Inductive Programming Research Articles

Discretion in Applying Provisions of Law: Linguistic Prospects For AI and Machine Learning

The note presents the will of actions in using the provisions of the law as an assessment when making an opinion, or as a choice of a more favorable and correct conclusion from the number of varieties allowed by law. This legal appearance was presented in the guise of a targeted cause-and-effect graph, in which all actions are associated with a friend with another, are considered the reasons or consequences of a friend of a friend. Any of its vertex points is an event, an edge is an association, the orientation of the edges is from the corollary to the base. The features of the euro legislation on AI are considered. The essence of the artificial origin of the mind has been studied for making conclusions at personal discretion. The reprimand was made on the model of AI and machine learning, which have every chance to be: multifunctional, dynamic, expressed in the definitions of mathematical functions, risk models, credit optimization; static, expressed in relationships between data objects (chart of accounts, affairs between subjects). The Abstraction and Reasoning Corpus dataset has been demonstrated as a benchmark for robust AI. Methods of controlled machine learning have been discovered, encompassing authorized learning ("student's task"), inductive programming ("life experience"), predictive power ("scientist's task"), study campaign ("teacher's task"). The classification of arguments, methodologies and layouts has been determined for a discretionary judgment process with a pertinent case of the Euro Court of Human Rights.

Does Principal Professional Development Improve Schooling Outcomes? Evidence from Pennsylvania’s Inspired Leadership Induction Program

Principals shape the academic setting of schools. Yet, there is limited evidence on whether principal professional development improves schooling outcomes. Beginning in 2008–2009, Pennsylvania’s Inspired Leadership (PIL) induction program required that newly hired principals complete targeted in-service professional development tied to newly established state leadership standards within 5 years of employment. Using panel data on all Pennsylvania students, teachers, and principals, we leverage variation in the timing of PIL induction across principal-school cells and employ difference-in-differences and event study strategies to estimate the impact of PIL induction on teacher and student outcomes. We find that PIL induction increased student math achievement through improvements in teacher effectiveness, and that the effects of PIL induction on teacher effectiveness were concentrated among the most economically disadvantaged and urban schools in Pennsylvania. Principal professional development had the greatest impact on teacher effectiveness when principals completed PIL induction during their first 2 years in the principalship. We also find evidence that teacher turnover declined in the years following the completion of PIL induction. We discuss the implications of our findings for principal induction efforts.

Strategies of Teaching and Learning Process for Young Learners during the Pandemic

This study was conducted to investigate the strategy and activities in the teaching and learning process during the pandemic in Aura Sukma Insani Kindergarten and to investigate the teachers’ problems during the process of teaching English to Young Learners during the pandemic. This research used a descriptive qualitative method, i.e., case study. The research data are derived from observation, interview, documentation, and document analysis. The subject of this research was 3 classes (with 18-21 students each class) in B level (age 5-7). The interview is semi-structured with three teachers and a school principal as informants. The theory used in this research is the teaching and learning theory from Brown (2001). This study concluded that Aura Sukma Insani Kindergarten applied blended learning and applied both synchronous and asynchronous modes of learning during pandemics. Besides, to support the teaching and learning process, the school has a special program namely, orientation and induction programs, and reflection and follow-up program. In addition, the problems of teachers are mainly about the adaptation, emotional bonding, limited time allotment, students’ mood and focus, students’ social skill and characters, teachers’ preparation, parents’ involvement, lack of facilities and technical skill and cost. The results of this study have important implications for classroom practice as it can be used as a resource and as the foundation for more detailed information strategy of the teaching and learning process during the pandemic.

Induction Programs for Beginning Agriculture Teachers: Research-Based Recommendations on Program Structure and Content

The shortage of teachers, specifically agriculture teachers, has been established and literature shows us why some teachers choose to leave. The question remains, how can we provide induction programs to agriculture teachers that support their unique needs and ultimately retain beginning agriculture teachers in the profession long term? This longitudinal qualitative case study began with eight traditionally certified beginning agriculture teachers and concluded with six completing the three-year study. The collective case study gathered data from site visits, monthly interviews, and annual focus groups. Recommendations were made for components that should exist in an induction program for beginning agriculture teachers. The content beginning teachers may need, how to structure a program, and items mentors and facilitators need to be aware of when providing a comprehensive program are provided. Recommended components include developing a supportive community among the teachers, providing “as needed” resources, multiple mentors, feedback on teaching, and structured reflection.

