Empirical Studies of Novices Learning Programming

This thesis is concerned with the problems that novices have in learning to program: in particular it is concerned with the difficulties experienced by novices learning at a distance, using instructional materials which have been designed especially for novices. One of the major problems for novices is how to link the new information which they encounter with their existing knowledge. Du Boulay, O'Shea and Monk (1981) suggest helping novices to bridge the gap between their existing knowledge and new information by teaching via a conceptual model, which serves to explain the new information in familiar terms.In this thesis the difficulties which novices have when learning to program with the help of a conceptual model were investigated. The curricula and conceptual models of four different programming languages are examined, all of which were designed to teach novices. Du Boulay, O'Shea and Monk (1981) have suggested criteria for analysing conceptual models. It is argued that these criteria, however, do not address the presentation of the conceptual model, and so are insufficient to evaluate them. An additional form of analysis was proposed and used, in addition to the criteria offered by Du Boulay et al. This is a way of describing the conceptual model which distinguishes three views of the conceptual model: state, procedure and function, and which highlights the different aspects which are important for the novice learner by identifying the different kinds of knowledge which are necessary to understand the conceptual model. This analysis of the conceptual models showed that the environments are not as exemplary as the du Boulay et al's criteria suggest, and indicated that three of the environments, SOLO, PT501 and DESMOND, lack a functional representation, and that the fourth, Open Logo, has other different problems.An empirical study was carried out to study the transfer effects of learning two of the languages, a high level and a low level language, sequentially. There was no evidence for such transfer effects. The difficulties novices have in learning the four different languages were also investigated. These studies show that even though the novices were studying environments designed for novices learning at a distance, they did not develop good levels of competence, and the problems they had fall into two main categories: programming and pedagogical.Although the different languages had different aims and curricula, novices had some problems which were common to all or most of the languages. These included understanding flow of control, developing and using programming plans, developing accurate mental models, and in the high level languages, understanding recursion. It is argued that some of these problems are related to the conceptual models. In particular, the difficulties novices had in developing and using plan knowledge, which is one of their main problems, can be explained by the lack of an appropriate functional description in the languages.The subjects' pedagogical problems arose from the relationship between the style and structure of the curriculum, its content, and the subjects themselves. In all the four texts the teaching material is very carefully structured and it is suggested that this may encourage the learner to adopt an over-dependent attitude towards the text, and in some cases, to work at an inappropriate syntactic level.The relationship between the distance learning situation and the novice programmer is discussed, and recommendations are made for improving the curricula used for teaching novices programming

Evaluation of HIV counseling and testing in ANC settings and adherence to short course antiretroviral prophylaxis for PMTCT in Francistown, Botswana

The vast majority of children infected with HIV are the result of mother-to-child transmission (MTCT) of the virus during pregnancy, labor, or breastfeeding. Botswana is one of the first countries in the developing world with a national prevention program (PMTCT) to reduce vertical transmission. The Horizons Program of the Population Council, in collaboration with the Centers for Disease Control and Prevention (CDC) and Premiere Personnel in Botswana, conducted an evaluation to describe the adherence of pregnant women to the current PMTCT regimen. The report recommends standardizing post-test counseling content through the use of job aids and adapting existing WHO materials, assessing each client’s understanding of essential HIV information, encouraging provision of at least two post-test counseling sessions for each woman and inviting partners and other family members, and improving the distribution of AZT as well as information about community resources

Mapping the Southwest Project: Putting the Region's Maps Online

This poster discusses the Mapping the Southwest Project, involving putting our region's maps online. The poster includes background information on the project, the project plan, workflow and equipment, and the impacts and lessons learned

