Evolving connectionist systems for adaptive decision support with application in ecological data modelling

Ecological modelling problems have characteristics both featured in other modelling fields and specific ones, hence, methods developed and tested in other research areas may not be suitable for modelling ecological problems or may perform poorly when used on ecological data. This thesis identifies issues associated with the techniques typically used for solving ecological problems and develops new generic methods for decision support, especially suitable for ecological data modelling, which are characterised by: (1) adaptive learning, (2) knowledge discovery and (3) accurate prediction. These new methods have been successfully applied to challenging real world ecological problems. Despite the fact that the number of possible applications of computational intelligence methods in ecology is vast, this thesis primarily concentrates on two problems: (1) species establishment prediction and (2) environmental monitoring. Our review of recent papers suggests that multi-layer perceptron networks trained using the backpropagation algorithm are most widely used of all artificial neural networks for forecasting pest insect invasions. While the multi-layer perceptron networks are appropriate for modelling complex nonlinear relationships, they have rather limited exploratory capabilities and are difficult to adapt to dynamically changing data. In this thesis an approach that addresses these limitations is proposed. We found that environmental monitoring applications could benefit from having an intelligent taste recognition system possibly embedded in an autonomous robot. Hence, this thesis reviews the current knowledge on taste recognition and proposes a biologically inspired artificial model of taste recognition based on biologically plausible spiking neurons. The model is dynamic and is capable of learning new tastants as they become available. Furthermore, the model builds a knowledge base that can be extracted during or after the learning process in form of IF-THEN fuzzy rules. It also comprises a layer that simulates the influence of taste receptor cells on the activity of their adjacent cells. These features increase the biological relevance of the model compared to other current taste recognition models. The proposed model was implemented in software on a single personal computer and in hardware on an Altera FPGA chip. Both implementations were applied to two real-world taste datasets.In addition, for the first time the applicability of transductive reasoning for forecasting the establishment potential of pest insects into new locations was investigated. For this purpose four types of predictive models, built using inductive and transductive reasoning, were used for predicting the distributions of three pest insects. The models were evaluated in terms of their predictive accuracy and their ability to discover patterns in the modelling data. The results obtained indicate that evolving connectionist systems can be successfully used for building predictive distribution models and environmental monitoring systems. The features available in the proposed dynamic systems, such as on-line learning and knowledge discovery, are needed to improve our knowledge of the species distributions. This work laid down the foundation for a number of interesting future projects in the field of ecological modelling, robotics, pervasive computing and pattern recognition that can be undertaken separately or in sequence

Community response in disasters: an ecological learning framework

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion

"Please Sir, can we play a game?" : transforming games teaching and coaching: a practitioner's perspective : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand

Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of Game Centred Learning (GCL) but more specifically, Teaching Games for Understanding (TGfU). This thesis uniquely examines from a practitioner’s perspective how the development of GCL and its dissemination occurred in New Zealand (NZ) 1945- 2015. The multi-method approach establishes through a triangulation of data sources utilising a bricolage approach that the development was not mandated by educational policy but evolved through various combinations of insights from early luminaries in the field and visits to NZ by a key figure in the field (Rod Thorpe). Additionally, a new guard of Physical Educators in pre-service teacher education colleges in NZ were also significantly influential in the dissemination of GCL strategies as was a new socio-ecological perspective in PE syllabi (1999; 2007). An emergent autoethnographic documentation of the author’s role further informs this evolution of GCL and TGfU practices in NZ. Bourdieu’s concepts of habitus, practice and field are used as markers to signal change and record tensions that ultimately led to adoption of GCL practice in PE teaching and sport coaching in NZ. The thesis findings present implications for PE practitioners through innovative GCL approaches, associated with play, mastery learning and TGfU, that involves transforming play. It is concluded that at a practical and theoretical level, TGfU should be seen in a holistic experiential sense and integrated into PE programmes acknowledging its potential to contribute to and enhance citizenship. The final contribution to knowledge of this research is the presentation of a model of GCL designed to transform play

Developing an Action Learning Community Advocacy/Leadership Training Program for Community Health Workers and Their Agencies to Reduce Health Disparities in Arizona Border Communities

Community health workers (CHWs) make unique and important contributions to society. They serve as patient advocates, educators, and navigators in our health care system and a growing body of research indicates that they play an important role in the effective delivery of prevention and treatment services in underserved communities. CHWs also serve as informal community leaders and advocates for organizational and community change, providing valuable insiders\u27 insights about health promotion and the interrelatedness of individuals, their community, its institutions, and the surrounding environment. Accion Para La Salud or Action for Health (Accion) is a CDC-funded community based participatory research (CBPR) project addressing the social determinants of health affecting health-related behaviors with the ultimate goal of creating a mode in which community advocacy to address the systems and environmental factors influencing health is integrated into the role of CHWs working in chronic disease prevention. Kingdon\u27s three streams theory and the social ecological model provide an overarching conceptual framework for Accion. The curriculum and training are also grounded in the theory and principles of action learning, which emphasizes learning by doing, teamwork, real-world projects, and reflection. The curriculum was delivered in four workshops over thirteen months and included longitudinal team projects, peer support conference calls, and technical assistance visits. It is now being delivered to new groups of CHWs in Arizona using a condensed two-day workshop format