The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers

AbstractThe early years of teaching are important for science teachers, but little is known about how science teachers develop professionally in their early years. This mixed methods study took a longitudinal view of the early years of teaching. Following 95 secondary science teachers over a 5‐year period, this study examined the beliefs, pedagogical content knowledge (PCK), and practices of the teachers during and after their induction programming. It drew upon the conceptual framework of opportunities to learn to contemplate the experiences of the teachers in relationship to their beliefs, PCK, and practices. Interviews and observations comprised the data in the study, which were analyzed quantitatively and qualitatively and then integrated to understand the teachers' development. The quantitative analysis revealed that the early career teachers experienced no significant change in their beliefs over time but did experience significant change in their PCK and in some of their instructional practices. The qualitative analysis highlighted the difficulty in changing the instruction of the teachers, administrative decisions that constrained or contributed to the learning of the new teachers, and the different professional learning opportunities new teachers drew upon over time. These results suggest that early professional development experiences provided some support for the newly hired teachers, but not enough to challenge their beliefs or establish the instructional repertoires envisioned in the science education reforms. To better support the development of early career science teachers, they need strategic learning opportunities over time that involve administrators, colleagues, and science teacher educators.

Influence of Teacher Induction Program (TIP) to the beginning teachers’ performance

Influence of Teacher Induction Program (TIP) to the beginning teachers’ performance

321 Surgery Induction Guidebook – an Aid to a Successful Transition

Abstract Aim There is a 4–12% increase in mortality following the August change over in the National Health Service (NHS) UK. A well-structured induction programme is mandatory to improve both the competency and confidence of new junior doctors. This activity was designed to evaluate and improve the induction process in Pilgrim Hospital by introducing an induction guidebook. It aimed to provide a sustainable and reliable source of information to junior doctors. Method An initial survey in the department assessed the needs and identified the information required for the guidebook. An induction guidebook was designed and circulated during the changeover. A feedback survey was conducted after the six months of the initial Induction guidebook release, to know the usefulness of components of the induction guidebook and identify any gaps to improve the guidebook. Results A total of 15 participants completed the feedback survey. 47% (7) found the induction guidebook beneficial and 53.3 % (8) found it ‘slightly beneficial'. Similarly, only 1 participant (6.7%) rated the guidebook to be “of minor importance”, while 53% (8) rating it “very important” part of induction. The feedback for the contents of the book was also encouraging with suggestions. Conclusions The guidebook proved to be a valuable source in helping new doctors during times of transition to adjust to the local system and improve the induction process. It provided information about local guidelines, job overview, team structure, IT, useful contacts, and other relevant information. We recommend the departmental guidebook as a vital part of local departmental induction during the changeover.

A Study to Assess the Prevalence of Domestic Violence among Married Women in Selected Village Derol, Bharuch

Women are important in our society we all know every women has own job or duty in this modern society but we can’t forget that women’s life is a lot more complicated than man’s life especially married women’s’. World Health Organization has defines domestic violence as “the range of sexually, psychologically, and physically coercive acts used against married by current or farmer male intimate partners or other family member”. Objectives:1. To assess the prevalence of domestic violence are among married women.2. To assess different forms of demographic variable and identify it’ s associated factors. Methods: A descriptive research design used in study simple random sample and technique was used for the present study 300 married woman was selected from Derol village. Result:71% of women undergone emotional violence from the husband and 13% women are suffering from physical violence and 15% are suffering from sexual violence. In this present study reveals that there is a significant association between Occupation of Wife, Education of Husband and wife and type of Marriage and domestic violence. There is the highly significant association between Habits of husband and Domestic violence. Conclusion: The Study concluded that Night shift duty and over workload among staff nurses have greatly influenced in the administration of medication. The stakeholders must review the workload of staff nurses within their hospital and rectify with a possible solution. The poor knowledge of nurses can be improved by continuing nursing education and an efficient induction programme will be reduce the medication error among the nurses.

