The work presented in this paper traces the history of active learning and further utilizes the available literature to define meaning and importance of active learning in higher education. The study highlights common practical problems faced by students and instructors in implementing active learning in higher education and further identifies a set of individual prac-tices being used worldwide to overcome the obstacles. Expectations and responsibilities of stu-dents and instructors are also specified to enhance the (...) efficiency of active learning environment. The paper also traces the importance of student and instructor rapport for a successful learning environment. (shrink)

Holding students to high standards and assessing, measuring and evaluating their learning with challenging, authentic problems in the midterm and final exams is the goal of the professors who teach core signal processing concepts. However, the heavy reliance of these subjects on mathematics makes it difficult for students to genuinely grasp the concepts and relate to a conceptual framework. Specifically, analyzing the signals and the functionality of systems in Fourier domain; separating the system level analysis from signal level analysis; (...) and understanding how they are related in time domain and frequency domain are among the most challenging concepts. Students’ lower grades observed over past years in the introductory signal processing course exposed a potential disconnect between the actual level of learning and the high expectations set by the professors. In this paper, we present the active learning techniques that we implemented in one of the summer session offerings of this course in our department. The research explored Peer Instruction, pre-class reading quizzes and post-lecture quizzes. In addition to the mid and end of the quarter survey results, the comparison analysis of the grades students achieved in the active learning integrated course in the second summer session and the standard course offered in first summer session is discussed. According to our results, the developed techniques helped students in the active classroom perform significantly better than their peers participating in standard lectures when tested by challenging questions in their exams. (shrink)

The article examines the impact of the study for Levittown of urban sociologist Herbert Gans on Denise Scott Brown’s thought. It scrutinizes Denise Scott Brown, Robert Venturi, and Steven Izenour’s ‘Remedial Housing for Architects or Learning from Levittown’ conducted in collaboration with their students at Yale University in 1970. Taking as its starting point Scott Brown’s endeavour to redefine functionalism in ‘Architecture as Patterns and Systems: Learning from Planning’, and ‘The Redefinition of Functionalism’, which were included in Architecture (...) as Signs and Systems: For a Mannerist Time (2004), the article sheds light on the fact that the intention to shape a new way of conceiving functionalism was already present in Learning from Las Vegas, where Robert Venturi, Denise Scott Brown and Steven Izenour suggested an understanding of Las Vegas as pattern of activities. Particular emphasis is placed on Scott Brown’s understanding of ‘active socioplastics’, and on the impact of advocacy planning and urban sociology on her approach. At the core of the reflections developed in this article is the concept of ‘urban village’ that Gans uses in US in The Urban Villagers: Group and Class in the Life of Italian-Americans (1972) to shed light on the socio-anthropological aspects of inhabiting urban fabric. (shrink)

This study evaluated the effectiveness of four game-based activities (GBAs) in teaching ecosystems to Grade 7 Biology students. Involving 69 students (34 control, 35 experimental), the quasi-experimental study used a mixed-methods approach. The researcher utilized a static-group comparison design for the quantitative phase and a thematic analysis for the qualitative phase. Quantitative analysis revealed significant improvements in the experimental group's social skills (p<0.05; Cohen’s d = 0.63) and conceptual understanding (p<0.05; Cohen’s d = 0.86). Descriptive statistical analysis also suggests that (...) GBAs can foster positive attitudes toward using GBAs and learning. Qualitative data from journal entries and teacher-observer interviews highlighted enhanced communication, collaboration, confidence, and participation among students using GBAs. The study also recognized the interconnection between conceptual understanding, social skills, and attitude toward learning, not just as pedagogical tools but also as practical tools in improving students’ affective domain, creating a safe environment beneficial for the learning process in general. (shrink)

The new normal education requires learners to be independent in the learning process without face-to-face instruction. This study determined the home-based learning activities in relation to the academic achievement of Grade 6 learners in Plaridel North District, Municipality of Plaridel, Misamis Occidental. The descriptive-correlational design was used in the study. There were 135 students who served as respondents, selected through purposive and convenient sampling techniques. The researcher-made Home-Based Learning Activities Questionnaire was used as a research instrument in (...) determining the learners’ learning activities at home. Documentary analysis was made to determine the learners' academic achievement. Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Regression Analysis were used as statistical tools in analyzing the data gathered. Results revealed that the respondents had a very high engagement in home-based learning activities, and their academic achievement was generally very satisfactory. The level of engagement in home-based learning activities was highly influential to the learners' academic achievement. The efforts extended for modular distance learning can determine what learners can achieve academically. (shrink)

The researcher was prompted to conduct this study to give intervention of the alarming situation which there is a low performance in solving problems related to geometry in Grade IV Mathematics. This study was about on how to enhance the mathematical competencies of the grade IV pupils using a downloaded worksheets as a learning activity. This study focused in giving remediation applying the intervention materials. These resources give several approaches to attain mastery using distinct drill cards. The investigation was (...) carried out utilizing quasi-experimental design. During administering the pre-test and post-test, the researcher used the weighted mean and t-test to determine the mean percentage scores of the respondents. The respondents were 56 fourth grade learners enrolled in Marangog Elementary School and Tagnate Elementary School in Hilongos East District for the school year 2019 – 2020. At the end of the study, it was found out the use of downloaded math worksheets were found effective means of improving the mastery level. In addition, based on the results gathered, the downloaded math worksheets which were used in the drills or practice greatly contributed to the elimination of non-numerates, and give significantly increasing the number of pupils who mastered the competencies related to geometry. As a result, a proposed innovative teaching strategy is recommended. -/- . (shrink)

