The Interaction of Memory and Attention in Novel Word Generalization: A Computational Investigation

People exhibit a tendency to generalize a novel noun to the basic-level in a hierarchical taxonomy -- a cognitively salient category such as "dog" -- with the degree of generalization depending on the number and type of exemplars. Recently, a change in the presentation timing of exemplars has also been shown to have an effect, surprisingly reversing the prior observed pattern of basic-level generalization. We explore the precise mechanisms that could lead to such behavior by extending a computational model of word learning and word generalization to integrate cognitive processes of memory and attention. Our results show that the interaction of forgetting and attention to novelty, as well as sensitivity to both type and token frequencies of exemplars, enables the model to replicate the empirical results from different presentation timings. Our results reinforce the need to incorporate general cognitive processes within word learning models to better understand the range of observed behaviors in vocabulary acquisition

Accomplishments of the Partnership for Higher Education in Africa, 2000-2010

Details the investments and impact of a funder collaborative focused on higher education in nine African countries, and each foundation's contribution. Discusses enduring improvements, increased resources, value added, and additional foundation efforts

Challenges to Native American Health

The purpose of this literature review is: to describe the historical context of Native American health, identify current challenges to Native American health and propose strategies to deal with the adverse effects of one of these challenges. The historical context of Native American health discussed includes a history of Indian Health service and it\u27s role as provider of American Indian health care since 1830. Challenges to the Indian Health Service population outlined include diabetes, cardiovascular disease and alcoholism. Strategies to deal with the adverse effects of diabetes and the high rate of lower extremity amputation, as it relates to Native Americans, are discussed. An example of a preprosthetic home program that may be implemented to address lower extremity amputation within IHS. Appropriate training and experience, continuing education, and structured treatment programs are crucial to the management of the diseases that affect this population. Methods to provide continuing education and training of health care personnel within the illS needs to be incorporated within the current system. Collaboration between IHS and outside providers can contribute to the continuity of care that is lacking within the current structure

‘Summative’ and ‘Formative’: Confused by the assessment terms?

The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. Should these terms be dropped? Should we move on from them? This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts

Confidence in assessment decisions when using ICT

The central question addressed in this paper is: How can teachers and schools have confidence in their assessment decisions when using information communication technologies (ICT)? The answer centres on what makes quality assessment. Assessing and evaluating children’s achievement and progress is critical to development of sound curriculum programmes that focus on student outcomes. With the increasing use of ICT in schools and classrooms for a range of assessment purposes such as recording, data analysis and online activities, teachers and school leaders must be assessment capable in order to make informed decisions about assessment design, selection and modification that utilises ICT. Based on examining assessment purpose and the three principles of quality assessment (validity, reliability and manageability), this paper offers guidelines for classroom teachers, those with responsibility for student achievement and those who lead ICT policy and practice in schools to be critical consumers of ICT-based assessment tools, strategies and evidence. Vignettes of assessment practice using ICT are used to illustrate sound school and classroom practices in relation to validity, reliability, and manageability. Drawing from the work of assessment writers such as Crooks, Sutton, and Darr, the guidelines will assist teachers in the effective use of ICT for both formal and informal information gathering as well as for analysis and interpretation of information for summative and formative purposes. This knowledge is needed to underpin teacher confidence in their assessment decisions when using ICT towards ‘best fit’ for purpose

Efficiency and thoroughness trade-offs in high-volume organisational routines:an ethnographic study of prescribing safety in primary care