The Ursinus Weekly, October 2, 1975

Meetings on Perkiomen Valley growth • In memoriam • Gene Shue presents: Year of the Sixers • City planner speaks • Ursinus College appoints Assoc. Prof. of Education • Kane earns Doctorate • Editorial: A different year? • Is there more to life? • New dorms renovated • Saturday Lunch • Forum series opens: Nina Deutsch • Musical notes • Chris Hillman rated • New events at Walnut • Nancy Drew revisited • Alumnus is named to Library post • British history specialist joins Ursinus faculty • Instructor returns to Ursinus • Pa. Dutch Program is success • Instructor appointed to Biology Dept. • Lindback Award presented • Soccer season opens • Ursinus allies with area • Balloons! • Ursinus named a \u2776er • Register now! • Grads elect officers • Yes we can gang didn\u27t • NFC forecast • MAC report • F & M stings Bears 35 - 21https://digitalcommons.ursinus.edu/weekly/1041/thumbnail.jp

Positive Psychology in Sales: Integrating Psychological Capital

As positive psychology moves into the workplace, researchers have been able to demonstrate the desirable impact of positive organizational behavior. Specifically, psychological capital (PsyCap) improves employee attitudes, behaviors, and performance. Advancing PsyCap in sales research is important given the need for a comprehensive positive approach to drive sales performance, offset the high cost of salesperson turnover, improve cross-functional sales interfaces, and enrich customer relationships. The authors provide an integrative review of PsyCap, discuss its application in sales, and advance an agenda for future research. Research prescriptions are organized according to individual-level, intra-organizational, and extra-organizational outcomes pertinent to the sales field

MFA09 (MFA 2009)

Catalogue of a culminating student exhibition held at the Mildred Lane Kemper Art Museum in 2009. Content includes A new paradigm / Carmon Colangelo -- Evolving practices / Patricia Olynyk -- Stephanie Barenz -- Carolyn Dawn Bendel -- Jacob Cruzen -- Rachel Ann Dennis -- Bryan Eaton -- Maya Escobar -- Meredith Foster -- Morgan Gehris -- Gina Grafos -- Stephen Hoskins -- Amelia Jones -- Hye Young Kim -- Anne Lindberg -- Goran Maric -- Kelda Martensen -- Erica L. Millspaugh -- Carianne Noga -- Joel Parker -- Rebecca C. Potts -- Shannon Randol -- Elaine Rickles -- Michael Kenneth Smith -- Dan Solberg -- Natalie Toney -- Glenn Tramantano -- Kathryn Trout -- J. Taylor Wallace.https://openscholarship.wustl.edu/books/1006/thumbnail.jp

Safety and Reactogenicity of an MSP-1 Malaria Vaccine Candidate: A Randomized Phase Ib Dose-Escalation Trial in Kenyan Children

OBJECTIVE: Our aim was to evaluate the safety, reactogenicity, and immunogenicity of an investigational malaria vaccine. DESIGN: This was an age-stratified phase Ib, double-blind, randomized, controlled, dose-escalation trial. Children were recruited into one of three cohorts (dosage groups) and randomized in 2:1 fashion to receive either the test product or a comparator. SETTING: The study was conducted in a rural population in Kombewa Division, western Kenya. PARTICIPANTS: Subjects were 135 children, aged 12–47 mo. INTERVENTIONS: Subjects received 10, 25, or 50 μg of falciparum malaria protein 1 (FMP1) formulated in 100, 250, and 500 μL, respectively, of AS02A, or they received a comparator (Imovax® rabies vaccine). OUTCOME MEASURES: We performed safety and reactogenicity parameters and assessment of adverse events during solicited (7 d) and unsolicited (30 d) periods after each vaccination. Serious adverse events were monitored for 6 mo after the last vaccination. RESULTS: Both vaccines were safe and well tolerated. FMP1/AS02A recipients experienced significantly more pain and injection-site swelling with a dose-effect relationship. Systemic reactogenicity was low at all dose levels. Hemoglobin levels remained stable and similar across arms. Baseline geometric mean titers were comparable in all groups. Anti-FMP1 antibody titers increased in a dose-dependent manner in subjects receiving FMP1/AS02A; no increase in anti-FMP1 titers occurred in subjects who received the comparator. By study end, subjects who received either 25 or 50 μg of FMP1 had similar antibody levels, which remained significantly higher than that of those who received the comparator or 10 μg of FMP1. A longitudinal mixed effects model showed a statistically significant effect of dosage level on immune response (F(3,1047) = 10.78, or F(3, 995) = 11.22, p < 0.001); however, the comparison of 25 μg and 50 μg recipients indicated no significant difference (F(1,1047) = 0.05; p = 0.82). CONCLUSIONS: The FMP1/AS02A vaccine was safe and immunogenic in malaria-exposed 12- to 47-mo-old children and the magnitude of immune response of the 25 and 50 μg doses was superior to that of the 10 μg dose