This study aims to determine the factors that may affect in constructing the contextualized learning activity sheets based on the learners’ results and the teachers’ self-assessment using a descriptive correlation research design. The findings of the study revealed that the teachers have varied levels of competence in terms of cultural knowledge and on average, they were at the Proficient level of competency. In addition, teachers’ self-assessments indicated that they strongly practiced the criteria in constructing contextualized IPED LAS. However, still (...) at the Advanced Beginner level based on the learners’ results. It can be concluded that teachers are competent in handling IPED based on their profile and cultural knowledge yet, Advance Beginners in terms of assessment skills. Teachers with higher educational qualifications improved their assessment skills. It is recommended that the regional and division IPED specialist should conduct quarterly training for teachers on the Indigenous Knowledge System and Practices (IKSP) and other IPED-related topics. Teachers may conduct indigenization mapping as part of the pedagogical strategy of handling IPED to encourage localization and indigenization of content. With the findings and results, the project ETASIP is made to aid teachers in planning for their assessment strategies. (shrink)

Due to the emergence of ICT in ELT sector, seasoned English teachers find it resistant to such a shift despite having a positive attitude towards its use. This quasi-experimental study aimed to examine the extent to which seasoned English language teachers developed their ICT skills through a Service-Learning Activity (SLA). Using a one-group pre- and post-test design, this study collected the data through a modified Needs Assessment Survey (NAS) distributed to fourteen purposively selected participants. It was administered to examine (...) what professional ICT development would greatly benefit them. The data were analyzed using descriptive statistics and themes according to the Service-Learning Activity (SLA) topics. A Post Evaluation Survey (PES) was administered, and its result was compared to the initial test. The results showed that the seasoned teachers gained significant learning gains in terms of (1) sharing of knowledge from other teachers; (2) being encouraged to use ICT tools; (3) training opportunities; (4) working with other colleagues; and 5) attending professional workshops which include SLA. However, this study unveiled that the English teachers had no significant difference in perceptions regarding the roles of computers in teaching before and after the intervention. Limitations and recommendations for future studies were discussed. (shrink)

The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a (...) knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' - an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows. (shrink)

The pandemic of COVID-19 prompted several paradigm shifts throughout society, including in education. This study aimed to examine the relationships of students' engagement in online synchronous collaborative learning activities (OSCLA) with their self-efficacy (LSE), peer social support (LPSS), state of well-being (SWB), and level of academic performance (LAP). A total of 176 Filipino Grade 12 SHS students, 18 years old and older, from a private educational institution were purposively selected for this study. Data were generated using an online survey. (...) Results show that collaborative learning activities are frequently conducted (median = 4) in their synchronous online classes. It also revealed that their LSE is high (median = 4), their LPSS is high (median = 4), their LE is moderate (median = 3), their SWB is high (median = 4), and their LAP is high (median = 94.85). The results showed a statistically significant correlation of their LSE (r = 0.69, p 0.001) and LPSS with their OSCLA LE (r = 0.438, p 0.001). A statistically significant positive moderate correlation between LE and SWB (r = 0.536, p 0.001) was also found, however, no correlation was found between their OSCLA LE and LAP (r = 0.065, p = 0.393). Thus, the use of a well-designed OSCLA is strongly recommended as it positively impacts students' SWB but should be regularly reviewed for its effectiveness in sustaining improvement in the LAP of the students. (shrink)

This study aims to describe the learning motivation of students using virtual media when they are learning mathematics in grade 5. The research design applied in this research is classroom action research. The research is conducted in two phases which involve planning, action and observation and reflection. The results of the study revealed that intrinsic motivation to learn is most prevalent in the form of fun to learn mathematics with virtual media. Other forms of intrinsic motivation include curiosity, (...) need and interests, and satisfaction. Extrinsic motivation in the form of awarded and clarity of learning objectives. The most enjoyable learning experience for students was when they feel like they're learning more than they actually are. This level of enthusiasm increases with the level of learning complexity. The students are more active and motivated to learn. This can be evidenced by the increase in motivation to learn after the first phase. Unfortunately, the lack of bandwidth and time allocated for conducting experiments are some of the obstacles in the way of learning through virtual media. This study revealed that the use of virtual media could improve student's motivation for learning. (shrink)

Learning is fundamentally about action, enabling the successful navigation of a changing and uncertain environment. The experience of pain is central to this process, indicating the need for a change in action so as to mitigate potential threat to bodily integrity. This review considers the application of Bayesian models of learning in pain that inherently accommodate uncertainty and action, which, we shall propose are essential in understanding learning in both acute and persistent cases of pain.