Multilinguals and extensive reading: Two multilinguality portraits of learners of Norwegian

This paper presents an exploratory-interpretive study of two multilingual adults acquiring Norwegian through extensive reading. The study examined social and cognitive aspects of language acquisition, and individual factors, such as the language learning behaviors, experiences, attitudes, and beliefs of the participants. The data were collected using background self-reports, diaries in which the participants recorded their extensive reading and related language learning experiences, and semi-structured interviews. To represent adult language learning from a multilingual perspective, the data were analyzed qualitatively using a priori themes derived from the ecological model of multilinguality (Aronin, 2016; Aronin & Ó Laoire, 2004; Aronin & Singleton, 2012). The findings suggest that environment, previous education, reasons for learning a language, and previous knowledge of other languages affect how multilingual learners approach language learning and how they use a new language

The contribution of local wisdom integrated science learning model to the students’ scientific communication skill on ecology learning

Science learning can be integrated with local culture in the form of learning models. This study aimed to analyze the contribution of the local wisdom integrated science (LWIS) learning model in practicing scientific communication skills of prospective science teachers in Ecology learning. This study used a quasi-experimental of posttest only control design and purposive sampling technique from prospective science teachers at Trunojoyo University, Madura. The research instrument was a test of scientific communication skills, observations of the implementation of the LWIS learning model, questionnaire and interview responses of prospective science teachers to ecological learning using the LWIS learning model. Data analysis techniques used the t-test significance level of 5%. The results showed that (1) there were differences in the scientific communication skills of prospective science teachers after using the LWIS learning model of significance of 0.014 < 0.05 and - tcount < ttable < tcount (-2.528 < 1.9996 < 2.528), (2) scientific communication skills in the experimental class by 94.87% (high) > control class by 88.03% (high), (3) implementation of the LWIS learning model obtained an average value of 100% (very good), and (4) the response of prospective science teachers obtained an average value of 89.40% (very good) for the experimental class and the prospective science teacher said that the learning model was new, easy to use, developed scientific communication skills. Thus it can be concluded that the LWIS learning model contributes positively in training the scientific communication skills of prospective science teachers in Ecology learning

Systemic educational approaches to environmental issues: the contribution of ecological art

System thinkers and practitioners are trying to help society understand better the interconnectedness between issues that we previously tended to explore in isolation. Because of this, they have an important role to play in dealing with environmental issues. Indeed, the need to tackle those in holistic ways is now recognised and systems approaches are now complementing academic approaches such as ecological economics (Neumayer E (ed) (2003) Online encyclopaedia of ecological economics. International Society for Ecological Economics; Faber M, Manstetten R, Proops J (1996) Ecological economics. Concepts and methods. Edward Elgar, Cheltenham), which analyse ecological-human interactions. This paper explores how new forms of 'environmental education' could constitute particularly relevant vehicles for systems thinking and practice by building on messages and practices initiated in ecological art. Ecological art, it argues, has provided, for centuries, a practical form of holistic, interdisciplinary, problem-solving environmental management model–a particularly insightful illustration of how 'systems thinking and practice' can be used to deal with environmental problems. The paper suggests that art-based pedagogic forms could help put sustainability into practice by providing an educational tool that respects the systemicity of environmental issues and by encouraging systemic learning processes that are based on improved communication, sharing of perspectives, and stakeholders' empowerment through participation and experience

A scoping review of scientific concepts concerning motor recovery after stroke as employed in clinical trials

The scientific literature on poststroke rehabilitation is remarkably vast. Over the last decades, dozens of rehabilitation approaches have been investigated. However, sometimes it is challenging to trace new experimental interventions back to some of the known models of motor control and sensorimotor learning. This scoping review aimed to investigate motor control models' diffusion among the literature on motor recovery after stroke. We performed a literature search on Medline, Cochrane, Web of Science, Embase, and Scopus databases. The last search was conducted in September 2023. This scoping review included full-text articles published in English in peer-reviewed journals that provided rehabilitation interventions based on motor control or motor learning frameworks for at least one individual with stroke. For each study, we identified the theoretical framework the authors used to design the experimental treatment. To this aim, we used a previously proposed classification of the known models of motor control, dividing them into the following categories: neuroanatomy, robotics, self-organization, and ecological context. In total, 2,185 studies were originally considered in this scoping review. After the screening process, we included and analyzed 45 studies: 20 studies were randomized controlled trials, 12 were case series, 4 were case reports, 8 were observational longitudinal pilot studies, and 1 was an uncontrolled trial. Only 10 studies explicitly declared the reference theoretical model. Considering their classification, 21 studies referred to the robotics motor control model, 12 to the self-organization model, 8 to the neuroanatomy model, and 4 to the ecological model. Our results showed that most of the rehabilitative interventions purposed in stroke rehabilitation have no clear theoretical bases on motor control and motor learning models. We suggest this is an issue that deserves attention when designing new experimental interventions in stroke rehabilitation