On Range Searching in the Group Model and Combinatorial Discrepancy

2014 ◽  
Vol 43 (2) ◽  
pp. 673-686 ◽  
Author(s):  
Kasper Green Larsen
Keyword(s):  
Range Searching ◽  
Group Model ◽  
Combinatorial Discrepancy

Pedagogical Explanation Methods of Teaching Matrix Programming Operations: Effects on Students’ Achievements in IPCs

2015 ◽  
Vol 1 (3) ◽  
pp. 69
Author(s):  
Arjan Skuka
Keyword(s):  
Programming Languages ◽  
Teaching And Learning ◽  
Computer Programming ◽  
General Level ◽  
Control Group ◽  
Group Model ◽  
Computer Engineering ◽  
Success Rates ◽  
Engineering Department ◽  
Students Success

Despite the fact that introductory programming courses (IPCs) are taught at universities for more than thirty years, students still find computer programming very difficult to learn. Programming pedagogy deals with the methods and principles of teaching and learning computer programming. The programming pedagogical approaches that have been proposed to increase the efficiency of teaching and learning computer programming mostly focus on the tools, paradigms, programming languages and environments used in IPCs. To increase significantly the students’ success rates in IPCs, these approaches should be complemented with pedagogical explanation (PE) methods. This research is focused on a PE method of teaching sequential search of a matrix row (SSMR). The research was designed as experimental study with pretest-posttest control group model, involving students of Computer Engineering department Izmir University. While the experimental group was subjected to a pedagogical explanation method, a traditional explanation method was applied in the control group. To collect the research data, an achievement pretest, posttest and a questionnaire were developed and applied. The research findings showed the effectiveness of teaching SSMR by using a PE method. This method positively influenced students’ level of topic comprehension, which consequently improved their achievements. In order for students to understand better the other matrix programming operations, similar PE methods should be developed and used in IPCs. On a more general level, the results of this research suggested that PE methods should be developed and used for other topics that students usually find difficult to understand in IPCs. Using these methods can be a very important factor in significantly increasing students’ success in IPCs.

scholarly journals Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Model Building ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Group Model ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

scholarly journals Factors Affecting Voluntary Self-Isolation Behavior to Cope with a Pandemic: Empirical Evidence from Colombia vs. Spain in Times of COVID-19

2021 ◽  
Vol 11 (3) ◽  
pp. 35
Author(s):  
Diana Escandon-Barbosa ◽  
Andrea Hurtado ◽  
Alina Gomez
Keyword(s):  
Theory Of Planned Behavior ◽  
Empirical Evidence ◽  
Planned Behavior ◽  
Theory Of Reasoned Action ◽  
Reasoned Action ◽  
Group Model ◽  
Cultural Characteristics ◽  
Factors Affecting ◽  
Volitional Behavior

Global pandemics are not a new phenomenon. They have occurred at different points in time and can be of different scales. COVID-19 appeared in 2020 and its spread has reached more than 60 countries worldwide. This research aims to analyze voluntary self-isolation behavior used to cope with the COVID-19 pandemic. As part of this study, we carried out sampling in Colombia and Spain, which share similar cultural characteristics but which have substantial social and economic differences. A multi-group model was used to test the application of the theory of planned behavior and the theory of reasoned action in order to analyze self-isolation behavior. The results show that there are differences in self-isolation behavior between both countries, especially with regard to attitudes towards self-isolation and volitional behavior.

Cognitive orientation to daily occupation group in the adult day rehabilitation setting: A feasibility study Cognitive Orientation to daily Occupational Performance in day rehabilitation

2021 ◽  
pp. 030802262110087
Author(s):  
Sarah M Zera ◽  
Kathy Preissner ◽  
Heidi Fischer ◽  
Ashley Stoffel
Keyword(s):  
Feasibility Study ◽  
Performance Measure ◽  
Group Model ◽  
Occupational Performance ◽  
Subjective Data ◽  
Group Format ◽  
Cognitive Orientation ◽  
Canadian Occupational Performance Measure ◽  
Occupation Group ◽  
Daily Occupation

