Learning Something Research Articles

The Use of Mind Mapping Technique in Acquisition of Grammar Structures in Foreign Language Teaching

Purpose: As in other languages, Turkish also consists of words formed by the combination of sounds and sounds and meaningful integrity formed by the combination of words in a ruleful way. Therefore, it needs some rules for both the formation of sounds, the formation of words and the formation of sentences, which constitutes grammar. In order to learn a foreign language fully and properly, it is necessary to master the rules of grammar. Methods and techniques designed for learning something in the best and shortest time are important and necessary for teaching grammar in foreign language teaching. The aim of this study is to examine the effectiveness of mind mapping technique, which is a different and new technique, in teaching grammar structures in teaching Turkish as a foreign language. Design/Methodology/Approach: In the study, mind mapping diagrams were used to teach grammar structures in teaching Turkish as a foreign language. According to this diagram, language consists of three components: form, function and use. For this reason, all grammar structures to be explained in the lesson were organized according to these three components and diagrams were prepared. Grammar structures were taught through the diagrams whose instructor opinions were taken. “Interview technique”, one of the qualitative data collection tools, was used in the study. For this, a semi-structured interview form was used. At Sakarya University TÖMER, a total of 22 learners at the A2 level were taught with the mind mapping technique for 7 weeks, and then the learners were interviewed one by one with a semi-structured interview form. Content analysis was used to analyze the data. The data obtained through content analysis were divided into themes and sub-themes. Findings: When the mind mapping technique in teaching grammar structures in teaching Turkish as a foreign language was analyzed according to learner opinions, 5 themes and 23 sub-themes were identified. Highlights: According to the opinions of the learners, positive results such as the mind mapping technique being effective in grammar teaching, being useful, having a structure that offers ease of teaching as well as contributing to recall and developing a positive attitude towards the lesson were determined.

Artificial intelligence in public affairs

Artificial intelligence enables machines to imitate human capabilities such as logical thinking, planning and creativity. This implies that learning something and then using the new learned knowledge characterizes artificial intelligence. Once artificial intelligence learns how algorithms, programs or systems work, it can always retrieve them. Thus, artificial intelligence could be in the position to support our everyday lives and our working lives if we use it properly. The present paper explores how artificial intelligence can be used in working life, especially in the field of public affairs, and what advantages and disadvantages it could have for public affairs managers. There is not much information about this matter so far, although it is a very interesting issue since public affairs is a communication profession in which adequate communication cannot simply always be the same and must be customized for individual persons. Based on actual articles, studies, internet sources and books, the current study shows what available literature reveals about this topic.

SOSIALISASI PENCEGAHAN DIARE PADA ANAK USIA SEKOLAH DENGAN MEDIA PUZZLE DI SMP METHODIST 1 KUTALIMBARU KABUPATEN DELI SERDANG

Diarrhea is an environmental disease that occurs in almost all geographical areas in the world and is always present at every level of society. The emergence of diarrhea is caused by multifactors that need to be known and understood by society, starting from the smallest sphere, namely the family. School-aged children are one of the targets for being given knowledge regarding diarrhea prevention so that they can take this knowledge to their families for faster dissemination of information. However, providing information using the material method alone is not good enough to attract school-age interest in learning something, so in this community service, puzzle media is used so that students can play while learning to understand the factors that cause diarrhea and preventive measures against it. This socialization using puzzle media was applied to students in grades VII, VIII, and IX of SMP Methodist 1 Kutalimbaru. Students are divided into groups consisting of 3 participants, each group is allowed to put the pictures together on the puzzle and answer the questions on the puzzle board before attaching them. Each participant was also asked to explain the material contained in the puzzle to measure their level of knowledge regarding diarrhea and its prevention. This method is considered effective in providing knowledge to students. Students look enthusiastic about learning while playing with puzzle media so that they can easily understand and remember the material presented by the instructor.

