Persons Versus Brains: Biological Intelligence in Human Organisms

I go deep into the biology of the human organism to argue that the psychological features and functions of persons are realized by cellular and molecular parallel distributed processing networks dispersed throughout the whole body. Persons supervene on the computational processes of nervous, endocrine, immune, and genetic networks. Persons do not go with brains

A global, collaborative, E-learning ecosystem: An academic/industry partnership in action

A number of apparent failures in the use of education technology should provide a warning as universities and training institutes progress their strategy and management plans for elearning. Fundamental problems in the academic environment relate to the lack of training in new technologies available to academics responsible for elearning. No less importantly the synergies among commercial providers of Asynchronous Learning Network (ALN) software, pedagogical knowledge and experiential learning requirements have not been addressed in the vision and strategy statements provided by senior management. The requisite solution is seen to be a framework for all stakeholders to evaluate e-learning proposals to ensure the effectiveness and value propositions are based in reality. What can we learn from the e-business environment and, in particular, the Cisco Network Academy Program (Academy Connection) that would inform the structure and deliverables required to support the proposed framework? This proposed framework also needs to accommodate value propositions for the diverse student cohorts involved in e-learning, having particular regard to professional practical requirements

14Be(p,n)14B reaction at 69 MeV in inverse kinematics

A Gamow-Teller (GT) transition from the drip-line nucleus 14Be to 14B was studied via the (p,n) reaction in inverse kinematics using a secondary 14Be beam at 69 MeV/nucleon. The invariant mass method is employed to reconstruct the energy spectrum. A peak is observed at an excitation energy of 1.27(2) MeV in 14B, together with bumps at 2.08 and 4.06(5) MeV. The observed forward peaking of the state at 1.27 MeV and a good description for the differential cross section, obtained with a DWBA calculation provide support for the 1+ assignment to this state. By extrapolating the cross section to zero momentum transfer the GT-transition strength is deduced. The value is found to compare well with that reported in a beta-delayed neutron emission study.Comment: 5 pages, 2 figure

Web-Based Training

Current Web-based training (WBT) is based upon systematic research and experience with strategies for improving learning and instruction, beginning in the early part of the 20th century and continuing to the present. Use of the World-Wide Web for delivery may improve access to training, but the effectiveness of the resulting training and the usefulness of the outcomes is chiefly dependent upon the quality of the instructional design and the completeness of the support package provided. Factors that impact WBT quality, and which must be addressed in design and implementation processes, include assessment and accommodation of trainees previous learning experiences, training expectations, and overall readiness for new training; availability and familiarity to trainees and trainers of appropriate delivery technologies; presence of technical support; opportunities for interaction with the trainer and other trainees; the preparation and practices of trainers; corporate support and recognition; trainees capacities and expectations for independent and self-directed learning; and the presence of relevant, quality online training materials. WBT creates changes and may thus produce stresses in the training environment, as well as efficiencies. Reduction in travel and subsistence requirements means cost savings, but may also be seen by trainees as depriving them of opportunities to meet with each other face-to-face; self-pacing means trainees may proceed independently and at their own rate, but also that group support may be reduced (unless a cohort model is adopted); use of the Internet for delivery of training materials may foster trainee independence, but may also result in confusion for some trainees used to print materials and a paced, group delivery model; trainers no longer have to lecture as materials (always high quality, and often multimedia-based) are prepared in advance, but some may resent the loss of their role at center-stage; trainees are more responsible for their own learning, which may reflect the autonomy of adult responsibility common in the other areas of their lives, but this may be different from the expectations of some for how training should be conducted. To achieve the efficiencies and advantages well-designed and -managed WBT may offer, adopting organizations must make adjustments. Managers may need to show concrete support for online training by permitting trainees to use corporate resources during company time, to assure access to adequate bandwidth. Trainers may need to master new skills and be willing to adopt new roles less concerned with information dissemination and more involved with meeting individual trainees expressed needs. Trainees themselves may also need new skills, and may need to exercise more independence and selfdirection in their learning. As technologies become more available to support WBT, and as more models of successful WBT are available, the commitment to this delivery model is predicted to continue to grow. The previous corporate experience of the productivity paradox in relation to computers, in which some succeeded in improving productivity while others did notand some even experienced productivity losseswill need to be avoided, especially in relation to promising innovations such as reusable learning objects. Similarly, arrival of the noncommercial new Internets in Canada and the United States constitute a fresh start, an opportunity to demonstrate the value of these resources for academic and research purposes. 2 Choices of the right technologies, effective use of these choices, attention to security and privacy concerns, adequate training and support of users at all levels, assurance of timely and convenient technology access, an

