Inductive Programming Research Articles

Developing Learner Positive Attitudes Towards Reading Comprehension: A Strategy Instruction Approach

This quantitative study sought to explore how Strategy Instructions Approach (SIA) as reading comprehension technique can help develop positive attitudes in learners towards reading. This study was necessitated by the fact that most South African children do not have positive attitudes towards reading and, as such, are not motivated to do reading on their own. To develop a positive attitude towards reading, learners must acquire a rich vocabulary. To acquire a rich vocabulary, learners must be acquainted with the strategies required for decoding meaning from texts. Researchers revealed that English First Additional Language teachers do not have adequate skills to teach learners to effectively comprehend what they read. This study used SIA, which was found to be an effective way of teaching reading comprehension, to grade 8 learners in Elliotdale Circuit Management Centre (CMC) in the Amathole East District of the Eastern Cape of the Republic of South Africa. The aim of this study was to find out if SIA could be used to develop positive attitudes in the learners towards reading. Sixty learners were sampled from three schools, twenty per school, to take part in the study. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. Descriptive statistics were used to summarize and describe the data collected before and after the interventions. The study revealed that the use of SIA to teach reading comprehension developed positive attitudes of the learner participants towards reading. The study also recommends that school-based staff induction programs should equip teachers on how to use SIA as a strategy for reading comprehension. Teacher training should also equip pre-service teachers on SIA and other reading comprehension strategies.

Estrategia sostenible para mejorar la eficiencia de los servicios de inseminación artificial en ganado bovino en el trópico

The aim of this study was to evaluate the efficiency of artificial insemination (AI) services in Holstein x Brahman cows under a heat induction programme. Three experiments were carried out. In Exp. 1, a retrospective analysis of the efficiency of AI insemination of 41 000 cows treated with the combination of progesterone and oestradiol benzoate or equine chorionic gonadotropin (eCG) was carried out. In Exp. 2 it was evaluated 863 cows inseminated after heat induced with progesterone and oestradiol benzoate to know the physiological events that occur before and after service in herds with a high incidence of anoestrus. Gynaecological examinations and determination of progesterone in milk were performed. The purpose of Exp. 3 was to improve the effectiveness of AI services for cows in postpartum anoestrus treated with progesterone and oestradiol benzoate combined with a technique to identify and induce the return to service of females that did not conceive. Only 30% of the cows exceeded 40% conception. The best results were obtained when using eCG (47% vs 29%). The problems associated with the low conception rate were unfertilized oestrus, embryonic mortality and anoestrus after breeding (Exp. 2). The return to service induction technique increased (p<0.001) the conception rate of the second induced service and the percentage of accumulated pregnancy in the treated group compared to the control (69.0 and 32.0%, respectively) (Exp. 3).

Dynamic Multiplexed Control and Modeling of Optogenetic Systems Using the High-Throughput Optogenetic Platform, Lustro.

The ability to control cellular processes using optogenetics is inducer-limited, with most optogenetic systems responding to blue light. To address this limitation, we leverage an integrated framework combining Lustro, a powerful high-throughput optogenetics platform, and machine learning tools to enable multiplexed control over blue light-sensitive optogenetic systems. Specifically, we identify light induction conditions for sequential activation as well as preferential activation and switching between pairs of light-sensitive split transcription factors in the budding yeast, Saccharomyces cerevisiae. We use the high-throughput data generated from Lustro to build a Bayesian optimization framework that incorporates data-driven learning, uncertainty quantification, and experimental design to enable the prediction of system behavior and the identification of optimal conditions for multiplexed control. This work lays the foundation for designing more advanced synthetic biological circuits incorporating optogenetics, where multiple circuit components can be controlled using designer light induction programs, with broad implications for biotechnology and bioengineering.

Induction Program for Beginning Teachers’ Implementation and Professional Competence of Teachers : Basis for School Management Plan