Introduction The Cognitive Orientation to daily Occupational Performance (CO-OP) ApproachTM is a leading approach in occupational therapy. Implementing the CO-OP ApproachTM in a group format in day rehabilitation has not yet been explored. Method In day rehabilitation, a barrier to implementing the CO-OP ApproachTM is the group model. To address these challenges, this feasibility study involved the development, implementation, and evaluation of a CO-OP group for adults. Four patients participated in six group sessions. Pre- and post-measures included the Canadian Occupational Performance Measure (COPM) and the Assessment of Motor and Process Skills (AMPS). Subjective data were collected to reflect the participant’s experiences during the group. Results 80% of participants recruited completed the group. All participants demonstrated improvement in goals addressed within the group and goals not addressed within the group on the COPM. AMPS findings were inconclusive. Subjective findings indicated participants appreciated the group learning environment, valued the CO-OP process, were motivated to participate, and would have liked more groups. Conclusion To our knowledge, this is the first adult CO-OP group in a clinical setting. Results support the feasibility of a CO-OP group in day rehabilitation and the need for further examination of the effectiveness of this intervention.

scholarly journals Saving Up for a Rainy Day? Savings Groups and Resilience to Flooding in Dar es Salaam, Tanzania

Urban Forum ◽  
2021 ◽  
Author(s):  
Alexandra Panman ◽  
Ian Madison ◽  
Nyambiri Nanai Kimacha ◽  
Jean-Benoît Falisse
Keyword(s):  
Urban Areas ◽  
Banking Sector ◽  
Urban Climate ◽  
Dar Es Salaam ◽  
Group Model ◽  
Flood Events ◽  
Community Initiatives ◽  
Qualitative Evidence ◽  
Flexible Form

AbstractThis paper explores the role of savings groups in resilience to urban climate-related disasters. Savings groups are a rapidly growing phenomenon in Africa. They are decentralized, non-institutional groups that provide millions of people excluded from the formal banking sector with a trusted, accessible, and relatively simple source of microfinance. Yet there is little work on the impacts of savings groups on resilience to disasters. In this paper, we use a combination of quantitative and qualitative evidence from Dar es Salaam (Tanzania) to shed new light on the role that savings groups play in helping households cope with climate-related shocks. Drawing on new data, we show that approximately one-quarter of households have at least one member in a group, and that these households recover from flood events faster than those who do not. We further argue that the structure of savings groups allows for considerable group oversight, reducing the high costs of monitoring and sanctioning that often undermine cooperative engagement in urban areas. This makes the savings group model a uniquely flexible form of financing that is well adapted to helping households cope with shocks such as repeated flooding. In addition to this, we posit that they may provide a foundation for community initiatives focusing on preventative action.

scholarly journals Hepatoprotective effect of galangin on carbon tetrachloride-induced hepatotoxicity via the LKB1/AMPK pathway

2021 ◽  
Vol 19 ◽  
pp. 205873922110008
Author(s):  
Meng Chen ◽  
Xinyan Song ◽  
Jifang Jiang ◽  
Lei Xing ◽  
Pengfei Wang
Keyword(s):  
Carbon Tetrachloride ◽  
Liver Toxicity ◽  
Corn Oil ◽  
Histopathological Examination ◽  
Hepatoprotective Effect ◽  
Control Group ◽  
Group Model ◽  
Protective Effects ◽  
Model Group ◽  
Expression Levels

To investigate the protective effects of galangin on liver toxicity induced by carbon tetrachloride (CCl4) in mice. Mouse hepatotoxicity model was established by intraperitoneal injection (i.p.) of 10 ml/kg body weight CCl4 that diluted with corn oil to a proportion of 1:500 on Kunming mice. The mice were randomly divided into five groups named control group, model group, and 1, 5, and 10 mg/kg galangin group. The levels of alanine aminotransferase (ALT) and aspartate aminotransferase (AST) were analyzed by ELISA. Liver histopathological examination was observed via optical microscopy. The levels of superoxide dismutase (SOD), malondialdehyde (MDA), glutathione (GSH), and glutathion (GSSG) were analyzed to assess oxidative stress. Finally, western blot assay was carried out to analyse the expression levels of total AMP-activated protein kinase (AMPK), phospho-AMPK (p-AMPK), total liver kinase B1 (LKB1), and phospho-LKB1 (p-LKB1). Compared with the control group, in the model group, the levels of AST, ALT, MDA, and GSSG increased significantly ( p < 0.01); the activity of SOD and GSH decreased significantly ( p < 0.01); and the histopathological examination revealed liver necrosis. However, treatment with galangin (5 and 10 mg/kg) significantly reversed these CCl4-induced liver damage indicators. Furthermore, treatment with galangin (10 mg/kg) significantly increased the p-AMPK and p-LKB1 expression levels ( p < 0.01). This study supports the hepatoprotective effect of galangin against hepatotoxicity, perhaps occurring mainly through the LKB1/AMPK-mediated pathway.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

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