Hearing God

AbstractThis essay attempts to address a simple question: what does it mean to hear God? So much hangs upon learning something about hearing God: revelation, salvation, formation, vocation and mission, for example. What is the relationship then between hearing and knowing God? Before examining two particular passages from the Scriptures in which hearing and knowing coincide (the calling of Samuel and God the Father speaking to Jesus the Son), I offer a sketch of a phenomenology of hearing; a phenomenological reduction of sound or, more specifically, voice. As an event, sound summons through and across several biological systems. So, it is an anthropology of reception and response which is paramount here. Having, then, examined the two Scriptural passages in the light of this phenomenology, I draw attention to an underlying mimetic irony that is ineradicable with respect to hearing God in the Scriptures: the play of the vocal within the written, aurality/orality and textuality. I conclude that, while this mimetic irony is a key characteristic of a sacred text, recognising persona as ‘sounding through’ we can appreciate Scripture's role in salvation as a participation in the Persona Christi.

Issues In Teaching English In A Cultural Context

This research paper aims to investigate students' diverse cultural backgrounds that can create communication barriers and issues when teaching English. Language and cultural differences may influence students' comprehension and production of English, affecting their ability to engage in the learning process fully. Teachers should be aware of the many differences and make use of strategies that foster understanding and inclusivity. This research for this paper was conducted in quantitative method research. Teaching English in a cultural context depends on an approach that integrates language learning with a better understanding and appreciation of the cultural aspects which is connected with the English language. This research tries to find out the significance and benefits of teaching English in a cultural context, looking at the impact on language acquisition and intercultural competence. In a few decades, there has been an increasing recognition of the importance of cultural awareness in language education. Language is not only a system of learning something but is also closely interrelated with the beliefs, values, and practices of an individual culture. Teaching English in a cultural context acknowledges this connection that aims to provide learners with a holistic language learning experience.

Analysis of English Learning Strategies of Children of Immigrant Workers in Informal Schools in Malaysia

Education is the main key that someone needs, to penetrate the gates of educational institutions to get a good education and a brighter future. It should be noted that good education is not only obtained in formal schools but the same opportunities can also be achieved by the children of immigrant workers in Malaysia in an informal school. Although habituation is not always easy, especially in learning English. For this reason, there are many learning strategies that they use including (1) Memory Strategies (2) Cognitive Strategies (3) Compensation Strategies (4) Metacognitive Strategies (5) Affective Strategies (6) Social Strategies. This study aims to analyze the children's learning strategies in learning English, and with quantitative research methods and clear presentations, the author will describe the results of the strategy analysis. The results of this study are in the form of elaboration of percentages to find the strategies most used by students. In conclusion, the writer wants to convey to readers that every child has a different way of learning something.

Learning Affects Trust: Design Recommendations and Concepts for Teaching Children—and Nearly Anyone—about Conversational Agents

Conversational agents are rapidly becoming commonplace. However, since these systems are typically blackboxed, users—including vulnerable populations, like children—often do not understand them deeply. For example, they might assume agents are overly intelligent, leading to frustration and distrust. Users may also overtrust agents, and thus overshare personal information or rely heavily on agents' advice. Despite this, little research investigates users' perceptions of conversational agents in-depth, and even less investigates how education might change these perceptions to be more healthy. We present workshops with associated educational conversational AI concepts to encourage healthier understanding of agents. Through studies with the curriculum with children and parents from various countries, we found participants' perceptions of agents—specifically their partner models and trust—changed. When participants discussed changes in trust of agents, we found they most often mentioned learning something. For example, they frequently mentioned learning where agents obtained information, what agents do with this information and how agents are programmed. Based on the results, we developed recommendations for teaching conversational agent concepts, including emphasizing the concepts students found most challenging, like training, turn-taking and terminology; supplementing agent development activities with related learning activities; fostering appropriate levels of trust towards agents; and fostering accurate partner models of agents. Through such pedagogy, students can learn to better understand conversational AI and what it means to have it in the world.

