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21.
Sudhakar Kunte 《Resonance》2000,5(4):19-27
The statistical simulation technique is a very powerful and simple technique for answering complicated probabilistic questions regarding random experiments. The principles on which this technique is based are the Laws of Large Numbers (LLN). These laws say that under fairly general conditions, as the sample size increases, the sample quantities converge, in an appropriate sense, to the corresponding population quantities. (For details regarding LLN, see [1]). Here we illustrate the technique by giving some examples. 相似文献
22.
Manu Mari Torppa Minna Eklund Kenneth Poikkeus Anna-Maija Lerkkanen Marja-Kristiina Niemi Pekka 《Reading and writing》2021,34(3):753-771
Reading and Writing - One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in... 相似文献
23.
P.V.K. Sasidhar B. Sudhakar Rao Piedy Sreeramulu 《The Journal of Agricultural Education and Extension》2013,19(4):319-327
Abstract To know the factors of role conflict among livestock extension professionals in Andhra Pradesh, India. Study was conducted following ex-post facto research design. Data were collected from 180 respondents through survey questionnaires. The data were subjected to multiple regression and path analyses to know the factors of role conflict. Respondents were experiencing four types of role conflicts, viz., intra-role conflict, intra-sender conflict, inter-role conflict, and conflicting expectations. The 16 independent variables put together explained 59% variation in role conflict. Most of the variation was found to be governed by job experience, physical facilities, trainings undergone, participativeness, work motivation and persistence disposition. Persistence disposition, job satisfaction and work motivation were the channels for indirect effects of other variables on role conflict. If higher levels of role conflict and factors influencing role conflict are not properly coped, it affects the performance in a dysfunctional style. Therefore, an orientation program to newly recruited veterinarians on role conflict and its coping strategies is recommended. The other related implications for animal husbandry department are also discussed. With the knowledge on factors of role conflict, performance of the staff can be improved by addressing the related factors. Therefore, this investigation has a personal, social as well as organizational significance to animal husbandry departments in India. 相似文献
24.
Kaushik Kar Anindya Dasgupta M. Vijaya Bhaskar K. Sudhakar 《Indian journal of clinical biochemistry : IJCB》2014,29(2):232-237
Decompensation followed by death is the most serious outcome in patients suffering from cirrhosis of the liver. Alteration of trace elements may play a vital role in the process of decompensation. To examine the change in status of trace elements during the decompensation process, we analysed the zinc, copper, iron, magnesium, bilirubin and albumin levels in the serum of compensated (n = 34) and decompensated (n = 31) liver cirrhosis patients and compared them with healthy control group (n = 36) by post hoc ANOVA. We observed significant alteration in the selected micronutrients in the diseased group relative to healthy controls (P < 0.05). Moreover, mean serum zinc and iron levels were significantly lower with a higher level of serum copper in decompensated cirrhosis group than in compensated group (P < 0.05). However, no significant decrease of serum magnesium was found between the two diseased groups. Our findings imply that the trace elements like zinc, copper and iron might exert important contributory roles in decompensation process in liver cirrhosis and hence, may be utilized as important biomarkers for these patients. Furthermore, we propose that replacements of those micronutrients at an early stage can delay or prevent the severe outcomes like hepatic encephalopathy, gastrointestinal bleeding, severe jaundice or ascites in these patients. 相似文献
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26.
“Community” has become a commonplace term in the learning sciences. Alongside this popularization comes the view that communities are, in general, something to strive towards. We draw on contemporary trends to problematize this assumption and motivate a discussion for the productivity of dissent. 相似文献
27.