Extent of Teachers’ Participation in Continuous In-Service Training Programmes for Their Improved Job Productivity in Secondary Schools in Anambra State

The inefficiencies noticed among many secondary school teachers while performing their teaching responsibilities in the classroom which seems to have negative impact on their job productivity has warranted this present study. Therefore, the present study was designated to find out the extent teachers’ participation on continuous in-service training programmes for their improved job productivity in secondary schools in Anambra State. Three research questions guided this study. A descriptive survey research design was employed in the study. Population for this study constituted 5,674 teachers from 258 public secondary schools within the 6 education zones in Anambra State. Sample size for the study consisted of 1,135 teachers from 129 public secondary schools selected at 20% and 50% from both the teachers’ population and public secondary schools respectively using the stratified random sampling technique. Instrument for data collection was a researcher-developed 23-item questionnaire titled: “Teachers’ Participation in Continuous In-Service Training Programmes and Improved Job Productivity Questionnaire (TPCISTPIJPQ)” and structured on a 4-point scale of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) in order to answer all the three research questions. The questionnaire was validated by two experts from the Department of Educational Management and Policy, and one Measurement and Evaluation expert from the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State. Reliability of the instrument was established through a pilot-test on a sample 32 teachers from 4 public secondary schools in Anambra State. The scores obtained were measured using Cronbach Alpha statistics which yielded coefficient reliability value of 0.75, 0.77 and 0.81 for each cluster respectively, with an overall internal consistency reliability value of 0.78 showcasing that the questionnaire was reliable and dependable to collect the necessary data for the study. Data collated were analyzed using the mean score rated at 2.50 and standard deviation statistics. Findings of the study revealed among others, that the extent of teachers’ participation in the various continuous in-service training programmes (on-the-job, off-the-job & computer-based training programmes) for their improved job productivity were all to a low extent. The study recommended among others that secondary school principals in collaboration with Anambra State Post Primary Schools Service Commission (PPSSC) should to high extent constantly organize on-the-job continuous in-service training programmes through induction and orientation training programmes, shadowing or co-worker training, job rotation, mentorship from older teachers, internship programmes, school seminars and workshops, coaching and committee assignment for teachers improved job productivity in schools.

A cross sectional study to assess the effectiveness of orientation and induction programme among public health officers of a municipal corporation in North India: pre-test and post-test analysis

Background: Vector borne diseases like malaria & dengue are of public concern. Public Health Officers have the job to identify and investigate health issues among people. But there is a need for induction training and re-training for ensuring adequate awareness and safe practices in health care settings. The present study was conducted to study the effect of orientation trainings on the knowledge of public health officers about the common vector borne diseases like malaria and dengue.Methods: This was a cross-sectional study conducted among 22 public health officers of Municipal Corporation of North India. Pre-test and post-test questionnaire was asked related to topics such as vector borne diseases, their prevention, treatment and water related diseases. Posttest was asked after two days of induction and orientation training. The pre- and post-test scores were tabulated and statistically analyzed using statistical package for the social sciences (SPSS) version 21. Data was presented in descriptive form and statistical significance of difference (taken as p-value <0.05) was calculated using paired t test.Results: The present study reported that the orientation programme conducted was highly informative to the medical officers. Study showed that post-test response was higher as compared with pre-test response and this difference was found statistically significant (p<0.002).Conclusions: Informative trainings are helpful to increase knowledge and giving information about the recent changes in the health programme to public medical officer who are particularly working in the community setting.

Interim Foundation Year One (FiY1) and preparedness for foundation year 1: A national survey of UK foundation doctors

Background Induction programmes aim to ease the transition from medical student to doctor. The interim foundation year 1 (FiY1) placement, introduced in the first COVID-19 wave, provided experience in advance of the Foundation Year 1 (FY1) start in August; providing more time and enhanced responsibilities than traditional induction programmes. This study examines the effects of the FiY1 placement on anxiety levels and preparedness for FY1. Methods This was a descriptive cross-sectional study using data from four cohorts of FY1s who completed the online National FY1 induction survey from 2017 to 2020 (n = 4766). Questions evaluated self-reported preparedness and anxiety levels. Differences in preparedness and anxiety levels of FiY1 and non-FiY1 participants in 2020, and the 2017–2019 participants (non-FiY1 controls), were evaluated. Results FiY1s in 2020 reported higher self-reported preparedness (79%) than non-FiY1s (54%) in 2020 (p = <0.001) and the control 2017–2019 cohort (63.8%) (p < 0.001). Fewer FiY1s experienced pathological anxiety (29.3% versus 40.8% for non-FiY1s; p = 0.001). Conclusion Time spent in an FiY1 role is associated with an increase in self-perceptions of preparedness and a reduction in anxiety. These data indicate that time spent in an FiY1 role may have utility in further improving the transition period from medical school to FY1.