0073 Investigating the epigenetic mechanisms underlying memory consolidation during sleep

Abstract Introduction It has been established that sleep after learning something (“post-learning sleep”) actively consolidates what was learned. Yet, the underlying cellular and molecular mechanisms are undergoing active investigation. The fear conditioning (FC) memory paradigm, in which an animal learns to associate an environmental cue to an aversive foot shock, has been widely used for memory investigation. While amygdala and hippocampus are two critical sites for processing and storing the FC memory, how the amygdala consolidate this memory during sleep, from both cellular and molecular perspectives, has been little understood, compared to the hippocampus. Moreover, one potential molecular substrate of memory, DNA methylation, has been studied in the hippocampus for its role in learning and memory. Yet it is little known for its memory role in the BLA. Methods Here, we used fiber photometry, miniscope calcium imaging, EEG recording, optogenetic manipulation, and whole genome bisulfite sequencing to study the neural mechanisms underlying memory consolidation in the basolateral amygdala (BLA) during sleep. Results (1) We found that the BLA neurons display increased activity during REM sleep, compared to that in non-REM (NREM) sleep. (2) Using closed-loop optogenetic strategy, our preliminary results showed that silencing BLA activity during REM sleep leads to memory impairment in contextual fear conditioning task. (3) We compared DNA methylation of BLA neurons at a whole genome level between mice with and without sleep after FC learning and identified differentially methylated regions between them. Conclusion Together, our data suggests that the BLA activity during REM sleep is required for consolidation of fear memory, and DNA methylation might mediate this process. Support (if any)

Contextualisation of CEFR and its application to the study of Japanese language and Japanese language teaching

In 2001, the Common European Framework of Reference for Languages (CEFR) began to be used to validate individuals' language abilities. It began as a European initiative but has grown to incorporate other languages, including Chinese, and many are calling for it to be adopted in Japan. Given that learning Japanese is a daunting idea for many foreigners, it would be beneficial to develop a form of the Japanese language that is easier to understand and can serve as a gateway to traditional Japanese. Professor Masaki Ono, Faculty of Humanities and Social Sciences, University of Tsukuba, Japan, and his team are conducting research on the relationship between an easy-to-understand form of Japanese and the more traditional form. Ono believes the development of a more easily understood Japanese would enable foreigners to better communicate with Japanese citizens and also benefit Japanese society. The project was motivated by the positive potential social aspects and Ono's interest in the mechanisms and functions of verbal communication, which was sparked by his experience of 'semantic satiation' while practising Aikido in college. Another inspiration for the project was a comment from an international student at the University of Tsukuba who said that he was practising conversation in his Japanese class, but did not know how to use what he had learned in real life. The project seeks to address this disconnect between learning something 'properly' and 'academically' and applying it in practical settings by developing a Japanese that is easy to speak and easy to understand.

Does Citizen Science Bring “Power to the People”? Evaluating a Remote Mapping Project to Identify Best Practices for Positive Impact on Volunteers

A core tenet of citizen science is mutual benefit to the professional researcher and the citizen scientist. While the impacts on the citizen scientist are often implicitly assumed to be positive, this is infrequently studied directly. Here, we evaluate the impacts of the Power to the People remote mapping citizen science project on volunteers to explore best practices for positive impact. We analyze beta feedback collected before project launch, discussion board posts made during the project, an end-of-project evaluation survey, and mapping data generated during the project. We found that this project attracted a diverse global community who were motivated to contribute to research with the potential to create real-world impact. 87% of respondents had a “good” or “excellent” experience with the project, and 66% learned something by participating. Best-practices identified through this evaluation are to: (1) account for the intersectionality of contributor demographics; (2) emphasize project interdisciplinarity and real-world impact potential; (3) provide learning opportunities at multiple levels of depth; (4) remember that the most vocal contributors do not represent the entire community; and (5) evaluate data quality regularly to identify silent issues.

How do participants feel about the ethics of rich false memory studies?

ABSTRACT Deception is often a necessity in rich false memory studies, but is this deception acceptable to participants? In the current study, we followed up with 175 participants who had taken part in a replication of the Lost in the Mall childhood false memory study (Loftus & Pickrell, 1995), as either a research subject or a familial informant. We found that both participants and informants were generally very positive about their experience, did not regret taking part and found the deceptive methods acceptable. Importantly, the vast majority reported that they would still have taken part had they known the true objectives from the beginning. Participants also reported learning something interesting about memory and enjoying the nostalgia and family discussions that were prompted by the study. We would encourage other researchers to assess the ethical implications of false memory research paradigms and to incorporate the valuable feedback from participants and informants.

