Translating expert system rules into Ada code with validation and verification

The purpose of this ongoing research and development program is to develop software tools which enable the rapid development, upgrading, and maintenance of embedded real-time artificial intelligence systems. The goals of this phase of the research were to investigate the feasibility of developing software tools which automatically translate expert system rules into Ada code and develop methods for performing validation and verification testing of the resultant expert system. A prototype system was demonstrated which automatically translated rules from an Air Force expert system was demonstrated which detected errors in the execution of the resultant system. The method and prototype tools for converting AI representations into Ada code by converting the rules into Ada code modules and then linking them with an Activation Framework based run-time environment to form an executable load module are discussed. This method is based upon the use of Evidence Flow Graphs which are a data flow representation for intelligent systems. The development of prototype test generation and evaluation software which was used to test the resultant code is discussed. This testing was performed automatically using Monte-Carlo techniques based upon a constraint based description of the required performance for the system

Bumpy Moments and Joyful Breakthroughs: The Place of Threshold Concepts in Academic Staff Development Programs About Online Learning and Teaching

In this article the authors address the situation in higher education of academic staff facing what they conceptualise as “bumpy moments and joyful breakthroughs” as they work through the process of becoming teachers in online learning environments. The article comes from a research project, which gathered and analysed data from systematic observations and questionnaires. The authors base their study on the known fact that while many academics have grounded experience in on-campus teaching and learning situations they do not necessarily have the skills required today for extending learning through on-line environments. The authors discover that when academics start teaching in online environments, or at least start facing the fact that there are requirements to do so, and they begin to explore this environment both personally and theoretically, “they encounter threshold concepts that can unsettle their most deeply held personal and pedagogical beliefs about what it means to teach and learn, and what it means to be an effective teacher and learner”. This paper gives an account of the research into these new conditions for educators and offers a set of recommendations “to inform the design of a multi-strategy academic staff learning program, which facilitated the development of online teaching skills”. [From Introduction to issue of ACCESS]

Threshold Concepts about Online Pedagogy for Novice Online Teachers in Higher Education

The use of threshold concepts to define key points of curricula is a relatively recent development in educational research. Threshold concepts represent crucial stages of learning, the acquisition of which enables learners to progress from one level of achievement to another. In this context, the learner is described as passing through an unsettling liminal space in which they may encounter troublesome knowledge and experience uncertainty or anxiety. When applied to online pedagogy in higher education contexts, academic staff become the learners as they extend their on-campus teaching knowledge into the online realm. In this setting, the identification of threshold concepts has the potential to inform the content of professional development (PD) programmes for novice online teachers. Because little research has yet been reported on threshold concepts associated with online teaching, this study identified these threshold concepts and investigated their specific nature. Funded by an Office for Learning and Teaching Australia Grant, the project employed a mixed-methods research approach. A mixture of qualitative and quantitative data was gathered from responses to questionnaires and reflective journal entries provided by university educators who were teaching in online contexts. Also, experts in the fields of PD, online teaching and threshold concepts were consulted using a modified Delphi technique that incorporated two rounds of surveys. Results of this study are discussed in association with potential applications to PD design for novice online educators, informed by the most fundamental learning experiences encountered by their more experienced colleagues

Navigating Learning Journeys of Online Teachers: Threshold Concepts and Self-efficacy

Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context. This paper reports on Phase 2 of a research project, which takes into consideration the cumulative effect of tailored professional development measures implemented in response to findings in Phase 1. The three aims were: 1) to identify the threshold concepts that teaching staff develop when they learn about online learning and teaching; 2) to compare self-efficacy levels and threshold concepts of staff who are experienced or inexperienced in online learning and teaching; and 3) to develop customised professional learning programs and resources to extend the online teaching and course design skills of academic staff. Findings from the study are outlined by identifying threshold concepts, threshold attitudes and self-efficacy levels of online educators and the implications these findings have for designing professional development programs in higher education contexts

A Professional Learning Program for Novice Online Teachers Using Threshold Concepts

The professional development of online teachers is now commonplace in higher education. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to gather evidence about the online teaching and learning experiences and views of current students and staff which, in turn, informed a set of pedagogical guidelines that could be used as the basis of professional learning programs for novice online teachers. Using a mixed methods research design, data were gathered using questionnaires, reflective journals, and focus groups to determine the threshold concepts about online teaching and perceptions of ideal online learning environments. As well as identifying threshold concepts about online teaching and perceptions of teachers’ and students’ ideal views of online learning contexts (reported elsewhere), the study produced curricular guidelines to inform the design of professional development outputs for online teachers in higher education. This article reports on an example of how these professional development guidelines, based on identified threshold concepts of online pedagogy, were implemented at one higher education institution to provide wide-scale implementation of a professional development program for academic staff engaged in online teaching

Threshold Concepts about Online Teaching: Progress Report on a Five Year Project

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching. To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & Land, 2003). Northcote and her colleagues used findings from their research into threshold concepts of online teaching to develop a tailored staff development training program (Northcote et al., 2011; Northcote et al., 2013). By identifying troublesome knowledge and threshold concepts, several unique benefits have been realised that include: 1) a focus for professional development programs; 2) a clearer understanding of the processes and resources needed to facilitate development; 3) support from institutional leadership; and 4) increased competence and confidence for online course developers