One of the important components considered in this research approach is given by the study on teaching-learning strategies, methods and techniques in the lessons aimed at organizing economic activities. It is understood that such a topic takes into account, on the one hand, a series of aspects related to an economic issue, and on the other hand, issues of a methodological / didactic nature found in the teaching-learning-assessment activity. At the same time, the approach that is intended to (...) be highlighted reflects the practical-theoretical dimension of such a possible approach in class. Under these conditions, the research approach assumed involves an analysis focused, on the one hand, on the theoretical aspects related to the approached topic, and on the other hand, on the conceptual-theoretical operationalization with practical implications. In other words, there is an interest in valorizing and capitalizing on the contents approached both theoretically and practically. Therefore, it is considered that we will analyze, from a theoretical and pragmatic perspective, the strategies, methods and teaching-learning techniques at the level of economic-themed classes, also revealing the impact it has in the economic-educational dimension. (shrink)

In this chapter, I consider three ‘promises’ of bringing phenomenology into dialogue with networked learning. First, a ‘conceptual promise’, which draws attention to conceptual resources in phenomenology that can inspire and inform how we understand, conceive of, and uncover experiences of participants in networked learning activities and environments. Second, a ‘methodological promise’, which outlines a variety of ways that phenomenological methodologies and concepts can be put to use in empirical research in networked learning. And third, a ‘critical (...) promise’, which suggests how work done in the realm of critical phenomenology is complementary to and useful for exploring the social justice and emancipatory aims of networked learning researchers. Through this framework, I reflect upon multiple ways in which phenomenology has and might continue to fruitfully inform and shape networked learning research. In doing so, I emphasise that deploying phenomenology in the context of networked learning not only enriches our understanding of networked learning but that phenomenology itself is enriched through testing, finetuning, and expanding its methods, concepts, and understanding, as well as unveiling its own limitations and constraints. (shrink)

Underlying much current work in philosophy of imagination is the assumption that imagination is a skill. This assumption seems to entail not only that facility with imagining will vary from one person to another, but also that people can improve their own imaginative capacities and learn to be better imaginers. This paper takes up this issue. After showing why this is properly understood as a philosophical question, I discuss what it means to say that one imagining is better than another (...) and then discuss the kinds of imagination training and techniques that might be employed in an effort to get better at imagining. The discussion of these techniques draws insight from consideration of other skills-based activities, as well as from consideration of the creation of art and our engagement with literature and poetry. Over the course of this discussion, we also gain further insight into the nature of imagination. (shrink)

A problematic trend I notice when conversing with students is how many of them struggle to remember what they did in modules from previous semesters. These discussions got me thinking about how to design learning activities that are unforgettable. Albert Einstein, among other figures credited with the quote, famously said that “education is what remains after one has forgotten what one has learned in school”. I want to ensure my students remember what they have learned from me, especially after (...) all the hard work they put into the course. In this article, I share teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories. (shrink)

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – (...) how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors. -/- . (shrink)

This study aimed to explore the teachers' experiences in addressing the learning gaps during the resumption of in-person classes post-pandemic. Specifically, it sought to determine the learning recovery strategies implemented and the challenges encountered by the teachers. Six (6) teachers from DepEd Zamboanga City Division were involved in this study employing a qualitative-phenomenological research design. The participants were purposively selected based on the criteria defined in this paper. The data were collected through in-depth interviews with semi-structured interview questions. (...) The findings revealed that the teachers employed a multifaceted approach to bridge the learning gaps. These include conducting remedial reading and pull-out sessions, integrating basic reading activities in all subject areas, and using differentiated instructions and materials. However, teachers also encountered challenges related to the limited availability of resources, the need for professional development to address pedagogical changes, the lack of parental support, and absenteeism among learners. The research finding suggests intervention at the individual and system levels to mitigate the learning gaps. Policy recommendations include upskilling and plans of teachers, particularly in teaching beginning reading, increasing funding allocation for basic education resources, reviewing implementation of the learning recovery plans, and improving collaboration with parents and community stakeholders to support learners’ education. (shrink)

Evidence shows that the COVID-19 pandemic has increased stress and despair levels. During the outbreak, everyone’s health and safety are given high importance. The only practical option at this time is for schools and institutions all around the world to switch to online classes. Students, parents, professors, and teachers in the Philippines are aware of the long-term difficulties of online learning, notably their effects on college student’s mental health. This hasn't, however, been adequately documented. The challenges and consequences of (...) online learning on the mental health of students taking up the Hospitality Management program at Romblon State University were investigated in this study. It would add to the body of knowledge regarding mental health, especially for Filipino students. The descriptive quantitative research was employed in the study, and purposive sampling was used to choose the respondents. A researcher-modified instrument with a Perceived Stress Scale (PSS-10) was translated into a Google form and it was used as the standard tool to collect data. The online survey was carried out and data analysis was done using frequency and percentage distribution as well as weighted mean. According to the results, the respondent’s 3-5 hours weekly online activity demonstrates their lack of involvement. Home distractions, a lack of engaging online teaching techniques, procrastination, increased workload, depression, and anxiety are a few of the difficulties encountered. The effect on the HM students is a perceived stress scale interpreted as stressed sometimes. (shrink)

A Book Review on Rethinking language education and linguistic diversity in schools: Thematic report from a programme of expert workshops and peer learning activities (2016-17) European Commission, Directorate-General for Education, Youth, Sport and Culture, Day, L., Meierkord, A., (Publications Office), 2018, 14 pages, ISBN 978-92-79- 79241-0. Review by Thobias Sarbunan.

