Implementation of Effective Experiential Learning Environments

This paper applies the experiential learning theory of Kolb (1984), the sequential case study learning theory of Knoop (1984), the techniques of effective class role play (Gross Davis, 1993; Pike, 1994) and Rausch\u27s (1999) recommendations for debriefing to a class exercise of graduate Hotel Administration students in teaching the necessity of crisis planning for hotel properties. Starting with the concept of four learning modalities presented by Kolb, we suggest introducing four instructional elements when developing effective experiential learning environments. As judged through qualitative assessment of student participation and the final product produced by the group as a result of its role play, the integration of these theories and techniques produced a dynamic, participative and productive environment. Presented first is a brief explanation of the theories, followed by a rationale for their use in this particular teaching objective, followed by detail of the manner in which the experience was framed, implemented, and discussed. While the role play presented is specifically aimed at demonstrating the critical importance of advance planning in responding to a crisis in a hotel setting, it is believed that the instructional model created herein may be generalized for application in other educational contexts

Trying to Hit a Moving Target: Report on Proposed Joint ACM/DPMA/AIS/ICIS Undergraduate IS Curriculum Update

This session is designed to obtain input from ICfS participants on the proposed undergraduate curriculum update for an IS degree program. The ICIS team took the lead to get key organizations to agree to develop a joint curriculum. The previous situation where several different organizations had released proposed curricuIm models had been confusing both to academia arid industry. The joint team has been in operation for %e pas[ year and is ready to publicly present its proposed changes for comnent

The Human Amygdala and the Induction and Experience of Fear

Although clinical observations suggest that humans with amygdala damage have abnormal fear reactions and a reduced experience of fear [1-3], these impressions have not been systematically investigated. To address this gap, we conducted a new study in a rare human patient, SM, who has focal bilateral amygdala lesions [4]. To provoke fear in SM, we exposed her to live snakes and spiders, took her on a tour of a haunted house, and showed her emotionally evocative films. On no occasion did SM exhibit fear, and she never endorsed feeling more than minimal levels of fear. Likewise, across a large battery of self-report questionnaires, 3 months of real-life experience sampling, and a life history replete with traumatic events, SM repeatedly demonstrated an absence of overt fear manifestations and an overall impoverished experience of fear. Despite her lack of fear, SM is able to exhibit other basic emotions and experience the respective feelings. The findings support the conclusion that the human amygdala plays a pivotal role in triggering a state of fear and that the absence of such a state precludes the experience of fear itself

What works to enhance inter-parental relationships and improve outcomes for children

The review summarises the main research evidence on the importance of the relationship between parents to improve outcomes for children. It also reviews evaluation evidence of international interventions designed to improve relationships between parents and provides an assessment of the evidence for UK based programmes

eleanor: An open-source tool for extracting light curves from the TESS Full-Frame Images

During its two year prime mission the Transiting Exoplanet Survey Satellite (TESS) will perform a time-series photometric survey covering over 80% of the sky. This survey comprises observations of 26 24 x 96 degree sectors that are each monitored continuously for approximately 27 days. The main goal of TESS is to find transiting planets around 200,000 pre-selected stars for which fixed aperture photometry is recorded every two minutes. However, TESS is also recording and delivering Full-Frame Images (FFIs) of each detector at a 30 minute cadence. We have created an open-source tool, eleanor, to produce light curves for objects in the TESS FFIs. Here, we describe the methods used in eleanor to produce light curves that are optimized for planet searches. The tool performs background subtraction, aperture and PSF photometry, decorrelation of instrument systematics, and cotrending using principal component analysis. We recover known transiting exoplanets in the FFIs to validate the pipeline and perform a limited search for new planet candidates in Sector 1. Our tests indicate that eleanor produces light curves with significantly less scatter than other tools that have been used in the literature. Cadence-stacked images, and raw and detrended eleanor light curves for each analyzed star will be hosted on MAST, with planet candidates on ExoFOP-TESS as Community TESS Objects of Interest (CTOIs). This work confirms the promise that the TESS FFIs will enable the detection of thousands of new exoplanets and a broad range of time domain astrophysics.Comment: 21 pages, 13 figures, 2 tables, Accepted to PAS

Metamodels to Bridge the Gap Between Modeling and Decision Support

Insights from process-based models are a mainstay of many groundwater investigations; however, long runtimes often preclude their use in the decision-making process. Screening-level predictions are often needed in areas lacking time or funding for rigorous process-based modeling. The U.S. Geological Survey (USGS) Groundwater Resources and National Water Quality Assessment Programs are addressing these issues by evaluating the “metamodel” to bridge these gaps. A metamodel is a statistical model founded on a computationally expensive model. Although faster, the question remains: Can a statistical model provide similar insights to a numerical model with faster results

A Summary of the Collaborative IS Curriculum Specification of the Joint DPMA, ACM, AIS Task Force

Information Systems \u2795 (IS \u2795), a model curriculum for a bachelor\u27s degree in Information Systems (IS), is the resulting development of collaborative work of a Joint Task Force of the Data Processing Management Association (DPMA), the Association for Computing Machinery (ACM), and Academy for Information Systems (AIS). Representation on the task force includes both academic and industrial members. This paper summarizes the full report (Figure 1). A definition of the IS discipline and its relevance within the business and university community is discussed. Resources needed to support a viable program are identified, including faculty, and information technology. Courses are identified and the characteristics of graduates defined. A paradigm is provided which couples a definition of the IS discipline and its underlying principles to the of characteristics of the IS graduate. An updated IS body of knowledge is presented. It is based on previous efforts of DPMA and ACM (Longenecker and Feinstein 1991a,b,c; Ashenhurst 1972; Couger 1972; ACM 1983 and ACM 1990; DPMA 1981, 1986). The current body of knowledge contains the Computer Science and Engineering body of knowledge (Turner and Tucker 1991). A cognitive behavioral metric is presented for specifying and evaluating depth of knowledge. The specification includes a numeric depth indicator and appropriate language to describe presentation goals and resultant behavior expected of students completing study of specific aspects of the curriculum. A modular concept of learning units is defined and utilized in specifying proposed courses. Methods for mapping the learning units to alternate course plans are discussed. Elements from the body of knowledge are combined in a logical top-down manner to form Learning Units (LU). Each LU contains a goal statement, behavioral objectives and associated elements from the body of knowledge. Five curriculum areas with 20 sub-areas form clusters of these learning units. A complete set of 128 learning units form meta-presentation units which can be organized in different schemes to meet individual institutional missions. One possible organization of these units into ten courses is presented. This paper provides curriculum guidelines for implementing undergraduate programs in information systems. The full report, IS\u2795, provides the detail necessary for design and implementation of courses. Dissemination of the curriculum and plans for review and updating the curriculum are presented