Teacher Professional Code of Conduct: its effect on Teaching and Learning Process in Public Secondary Schools in Busega District, Simiyu, Tanzania

A shared set of ideals that teachers base their professional work on are outlined in the Teachers’ Professional Code of conduct. The Code is designed to give teachers the principles and guidelines they need to handle professional work. The main purpose for this study was to examine the effects of teacher professional code of conduct on teaching and learning process in public secondary schools in Busega District. Specifically the study aimed to explore forms of teachers misconduct that affect teaching and learning process. The 1986 Albert Bandura’s social cognitive theory provided the theoretical foundation for the study. The study used mixed research methods approaches and designs. The data was collected from a total targeted population of 457 from which a sample size of 82 respondents was obtained through probability and non-probability sampling techniques. Data were collected from respondents using questionnaire and interviews. A pilot study conducted employed split half technique and the result was 0.7 correlation coefficient hence the researcher used the instruments to collect data. Quantitative data collected were analysed through descriptive statistics with the help of SPSS version 20 while qualitative data were thematically analysed and presented in narrative form. The study found that various forms of misconduct such as teachers absenteeism, unethical dressing, the use of abusive language, drunkenness, lateness and others, highly and negatively affect the teaching and learning process. Therefore the study concluded that teacher professional code of conduct is essential for successful teaching and learning process besides effective achievement of educational goals. The study recommended that the government should improve teachers’ living and teaching conditions, use various discipline methods effectively to reduce indiscipline actions of teachers in school setting, service training and induction programmes concerning the teacher code of conduct for the newly appointed teachers, and cooperation between teachers and head teachers and also among teachers themselves for mutual relationship.

Teacher education practices of an experienced teacher in an induction program: a case study

Resumo Considerando referências teóricas sobre a base de conhecimento para o ensino, conversas entre professores e pensamento do professor, analisam-se as práticas formativas de uma professora experiente, em sua atuação como mentora de uma professora iniciante em um programa de indução. Realizou-se um estudo de caso exploratório de natureza descritiva-analítica sobre interações virtuais estabelecidas entre elas. A análise de narrativas escritas dessa mentora revelou seu raciocínio pedagógico por meio de diversas ações formativas relacionadas à visualização das práticas e circunscrição dos problemas enfrentados pela iniciante. Desvelou, ainda, que a promoção de processos reflexivos incentivou a iniciante a olhar a própria prática, a projetar formas alternativas de atuação e a experimentá-las.

Práticas formativas de uma professora experiente num programa de indução: um estudo de caso

Abstract Considering the theoretical references on the teaching knowledge base, conversations between teachers, and the teacher's thoughts, we analyze the formative practice of an experienced teacher while acting as a mentor to a novice teacher in an induction program. We conducted a descriptive-analytical exploratory case study about the virtual interactions established between them. The analysis of the mentor’s written narrative unveils her pedagogical reasoning through several formative actions related to the novice. The analysis of the mentor's written narratives revealed her pedagogical reasoning through several formative actions related to the novices' practices and the problems she faced. The reflective processes encouraged the mentee to look at her practice, design alternative ways of acting, and implement them

Pattern of patients attending COVID 19 screening clinic: SWOT analysis of a salutogenic endeavour in North Bengal Medical College, Darjeeling district, West Bengal.

COVID-19 pandemic is a unique public health challenge causing unprecedented disruptions in normalcy. Low-and-middle-income countries need more context-relevant approaches since a majority of the world population lives here. Pandemic response in India was graded, and routine healthcare came to a screeching halt. COVID 19 Screening clinic was initiated with the intent to screen suspects and provide needful care after required consultation. It imparted preventive health education and addressed relevant queries, alleviating stress in the process. The second wave hit hard despite vaccination. To determine the pattern of patients attending, to conduct SWOT analysis for an insight into clinic functioning and to generate a database for further simulation were primary objectives. Descriptive cross-sectional hospital-based secondary data analysis was conducted in North Bengal medical college and hospital (NBMCH) for three months with the help of preformed proforma, interview guide and available records. An exit interview was conducted. Willing participants were enrolled. Verbal consent and Institutional Ethics Clearance were taken. An induction program was held every two months by the Department of Medicine, NBMCH. The clinic recorded 60,427 cases from 23rd March 2020 to 28th February 2021. The majority were males, Hindus and from rural areas of the Darjeeling district. 60.4% were symptomatic. Total cases quarantined, tested and admitted were 39.8%, 74.9% and 34.7%, respectively. However, unlike before, from September, 80.1% of the cases were symptomatic, and the majority came only for testing as national lockdown had ceased. SWOT Analysis revealed Strength as being able to operate 24*7 with coordination among all tiers of health care workers. Select seniors helped in its smooth conduction. The Weakness identified was clinic location beside the emergency, creating confusion.