E-OBRAZOVANJE S APEKTA POSLOVNIH PROCESA

High quality education is a very important precondition of country\u27s social-economic development. In that respect the e-learning becomes a trend in contemporary curriculum. The increased use of ICT and implementation of new pedagogic methods are just some characteristics of present-day educational methods. Contemporary educational methods, which imply e-learning programs as one of ICT usage results, enable students to acquire knowledge from a distant location with or without a mentor. The most remarkable features of e-learning are experience and problems solving sharing with other participants as well as on-line testing. This paper analyses relations between teachers and students activities during e-learning and e-learning process in order to constantly improve quality of the educational method on one side and the level of acquired knowledge on the other side. New hybrid educational organization, (classroom education and education in virtual surrounding) in which business processes in educational system are continuously subject to alterations due to better results achievement, is the answer to challenging market and society demands.Važan preduvjet društveno-ekonomskog razvoja svake zemlje je visoka kvaliteta obrazovanja. U tom kontekstu e-obrazovanje postaje trend u suvremenoj nastavi. Povećano korištenje ICT-a i primjena novih pedagoških metoda samo su neke od karakteristika današnjih nastavnih metoda. Suvremene metode obrazovanja, koje impliciraju e-obrazovne programe kao jedan od rezultata korištenja ICT-a u obrazovanju, omogućavaju učenicima stjecanje znanja s udaljene lokacije sa ili bez mentora. Najupečatljivije značajke e-učenja su dijeljenje iskustava i rješenja za probleme s ostalim sudionicima u e-nastavi, te on-line testiranje. U ovom radu analiziramo odnos aktivnosti nastavnika i učenika u postupku e-nastave i e-učenja u smislu neprekidnog poboljšanja kvalitete e-obrazovanja kao obrazovnog postupka s jedne strane i razine stečenog znanja s druge strane. Nova hibridna organizacija obrazovanja (učionička nastava i nastava u virtualnom okruženju), u kojoj su poslovni procesi u sustavu obrazovanja kontinuirano podložni promjenama s ciljem postizanja što boljih rezultata, predstavlja odgovor na sve izazovnije zahtjeve tržišta i društva općenito

Situational Leadership Theory as a Foundation for a Blended Learning Framework

Ultimately with the raise of computer technology, blended learning has found its way into teaching. The technology continues to evolve, challenging teachers and lecturers alike. Most studies on blended learning focus on the practical or applied side and use essentially pedagogical concepts. This study demonstrates that the leadership sciences can enrich pedagogy in building a framework for teaching in a blended learning setting. At the core, the study transforms situational leadership theory (Hersey, Blanchard and Johnson, 2008) into a framework for blended learning. The model presented helps in organizing a situationally correct employment of blended learning and crystallizes appropriate teaching methods for specific learning goals. Keywords: blended learning; situational leadership; teaching; adult educatio