Abstracts Teaching Kitchen Research Conference Los Angeles, California October 18–19, 2022

Abstracts Teaching Kitchen Research Conference Los Angeles, California <i>October 18–19, 2022</i>

Upon Reflection

Upon Reflection

URGENSI INTELIGENSI BESERTA AFIRMASI BAGI PENDIDIKAN DAN PEMBELAJARAN

Intelligence is a psychological attribute that has a very important role in the educational process, especially science and practice of Guidance and Counseling. The results of intelligence measurements are a picture of previous education that has been achieved, and can also be a predictor (forecasting tool) to the results of education in the future, especially with regard to the selection of prospective students or students who exceed the limits of school or college. But it must be realized that not all intelligence tests are suitable to be used as a tool to predict because there are many factors that can affect the suitability of the application. It must also be realized in predicting a success in learning that learning itself is not merely the utilization of potential abilities (intelligence), but there are still many factors that help determine the outcome of the learning process. Success in learning can reflect intelligence or is a reflection of assessing a student's intelligence capacity. The higher a person's level of intelligence, the more likely the higher the success of learning achieved. Basically intelligence has a very big relationship to the success of the person in learning something. Therefore, intelligence is very related to the learning ability of students in school or on campus.Keywords: Intelligence, Education, Learning

Development of M-Learning Teaching Materials on Trigonometric Materials to Improve Mathematic Connection Ability

Abstract Teaching material is given to students and assists students in learning something and making learning more interesting and easy to understand. M-learning is a learning media containing teaching materials and can be accessed by students with more attractive visuals and improve student learning outcomes. This study aims to produce M-Learning teaching materials on trigonometry and analyze the improvement of the mathematical connection abilities of XI grade students after using these teaching materials. The approach in this research is a mixed method. The research design used in this study was the One-Group Pretest-Postest Design. This type of research is R&amp;amp;D (Research &amp;amp; Development). The instruments in this study were validation sheets, interviews, questionnaires, and mathematical connection ability tests, which were analyzed using t-test and N-gain and involved 26 students of class XI SMK Karya Pembangunan Pasirjambu Bandung. This study indicates that the M-Learning Application of valid (feasible) trigonometric material is used based on the validation assessment of media experts, material experts, and student responses. In addition, there are differences in the improvement of mathematical connection skills between before and after learning using M-Learning teaching materials. The results of this study indicate that the M-Learning Application of trigonometric material is valid (appropriate) to be used based on the validation assessment of media experts, material experts, and student responses. In addition, there are differences in the improvement of mathematical connection skills between before and after learning using M-Learning teaching materials. The results of this study indicate that the M-Learning Application of trigonometric material is valid (appropriate) to be used based on the validation assessment of media experts, material experts, and student responses. In addition, there are differences in the improvement of mathematical connection skills between before and after learning using M-Learning teaching materials.

Learning Machine Learning with a Game

AIs playing strategic games have always fascinated humans. Specifically, the reinforcement learning technique Alpha Zero (D.Silver, 2016) has gained much attention for its capability to play Go, which was hard to crack problem for AI for a long time. Additionally, we see the rise of explainable AI (xAI), which tries to address the problem that many modern AI decision techniques are black-box approaches and incomprehensible to humans. Combining a board game AI for the relatively simple game Connect-Four with explanation techniques offers the possibility of learning something about an AI's inner workings and the game itself. This paper explains how to combine an Alpha-Zero-based AI with known explanation techniques used in supervised learning. Additionally, we combine this with known visualization approaches for trees. Alpha-Zero combines a neuronal network and a Monte-Carlo-Search-Tree. The approach we present in this paper focuses on two explanations. The first explanation is a dynamic analysis of the evolving situation, primarily based on the tree aspect, and works with a radial tree representation (Yee et al., 2001). The second explanation is a static analysis that tries to identify the relevant situation elements using the Lime (Local Interpretable Model Agnostic Explanations) approach (Christoforos Anagnostopoulos, 2020). This technique focuses primarily on the neuronal network aspect. The straightforward application of Lime towards the Monte-Carlo-Search-Tree approach would be too compute-intensive for interactive applications. We suggest a modification to accommodate search trees and sacrifice the model agnosticism specifically. We use a weighted Lasso-based approach on the different board constellations analyzed in the search tree by the neuronal network to get a final static explanation of the situation. Finally, we visually interpret the resulting linear weights from the Lasso analysis on the game board. The implementation is done in Python using the PyGame library for visualization and interaction implementation. We implemented the neuronal networks with PyTorch and the Lasso analysis with Scikit Learn. This paper provides implementation details on an experimental approach to learning something about a game and how machines learn to play a game.