Manu Kapur 《教育心理学家》2016,51(2):289-299
Learning and performance are not always commensurable. Conditions that maximize performance in the initial learning may not maximize learning in the longer term. I exploit this incommensurability to theoretically and empirically interrogate four possibilities for design: productive success, productive failure, unproductive success, and unproductive failure. Instead of only looking at extreme comparisons between discovery learning and direct instruction, an analysis of the four design possibilities suggests a vast design space in between the two extremes that may be more productive for learning than the extremes. I show that even though direct instruction can be conceived as a productive success compared to discovery learning, theoretical and empirical analyses suggests that it may well be an unproductive success compared with examples of productive failure and productive success. Implications for theory and the design of instruction are discussed. 相似文献
28.
The ontologies of complexity and learning about complex systems 总被引:1,自引:0,他引:1
This paper discusses a study of students learning core conceptual perspectives from recent scientific research on complexity
using a hypermedia learning environment in which different types of scaffolding were provided. Three comparison groups used
a hypermedia system with agent-based models and scaffolds for problem-based learning activities that varied in terms of the
types of text based scaffolds that were provided related to a set of complex systems concepts. Although significant declarative
knowledge gains were found for the main experimental treatment in which the students received the most scaffolding, there
were no significant differences amongst the three groups in terms of the more cognitively demanding performance on problem
solving tasks. However, it was found across all groups that the students who enriched their ontologies about how complex systems
function performed at a significantly higher level on transfer problem solving tasks in the posttest. It is proposed that
the combination of interactive representational scaffolds associated with NetLogo agent-based models in complex systems cases
and problem solving scaffolding allowed participants to abstract ontological dimensions about how systems of this type function
that, in turn, was associated with the higher performance on the problem solving transfer tasks. Theoretical and design implications
for learning about complex systems are discussed. 相似文献
29.
Manu Kapur Charles K. Kinzer 《Educational technology research and development : ETR & D》2007,55(5):439-459
This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution
of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported
collaborative learning (CSCL) environment. Participants were 60 11th-grade science students working in three-member groups
(triads) who were randomly assigned to solve a well- or an ill-structured problem scenario on Newtonian Kinematics. Although
groups solving ill-structured problems generated more problem-centered interactional activity (a positive effect), they also
exhibited participation patterns that were more inequitable (a negative effect) than groups solving well-structured problems.
Interestingly, inequities in member participation patterns exhibited a high sensitivity to initial exchange and tended to
get “locked-in” early in the discussion, ultimately lowering the quality of discussion and, in turn, the group performance.
Findings and their implications for theory, methodology, and scaffolding of CSCL groups are discussed.
Manu Kapur is an Assistant Professor of Learning Sciences and Technologies at the National Institute of Education of Nanyang Technological University of Singapore. Charles K. Kinzer is a Professor of Education and Technologies, and Coordinator of the program in Communication, Computing and Technology in Education at Teachers College, Columbia University in New York. 相似文献
Charles K. KinzerEmail: |
Manu Kapur is an Assistant Professor of Learning Sciences and Technologies at the National Institute of Education of Nanyang Technological University of Singapore. Charles K. Kinzer is a Professor of Education and Technologies, and Coordinator of the program in Communication, Computing and Technology in Education at Teachers College, Columbia University in New York. 相似文献
30.
Manu Kapur 《学习科学杂志》2013,22(4):651-677
A total of 136 eighth-grade math students from 2 Singapore schools learned from either productive failure (PF) or vicarious failure (VF). PF students generated solutions to a complex problem targeting the concept of variance that they had not learned yet before receiving instruction on the targeted concept. VF students evaluated the solutions generated by PF students before receiving the same instruction. Student-generated solutions were either suboptimal or incorrect, and in this sense can be conceived as failed problem-solving attempts. Although there was no difference on self-reported engagement, PF students reported significantly greater mental effort and interest in knowing the canonical solution to the problem than VF students. When preexisting differences in general ability, math ability, and prior knowledge were controlled, PF students outperformed VF students on conceptual understanding and transfer without compromising procedural fluency. These results suggest that when learning a new math concept, people learn better from their own failed solutions than those of others provided appropriate instruction on the targeted concept is given after the generation or evaluation activity. 相似文献