E-OBRAZOVANJE S APEKTA POSLOVNIH PROCESA

High quality education is a very important precondition of country\u27s social-economic development. In that respect the e-learning becomes a trend in contemporary curriculum. The increased use of ICT and implementation of new pedagogic methods are just some characteristics of present-day educational methods. Contemporary educational methods, which imply e-learning programs as one of ICT usage results, enable students to acquire knowledge from a distant location with or without a mentor. The most remarkable features of e-learning are experience and problems solving sharing with other participants as well as on-line testing. This paper analyses relations between teachers and students activities during e-learning and e-learning process in order to constantly improve quality of the educational method on one side and the level of acquired knowledge on the other side. New hybrid educational organization, (classroom education and education in virtual surrounding) in which business processes in educational system are continuously subject to alterations due to better results achievement, is the answer to challenging market and society demands.Važan preduvjet društveno-ekonomskog razvoja svake zemlje je visoka kvaliteta obrazovanja. U tom kontekstu e-obrazovanje postaje trend u suvremenoj nastavi. Povećano korištenje ICT-a i primjena novih pedagoških metoda samo su neke od karakteristika današnjih nastavnih metoda. Suvremene metode obrazovanja, koje impliciraju e-obrazovne programe kao jedan od rezultata korištenja ICT-a u obrazovanju, omogućavaju učenicima stjecanje znanja s udaljene lokacije sa ili bez mentora. Najupečatljivije značajke e-učenja su dijeljenje iskustava i rješenja za probleme s ostalim sudionicima u e-nastavi, te on-line testiranje. U ovom radu analiziramo odnos aktivnosti nastavnika i učenika u postupku e-nastave i e-učenja u smislu neprekidnog poboljšanja kvalitete e-obrazovanja kao obrazovnog postupka s jedne strane i razine stečenog znanja s druge strane. Nova hibridna organizacija obrazovanja (učionička nastava i nastava u virtualnom okruženju), u kojoj su poslovni procesi u sustavu obrazovanja kontinuirano podložni promjenama s ciljem postizanja što boljih rezultata, predstavlja odgovor na sve izazovnije zahtjeve tržišta i društva općenito

CHANGING LEARNING ENVIRONMENT THROUGH TECHNOLOGY

Evolution of E-learning phenomenon exceeded all expectations in recent years.As a result of development of IT&C technologies and, on the other hand, due to support decision-makers at European level, the assimilation of virtual learning platforms in schools and universities hasbecome a normal phenomenon.The E-learning 2.0 concept seeks to revolutionize traditional learning methods and requires majorchanges in the perception of the educational process of teaching and learning.This article tries to create an overview of the main development directions and emphasizes the impactthat computer-assisted instruction technologies have on teaching and learning methods, with a directconnection to distance learning and blended learning concepts. Also, we have tried to open aperspective on the concept of e-Assessment and related technologiese-learning 2.0, computer based training, e-assessment, blended learning, distance learning

ICT and teachers in higher education : case study on adopting web based training

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Teleconference training within commercial customer service at US Bank

Research suggests that effective employee training methods are of key importance in the service industry today. The service industry uses customer service as a means of differentiating its product (Davis, 2005; Farrell, 2005; Feiertag, 2005; Furunes, 2005; Higley, 2004a; Jenkins, 1984; Simons, 2005; Walsh, 2004). “Friendliness and a willingness to serve others are the tools of the hotel trade, and training is the sharpener that refines the tools into hospitality machines” (Higley, 2004b). Training is integral in creating a positive environment for customers. If organizations want to ensure customers have this type of environment, employees must have both service and technical knowledge; the employee must know what he or she is doing (Higley, 2004a). The service industry uses various forms of training in order to ensure employees have the required knowledge and skills needed to create a high level of customer service. In many organizations, employees are spread nationwide making traditional classroom based training ineffective and expensive (Roeder, 1986). Large organizations, in particular, have difficulty reaching thousands of employees consistently and in a short amount of time can be a “logistical nightmare” (Burns, 2005). In order to accommodate the distance gap, companies have created extensive training sessions based both on the computer and the telephone. Research has shown both methods to be cost effective and to have the capability to train a large number of people in different locations simultaneously (Off the road again: Training through teleconferencing. 1992; Reach out and train someone: The many faces of distance learning.2002; Teleconferencing fundamentals.2002; Davis, 2005; Eisinger & Smith, 2000; Gentry, 2005; Higley, 2004a; Jenkins, 1984; Pollitt, 2004; Suttell, 2005). Teleconferencing, computer-based, web-based, and videoconferencing are some common training methods currently employed (Teleconferencing fundamentals.2002)