It is crucial to actively detect the risks of transactions in a financial company to improve customer experience and minimize financial loss. In this study, we compare different machine learning algorithms to effectively and efficiently predict the legitimacy of financial transactions. The algorithms used in this study were: MLP Repressor, Random Forest Classifier, Complement NB, MLP Classifier, Gaussian NB, Bernoulli NB, LGBM Classifier, Ada Boost Classifier, K Neighbors Classifier, Logistic Regression, Bagging Classifier, Decision Tree Classifier and Deep Learning. (...) The dataset was collected from Kaggle depository. It consists of 6362620 rows and 10 columns. The best classifier with unbalanced dataset was the Random Forest Classifier. The Accuracy 99.97%, precession 99.96%, Recall 99.97% and the F1-score 99.96%. However, the best classifier with balanced dataset was the Bagging Classifier. The Accuracy 99.96%, precession 99.95%, Recall 99.98% and the F1-score 99.96%. (shrink)

The study assessed the conceptual understanding and attitude toward fractions of teacher education students in a socio-constructivist learning environment. Specifically, it determined the students’ level of conceptual understanding before and after instruction; verified the types of conceptual changes that occurred; and ascertained the attitude of students toward fractions before and after instruction and its relationship to their levels of understanding. Descriptive-correlational research method was used. Socio-constructivist context-based teaching method was employed to introduce the concept of fractions. Achievement tests and (...) interviews were administered to determine the students’ level of conceptual understanding. Conceptual analysis based on Jensen and Finley’s (1995) method with Tiberghien’s (1994) classification of changes was utilized to describe students’ conceptual understanding and conceptual changes. In order to determine their attitude on fractions, students were asked to answer the socio-constructivist attitude questionnaire. The level of conceptual understanding of teacher education students in fraction was functional misconception and partial understanding before and after instruction, respectively. The type of conceptual change that occurred among teacher education students was change for the better. Socio-constructivist learning more likely to improve students’ attitudes toward fractions; promoted prosocial behavior among students; and tend to increase students’ activeness in the classroom activities as evidenced. (shrink)

Many teachers appreciate discussing teaching and learning with others, and participating in a community of others who are also excited about pedagogy. Many philosophy teachers find meetings such as the biannual AAPT workshop extremely valuable for this reason. But in between face-to-face meetings such as those, we can still participate in a community of teachers and learners, and even expand its borders quite widely, by engaging in activities under the general rubric of “open education.” Open education can mean many (...) things, from sharing one’s teaching materials openly with others, to using and revising those created by others, to asking students to create open educational materials, and more. In this article I discuss the benefits and possible drawbacks of such activities, and I argue that the former outweigh the latter. (shrink)

This work investigates one of the most widespread yet elusive ideas about our experience of art: the idea that there is something cognitively valuable in engaging with great artworks, or, in other words, that we learn from them. This claim and the age-old controversy that surrounds it are reconsidered in light of the psychological and neuroscientific literature on learning, in one of the first systematic efforts to bridge the gap between philosophical and scientific inquiries on the topic. The work (...) has five chapters. Chapter 1 lays down its conceptual bases: it explains what learning is taken to be in the current philosophical debate and it points out how Bayesian cognitive science (particularly in its predictive processing formulations) might be well-suited to capture the kind of learning involved in our engagement with the arts. The following chapters test this latter hypothesis with respect to particular art forms, namely literature and literary language (Chapter 2), narrative (Chapter 3), and visual art, music and motor activities (Chapter 4). The fine-grained discussions conducted in each of these areas will enable us to see that the relationship between art and learning is indeed fundamental and pervasive. The final chapter (Chapter 5) examines the consequences of this fact for our understanding of the role of art in our epistemic practices, its ultimate usefulness and value, and its place in the interdisciplinary study of the human mind. The upshot is a novel and wide-ranging picture, both philosophically informed and empirically sound, that bypasses many of the problems and dead ends of the current philosophical debate on the topic and captures the deep sense in which art and learning are interrelated. (shrink)

The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to describe the participants’ performance and confidence. Independent samples t-tests were used (...) to determine the significant differences in the performance and confidence between the two groups. In contrast, dependent samples t-tests were used to determine the significant differences in each group’s pre and posttest performance and confidence. Findings bared that the differentiated instruction successfully addressed students’ performance in mathematics even in a short period. It also increased the participants’ confidence when answering fundamental problems. Continuing differentiated instruction activities are recommended since it benefits students who struggle in mathematics, particularly in answering fundamental operations. Differentiated teaching activities in mathematics can boost academic achievement and engagement and prepare students for future success while fostering a positive and inclusive classroom culture that values individual learning needs and preferences. (shrink)

Laboratory activities play a crucial role in the conceptual understanding of the theoretical aspects of physics. Traditional guided lab activities emphasize a teacher-centric pedagogical approach in which learners are merely passive recipients of the content knowledge as delivered by the teacher. The authors in their professional journey at engineering institutions were also guided by the traditional laboratory approach in the teaching and learning process inside the physics laboratory. During our professional journey at engineering institutions, we felt that students had (...) difficulty demonstrating the science process skills and employing the theoretical aspects in real-world situations. The primary objective of this research was to explore the lab activities inside the physics laboratory at diploma engineering institutions in the Kathmandu district of Nepal. For this purpose, an ethnographic method was employed in which multiple laboratory sessions were observed, and open-ended and unstructured interviews were conducted with the research participants at different locations through in-person and online processes. In addition, social constructivist learning theory was utilized in this research process. The findings lead to the conclusion that traditional guided laboratory activities prevailed inside the physics lab of those institutions under study. -/- . (shrink)

