Self-directed learning and apprentices: a constructivist grounded study

Developing the capacity of learners to be self-directed is beneficial for both individual workers and economies alike. This study investigates the development of capability for self-directed learning in a group of apprentices in the building and construction industry and suggests that such capability is best developed in the early years of entry into the workforce. For tradespersons this time is during their apprenticeship. The purpose of this study was to develop a deep understanding of how apprentices develop the capacity to be self-directed learners. The aim was to develop a substantive theory that illuminated and provided insight into this phenomenon. The methodology of constructivist grounded theory was used to conduct the study. A sample size of 13 participants in the building and construction industry was recruited. This included apprentices who were employed by a group training organisation (GTO) and a representation of their host employers and vocational teachers located within the southern New South Wales and the Australian Capital Territory geographic regions. The substantive theory presented in this dissertation makes a contribution to knowledge of value to apprentices, employers, vocational teachers and others who seek to develop an understanding of the process of learning and development associated with apprenticeships and vocational and professional education more broadly. The substantive theory was achieved through discovering, describing, analyzing abstracting and explaining how apprentices moved through the phases (or categories) of committing effort, experiencing work, confirming value, and heightening motivation towards becoming self-directed learners. The substantive theory reveals that as the apprentices progressed through these phases they were constantly engaged in decision making processes, evaluating and re-evaluating experiences throughout their apprenticeship. The evaluation outcomes could be positive or negative and were dependent upon the expectancies that the apprentices placed on themselves as well as their interpretation of the expectancies placed on them by others. In this study the manner in which the various conceptual elements, processes and categories connect revolves around the apprentices’ experiences of sponsorship. Sponsorship is the term used to describe the more experienced or confident other who has both a personal and professional interest in the apprentice’s development and uses their influence to create a safe learning environment to enable the apprentice to develop expertise. The importance of the management of the learning environment proved critical, as suitable learning contexts do not appear by accident. In this study it emerged that the sponsor was the most important factor determining the quality of the learning environment. Effective sponsors were able to manage the learning context in a manner where the apprentice felt safe to ask questions, make mistakes, develop expertise and eventually accept responsibility, be autonomous and solve complex problems. Indeed, the apprentices became tradespeople who were not only competent but were true self directed learners. By managing this learning context, the sponsor created an environment that enabled the intrinsic motivation of the apprentice to drive their own growth and development towards becoming self-directed learners. When the sponsor creates a workplace where learning thrives, the apprentice begins to develop both competence and confidence. Increasingly, the apprentice begins to consolidate a durable sense of vocational identity. More and more others (both within and outside the immediate workplace)begin to recognise the apprentice as a legitimate member of the trade. Over time, with the development of expertise—as the apprentice begins to accept more and more responsibility for their own learning, and with encouragement and opportunity from the sponsor—they begin to reflect on their own learning. Increasingly and steadily they become self-directed learners

Finska tingsdomares bedömningar av partsutlåtanden givna på plats i rätten eller via videokonferens

Professionals within the judicial system sometimes believe they can assess whether someone is lying or not based on cues such as body language and emotional expression. Research has, however, shown that this is impossible. The Finnish Supreme Court has also given rulings in accordance with this demonstrated fact. There has also been previous research on whether party or witness statements are assessed differently in court depending on whether they are given live, via videoconference, or via prerecorded video. In the present study, we investigated how a Finnish sample of district judges (N=47) assigned probative value to different variables concerning the statement or the statement giver, such as body language and emotional expression. We also investigated the connection between the judges’ beliefs about the relevance of body language and emotional expression and their preference for live statements or statements via videoconference. The judges reported assigning equal amounts of probative value to statements given live and statements given via videoconference. However, judges found it easier to detect deception live, and this preference correlated with how relevant they thought body language is when assessing the probative value of the statement. In other words, a slight bias to assess live statements more favorably than statements given via videoconference might still exist. More effort needs to be put into making judges and Supreme Courts aware of robust scientific results that have been the subject of decades of research, such as the fact that one cannot assess whether someone is lying or not based on cues such as body language

Measurement of differential J/ψJ/\psi production cross-sections and forward-backward ratio in p+Pb collisions with the ATLAS detector

Measurements of differential cross-sections for $J/\psi$ production in p+Pb collisions at $\sqrt{s_{NN}}$ = 5.02 TeV at the LHC with the ATLAS detector are presented. The data set used corresponds to an integrated luminosity of 28.1 nb$^{-1}$. The $J/\psi$ mesons are reconstructed in the dimuon decay channel over the transverse momentum range $8<p_{\mathrm{T}}<30$ GeV and over the center-of-mass rapidity range $-2.87<y^{*}<1.94$. Prompt $J/\psi$ are separated from $J/\psi$ resulting from $b$-hadron decays through an analysis of the distance between the $J/\psi$ decay vertex and the event primary vertex. The differential cross-section for production of nonprompt $J/\psi$ is compared to a FONLL calculation that does not include nuclear effects. Forward-backward production ratios are presented and compared to theoretical predictions. These results constrain the kinematic dependence of nuclear modifications of charmonium and $b$-quark production in p+Pb collisions

Analysis of Outcomes in Ischemic vs Nonischemic Cardiomyopathy in Patients With Atrial Fibrillation A Report From the GARFIELD-AF Registry

IMPORTANCE Congestive heart failure (CHF) is commonly associated with nonvalvular atrial fibrillation (AF), and their combination may affect treatment strategies and outcomes