Role of toll-like receptor 2 (TLR2) in neutrophil activation: GM-CSF enhances TLR2 expression and TLR2-mediated interleukin 8 responses in neutrophils

In vitro studies as well as clinical trials indicate that the cytokines granulocyte-macrophage colony-stimulating factor (GM-CSF) and granulocyte colony-stimulating factor (G-CSF) enhance the ability of neutrophils (polymorphonuclear leukocytes) to eliminate microbial organisms. Toll-like receptor (TLR) proteins, homologs of the Drosophila protein Toll, have been found on the surface of mammalian cells and are important in the responses of macrophages to bacterial, viral, and fungal antigens. TLR4 is critical for the response to lipopolysaccharide (LPS) of gram-negative bacteria, while TLR2 is important for response to gram-positive bacteria, bacterial peptides, and yeast zymosan. We demonstrate that TLR2, but very little TLR4, is present on the surface of human neutrophils. In addition we demonstrate that GM-CSF and G-CSF dramatically up-regulate TLR2 and CD14 surface expression. GM-CSF treatment also up-regulates TLR2 and CD14 mRNA levels in neutrophils. In addition to increasing receptor expression, GM-CSF treatment enhanced the interleukin 8 (IL-8) secretion and superoxide priming responses of neutrophils to stimulation with TLR2 ligands, including zymosan, peptidoglycan, and lipoarabinomannan. The human monocyte response to crude bacterial LPS is composed of a TLR4-specific response to the pure LPS component and a TLR2-dependent response to associated lipopeptides. The removal of TLR2 lipopeptide components from LPS by phenol re-extraction substantially reduced both the IL-8 and superoxide response of the stimulated neutrophils, indicating that, unlike monocytes, the neutrophil response is preferentially directed to TLR2 ligands. Thus, our studies demonstrate that GM-CSF dramatically enhances the functional response of neutrophils to TLR2 ligands, including LPS-associated lipopeptides

Electroconvulsive Therapy - Guidelines for Health Authorities in British Columbia

The purpose of these guidelines for electroconvulsive therapy (ECT Guidelines) is to standardize the delivery of electroconvulsive therapy services across British Columbia. There will be differences in the way care is delivered according to local resources, but good basic care must be available wherever ECT is provided. These guidelines cover patient and family education, clinical applications of ECT by physicians, nurses, and anesthetists, as well as suggestions for charting, professional education, and quality assurance programs. Disclaimer: This document appears here with permission from the UBC Department of Psychiatry and the BC Ministry of Health. The material is only current to the date of initial publication. New, more accurate, information may be available. For completeness, please investigate the most recent details on this topic

Treatment-resistant major depressive disorder: Canadian expert consensus on definition and assessment

Background: Treatment-resistant depression (TRD) is a debilitating chronic mental illness that confers increased morbidity and mortality, decreases the quality of life, impairs occupational, social, and offspring development, and translates into increased costs on the healthcare system. The goal of this study is to reach an agreement on the concept, definition, staging model, and assessment of TRD. Methods: This study involved a review of the literature and a modified Delphi process for consensus agreement. The Appraisal of Guidelines for Research & Evaluation II guidelines were followed for the literature appraisal. Literature was assessed for quality and strength of evidence using the grading, assessment, development, and evaluations system. Canadian national experts in depression were invited for the modified Delphi process based on their prior clinical and research expertize. Survey items were considered to have reached a consensus if 80% or more of the experts supported the statement. Results: Fourteen Canadian experts were recruited for three rounds of surveys to reach a consensus on a total of 27 items. Experts agreed that a dimensional definition for treatment resistance was a useful concept to describe the heterogeneity of this illness. The use of staging models and clinical scales was recommended in evaluating depression. Risk factors and comorbidities were identified as potential predictors for treatment resistance. Conclusions: TRD is a meaningful concept both for clinical practice and research. An operational definition for TRD will allow for opportunities to improve the validity of predictors and therapeutic options for these patients

Measuring category intuitiveness in unconstrained categorization tasks

What makes a category seem natural or intuitive? In this paper, an unsupervised categorization task was employed to examine observer agreement concerning the categorization of nine different stimulus sets. The stimulus sets were designed to capture different intuitions about classification structure. The main empirical index of category intuitiveness was the frequency of the preferred classification, for different stimulus sets. With 169 participants, and a within participants design, with some stimulus sets the most frequent classification was produced over 50 times and with others not more than two or three times. The main empirical finding was that cluster tightness was more important in determining category intuitiveness, than cluster separation. The results were considered in relation to the following models of unsupervised categorization: DIVA, the rational model, the simplicity model, SUSTAIN, an Unsupervised version of the Generalized Context Model (UGCM), and a simple geometric model based on similarity. DIVA, the geometric approach, SUSTAIN, and the UGCM provided good, though not perfect, fits. Overall, the present work highlights several theoretical and practical issues regarding unsupervised categorization and reveals weaknesses in some of the corresponding formal models