Elective mathematics has been an extra mathematics subject for pilot students of Eduardo Barretto Sr. National High School for quite some time now. Through this, many alumni testified how this helped them understand senior high school and college math. However, the teachers have also been struggling with the resources for specific areas of mathematics, such as Business Math, Statistics, Analytic Geometry, Trigonometry, and Calculus. When the pandemic hit the Philippines, contextualized learning material aligned with the Most Essential Learning (...) Competencies (MELC) helped elective mathematics teachers. The contextualized learning material was developed from April to August 2020 and was first validated in February 2021 by the students who participated in the pilot testing. However, following the due process, it was suggested that I revalidate the IDEA-formatted Analytic Geometry and Trigonometry instructional material. It examines Eduardo Barretto Sr. National High School mathematics teachers and SDO Calamba City experts' evaluation of the content's topics, objectives, concepts, directions, and activities and the format's prints, illustrations, design, and layout. Participants' perceptions of learning material were assessed using a 4-point Likert Scale survey. Hence, descriptive quantitative design. Participants were surveyed using a 4-point Likert Scale to assess their learning content impression. The findings reveal that the participants found the format and content of the developed learning material to be very satisfactory. The indicators "localized" and "can be done independently" were viewed as Fair and Satisfactory, respectively. The learning material was enhanced by localizing the activities and giving directions that could facilitate self-learning. (shrink)

Mencius, referred to as second sage in Chinese philosophy history, grounds his theory about original goodness of human nature on psychological components by bringing in something new down ancient ages. Including the principles of virtuous action associated with Confucius to his doctrine, but by composing them along psychosocial development, he theorizes utterly out of the ordinary that makes all the difference to the school. In his argument stated a positive opinion, he explains the method of forming individuals' moral awareness by (...) means of inseparable integrity of feelings and thoughts, saying human being are born innately good. According to Mencius, heart-mind correlation is the motivational complement of inner incentives. Knowledge and virtue, which are extensions of inborn goodness, comprehended intuitively; then affective motives respond to circumstance, what is learned transmits to cognitive process and eventually behavior emerges. Comparing during the years of Warring State period he lived, in western geography Aristotle, who is one of the pioneers of Greek philosophy, argues deductive and inductive methods in mental activity. On the other hand, Mencius uses analogical reasoning throughout his self-titled work. This essay is an attempt to assert that most postulates of developmental theories, which have been considered an integral part of modern psychology, begin with Mencius in early era. Secondly, this study also aims to discuss the main paradigm of Mencius across emotivist-rationalist opposition, which keeps emotion above thought as well as reason above emotion. (shrink)

Rainfall prediction is one of the challenging tasks in weather forecasting. Accurate and timely rainfall prediction can be very helpful to take effective security measures in dvance regarding: on-going construction projects, transportation activities, agricultural tasks, flight operations and flood situation, etc. Data mining techniques can effectively predict the rainfall by extracting the hidden patterns among available features of past weather data. This research contributes by providing a critical analysis and review of latest data mining techniques, used for rainfall prediction. In (...) our proposed system we propose a new forecasting method that uses a Convolutional Neural Network monthly rainfall for a selected location. In our proposed system we are going to forecast the rainfall result based on the mean square error, mean absolute error and root mean square error, which we get in train and test of the dataset based deep learning technique. (shrink)

Abstract: Tomatoes are part of the major crops in food security. Tomatoes are plants grown in temperate and hot regions of South American origin from Peru, and then spread to most countries of the world. Tomatoes contain a lot of vitamin C and mineral salts, and are recommended for people with constipation, diabetes and patients with heart and body diseases. Studies and scientific studies have proven the importance of eating tomato juice in reducing the activity of platelets in diabetics, which (...) helps in protecting them from developing deadly blood clots. A tomato classification approach is presented with a data set containing approximately 5,266 images with 7 species belonging to tomatoes. The Neural Network Algorithms (CNN), a deep learning technique applied widely in image recognition, is used for this task. (shrink)

Reading have always been a very important activity, which further paves the way for excellence in life both academically and non-academically. It is a fundamental skill that unlocks learning and provides individual’s benefits. Reading habit and attitude become an interest topic to discuss because it can be the key success in learning. This study aimed to examine the reading habits and attitudes of big city residents in Pakistan towards books with Chinese themes, available in Chinese, English, or Urdu (...) language. Using a survey design and simple random sampling, data was collected from 300 respondents through a pre-tested questionnaire based on Smith's (1991) Adult Survey of Reading Attitude. The study analyzed data from 11 online bookstores and publishers in Pakistan used to provide recent insights. We used two keywords (China, Chinese: چائ نا , چائ ن یز ) to collect data from online bookstores. The results of the study, with a reliability test score of 0.79, showed that the participants had a positive attitude towards reading Chinese themed books. The findings of this study can inform the development of educational programs to enhance reading skills and cultural understanding for users of Chinese-themed books in Pakistan. (shrink)

Dualities are a pervasive phenomenon in contemporary physics, in which two physical theories are empirically equivalent, yet prima facie make different ontological claims about the world (potentially very different claims—differing in e.g. the number and radius of dimensions of the universe). Dualities thus present a particular instantiation of the well-known notion of underdetermination of theory by evidence. Many different philosophical proposals have been made for how such putative underdetermination might be resolved—this continues to be a programme of active research.

