Rose garden promises of intelligent tutoring systems: Blossom or thorn

Intelligent tutoring systems (ITS) have been in existence for over a decade. However, few controlled evaluation studies have been conducted comparing the effectiveness of these systems to more traditional instruction methods. Two main promises of ITSs are examined: (1) Engender more effective and efficient learning in relation to traditional formats; and (2) Reduce the range of learning outcome measures where a majority of individuals are elevated to high performance levels. Bloom (1984) has referred to these as the two sigma problem; to achieve two standard deviation improvements with tutoring over traditional instruction methods. Four ITSs are discussed in relation to the two promises. These tutors have undergone systematic, controlled evaluations: (1) The LISP tutor (Anderson Farrell and Sauers, 1984); (2) Smithtown (Shute and Glaser, in press); (3) Sherlock (Lesgold, Lajoie, Bunzo and Eggan, 1990); and (4) The Pascal ITS (Bonar, Cunningham, Beatty and Well, 1988). Results show that these four tutors do accelerate learning with no degradation in final outcome. Suggestions for improvements to the design and evaluation of ITSs are discussed

Intelligent tutoring systems as tools for investigating individual differences in learning

The ultimate goal of this research is to build an improved model-based selection and classification system for the United States Air Force. Researchers are developing innovative approaches to ability testing. The Learning Abilities Measurement Program (LAMP) examines individual differences in learning abilities, seeking answers to the questions of why some people learn more and better than others and whether there are basic cognitive processes applicable across tasks and domains that are predictive of successful performance (or whether there are more complex problem solving behaviors involved)

Reference apparatus for medical ultrasonic transducer

Once reference apparatus has been located properly, and its position on chest of patient has been recorded on skin by means of indelible fiducial marks, it is simple matter at later time to reposition probe on chest over heart. In this way, signals from exact same area of heart can be re-examined

Otello and Falstaff: a critical study of Verdi’s last operas

Not availabl

Effects of Normobaric and Hypobaric Hypoxia on Mitochondrial Related Gene Expression

Environmental stimuli such as temperature and hypoxia can influence cellular signaling in the skeletal muscle. Previously we have reported no changes in gene expression related to mitochondrial development with acute exposure to normobaric hypoxia. However, exposure to hypobaric hypoxia may elicit different physiological responses. Purpose: To determine the response of skeletal muscle mitochondrial related gene expression after 4 h of exposure to normobaric normoxia (NN), normobaric hypoxia (NH), and hypobaric hypoxia (HH) after exercise. Methods: Recreationally trained participants (8 male, 7 female) each completed three trials of 1-h cycling at 70% of Wmax. Following exercise, participants sat in an environmentally controlled chamber for a 4-h recovery period in NN (975 m), NH (4,420 m), or HH (4,420 m) environmental conditions. Muscle biopsies were taken from the vastus lateralis pre-exercise and after a 4-h environmental exposure period. Samples were analyzed using qRT-PCR to assess gene expression related to mitochondrial development. Results: There were no differences in mRNA between trials or times in PGC-1α (p = 0.804), GABPA (p = 0.650), ERRα (p = 0.956), or NRF1 (0.563). TFAM mRNA increased in NH from pre-exercise to post-exercise (p = 0.036) and NH was higher compared to NN (p = 0.011) and but not HH (p = 0.053). Conclusion: These data indicate that gene expression related to mitochondrial development is only marginally affected (TFAM) by the type of hypoxic environment after a 4-h treatment despite differences in arterial oxygen saturation

Assessment, technology and democratic education in the age of data

This paper contends that powerful techniques to manipulate data, enabled by technological and economic developments, can be easily co-opted to serve the restrictive frameworks of hyper-controlling, managerial accountability that characterise current cultures of summative assessment in education. In response to these challenges, research is urgently needed to increase our understanding of the impact that assessments have on individuals and society. The paper concludes that social research ought to contribute to the identification of responses – educational, technological and political – that can minimise inequalities and potential abuses through the encouragement of data literacy across society