Some weak learning results

1992 ◽  
Author(s):  
David P. Helmbold ◽  
Manfred K. Warmuth
Keyword(s):  
Weak Learning

On the Sample Complexity of Weak Learning

1990 ◽  
pp. 217-231
Author(s):  
Sally A. Goldman ◽  
Michael J. Kearns ◽  
Robert E. Schapire
Keyword(s):  
Sample Complexity ◽  
Weak Learning

Memory reconsolidation allows the consolidation of a concomitant weak learning through a synaptic tagging and capture mechanism

Hippocampus ◽  
2013 ◽  
Vol 23 (10) ◽  
pp. 931-941 ◽  
Author(s):  
Lindsey F. Cassini ◽  
Rodrigo O. Sierra ◽  
Josué Haubrich ◽  
Ana P. Crestani ◽  
Fabiana Santana ◽  
...  
Keyword(s):  
Memory Reconsolidation ◽  
Capture Mechanism ◽  
Weak Learning ◽  
Synaptic Tagging And Capture

On the Application of Primary and Middle School Subject Learning Websites

2011 ◽  
Vol 271-273 ◽  
pp. 1524-1527
Author(s):  
Li Li Zhang ◽  
Jian Feng Cheng ◽  
Zhao Feng Li ◽  
Zhang Sujun ◽  
Jin Yan Hu
Keyword(s):  
Middle School ◽  
Evaluation Method ◽  
Relevant Literature ◽  
Learning Resources ◽  
School Subject ◽  
Weak Learning

Through the analysis of relevant literature and typical websites, this document summed up the problems in the application of China’s primary and middle school subject learning websites such as single evaluation method, scarce learning resources, weak learning supports etc, and puted forward the corresponding improving strategies for each problem so as to make it more perfect and applicable.

scholarly journals The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

2019 ◽  
Vol 9 (1) ◽  
pp. 17-29
Author(s):  
Ioannis D K Dimoliatis ◽  
Ioannis Zerdes ◽  
Athanasia Zampeta ◽  
Zoi Tziortzioti ◽  
Evangelos Briasoulis ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Anticancer Agents ◽  
Cell Biology ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Formative Feedback ◽  
Individual Student ◽  
Self Assessment ◽  
Tnm System ◽  
Weak Learning

Abstract Background Can learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student self-assessment overestimation; informing formative feedback and summative examinations? Methods Based on the ESMO / ASCO global curriculum, 66 level-two learning outcomes were identified and transformed in the iCAN!-Oncology and theyCAN!-Oncology questionnaires, anonymously completed online, before and after teaching, by trainees and trainers respectively, in a five-day fulltime undergraduate oncology course. Results In total, students assessed themselves (iCAN!) with 55% before and 70% after the course (27% improvement); teachers assessed students (theyCAN!) with 43% before and 69% after (60% improvement). Twenty level-two learning outcomes (30%) were scored below the pass / fail cut-point by students while 46 (70%) by teachers, before the course; none after the course. Students assessed themselves the highest in “TNM system” before (81%) and after (82%), while the teachers assessed students so in “Normal cell biology” before (72%) and “Moral / ethical issues in clinical research” after (83%). The lowest assessed outcome was the “Research protocol” by students (28%) and teachers (18%) before, and the “Anticancer agents” after (54% by both). Individual students self-assessed themselves from 31% to 88% before, and from 54% to 88% after; individual teachers assessed students from 29% to 66% before, and from 55% to 94% after. The iCAN! / theyCAN! provided detailed individual student or teacher profile, tightfisted or generous. Conclusions The iCAN! / theyCAN! differentiate strong and weak learning outcomes, learners, teachers; reveal no student self-assessment overestimation; inform formative feedback and summative exams at a metacognitive level; generalize to any course and assessor; support evidence-based teaching and learning SWOT policy.

Leeroriëntatie van medewerkers als moderator in de relatie tussen transformationeel leiderschap en intrinsieke werkmotivatie

2006 ◽  
Vol 19 (1) ◽  
Author(s):  
Niek Faber ◽  
Onne Janssen ◽  
Tjeerd Bartlema
Keyword(s):  
Transformational Leadership ◽  
Positive Relationship ◽  
Psychological Empowerment ◽  
Learning Orientation ◽  
Psychological Training ◽  
Training Courses ◽  
Weak Learning ◽  
The Relationship

Employees' learning orientation as a moderator in the relationship between transformational leadership and psychological empowerment Employees' learning orientation as a moderator in the relationship between transformational leadership and psychological empowerment Niek Faber, Onne Janssen & Tjeerd Bartlema, Gedrag & Organisatie, Volume 19, Maart 2006, nr. 1, pp. 22-36 Employees' learning orientation was hypothesized to enhance the positive relationship between transformational leadership and empowerment experienced by employees. As expected, a survey among 191 attendants of organizational-psychological training courses showed a positive relationship between transformational leadership and psychological empowerment. However, a learning orientation was found to serve as a substitute rather than an enhancer of the empowering effect of transformational leadership. More specifically, transformational leadership was strongly related to psychological empowerment for employees with a weak learning orientation. For employees with a strong learning orientation, transformational leadership had only a marginal relationship with psychological empowerment because these employees had already relatively high levels of empowerment induced by their learning orientation.

Hegemonic Relationships: Donor Countries and NGOs in Western Balkan Post-Conflict Reconstruction

2013 ◽  
Vol 37 (3) ◽  
pp. 312-329 ◽  
Author(s):  
Nikolaos Tzifakis ◽  
Asteris Huliaras
Keyword(s):  
Civil Society ◽  
Learning Processes ◽  
Global Level ◽  
Governmental Organizations ◽  
Post Conflict ◽  
Non Governmental Organizations ◽  
Weak Learning ◽  
The Impact ◽  
Comparative Examination

The impact of Non-Governmental Organizations’ reconstruction activities in Bosnia and Kosovo was largely determined by the nature and content of two dominant relationships. The first is the donor countries-International NGO (INGO) relationship. To grasp the importance of this relationship, it suffices to mention that, at the global level, donors give around five times more funds to INGOs (and more precisely to their own national NGOs) than to Local NGOs (LNGOs). The second is the International NGO-LNGO relationship. With respect to the first relationship, donor countries had a clear hegemonic position vis-à-vis INGOs. In turn, INGOs developed a hegemonic position towards LNGOs. These hegemonic relationships undermined the quality and effectiveness of aid disbursed and failed to promote the development of an open and democratic civil society. More interestingly, although most donors and INGOs got involved in the post-conflict reconstruction of both countries, very weak learning processes seem to have operated in the region. A comparative examination of the two reconstruction efforts reveals that the manifestation of many inefficiencies and failures was indeed even more acute in Kosovo than in Bosnia.

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