The study has been presented the role of home environment to learn English language particularly in Bangladesh. Parental as well as siblings role is very essential to grow the sense of learning and the learners can grow a great influence by it. Parents’ as well as siblings’ positive attitude, education and awareness according to individual requirements and needs are provided constant encouragement and support for the learners. Parents make the greatest difference to achievement through supporting their learning at (...) home rather than supporting activities in school. A learner, whose family members are habituated to use English at home, feels encouraged to learn English which facilitates learning process. My findings, on the other hand, show that children of those parents who are ignorant of providing sound family atmosphere, lack confidence as well as self-esteem. This study also inspects the impact of home environment on children’s achievement in English language. The findings reveal that there is a constant relationship between the role of family and students’ academic achievement. (shrink)

Sikhism, a vibrant and inclusive religion, provides a rich tapestry of teachings and traditions. Introducing children to Sikhi through interactive learning and play not only enhances their understanding but also fosters a deep connection with the values and principles of Sikhism. This holistic approach engages children actively, making the learning journey enjoyable, memorable, and impactful. Given the dire need to engage in such a holistic approach, various such activities and their specific examples are described here.

The use of social networks such as Facebook, Twitter, and YouTube in the society has become ubiquitous. The advent of communication technologies alongside other unification trends and notions such as media convergence and digital content allow the users of the social network to integrate these networks in their everyday life. There have been several attempts in the literature to investigate and explain the use of social networks such as Facebook and WhatsApp by university students in the Arab region. However, little (...) research has been done on how university students utilise online audiovisual materials in their academic activities in the UAE. This research aims to elucidate the use of YouTube as a learning aid for university students in the UAE. We adopt the technology acceptance model (TAM) as the theoretical framework for this investigation. A quantitative methodology is employed to answer the research question. Primary data consisting of 221 correspondents were analysed, covering patterns of using YouTube as an academic audiovisual learning aid. Statistical techniques including descriptive, correlations, regression tests were used to analyse the data. The study concluded that students use YouTube as a learning tool for their academic studies and enriching their general knowledge; and there is a positive relationship between the use of YouTube videos in academic settings and the students’ overall performance. This study can shed light for teachers, curriculum designers, government entities, and other stakeholders on how to best utilise and integrate the online technology — YouTube — as a learning aid. (shrink)

Suppose that you are at a live jazz show. The drummer begins a solo. You see the cymbal jolt and you hear the clang. But in addition seeing the cymbal jolt and hearing the clang, you are also aware that the jolt and the clang are part of the same event. Casey O’Callaghan (forthcoming) calls this awareness “intermodal feature binding awareness.” Psychologists have long assumed that multimodal perceptions such as this one are the result of a subpersonal feature binding mechanism (...) (see Vatakis and Spence, 2007, Kubovy and Schutz, 2010, Pourtois et al., 2000, and Navarra et al., 2012). I present new evidence against this. I argue that there is no automatic feature binding mechanism that couples features like the jolt and the clang together. Instead, when you experience the jolt and the clang as part of the same event, this is the result of an associative learning process. The cymbal’s jolt and the clang are best understood as a single learned perceptual unit, rather than as automatically bound. I outline the specific learning process in perception called “unitization,” whereby we come to “chunk” the world into multimodal units. Unitization has never before been applied to multimodal cases. Yet I argue that this learning process can do the same work that intermodal binding would do, and that this issue has important philosophical implications. Specifically, whether we take multimodal cases to involve a binding mechanism or an associative process will have impact on philosophical issues from Molyneux’s question to the question of how active or passive we consider perception to be. (shrink)

Artificial intelligence (AI) is an area of computer science that emphasizes the creation of intelligent machines or software that work and react like humans. Some of the activities computers with artificial intelligence are designed for include, Speech, recognition, Learning, Planning and Problem solving. Deep learning is a collection of algorithms used in machine learning, It is part of a broad family of methods used for machine learning that are based on learning representations of data. Deep (...) learning is a technique used to produce Pneumonia detection and classification models using x-ray imaging for rapid and easy detection and identification of pneumonia. In this thesis, we review ways and mechanisms to use deep learning techniques to produce a model for Pneumonia detection. The goal is find a good and effective way to detect pneumonia based on X-rays to help the chest doctor in decision-making easily and accuracy and speed. The model will be designed and implemented, including both Dataset of image and Pneumonia detection through the use of Deep learning algorithms based on neural networks. The test and evaluation will be applied to a range of chest x-ray images and the results will be presented in detail and discussed. This thesis uses deep learning to detect pneumonia and its classification. (shrink)