BackgroundPrescribing is a high-volume primary care routine where both speed and attention to detail are required. One approach to examining how organisations approach quality and safety in the face of high workloads is Hollnagel’s Efficiency and Thoroughness Trade-Off (ETTO). Hollnagel argues that safety is aligned with thoroughness and that a choice is required between efficiency and thoroughness as it is not usually possible to maximise both. This study aimed to ethnographically examine the efficiency and thoroughness trade-offs made by different UK general practices in the achievement of prescribing safety.MethodsNon-participant observation was conducted of prescribing routines across eight purposively sampled UK general practices. Sixty-two semistructured interviews were also conducted with key practice staff alongside the analysis of relevant practice documents.ResultsThe eight practices in this study adopted different context-specific approaches to safely handling prescription requests by variably prioritising speed of processing by receptionists (efficiency) or general practitioner (GP) clinical judgement (thoroughness). While it was not possible to maximise both at the same time, practices situated themselves at various points on an efficiency-thoroughness spectrum where one approach was prioritised at particular stages of the routine. Both approaches carried strengths and risks, with thoroughness-focused approaches considered safer but more challenging to implement in practice due to GP workload issues. Most practices adopting efficiency-focused approaches did so out of necessity as a result of their high workload due to their patient population (eg, older, socioeconomically deprived).ConclusionsHollnagel’s ETTO presents a useful way for healthcare organisations to optimise their own high-volume processes through reflection on where they currently prioritise efficiency and thoroughness, the stages that are particularly risky and improved ways of balancing competing priorities.</jats:sec

A paradox in action? A critical analysis of an appreciative inquiry

A journey comprised of three paths is the metaphor through which I i) reflect and report on my involvement with four New Zealand primary school Boards of Trustees (BOTs) investigating the emancipatory potential that applications of information and communication technologies (ICTs) may have on their governance processes, ii) analyse appreciative inquiry through application(s) of critical theory, with specific reference to the investigation above so as to deepen understanding of the research method, and iii) reflect on my personal development, as achieved through my engagement with participants and the research process. Stemming from an interest in improving school governance I was keen to identify current use of ICTs by BOTs and to work with them to identify potential applications. Appreciative inquiry with its focus on enhancing existing positive organisational attributes seemed to provide an appropriate structure for my investigation. At the back of my mind however, a concern was formulating: Does this method of research deliver the benefits the literature espouses? What influence would the positive orientation have on the research process and on the power dynamics within the research environment? Complementary streams of critical thinking and reflexivity were invoked to assist my analysis. Applications of ICTs which may appear 'helpful' to BOT governance processes are identified in this report. However, uncritical uptake of these applications may not necessarily be consistent with the emancipatory intentions I aspire to. Framed within Habermas' theory of communicative action, the potential colonisation of the BOT lifeworld by the system is considered. Domesticating influences may potentially constrain democratic processes at local school and societal levels. The participatory action research process undertaken facilitated a deepened understanding of governance for all involved. Identification of time and funding constraints indicates BOTs may be prevented from reaching their true potential. Attempts to enhance governance through additional applications of ICTs will be of minimal effect unless efforts are made to better understand and resource the governance efforts of Trustees. Purported empowerment of the community as mandated in the Education Act 1989 comes with a heavy cost, for schools and individuals. Care must be taken to ensure that 'efficiency' gains are not made at the expense of democratic processes. Critical analysis of appreciative inquiry as a research method highlights the influences of power and language use within the research process. Appreciative inquiry should be seen as a process for, rather than a master of change. The contribution of appreciative inquiry to organisational and personal transformation may be drawn from the ontological basis of the approach rather than from the technicalities of a specific form of implementation. I suggest the focus on what is 'good' be made more complex, to recognise that appreciation may also mean 'to know, to be conscious of, to take full and sufficient account of'. Application of an enhanced definition of appreciation has deepened my understanding of not only the situation under investigation but also the research process itself. Through my enhanced concept of 'appreciation' embedded and sometimes obscured influences were highlighted, better understood, and at times transformed to serve the emancipatory aspirations of participants. In keeping with the reflexivity mandated by my commitment to critical theory and action research, I applied this enhanced definition of appreciation to my personal development during my engagement with participants and the research process. My struggles to apply my chosen social constructionist and critical theory lenses to this work are evident in my attempts to work with the largely functionalist literature in this field and the influence of my undergraduate education. Recognising the theoretical and personal developments I gained as I travelled the three paths of my PhD journey, the scene is now set for me to challenge the predominance of functionalist, mechanistic metaphors which dominate organisational literature. In doing so, I seek an alternative approach to understanding organisational activity; and a new vocabulary through which I might extend my understanding, and negotiate new and emancipatory meaning(s) with others