In-service teachers' professional development and instructional quality in secondary schools in Gedeo Zone, Ethiopia

The study aimed to assess the relationship between in-service teachers' professional development and instructional quality in secondary schools in the Gedeo zone in Ethiopia. The study used a quantitative research approach with descriptive and co-relational survey designs to attain its goal. A combination of stratified random and purposive techniques was employed to select samples. Quantitative data were collected using the standard Teaching and Learning International Survey (TALIS), while qualitative data used semi-structured interviews. Based on the nature of the data, percentage, mean, and ordinal regression were utilized for quantitative data, while themes for qualitative analysis. According to the findings, the contribution of in-service professional development to instructional quality varies across dimensions. It contributes more to assessment (33.7%), followed by planning (32.9%), and less to the teacher as a person (29.1%), implementation (32.6%), and classroom management (32.6%). Besides, professional development activities such as seminars, curriculum meetings, action research, staff training, reflection, mentoring, and school visits are perceived to have little impact on teaching quality. However, an increase in age was associated with the likelihood of diminishing professional development's contribution to instructional quality (p < .05). Finally, teachers' professional development's impact on instructional quality varied by age, program type, and qualification level of secondary school teachers (p < .05). As a result, school leaders, local government, and Dilla University advised providing training to rethink the relationship between professional development activities and instructional quality in the study area. • The contribution of in-service professional development to instructional quality appears to be small. • Relatively, professional development contributes more for assessment, and less for a teacher as a person. • Professional development activities related to group work perceived to have little impact on teaching quality. • Age is commonly and negatively associated with teachers’ perception toward professional development. • Induction program and experience are positively associated to perception toward professional development contribution to planning and implementation.

Optimization of Ovarian Stimulation After Preparation with Oral Hormonal Contraceptives

Introduction: Ovarian stimulation can be performed in early follicular phase or after pretreatment with OCPs. The aim of this study is to know if OCPs prior to ovarian stimulation improve the results in an IVF cycle. Material and methods: Retrospective case-control study. We included 132 patients (aged 18-40 years) undergoing two consecutive IVF-ICSI cycles (264 cycles). One cycle was initiated without pretreatment and the other after pretreatment with dienogest 2 mg/etinylestradiol 0.03 mg. The dose and type of gonadotropins used was adjusted according to age, body mass index and antral follicle count. During ovarian stimulation, serial ultrasound and analytical controls were performed until the day of ovulation induction and puncture programming. Results: There were statistically significant differences in gestation rates with a higher number of pregnancies in the OCPs group (37.18% vs. 13.95%, p=0.005). The live newborn rate was higher in the group of patients prepared with OCPs (30.77% vs. 5.81%, p=0.005). Total days of stimulation was lower in the OCPs group (8.50 vs. 9.13, p=0.000). There were no statistically significant differences in the total number of oocytes retrieved, metaphase II oocytes or embryo quality. Conclusions: the use of OCPs can be considered as a pre-treatment in an IVF cycle since it allows us to plan ovarian stimulation without worsening the live birth rate.

Faculty induction program for newly recruited teachers of higher education: a case study

ABSTRACT Teaching is a profession in which the newly appointed teachers learn different methods of teaching skills, pedagogies of teaching and conducting research and should know the role and responsibilities of different academic leaders. The Faculty Induction Program (FIP) includes all these components. This article aims to study the perceptions of the newly appointed assistant professors or early-career faculty (ECF) regarding FIP, conducted by the Faculty Development Center (FDC) of Mizoram University, India. Out of 202 participants, 100 were selected by simple random sampling procedure. A self-constructed questionnaire was used for the collection of data. Focus group discussion was also conducted. The findings revealed that FIP conducted by the FDC was well organized. The participants benefitted by learning micro-teaching and its uses, the development of teaching-learning material, comprehensive and effective lesson planning, Bloom’s taxonomy, and the constructivist teaching approach.

INDUÇÃO DOCENTE EM REVISÃO: SENTIDOS CONCORRENTES E PRÁTICAS PREVALECENTES

Abstract This article presents an integrative summary of conceptions, policies and practices of teacher induction during teachers’ early career stage, based on a systematic literature review. The purposes for this review were: to analyze the teacher induction trends featured in international research; to discuss the correspondence, integration and independence relations between mentorship and induction; to understand the place of teacher induction programs and policies within the reviewed research; and, finally, to systematize the production of knowledge about the subject with regard to prevailing theory and methodological approaches.

Induction programs for supporting young teachers of a small rural school: international experience

Induction programs for supporting young teachers of a small rural school: international experience