Community pharmacies mood intervention Study (CHEMIST) Feasibility and External Pilot randomised controlled trial protocol

Feasibility study: Objectives:Refine a bespoke enhanced support intervention (ESI) (including self-help materials, intervention manual and training) for implementation by community pharmacy (CP) staff to people with sub-threshold depression and long-term conditions (LTCs) based upon evidence-supported interventions in primary careDevelop and refine study procedures (recruitment strategies and set up, screening, participant recruitment, assessment, suitability of outcome measures and data collection procedures) for testing in the pilot study phaseDesign: A case series/qualitative studySetting: UK community pharmacyPopulation: Adults with long-term health conditions who screen-positive for depression but who do not reach the threshold for DSM IV Moderate Depressive disorderIntervention: Enhanced support intervention (ESI) delivered by an appropriately trained community pharmacy team member involving four to six sessions over four months. ESI is a modified form of an intervention within the collaborative care framework for sub-threshold depression validated in previous studies in UK primary care which appears suitable for implementation in community settings.Sample size: 20-30 participantsOutcomes: Study implementation (recruitment and attrition rates), quality of data collection at baseline and 4 months and ESI adherence (number of contacts, DNA and drop out) as per objectives 1a/bQualitative evaluation: Semi-structured interviews with up to 10 participants and ESI facilitators and focus group(s) (range of pharmacy staff n = 8-10) will be conducted to explore the acceptability of the intervention and feasibility of the study, training and study procedures. External pilot study: Objectives:Quantify the flow of participants (eligibility, recruitment and follow-up rate)Evaluate proposed recruitment, assessment and outcome measure collection methodsExamine the delivery of the enhanced support intervention in a community pharmacy setting (intervention uptake, retention and dose) to inform process evaluationProcess evaluation, using semi-structured interviews with participants across a range of socio-economic settings, and pharmacy staff to explore the acceptability of the ESI within community pharmacy, elements of the intervention that were considered useful (or not) and appropriateness of study proceduresDesign: Pilot randomised controlled trial, including a prospective economic and qualitative evaluationSetting: As abovePopulation: As aboveIntervention: As above with adaptations post feasibility studyComparator: Usual careSample size: 100 participantsOutcomes: Data will be used to estimate recruitment, intervention delivery and study completion rates as per objectives 2a-d. Definitive estimates of the effectiveness of ESI will not be made.Primary outcome: Depression severity (Patient Health Questionnaire 9) at four months.Secondary outcomes: Patient acceptance, uptake and attrition. ICD10 depression status, anxiety (GAD 7), health-related quality of life (SF-12v2) and health-state utility (EQ5D 3L) will be measured at four months.Economic evaluation: The incremental cost per QALY will be calculated from both the NHS and societal perspective.Process evaluation: Using mixed methods, potential mediators/moderators of the intervention, the acceptability (to participants and pharmacy staff), barriers and facilitators to the use of ESI in community pharmacy, and impact on usual practice will be examined. Semi-structured interviews with approximately 30 study participants, 20 pharmacy staff and eight GPs near participating pharmacies will be conducted. Trial registration: ISRCTN: ISRCTN11290592Protocol version number: Version 4.1 (dated 16th January 2018)Study Sponsor Tees Esk and Wear Valleys NHS Foundation Trust