of active strategies increased with age; however, they appeared later than in typically developing children and were used to a lesser extent. Children with cerebral palsy (CP) use fewer pain-coping strategies than typically developing children. Children with CP tend to use social support to cope with pain. Children with CP learn more appropriate strategies from previous painful experiences. Active coping strategies appear later but remain underused in children with CP.

Faculty as Active Learners About Their Practice: Toward Innovation and Change in Nursing Education.

This article describes the perceptions of a small group of nursing education faculty members participating in the continuing professional development module, Pedagogy in Higher Education, regarding the use of active learning strategies. Data were collected using field notes and participants' presentations and articles about their experiences when using innovative teaching strategies. The findings point out the benefits for knowledge mobilization, the development of synergies based on collaboration, and other gains in terms of students' experiences. Challenges involve the use of these active strategies on a regular basis as part of a sustained and aligned approach to enhance teaching and learning. [J Contin Educ Nurs. 2019;50(3):134-140.].

Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension

In pursuit of the precise mechanism by which working memory (WM) functions in second language (L2) reading comprehension (RC), the current study examined whether strategy use or task difficulty influences the role of WM in L2 RC. Eighty Korean adult EFL learners participated, and their WM capacity, RC performance, and strategy use were measured. The variable of task difficulty was operationalized by the relative difficulty of texts on which RC items were based. The results showed that difference in strategy use brought about significant difference in RC performance when the readers with insufficient WM capacity had to comprehend difficult texts, whereas no such difference was found with easier texts or among L2 readers with more WM capacity. These findings not only illustrate intricate interrelationships among WM and other variables in L2 RC, but also provide a noteworthy implication for L2 reading instruction that L2 learners with deficient WM capacity could benefit from active strategy use when faced with a difficult L2 reading task. The compensatory role of strategy and the necessity of remedial strategy training for the learners with limited WM is further implicated for L2 reading classrooms.

Performance predictions and postdictions in prospective memory of school-aged children

Prospective memory (PM) undergoes important developmental changes during the primary school years, particularly around 7 and 8 years of age. Recent studies have suggested that, as well as executive functions (EFs), PM development also benefits from age-related increments in metamemory (MM) abilities. The primary aim of the current study was to explore the role of MM monitoring and control processes (i.e., procedural MM) of 7- and 8-year-old children in a PM task including specific cues. Monitoring processes were assessed by asking children to judge their own PM performance before (predictions) and after (postdictions) in performing a PM task. In addition, children were asked to report the strategy they used to remember the PM task. Reactive effects of making predictions and using strategies were assessed via both an ongoing task (OT) and PM performance. EF and declarative MM performance was also examined. Results showed that children who were asked to predict PM performance had faster PM response times (RTs), but not higher accuracy rates, than children in a control group. However, strategy use affected both PM and OT performance, with those children reporting active strategy use obtaining higher PM accuracy rates and slower OT RTs. Finally, switching abilities were also predictive of OT performance. This investigation highlights the importance of studying MM monitoring and control processes in relation to children’s PM.

Medical Students' Use of Different Coping Strategies and Relationship With Academic Performance in Preclinical and Clinical Years

ABSTRACTPhenomenon: Medical students' coping abilities are important for academic success and emotional health. The authors explored differences in students' use of active, problem-solving strategies and emotional, inwardly directed approaches; the change in coping strategies used during medical school; and coping strategy impact on performance. Approach: One hundred eighty-three students completed the Ways of Coping Scale at matriculation and end of the 2nd and 3rd years. Frequency of each of 8 ways of coping, changes in coping strategy use over time, and relationship of coping method with preclinical and clinical scores were calculated. Findings: Students varied widely in use of coping mechanisms. Over time, students shifted to using emotional strategies more frequently while decreasing their use of active strategies. Coping strategies were unrelated to preclinical academic performance (R2 = .09, adjusted R2 = .04, ns) but were related to clinical performance (R2 = .23, adjusted R2 = .18, p < .0001), with active coping associated with higher performance and emotional methods associated with lower performance. Insights: Students decreased use of active coping strategies and increased use of emotional coping strategies over time, but emotional strategies were associated with poorer clinical academic performance. These shifts in coping methods may be detrimental to student performance and learning. Improving students' ability to cope should be an educational priority.