This study theorized that a higher level of IPBT implementation is associated with increased teachers' professional competence. It explored the respondents’ characteristics, the implementation level of the Induction Program for Beginning Teachers (IPBT) and the professional competences of teachers. It also examined the relationship between the implementation of IPBT and the teachers’ professional competence, and the difference in teachers’ professional competence when grouped according to the highest educational attainment, key stages area, and teaching experience in private and public. Correlational Research Design was used in this study. Using the population sample, the study surveyed 302 public school teachers of the Division of Misamis Oriental. Data were collected using the researcher-made survey questionnaire, which was subjected to pilot testing with 30 respondents revealing the result of Cronbach Alpha of 0.96. Data shows that the level of implementation of IPBT is very high so as the level of teachers’ professional competences. Findings also reveals that there is a significant relationship between the implementation of IPBT and the respondents’ professional competence. Findings also exposes that overall, there is no significant difference in the teachers’ professional competence when grouped according to their characteristics. However, data reveals that there is a significant difference between teaching experience in private schools and teachers’ professional competence in values. There is no difference observed between educational attainment, teaching experience in public schools, and key stage taught with respect to knowledge, skills, attitude, and values. The study concludes that the program has met their expectations and has effectively addressed the needs of the beginning teachers. It is recommended that the DepEd should prioritize and invest in the enhancement of IPBT since it has significant relationship with the professional competences of teachers. Finally, the study also recommends the application of the 3-year comprehensive School Management Plan developed by the researcher.

“I Never Explicitly Brought That Up to My Mentor”: Early Career Teachers of Color Navigating Whiteness With White Mentors in a University-Based Induction Program

We examined how three early career teachers of color (TOC) experienced mentoring with white mentors in a university-based induction program within a large urban school district. We found cross-racial pairs privileged whiteness by pursuing “success” through standardized teaching methods (e.g., classroom management) while also avoiding discussions about race, leaving little space or reason to address the overt forms of racism mentees experienced during their first year of teaching. Our findings highlight the need to bring race and racism to the forefront of university-based mentoring to address the harm early career TOC experience in entering a profession dominated by whiteness.

A quality improvement project developing a specific induction programme for International medical graduates (IMG) starting Respiratory Higher specialty training in the Northern Deanery

A quality improvement project developing a specific induction programme for International medical graduates (IMG) starting Respiratory Higher specialty training in the Northern Deanery

Evaluation of Teacher Induction Programs (E-Tip): Validity of the Criteria

Evaluation of Teacher Induction Programs (E-Tip): Validity of the Criteria

From insight to measurement: A self-assessment tool development for entry-level teachers’ instructional competence

This research addresses the critical need for assessing and enhancing instructional competence among entry-level teachers through the development of a quantitative self-assessment tool. The study follows best practices, employing Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and reliability testing with a sample of 1000 teachers. The resulting six-factor model includes effective lesson planning and development, alignment with educational and career goals, collaboration and stakeholder engagement, classroom management and leadership, well-being and stress management, and student engagement and passion, validated through CFA with a statistically significant fit. The scale development involves defining constructs, expert opinions, and rigorous statistical analyses, demonstrating high internal consistency in reliability testing. This study offers valuable insights into entry-level teachers’ instructional competence, recommending the refinement of the scale, integration into training programs, and prioritization of ongoing professional development. Suggestions for longitudinal impact research and context-specific exploration will deepen understanding. Overall, this research lays a strong foundation for improving teacher induction programs and enhancing the effectiveness of entry-level educators in diverse educational settings.

Moving from surviving to thriving: a taxonomy of beginning science teacher challenges

Induction programs have been promoted as a potential solution for alleviating aspects of job dissatisfaction that lead to attrition of beginning science teachers. We can meet the immediate concerns of beginning teachers that impact job satisfaction while simultaneously helping them improve their practices by better understanding the particular challenges they face. This qualitative study examines challenges as expressed within an online induction program for non-tenured Science educators with data from synchronous chat room sessions between mentors and beginning teachers. The results indicate that there is a more diverse and nuanced set of challenges that beginning in-service science teachers face than previously indicated by literature. The content-specific nature of these challenges supports the call for content-specific induction.

Developing indicators for a new principal induction program in Taiwan using the fuzzy delphi method

ABSTRACT Quality induction initiatives can mitigate burnout, turnover, and shortage challenges in global education systems. Increasing the relevance of induction programs for new principals is imperative. However, systematic program evaluations lack comprehensive tools. This study aims to construct assessment indicators for the Taipei Induction Program for New Principals (IPNP) using mixed methods. Six capacity-building dimensions and 52 indicators were developed through qualitative interviews, expert consensus, and the Fuzzy Delphi Method. Survey results showed positive perceptions of program effectiveness, particularly regarding communication, learning, and execution capacities. However, dimensions related to professionalism and accountability require further refinement. This study’s contribution lies in providing a comprehensive assessment tool for program providers and enhancing novice principal induction programs. By addressing a critical gap in systematic evaluation, this research contributes to the enhancement of principal development programs. Future research could prioritize indicators and delve into real-life experiences, further refining the design and implementation of effective induction programs.

