Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into Self-Paced Training and Development Programs

In the modern higher educational system, technology permeated almost all the provisions of educational processes and transformed individual learning transactions. Empirical evidence reveals students’ skill gaps in the digitized campus and the real-world work environment driven by technology. Technical training is of high value and in high demand in helping students to develop the skills necessary to carry out schoolwork and be prepared for the real-world work environment. The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction. The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01\u3c0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67). iii The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 \u3c 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 \u3e 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 \u3e 0.05, Cohen’s d = 0.42). The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training. This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations

China’s Response to the Financial Crisis and the Impacts on the Chinese Economy and Financial Markets: (A Risk Management perspective)

The paper involves discovering how the Chinese government response to the recent financial crisis. The goal is to show that China’s particular situation of its financial market and government intervention was the main reason that China’s banking sector not suffered from the global systematic risk. This has been done by examining policies such as risk management policy. Upon examination of these policies, it becomes clear that government intervention done by the government were not perfectly resisting the risks from financial crisis. However, risk tolerance in Chinese banking sector is higher than others, since Chinese government acts behind it. Through the comparing of the policies’ changes before, during, and after the financial crisis, this paper highlights the dominant power of the government in China’s economic and financial market

Aspirin "Allergy"-Induced Thrombocytopenia: A Case Report

Aspirin is clinically widely used to inhibit platelet aggregation after coronary intervention. Herein we describe a case of aspirin-induced thrombocytopenia that may be related to allergy to aspirin. A 47-year-old man developed a delayed hypersensitivity reaction to aspirin, with pruritus, purpura and thrombocytopenia, increased peripheral blood eosinophils and enlarged inguinal lymph node. All the symptoms disappeared in 2 years after stopping aspirin. Aspirin-induced thrombocytopenia related to allergy is rarely reported. Aspirin hypersensitivity should be taken into consideration in case of unexplained thrombocytopenia in patients taking aspirin. Aspirin "allergy"-induced thrombocytopenia may involve both aspirin related IgG and IgE antibodies

Identification of urinary and feces metabolites of Rhizoma Paridis saponins in rats based on ultra high performance liquid chromatography/time-of-flight mass spectrometry (UPLC/Q-TOF/MS)

An ultra-performance liquid chromatography/time-of-flight mass spectrometry (UPLC/QTOF/MS) method was established to analyze the saponins in Rhizoma Paridis saponins (RPS) and the constituents in urinary and feces samples. As we know, the constituents of traditional Chinese medicines are very complex and pre-clinical research including metabolism, excretion and pharmacokinetics of herbal medicine components are of great importance in understanding their biological effects and safety. Therefore, deduction of the metabolic and excretive processes of RPS are necessary. As a result, twenty-two original saponins were detected in RPS-treated urinary and feces. Four excreta were observed in rat feces. Therefore, most original saponins and little deglycosylated saponins have been excreted in the rat urine and feces.Colegio de Farmacéuticos de la Provincia de Buenos Aire