Learning from Interventions using Hierarchical Policies for Safe Learning

Learning from Demonstrations (LfD) via Behavior Cloning (BC) works well on multiple complex tasks. However, a limitation of the typical LfD approach is that it requires expert demonstrations for all scenarios, including those in which the algorithm is already well-trained. The recently proposed Learning from Interventions (LfI) overcomes this limitation by using an expert overseer. The expert overseer only intervenes when it suspects that an unsafe action is about to be taken. Although LfI significantly improves over LfD, the state-of-the-art LfI fails to account for delay caused by the expert's reaction time and only learns short-term behavior. We address these limitations by 1) interpolating the expert's interventions back in time, and 2) by splitting the policy into two hierarchical levels, one that generates sub-goals for the future and another that generates actions to reach those desired sub-goals. This sub-goal prediction forces the algorithm to learn long-term behavior while also being robust to the expert's reaction time. Our experiments show that LfI using sub-goals in a hierarchical policy framework trains faster and achieves better asymptotic performance than typical LfD.Comment: Accepted for publication at the Thirty-Fourth AAAI Conference on Artificial Intelligence (AAAI-20

Virtual learning intervention to reduce bullying victimization in Primary School: a controlled trial

Background: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot anti-bullying virtual learning intervention on escaping, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized. Methods: One thousand one hundred twenty-nine children (mean age, 8.9 years) in twentyseven primary schools across the UK and Germany were assigned to the FearNot intervention or the waiting control condition. The program consisted of three sessions each lasting approximately 30 minutes over a three-week period. The participants were assessed on selfreport measures of victimization before and one and four weeks after the intervention or the normal curriculum period. Results: In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02-1.81). A dose-response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003-1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23-2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, 0.60; 95% CI, 0.36-0.93). Conclusions: A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children. Keywords: anti-bullying intervention, victimization, virtual learning, controlled trial Abbreviation: FearNot: Fun with Empathic Agents to achieve Novel Outcomes in Teaching Trial Registration: Clinical Trials Registry, NCT0059733

Safer clinical systems : interim report, August 2010

Safer Clinical Systems is the Health Foundation’s new five year programme of work to test and demonstrate ways to improve healthcare systems and processes, to develop safer systems that improve patient safety. It builds on learning from the Safer Patients Initiative (SPI) and models of system improvement from both healthcare and other industries. Learning from the SPI highlighted the need to take a clinical systems approach to improving safety. SPI highlighted that many hospitals struggle to implement improvement in clinical areas due to inherent problems with support mechanisms. Clinical processes and systems, rather than individuals, are often the contributors to breakdown in patient safety. The Safer Clinical Systems programme aimed to measure the reliability of clinical processes, identify defects within those processes, and identify the systems that result in those defects. Methods to improve system reliability were then to be tested and re-developed in order to reduce the risk of harm being caused to patients. Such system-level awareness should lead to improvements in other patient care pathways. The relationship between system reliability and actual harm is challenging to identify and measure. Specific, well-defined, small-scale processes have been used in other programmes, and system reliability has been shown to have a direct causal relationship with harm (e.g. care bundle compliance in an intensive care unit can reduce the incidence of ventilator-associated pneumonia). However, it has become evident that harm can be caused by a variety of factors over time; when working in broader, more complex and dynamic systems, change in outcome can be difficult to attribute to specific improvements and difficulties are also associated with relating evidence to resulting harm. The overall aim of Phase 1 of the Safer Clinical Systems programme was to demonstrate proof-of-concept that using a systems-based approach could contribute to improved patient safety. In Phase 1, experienced NHS teams from four locations worked together with expert advisers to co-design the Safer Clinical Systems programme

Horizontal Violence Effect on Nurse Retention

Horizontal violence is known by a variety of terms such as lateral violence, bullying, and incivility. Christie and Jones (2014) describe lateral violence as a problem in nursing where a behavior is demonstrated through harmful actions that occur between nurses. Studies have revealed how horizontal violence affects nurse retention. Horizontal violence is a relevant issue in the healthcare community, yet often goes undiscussed. Walrafen (2012) explains that an outcome of horizontal violence in nursing is directly proportional to a decrease in retention of nurses. Sherman (2012) proclaimed that nurses who are subjected to horizontal violence have low self-esteem, depression, excessive sick leave, and poor morale. As Wilson (2011) identified nurses, who witness or experience horizontal violence have an increased desire to leave the organization where the bullying takes place. Horizontal violence is a pervasive source of occupational stress with physical, psychological, and organizational consequences (Hauge, et al, 2010). Roy (2007) describes this as an unkind, discourteous manner in which nurses relate to their colleagues. As nurses seek to perform their daily tasks, other co-workers may embarrass them for their lack of knowledge, tease them as they participate in informal cliques, or demean them for their technique (Bakker, 2012). Creating excuses, taunting, and refusing to share information, nursing education or knowledge are examples of horizontal violence (Ball, 1996)

A Review of the Major School Counseling Policy Studies in the United States: 2000-2014

Jay Carey and Ian Martin conducted a review of the major policy studies concerning school counseling in the United States. The authors located 37 documents disseminated between 2000 and 2014 that were either intentionally written with a focus on policy implications or were frequently used to attempt to influence policy decision-making. Their review is organized by types of policy studies: Literature Reviews, Survey Research, Statewide Evaluations of School Counseling Programs, State Evaluations of School Counseling Practice, Existing Database Investigations of School Counseling, Research Identifying Elements of Exemplary Practice, Studies of Evaluation Capacity and Practices in School Counseling

From governance to meta-governance in tourism?: Re-incorporating politics,interests and values in the analysis of tourism governance

Despite its theorization in the political and policy sciences in the early 1990s, the concept of metagovernance has gained relatively little recognition in tourism studies. Nevertheless, its significance in the political sciences and policy literature, especially as a result of the perceived failure of governance systems following the recent global financial crisis, has only served to reinforce its relevance. Metagovernance addresses some of the perceived failures of traditional governance approaches and associated interventions, and has enabled the understanding of central-state led regimes of shadowed hierarchical authorities and local-level micro-practices of social innovation and self-government. In contrast, tourism studies have tended to restrict study of the political dimension of tourism governance and the role of the state under the traditional parallelism between government and governance. Examination of how governance is itself governed enables a better understanding of the practices of planning and policy making affecting tourism and destinations. In particular, the applications of concepts of governance are inextricably linked to a given set of value assumptions which predetermine the range of its application. A short example of the application of the metagovernance paradigm is provided from the New Zealand context. It is concluded that governance mechanisms are not value-neutral and instead serve to highlight the allocation of power in a destination and the dominance of particular values and interests

Learning Networks: A Chinese Model of Collective Impact

Over the past several years, the Foundation has explored supporting sustainable marine resource management in China. Seeking to answer the question "what capacity building interventions in China can produce the capacity required to drive sustainable marine resource management and conservation," the Foundation supported a research project to highlight current and past successful capacity building models. This document is the full discussion paper on learning networks, which the grantee, Root Change, describes as a "Chinese model of collective impact." A synthesis of this research that examines four models of interest can be found here