Social Stigma and Well-Being in a Sample of Schizophrenia Patients

The present study analyzes the existing relationship between three variables related to social rejection (perception of overt and subtle discrimination and stigma consciousness) and the psychological and subjective well-being among people with schizophrenia. Likewise, we will analyze the relationship between two possible strategies to cope with stigma (active coping and avoidant coping) and well-being. A cross-sectional study was conducted in a sample of 50 people with schizophrenia recruited from the social care network for people with mental illness in the Community of Madrid. Results show, as expected, the existence of a negative association between the variables related to social rejection and psychological and subjective well-being. It was also found that avoidant coping is negatively related to well-being, while active coping is positively related, although in the latter case relations do not reach significance. In view of the implementation of interventions to improve the well-being of people with schizophrenia, our results suggest implementing strategies to reduce the perception of discrimination (especially subtle or indirect discrimination) and encouraging the use of active strategies to cope with stigma as opposed to avoidant-coping strategies.

Coping with asthma: Is the physician able to identify patient's behaviour?

The strategies patients use to manage their asthma (coping) have been found to be associated with clinical and patient-reported outcomes. The aim of this large cross-sectional survey is to assess the use of coping methods employed by patients with asthma and to explore the ability of general practitioners (GPs) to correctly identify these strategies. A modified Coping Orientations to Problem Experienced Questionnaire was completed by patients with asthma and their physicians. The survey was completed by 3089 GPs (69% male; mean age 55±6) and by 6264 patients (52% male; mean age 45+14). Active strategies were reported as the predominant method of coping by 51-59% of patients, whilst passive/avoidant techniques accounted for 12-28%. GPs believed the active coping methods were employed primarily by 35-45% of patients and the passive/avoidant methods by 8-26%. Physicians were able to identify the specific strategy used by a patient in 34%-64% of cases. The ability to identify the use of active strategies rather than the passive/avoidant was significantly higher (T test 8,250, p<0.0001). Coefficient of concordance between GPs' and patients' answers was fair. These results revealed the extent of maladaptive coping strategies used by patients and the tendency for physicians to underestimate these. These observations may well represent two obstacles in improving asthma clinical outcomes.

Validation d’un modèle de déterminants psychosociaux de la santé au travail de l’infirmière en gériatrie

The purpose of this study was to verify a model of relationships between psychosocial factors and health for 8066 francophone nurses working in geriatric care in Québec. A random sample of 1990 subjects was drawn and a participation rate of 77.9% and 55% was obtained for the two-time study taken twelve months apart. Based on the theory of Maddi and Kobasa (1984), the model was reproduced for the two-time periods with the aid of structural equations. The analyses showed that three variables exert a direct influence on psychological distress: professional burnout, occupational stressors and hardiness. Also, variables have a direct effect on burnout: listed in order of importance, these are hardiness, occupational stressors, work support, active strategies of coping and employment status. In dealing with the work stressors, the nurses who are hardy make use of active strategies of coping and look for support form their colleagues. The results of the study help to better understand the psychological and social resources that best favor adaptation of working women in highly demanding work environments. The fallout of the study converges towards the quality of life of helping professionals and towards the cost and quality of health and social services.

The roles of self-efficacy and abnormal illness behaviour in osteoarthritis self-management

The aim of the current investigation was to examine the psychological concomitants of self-management behaviours and health status among individuals with osteoarthritis (OA). A total of 119 people who had received a medical diagnosis of OA were recruited from either community-based self-help groups or through a rheumatology outpatient clinic. Participants completed a self-report questionnaire comprising measures of OA self-management, self-efficacy, abnormal illness behaviour and both physical and psychological health status. An index of objective OA severity was also available. Higher levels of use of passive self-management strategies were associated with poorer health status whereas the greater use of active strategies was related to better health status. Arthritis severity had little effect on these relationships. Preliminary support was provided for the mediating effect of self-efficacy on the association between abnormal illness behaviour and health status. However, such mediation was not evident for associations involving self-management. The study provided a useful extension to existing arthritis self-management literature, with abnormal illness behaviour and self-efficacy identified as predictors of self-management behaviours. Refinement of the existing self-management inventory may facilitate greater insight into the role of psychological variables in self-management behaviours and their health consequences.