In 1968, Jürgen Habermas claimed that, in an advanced technological society, the emancipatory force of knowledge can only be regained by actively recovering the ‘forgotten experience of reflection’. In this article, we argue that, in the contemporary situation, critical reflection requires a deliberative ambiance, a process of mutual learning, a consciously organised process of deliberative and distributed reflection. And this especially applies, we argue, to critical reflection concerning a specific subset of technologies which are actually oriented towards optimising human (...) cognition. In order to create a deliberative ambiance, fostering critical upstream reflection on emerging technologies, we developed the concept of a mutual learning exercise. Building on a number of case studies, we analyse what an MLE involves, both practically and conceptually, focussing on key aspects such as ambiance and expertise, the role of ‘genres of the imagination’ and the profiles of various ‘subcultures of debate’. Ideally, an MLE becomes a contemporary version of the Socratic agora, providing a stage where multiple and sometimes unexpected voices and perspectives mutually challenge each other, in order to strength-en the societal robustness and responsiveness of emerg-ing technologies. (shrink)

Coordination is a key problem for addressing goal–action gaps in many human endeavors. We define interpersonal coordination as a type of communicative action characterized by low interpersonal belief and goal conflict. Such situations are particularly well described as having collectively “intelligent”, “common good” solutions, viz., ones that almost everyone would agree constitute social improvements. Coordination is useful across the spectrum of interpersonal communication—from isolated individuals to organizational teams. Much attention has been paid to coordination in teams and organizations. In this (...) paper we focus on the looser interpersonal structures we call active support networks, and on technology that meets their needs. We describe two needfinding investigations focused on social support, which examined four application areas for improving coordination in ASNs: academic coaching, vocational training, early learning intervention, and volunteer coordination; and existing technology relevant to ASNs. We find a thus-far unmet need for personal task management software that allows smooth integration with an individual’s active support network. Based on identified needs, we then describe an open architecture for coordination that has been developed into working software. The design includes a set of capabilities we call “social prompting”, as well as templates for accomplishing multi-task goals, and an engine that controls coordination in the network. The resulting tool is currently available and in continuing development. We explain its use in ASNs with an example. Follow-up studies are underway in which the technology is being applied in existing support networks. (shrink)

In this paper, we bring together research on complex problem solving with that on motivational psychology about goal setting. Complex problems require motivational effort because of their inherent difficulties. Goal Setting Theory has shown with simple tasks that high, specific performance goals lead to better performance outcome than do-your-best goals. However, in complex tasks, learning goals have proven more effective than performance goals. Based on the Zurich Resource Model, so-called motto-goals should activate a person’s resources through positive affect. It (...) was found that motto-goals are effective with unpleasant duties. Therefore, we tested the hypothesis that motto-goals outperform learning and performance goals in the case of complex problems. A total of N = 123 subject participated in the experiment. In dependence of their goal condition, subjects developed a personal motto, learning, or performance goal. This goal was adapted for the computer-simulated complex scenario Tailorshop, where subjects worked as managers in a small fictional company. Other than expected, there was no main effect of goal condition for the management performance. An unexpected gender effect revealed better performance for men than women, pointing to a potential stereotype threat. As hypothesized, motto goals led to higher positive and lower negative affect than the other two goal types. Even though positive affect decreased and negative affect increased in all three groups during Tailorshop completion, participants with motto goals reported the lowest rates of negative affect. Exploratory analyses investigated the role of affect in complex problem solving via mediational analyses and the influence of goal type on perceived goal attainment. (shrink)

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - (...) CALABARZON, which is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)

In this study, we consider that enabling young people to experience direct contact with nearby natural environments can positively influence their knowledge and feelings about the biodiversity that occurs there, contributing to its protection and conservation for current and future generations. In this study, we explore how teenagers (n = 17) aged between 13 and 17 years old describe and perceive the nearby natural environment before and after an interpretive trail in Una, Bahia, Brazil. Participants were asked to draw the (...) Atlantic Forest with colored pencils on white paper and, based on the drawing, they answered the following questions: “What is in your drawing? and “What is happening in your drawing?,” in addition to other information such as the title of the drawing, difficulty of the activity, and sociodemographic aspects. Content analysis was used to analyze the information collected. From the drawings and responses of the participants, categories related to knowledge, experiences, and types of relationships with the visited place emerged. (shrink)

Interpreting others' actions is essential for understanding the intentions and goals in social interactions. Activity in the motor cortex is evoked when we see another person performing actions, which can also be influenced by the intentions and context of the observed action. No study has directly explored the influence of reward and punishment on motor cortex activity when observing others' actions, which is likely to have substantial relevance in different social contexts. In this experiment, EEG was recorded while participants watched (...) movie clips of a person performing actions that led to a monetary reward, loss or no change for the observer. Using the EEG mu rhythm as an index of motor resonance, our results demonstrate that observation of rewarding actions produce significantly greater motor cortex activity than punishing or neutral actions, with punishing actions producing greater activity than neutral ones. In addition, the dynamic change in the mu rhythm over sensorimotor cortex is modulated by reward and punishment, with punishing actions producing a prolonged suppression. These findings demonstrate that the associated reward value of an observed action may be crucial in determining the strength of the representation of the action in the observer's brain. Consequently, reward and punishment is likely to drive observational learning through changes in the action observation network, and may also influence how we interpret, understand, engage in and empathize with others' actions in social interaction. (shrink)

