Tradeoffs in the utility of learned knowledge

Planning systems which make use of domain theories can produce more accurate plans and achieve more goals as the quality of their domain knowledge improves. MTR, a multi-strategy learning system, was designed to learn from system failures and improve domain knowledge used in planning. However, augmented domain knowledge can decrease planning efficiency. We describe how improved knowledge that becomes expensive to use can be approximated to yield calculated tradeoffs in accuracy and efficiency

Digital cartography of Io

A high resolution controlled mosaic of the hemisphere of Io centered on longitude 310 degrees is produced. Digital cartographic techniques were employed. Approximately 80 Voyager 1 clear and blue filter frames were utilized. This mosaic was merged with low-resolution color images. This dataset is compared to the geologic map of this region. Passage of the Voyager spacecraft through the Io plasma torus during acquisition of the highest resolution images exposed the vidicon detectors to ionized radiation, resulting in dark-current buildup on the vidicon. Because the vidicon is scanned from top to bottom, more charge accumulated toward the bottom of the frames, and the additive error increases from top to bottom as a ramp function. This ramp function was removed by using a model. Photometric normalizations were applied using the Minnaert function. An attempt to use Hapke's photometric function revealed that this function does not adequately describe Io's limb darkening at emission angles greater than 80 degrees. In contrast, the Minnaert function accurately describes the limb darkening up to emission angles of about 89 degrees. The improved set of discrete camera angles derived from this effort will be used in conjunction with the space telemetry pointing history file (the IPPS file), corrected on 4 or 12 second intervals to derive a revised time history for the pointing of the Infrared Interferometric Spectrometer (IRIS). For IRIS observations acquired between camera shutterings, the IPPS file can be corrected by linear interpolation, provided that the spacecraft motions were continuous. Image areas corresponding to the fields of view of IRIS spectra acquired between camera shutterings will be extracted from the mosaic to place the IRIS observations and hotspot models into geologic context

Cougar Dispersal and Natal Homing in a Desert Environment

We present a review of cougar dispersal literature and the first evidence of natural (i.e., unmanipulated) homing behavior by a dispersing male cougar (Puma concolor) that sustained severe injuries crossing the northern Mojave Desert. Based on Global Positioning System and ground tracking data, the male traveled a total distance of 981.1 km at 5.03 km/d, including 170.31 km from the Desert National Wildlife Refuge to the northwestern Grand Canyon, where he sustained severe injuries. The interkill interval increased from 7.1 ± 2.7 d while he was in his natal range to 17.5 ± 4.9 d during dispersal. While homing, the male appeared to consume only reptiles until he died, 33.7 km from his capture site. In desert environments where prey availability is low, homing behavior may be an important strategy for dispersing cougars, providing a mechanism for persistence when the best quality habitats they encounter are already occupied by adult residents. Therefore, managing for habitat connectivity can ensure successful homing as well as dispersal on a greater scale than has been previously suggested. Elucidating the mechanisms that trigger homing during dispersal may provide critical insight into animal movements often overlooked as mundane behavior

Teaching students to teach patients: A theory-guided approach

Nurses in every setting provide patient teaching on a routine basis, often several times a day. Patient teaching skills are essential competencies to be developed during pre-licensure nursing education. While students learn what to teach for specific conditions, they often lack competence in how to teach in ways that individualize and optimize patient learning. The ultimate goal of patient teaching is to arm patients with the knowledge and skills, and the desire and confidence in their ability to reach their targeted health outcomes. We describe the creation of a theoretical framework to guide development of patient teaching skills. The framework, rooted in the contemporary health care values of patient-centered care, is a synthesis of four evidence-based approaches to patient teaching: patient engagement, motivational interviewing, adult learning theory, and teach-back method. Specific patient teaching skills, derived from each of the approaches, are applied within the context of discharge teaching, an important nursing practice linked to patient outcomes. This exemplar emphasizes the use of critical teaching process skills and targeted informational content. An online student learning module based on the theoretical framework and combined with simulation experiences provides the nurse educator with one strategy for use with nursing students. The theoretical framework has applicability for skill development during pre-licensure education and skill refinement for nurses in clinical practice