Enhancing novice teacher motivation through professional conferences

ABSTRACT Teacher attrition continues to be a major issue in the field of education, and more research is needed on innovative efforts to enhance teacher motivation and encourage retention. This study explored the experiences of teachers who attended and presented at academic or professional conferences within their first two years of teaching. Qualitative survey data from 20 teachers showed that participating in conferences was perceived to have increased their sense of teacher efficacy, value of the role of teacher, and overall motivation of educators. Findings suggest that teacher education and induction programmes should consider ways to encourage conference participation as a way to enhance motivation of novice teachers.

Knowledge, Application, and Self-Efficacy in Implementing Behavior Management Strategies: A Brief Report on Preliminary Findings From Secondary Data

Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for students who engage in internalizing and/or externalizing behaviors. There is little understanding as to the differences in elementary general education teachers’ knowledge, application, and self-efficacy in applying evidence-based behavior management strategies between preservice teachers, first-year teachers, second-year teachers, and third-year teachers. The purpose of this preliminary secondary data analysis was to examine differences in elementary general education teacher knowledge, application, and self-efficacy in evidence-based behavior management strategies from preservice to induction phase teaching. Results indicated third-year teachers had significantly less behavior management knowledge than preservice teachers. All other results were nonsignificant; however, there were practical differences when comparing the four groups on the knowledge and application measures. Implications for findings indicate the need for induction programs to focus on evidence-based behavior management strategies to support the development of behavior management for induction phase elementary education teachers as they progress through their first 3 years of teaching.

Wnt dose escalation during the exit from pluripotency identifies tranilast as a regulator of cardiac mesoderm

Wnt signaling is a critical determinant of cell lineage development. This study used Wnt dose-dependent induction programs to gain insights into molecular regulation of stem cell differentiation. We performed single-cell RNA sequencing of hiPSCs responding to a dose escalation protocol with Wnt agonist CHIR-99021 during the exit from pluripotency to identify cell types and genetic activity driven by Wnt stimulation. Results of activated gene sets and cell types were used to build a multiple regression model that predicts the efficiency of cardiomyocyte differentiation. Cross-referencing Wnt-associated gene expression profiles to the Connectivity Map database, we identified the small-molecule drug, tranilast. We found that tranilast synergistically activates Wnt signaling to promote cardiac lineage differentiation, which we validate by invitro analysis of hiPSC differentiation and invivo analysis of developing quail embryos. Our study provides an integrated workflow that links experimental datasets, prediction models, and small-molecule databases to identify drug-like compounds that control cell differentiation.

Regulatory frameworks involved in the floral induction, formation and developmental programming of woody horticultural plants: a case study on blueberries.

Flowering represents a crucial stage in the life cycles of plants. Ensuring strong and consistent flowering is vital for maintaining crop production amidst the challenges presented by climate change. In this review, we summarized key recent efforts aimed at unraveling the complexities of plant flowering through genetic, genomic, physiological, and biochemical studies in woody species, with a special focus on the genetic control of floral initiation and activation in woody horticultural species. Key topics covered in the review include major flowering pathway genes in deciduous woody plants, regulation of the phase transition from juvenile to adult stage, the roles of CONSTANS (CO) and CO-like gene and FLOWERING LOCUS T genes in flower induction, the floral regulatory role of GA-DELLA pathway, and the multifunctional roles of MADS-box genes in flowering and dormancy release triggered by chilling. Based on our own research work in blueberries, we highlighted the central roles played by two key flowering pathway genes, FLOWERING LOCUS T and SUPPRESSOR OF OVEREXPRESSION OF CONSTANS 1, which regulate floral initiation and activation (dormancy release), respectively. Collectively, our survey shows both the conserved and diverse aspects of the flowering pathway in annual and woody plants, providing insights into the potential molecular mechanisms governing woody plants. This paves the way for enhancing the resilience and productivity of fruit-bearing crops in the face of changing climatic conditions, all through the perspective of genetic interventions.

The Impact of the Induction Programme on New Teachers’ Retention Intention in Chitwan District Nepal

The Impact of the Induction Programme on New Teachers’ Retention Intention in Chitwan District Nepal