The purpose of this study was to evaluate the differentiated learning training program at the mathematics subject teachers' meeting (MGMP). A descriptive quantitative approach was used to identify the successes of the program and areas that require improvement. The sample included 21 mathematics teachers in Sub Rayon 2 of Lebak District. The instruments used were questionnaires in which data on participants' responses to resource persons, materials, and suggestions for future activities were collected, and the results of direct observations. Data (...) analysis was carried out using descriptive statistical methods to describe the overall evaluation results. Based on the findings, it is expected to provide an in-depth view of the differentiated learning program, contribute to the development of the program in the future, and become a guideline for improving the quality of mathematics learning in the Lebak district. The results of this training program evaluation show that the differentiated learning training activities have been well implemented in MGMP Mathematics Sub Rayon 2 Lebak District. This is evidenced by the level of teacher satisfaction in participating in the training, the majority of which were at scores 4 and 5, namely agreeing and strongly agreeing. This was also the case with the resource persons, materials, and training facilities, and organization. It is hoped that in the future continue to carry out ongoing training related to differentiated learning by current needs and to improve the competence of mathematics teachers in particular, as well as teachers of other subjects in general. (shrink)

I advocate the use of small group learning in the philosophy classroom because it engages a broad cross-section of students and because it proves to be an effective way to teach critical thinking. In this article, I suggest small group activities that are useful for developing philosophical skills, and I propose methods for circumventing common logistical problems that can arise when implementing small group learning in the classroom. Ultimately, I show that small group learning is a pedagogically (...) powerful and logistically feasible supplement to traditional teaching methods. (shrink)

Organisms that share the capability of storing information about experiences in the past have an actively generated background resource on which they can compare and evaluate more recent experiences in order to quickly or even better react than in previous situations. This is an essential competence for all reaction and adaptation purposes of living organisms. Such memory/learning skills can be found from akaryotes up to unicellular eukaryotes, fungi, animals and plants, although until recently, it had been mentioned only as (...) a capability of higher animals. With the rise of epigenetics, the context-dependent marking of experiences at both the phenotype and the genotype level is an essential perspective to understand memory and learning in all organisms. Both memory and learning depend on a variety of successful communication processes within the whole organism. (shrink)

The crisis of our times is science without wisdom. It is the outcome of an astonishingly successful tradition of scientific and technological research pursued within the context of an academic inquiry that is profoundly and damagingly irrational, in a structural way, when judged from the standpoint of helping humanity make progress towards a wise, enlightened world. This damaging irrationality of academia goes back to the 18th century Enlightenment. The philosophes of the French Enlightenment, in implementing the profound idea that we (...) might learn from scientific progress how to achieve social progress towards an enlightened world, made three gross blunders – and it is these blunders, still uncorrected, that are built into academia today, and result in its current dysfunctional character. We urgently need to correct these blunders and transform academia, so that it becomes rationally, effectively and actively engaged in helping humanity discover what to do to solve the global problems that threaten our future, and thus make progress towards a good, enlightened world. (shrink)

Consciousness is seen as a difficult “binding” problem. Binding, a process where different sensations evoked by an item are associated in the nervous system, can be viewed as a process similar to associative learning. Several reports that consciousness is associated with some form of memory imply that different forms of memories have a common feature contributing to consciousness. Based on a proposed synaptic mechanism capable of explaining different forms of memory, we developed a framework for consciousness. It is based (...) on the formation of semblance of sensory stimulus from (1) synaptic semblances when excitatory postsynaptic potentials arrive at functionally LINKed postsynaptic membranes, and (2) network semblances when these potentials summate to elicit action potential initiating activity in a network of neurons. It is then possible to derive a framework for consciousness as a multi-dimensional semblance. According to this framework, a continuum of semblances formed from background sensory stimuli and oscillating neuronal activities serve to maintain consciousness. Feasibility of this framework to explain various physiological and pathological states of consciousness, its subjective nature and qualia is examined. (shrink)

Background Men with antisocial personality disorder show lifelong abnormalities in adaptive decision making guided by the weighing up of reward and punishment information. Among men with antisocial personality disorder, modifi cation of the behaviour of those with additional diagnoses of psychopathy seems particularly resistant to punishment. Methods We did a case-control functional MRI (fMRI) study in 50 men, of whom 12 were violent off enders with antisocial personality disorder and psychopathy, 20 were violent off enders with antisocial personality disorder but (...) not psychopathy, and 18 were healthy non-off enders. We used fMRI to measure brain activation associated with the representation of punishment or reward information during an event-related probabilistic response-reversal task, assessed with standard general linear-model-based analysis. Findings Offenders with antisocial personality disorder and psychopathy displayed discrete regions of increased activation in the posterior cingulate cortex and anterior insula in response to punished errors during the task reversal phase, and decreased activation to all correct rewarded responses in the superior temporal cortex. This finding was in contrast to results for off enders without psychopathy and healthy non-off enders. Interpretation Punishment prediction error signalling in off enders with antisocial personality disorder and psychopathy was highly atypical. This finding challenges the widely held view that such men are simply characterised by diminished neural sensitivity to punishment. Instead, this fi nding indicates altered organisation of the information processing system responsible for reinforcement learning and appropriate decision making. This difference between violent offenders with antisocial personality disorder with and without psychopathy has implications for the causes of these disorders and for treatment approaches. (shrink)