Learning the attachment theory with the CM-ED concept map editor

[EN] This paper presents a study carried out at the University of the Basque Country UPV/EHU with the aim of evaluating the CM-ED (concept map editor) with social education students. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. Due to the flexibility of computer-aided drawing graphs, several concept mapping tools have been developed and their use has been studied over the last few years. CM-ED is a multilingual and multimedia software program designed for drawing concept maps. Until recently, CM-ED had been mainly used and evaluated in computer science university degree. This paper represents a qualitative step in the evaluation of CM-ED: from technical students to students of more theoretical fields. The main characteristics of the CM-ED editor and the carried out study are presented in this paper.This work is supported by the University of the Basque Country UPV/EHU (UE06/19), the MEC (TIN2006-14968-C02-01) and the Gipuzkoa Council in an EU Program.Rueda Molina, U.; Arruarte, A.; Elorriaga, JA.; Herrán, E. (2009). Learning the attachment theory with the CM-ED concept map editor. Computers & Education. 52(2):460-469. https://doi.org/10.1016/i.compedu.2008.09.015S46046952

Collaborative concept mapping activities in a classroom scenario

The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multi-lingual and multi-media software program designed for drawing concept maps (CMs) collaboratively. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. This study was carried out with Social Education degree students at the University of the Basque Country (UPV/EHU). The experiment included two learning activities. First, all students collaboratively constructed in the classroom a CM on the subject of Moral Development. Second, students were organised into groups to complete the CM generated in the first part.This work has been partially supported by the Spanish Ministry of Education, grant TIN2009-14380, the University of the Basque Country UPV/EHU, grant (EHU09/09) and the Basque Government, grant IT421-10.Elorriaga Arandia, JA.; Arruarte Lasa, A.; Calvo Fabo, I.; Larrañaga Olagaray, M.; Rueda Molina, U.; Herrán Izagirre, E. (2011). Collaborative concept mapping activities in a classroom scenario. Behaviour and Information Technology. 32(12):1292-1304. doi:10.1080/0144929X.2011.632649S12921304321

The Myth of the Learning Curve: Tactics and Training in the 12th Canadian Infantry Brigade, 1916-1918

Canadian military historians generally accept that during the First World War the Canadian military improved over time. This idea of a “learning curve” suggests that Canadians began the war as inexperienced colonial volunteers and, as the Corps gained experience on the battlefield, commanders and ordinary soldiers alike learned from their mistakes and successes and improved combat tactics from battle to battle and from year to year.1 Several different approaches to this argument are evident in the literature. Tim Cook and Bill Rawling both published works in the mid-1990s that argue technology was the impetus behind this process of learning. On the other hand, Shane Schreiber, James McWilliams and R. James Steel have focused on what they see as the ultimate success of the learning curve: the August 1918 Battle of Amiens.2 However, while technology played an important role in the conduct of the war, and the Battle of Amiens was indeed a significant Allied victory, one question remains: where is the hard evidence that this learning curve exists? One of the best ways to find evidence of “learning,” a largely abstract process, is through an examination of training. Because training is meant to impart specific knowledge, during the Great War written training instructions and orders were spelled out in minute and explicit detail and the lessons that were to be learned from various exercises were highlighted. While many excellent works have been produced on the Canadian Expeditionary Force, there is still room for further scholarship. Until recently, training has been a sorely neglected subject in the historiography. In recent years historians such as such as Andrew Iarocci and David Campbell have begun to re-examine training as a means of measuring and evaluating the learning curve.3 This paper builds on the work of previous scholars and extends some of their arguments while challenging others. It examines the training of the 12th Canadian Infantry Brigade for the battles of the Somme and Amiens, as well as the official training manuals, to look at tactical change over time. It argues that while combat became more complex and “all arms” oriented, the basic tactical concepts of 1916 essentially remained the same in 1918. Except for terminology and the addition of new weapons, little changed in how the 12th Canadian Infantry Brigade was taught to fight between the Somme and Amiens. Indeed, while new weapons were utilized and emphasized in training, they were merely integrated into existing tactical doctrine and had little appreciable impact on what was envisioned as the key to battlefield success

2019 Projects Day Booklet

https://scholarworks.seattleu.edu/projects-day/1034/thumbnail.jp

Diaspora and home: contextualizing the idea of home in Australian contemporary art as visualised by selected Iranian artists

This practice-led research project investigates the impact of displacement on the idea of home in the new place. By focusing on some Iranian migrants who practice art in Australia and analysing their selected works, this project aims to discuss how memories from the past and imaginations can influence on the idea of home in the new place, and how home can be visualised based on experiences of migration and displacement. Considering the emotional impact of displacement on the idea of home, and Iranian collaborators’ responses to the definitions of home and homeland, as well as producing artworks, this studio based research project explores home can be defined within personal experiences, social and cultural relationships and attachments to a particular place

Mothering, substance use disorders and intergenerational trauma transmission : an attachment-based perspective

Background: A growing body of research underlines that interpersonal trauma in childhood leads to heightened susceptibility for substance use disorders (SUDs) in later life. Little research has been conducted on parenting experiences of mothers in recovery from substance use, taking into account their own upbringing as a child and the potential aftermath of interpersonal childhood trauma. Methods: Through in-depth qualitative interviews, 23 mothers with SUDs reflected on parenting experiences and parent-child bonding, related to both their children and parents. Interviews were transcribed verbatim and data were analyzed adopting thematic analysis. Results: Throughout the narratives, consequences of trauma on mothers' sense of self and its subsequent impact on parenting arose as salient themes. Five latent mechanisms of intergenerational trauma transmission were identified: 1) early interpersonal childhood trauma experiences in mothers; 2) trauma as a precursor of substance use; 3) substance use as a (self-fooling) enabler of parental functioning; 4) continued substance use impacting parental functioning; and 5) dysfunctional parental functioning and its relational impact upon offspring. Discussion: Findings suggest disruptive attachment can increase the vulnerability for SUDs on the one hand, but can be an expression of underlying trauma on the other, hence serving as a covert mechanism by which trauma can be transmitted across generations. Results indicate the need for preventive, attachment-based and trauma-sensitive interventions targeted at disruptive intergenerational patterns

Technology assessment of advanced automation for space missions

Six general classes of technology requirements derived during the mission definition phase of the study were identified as having maximum importance and urgency, including autonomous world model based information systems, learning and hypothesis formation, natural language and other man-machine communication, space manufacturing, teleoperators and robot systems, and computer science and technology