9 research outputs found

    A Management Information System for Public Health

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    The European Public Health and Environment Network (EPHEN) had a pressing need to change the way their work activities were conducted. The aim of this project is to create a multi-user management information system to automate the daily activities carried out by the members’ of EPHEN. An integral part of the system will be the addition of a personalised internal email system to facilitate the flow of communication within the group. Also an innovative element will be integrated into the system to promote health awareness, especially as EPHEN’s primary concern is to encourage public health in society

    Learning to teach database design by trial and error

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    Proceedings of: 4th International Conference on Enterprise Information Systems (ICEIS 2002), Ciudad Real, Spain, April 3-6, 2002The definition of effective pedagogical strategies for coaching and tutoring students according to their needs in each moment is a high handicap in ITS design. In this paper we propose the use of a Reinforcement Learning (RL) model, that allows the system to learn how to teach to each student individually, only based on the acquired experience with other learners with similar characteristics, like a human tutor does. This technique avoids to define the teaching strategies by learning action policies that define what, when and how to teach. The model is applied to a database design ITS system, used as an example to illustrate all the concepts managed in the model

    University of San Diego News Print Media Coverage 2009.04

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    Printed clippings housed in folders with a table of contents arranged by topic.https://digital.sandiego.edu/print-media/1075/thumbnail.jp

    Transition to secondary school by children with special educational needs

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    The last 40 years have witnessed huge changes in the educational experiences of children with Special Educational Needs (SEN), with increased emphasis on inclusive approaches to meeting their needs. This has been reflected in international agreements, also in UK Government legislation and reports during this period. Increasingly, pupils with SEN were educated in mainstream schools and so required to make a transition between schools at age 11. Successful transition from primary to secondary education is important for later wellbeing and attainment (West et al 2010). Pupils with SEN face increased demands as they move from spending most of the day with a single class teacher in their primary school to the organisational and relationship complexities of needing to work with several different adults during the week in the secondary setting. This research investigated the experiences of children with SEN statements as they made the potentially difficult transition from mainstream primary to mainstream secondary school. It explored those social, academic and personal organisation matters often mentioned by children as of concern to them at time of transition. A largely qualitative approach was adopted, exploring the views of children, parents and school staff about this process and the approaches taken by mainstream schools in an English Local Authority to facilitate the transition experience for the children involved. Evidence was collected through questionnaires and interviews, and analysed for purposes of this research with the use of vignettes. It was found that the children interviewed looked forward with a mixture of excitement and concern. Most optimism was expressed about the prospect of enhanced opportunities in sport, science and school lunch! There were three broad areas of concern; social concerns ranging from making new friendships to fear of bullying; academic concerns relating to the anticipated increased amount/complexity of the work and decreased support for their specific difficulties; and worries about personal organisation in a larger school with different subjects each requiring specific materials. The eight primary and three secondary schools visited during this research all made arrangements to introduce children to their new school in advance of transfer, with additional activities for children with SEN. Post-transition interviews with the remaining seven participants demonstrated that transition proceeded smoothly, and that any concerns expressed in year 6 were unfounded. The original contribution of this longitudinal research has been to demonstrate the difference between participants' pre-transition expectations and eventual reality, also to ascertain what features participants identified as the most effective in facilitating transition, for a sample of pupils with widely varying SEN

    Morehead State University Directory 1997

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    The 1997 Directory of Morehead State University.https://scholarworks.moreheadstate.edu/college_histories/1187/thumbnail.jp

    Undergraduate Calendar 2007-2008

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