The impact of teacher’s presence on learning basic surgical tasks with virtual reality headset among medical students

ABSTRACT Background The aim of this study was to investigate whether the presence of a teacher affects learning related outcomes in teaching basic surgical tasks with a Virtual Reality (VR) headset. Methods 26 fourth-year medical studentsparticipated in a voluntary exercise. Students practiced basic surgical procedure exercises using the VR4HEALTHCARE application in VR with OCULUS Rift S glasses. 12 students performed the exercises under the guidance of a teacher and 14 without the teacher present. After the exercise, the groups filled out a feedback form. Statistical analysis was performed using IBM SPSS Statistics 25.0 software using the Mann-Whitney U test and multivariate analysis of variance. Results The most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0–10 (0 = worst, 10 = best). When the teacher was present, on average, the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8, and when the teacher was not present 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also analyzed specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. Discussion When a teacher was present VR added value to teaching and the usefulness and usability of VR was experienced more positively. The student should also have adequate knowledge of the subject to be taught before VR training. Conclusions VR adds value to teaching, but VR exercises may not completely replace high-quality traditional teaching methods. Consequently, it is important to determine the differences between VR and traditional teaching methods and how to combine these methods in the future.

Full Circle: A Half Century of Friendship

I was not Doran Ross's mentor; I was the doorman who cracked open the portal to the seductive world of sub-Saharan African art.It was a half century ago; I was teaching my very first university art history course, which was also the first African art history course offered at California State University, Fresno (CSUF). Into that 1971 room wandered Doran Ross, an English-psychology major still in search of a passion. Doran remained in the class for the semester and stayed with the subject for the rest of his life.After he aced all the exams, writing stand-alone essays in both my African and Andean classes, I suggested he had a natural aptitude for the arts of Africa and should consider devoting some time to it. The next semester he became my reader. The following year, fully committed to African art history, Doran motored off in his maroon Volvo to explore grad schools from coast to coast.Despite that beginning—and given that I was commuting between UCLA and CSUF, teaching four classes, and trying to finish a dissertation—I cannot say that I knew Doran well in those early days. Three years later that changed and I learned something about Doran the man.I was coleading a group of students on a 6,700-mile road trip from Fresno through Mexico (Fig. 1); Doran signed on as a codriver. In central Veracruz some American retiree travelers asked what we were about. I explained the nature of art history and its profound role in learning the ways and worldviews of other cultures. A bizarre diatribe of xenophobic comments followed this from one of the visiting retirees. Bewildered, we at first attempted to engage and reason, to little avail. Doran stood up, calmly stated: “I don't have to listen to this crap,” and strode away. Anticipating Larry McMurtry's Woodrow F. Call, Doran wouldn't “tolerate rudeness or bigotry in a man.”For the next decade, Doran and I traveled together on three continents and did field work together in Peru (Fig. 2) and Ghana. In the latter we worked for two field seasons with a team of carvers from Kumasi (Fig. 3) and I witnessed Doran's relentless attention to detail not only in recording informants’ words with precision, but also in his photography. All who have read his voluminous writings have noted that most are accompanied by his excellent photographs. Unacknowledged is the effort involved in acquiring the images, and I cite a pair of examples. Saltpond, 1980: we are attempting to capture the motifs on both sides of an asafo flag that was at least 100 feet long. It was undulating through the streets accompanied by great crowds and individuals firing ancient muzzle loaders into the air and, occasionally, as close to our ears as they dared. Doran ran on one side, I on the other, frantically trying to adjust focus, depth of field, and shutter speed (remember, this is predigital) while the action surrounded us. Mankessim, 1980: we are documenting a long procession of asafo flags and dancers; Doran is shooting from a crouched position at the edge of the action; I'm photographing from a balcony. A young man is doing “crowd control” with a short whip, keeping audience away from the dancers and, not seeing Doran in his low crouch, smacks Ross across the head with his whip. Doran unfolds to his considerable height, gazes down at the diminutive whip bearer who appears stunned (perhaps sees his life pass before his eyes), Doran smiles broadly, and we carry on. I invite you to gaze at his flag photographs with new appreciation.A crucial part of fieldwork in Ghana involved ritual libations, and I vividly recall accompanying Doran to interviews with Ghanaian chiefs, always carrying the obligatory bottle. Handed to an elder, shown to the chief, the bottle would then make a journey around the seated dignitaries and visitors, each pouring a small “dash” to the ground, an offering to the ancestors, and then imbibing a sip themselves. Research, meeting, and travel days often also ended with a less formal but nevertheless ritual form of unwinding. And so my memories of the Clubs and Stars that helped us navigate the journeys from Accra to Bolgatanga and Takoradi to Keta are crystalline and a reminder of how seriously Doran undertook everything, from his research and writing, to discussions of music and cinema, to celebratory sipping.I am certain that, as we mourn the loss of our generous and dedicated friend, all who were fortunate enough to enjoy a day's end with Doran will find their sorrow tempered by those fond memories and will join me in raising a glass once more. Salud, amigo. By God we had some times!