1945 Hospital at Home - developing a novel simulation induction programme through quality improvement

Abstract Introduction The UK is expanding provision of acute medical care in people’s own homes through Hospital at Home (H@H) and virtual wards. Our H@H service is training junior doctors to meet the growing clinical need in this environment. We describe the use of simulation training to improve the H@H induction process. Methods From their experiences in H@H, junior doctors identified specific training needs to build relevant competencies. From this feedback, PDSA cycle one involved junior doctors designing a dedicated simulation training (H@H-SIM). Stations addressed clinical, practical and advanced communication skills required in H@H using high- and low-fidelity simulation. PDSA cycle two used post-course evaluation to refine H@H-SIM through introduction of FP10 prescribing stations, point-of-care testing (POCT) and greater emphasis on practical skills. Revisions were evaluated via participant questionnaire before and after the H@H-SIM. Results Cycle two of H@H-SIM involved twenty doctors. The clinical scenarios, prescribing and practical skills stations, including POCT and IV administration, were perceived as the most useful parts of training. Overall self-rated confidence in knowledge and skills to work in H@H improved from a mean of 6.9 to 7.7/10. Before H@H-SIM, 60% were ‘not confident’ with recognising end of life (EOL), IV administration or decision-making around remaining at home; 10% with advance care planning (ACP). After H@H-SIM, 10% felt ‘not confident’ with recognising EOL or ACP and 5% with IV administration. Concerns persisted with using equipment, prescribing and availability of senior support. An additional station on recording ECGs was suggested. Conclusions Working in a H@H context and seeing patients in their homes can be daunting for junior doctors. H@H-SIM embedded into induction is one way to prepare doctors for this role, improve their confidence and has potential for wider replication.

Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools

In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders. Keywords: Departmental Heads, Induction, Induction Programme, Public Schools, South Africa, Transition.

Knowing me, knowing you: evaluation of the impact of trainer involvement at an enhanced induction programme for International Medical Graduates (IMGs)

ABSTRACT Addressing differential attainment between International Medical Graduates (IMGs) and their peers who hold UK Primary Medical Qualifications remains one of the most significant challenges facing postgraduate General Practice (GP) training. Enhanced Induction programme, such as the Scottish Trainee Enhanced Programme (STEP), is one tool designed to try and facilitate transition into training and reduce this inequity. The STEP course is attended by both the trainee and their educational supervisor, and aims to lay the foundations of a successful and supportive supervisory relationship. Previous work has evaluated this programme from the perspective of the trainee. Through the use semi-structured interviews, we evaluated the impact and the benefits of the programme from the perspective of the educational supervisors, building on the literature on interventions to support inequity in medical education.

A Case for Synthesis of Recursive Quantum Unitary Programs

Quantum programs are notoriously difficult to code and verify due to unintuitive quantum knowledge associated with quantum programming. Automated tools relieving the tedium and errors associated with low-level quantum details would hence be highly desirable. In this paper, we initiate the study of program synthesis for quantum unitary programs that recursively define a family of unitary circuits for different input sizes, which are widely used in existing quantum programming languages. Specifically, we present QSynth, the first quantum program synthesis framework, including a new inductive quantum programming language, its specification, a sound logic for reasoning, and an encoding of the reasoning procedure into SMT instances. By leveraging existing SMT solvers, QSynth successfully synthesizes ten quantum unitary programs including quantum adder circuits, quantum eigenvalue inversion circuits and Quantum Fourier Transformation, which can be readily transpiled to executable programs on major quantum platforms, e.g., Q#, IBM Qiskit, and AWS Braket.

Effects of Farrowing Induction on Some Farrowing Characteristics in the Pig − A Review

Abstract Several farrowing induction programs have been used to increase the proportion of sow farrowing during the work period and the rate of farrowing supervision, as well as to promote the success of cross-fostering and the practice of all-in all-out in swine production. The present overview aimed to evaluate the effects of farrowing induction on farrowing duration, birth interval, birth weight, dystocia/birth assistance, and stillbirth in pigs. The results showed that via different routes of administration, either natural or synthetic prostaglandins alone or in combination mostly with uterotonic drugs, including oxytocin and carbetocin, have been used for the induction of farrowing. Sometimes other drugs, such as dexamethasone, estradiol, xylazine, ergometrine, and AGN190851, were added. Vulvar and perinatal routes reduced the intramuscular dose of prostaglandins by 50% to 75%, while equal effects remained. A split dose of prostaglandin 6 h apart should be used because it may enhance complete luteolysis. Additionally, if uterotonic drugs are used following prostaglandin injection, they should be injected after the birth of the first piglets at the earliest timepoint to ensure full opening of the cervix. These two practices decrease the farrowing duration, the birth interval, and dystocia. Induction should not be conducted more than 2 days earlier than the expected farrowing date in order to keep the stillbirth rate and birth weight unaltered. This review also revealed that certain factors, such as the rate of farrowing supervision, natural differences in piglets’ birth weights, litter size, gestation length, and treatment with altrenogest before induction, may be confounding factors that possibly alter the effect of induction programs on certain farrowing characteristics.