SAMBA: A novel method for fast automatic model building in nonlinear mixed‐effects models

The success of correctly identifying all the components of a nonlinear mixed‐effects model is far from straightforward: it is a question of finding the best structural model, determining the type of relationship between covariates and individual parameters, detecting possible correlations between random effects, or also modeling residual errors. We present the Stochastic Approximation for Model Building Algorithm (SAMBA) procedure and show how this algorithm can be used to speed up this process of model building by identifying at each step how best to improve some of the model components. The principle of this algorithm basically consists in “learning something” about the “best model,” even when a “poor model” is used to fit the data. A comparison study of the SAMBA procedure with Stepwise Covariate Modeling (SCM) and COnditional Sampling use for Stepwise Approach (COSSAC) show similar performances on several real data examples but with a much reduced computing time. This algorithm is now implemented in Monolix and in the R package Rsmlx.

A Qualitative Analysis of the Culture of Antibiotic Use for Upper Respiratory Tract Infections Among Patients in Northwest Russia.

Introduction: Due to the globally persistent threat of Antimicrobial Resistance (AMR), the purpose of this study was to gain an in-depth understanding of the antibiotic (AB) practices, knowledge and attitudes among patients residing in five regions in the northwest part of Russia. Given the high prevalence, this study focused on ABs for Upper Respiratory Tract Infections (URTI). Methods: The qualitative, semi-structured interviews followed a guide organized by major themes such as common symptoms, consultations with doctors and external influences in decision-making. Patient participants were recruited via convenience sampling. Fifty-five interviews were conducted among patients using ABs for URTIs purchased with or without prescription. Data was analyzed using a direct content analysis and validation rounds were conducted between interviewers and data analyzers. Results: Self-medication with ABs seemed a common practice across all five Russian regions; in some cases, patients tried to persuade pharmacists into selling them ABs without prescription. Factors, such as time spent going to the doctor, need of a sick leave or self-persuasion, influenced the decisions of whether or not to seek the doctor for symptoms of URTIs. Knowledge of ABs and AMR was generally low; however, some patients with seemingly good knowledge practiced self-medication from time to time. Family members and friends were often involved in decisions about how to handle symptoms of URTIs, especially among those patients using ABs without prescription. Few patients had noticed ABs awareness campaigns, and very few reported having learned something important from them. Conclusion: Despite enforced regulation of AB use in Russia, self-medication still exists. Knowledge is not always linked to appropriate use of AB, and the few campaigns conducted were not always noticed.