Kolb's experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb's model concerns a lack ...of clarity regarding what constitutes a concrete experience, exactly. A systematic literature review was conducted in order to examine: what constitutes a concrete experience and what is the nature of treatment of a concrete experience in experiential learning? The analysis revealed five themes: learners are involved, active, participants; knowledge is situated in place and time; learners are exposed to novel experiences, which involves risk; learning demands inquiry to specific real-world problems; and critical reflection acts as a mediator of meaningful learning. Accordingly, a revision to Kolb's model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation. Further empirical studies are required to test the model proposed.
Non-nested generalized exemplars (NNGEs) is a state of the art data mining algorithm which uses distance between a new example and a set of exemplars for classification. The state extraction method ...(STEM) preprocesses power system wide area measurement system data to reduce data size while maintaining critical patterns. Together NNGE+STEM make an effective event and intrusion detection system which can effectively classify power system events and cyber-attacks in real time. This paper documents the results of two experiments in which NNGE+STEM was used to classify cyber power contingency, control action, and cyber-attack events. Experimental results show that NNGE+STEM achieved greater than 94 and 97% accuracy for multiclass and binary class classification. Additionally, the NNGE+STEM false positive rate was below 0.5%, the average classification time was 0.2 ms, and the classifier had low memory requirements.
Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the ...present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the selfdirected learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners' self-directed learning competence in formal educational settings. L'auto-apprentissage, une compétence indispensable dans un monde en rapide mutation - L'apprentissage auto-dirigé est une compétence décisive pour les adultes de notre monde moderne, où les contextes sociaux évoluent constamment, en particulier à l'ère du numérique. Le présent article poursuit le but de recenser les grandes questions sur l'apprentissage auto-dirigé : 1) Quelles sont les bases historiques du concept d'auto-apprentissage ? 2) Qui peut tirer profit de auto-apprentissage ? 3) Qui est susceptible de l'accomplir ? 4) Que révèle la recherche sur les résultats de la démarche d'auto-apprentissage ? L'auteur prend en considération la philosophie humaniste, la philosophie pragmatique et l'épistémologie construedviste, qui ensemble affectent une démarche d'apprentissage individuelle, intentionnelle et évolutive. Toute personne peut potentiellement tirer profit de la compétence en auto-apprentissage, mais des facteurs individuels et sociétaux peuvent influencer la probabilité que l'auto-apprentissage soit accompli. L'auteur analyse plusieurs études empiriques qui examinent les résultats de la démarche d'auto-apprentissage, à la fois dans des contextes en ligne non formels et informels et dans des cadres éducatifs formels. Les résultats scientifiques signalent l'importance de créer des opportunités de stimuler la compétence en auto-apprentissage dans les cadres éducatifs formels.
Electricity transmission systems are networked cyber physical systems that are subject to many well-known control, weather, and equipment failure related contingencies which can disrupt power ...delivery. Cyber-attacks against electric transmission systems are another class of contingency which can disrupt power delivery. Wide area monitoring systems (WAMSs) enhanced with phasor measurement units provide high volume and high velocity power system sensor data which can be combined with traditional power system data sources and cyber data sources to enable real time detection of both types of contingencies. This paper describes research toward a cyber-power event and intrusion detection system (EIDS) which can be used for multiclass or binary-class classification of traditional power system contingencies and cyber-attacks. The continuous streams of high speed data from WAMS pose significant challenges in data storage, management, and handling. Data stream mining addresses the continuous data problem and can deal with very large data sizes. Hoeffding adaptive trees (HAT) augmented with the drift detection method (DDM) and adaptive windowing (ADWIN) can effectively be used to classify traditional and cyber contingencies in real time. Experiments performed for this paper demonstrate HAT + DDM + ADWIN provides classification accuracy of greater than 94% for multiclass and greater than 98% for binary class classification for a dataset with artifacts from 45 classes of cyber-power contingencies. Results also show that HAT + DDM + ADWIN has a small memory foot print and a fast evaluation time which enables real time EIDS.
Self-directed learning is a critical competence for living and working in our increasingly complex and unpredictable world. The concept of self-directed learning grew out of the adult learning field ...and scholars highlight the need to examine how self-directed learning competence can be fostered during childhood. However, there are very few empirical studies that seek to understand how self-directed learning is facilitated in the formal education of children in our digital age. In order to review empirical studies that contribute toward understanding this research question, a literature search was conducted. The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vital - given that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world.
Supernova 1987A, the first naked-eye supernova observed since Kepler's supernova in 1604, defies a number of theoretical expectations. Its anomalies have long been attributed to a merger between two ...massive stars that occurred some 20,000 years before the explosion, but so far there has been no conclusive proof that this merger took place. Here, we present three-dimensional hydrodynamical simulations of the mass ejection associated with such a merger and the subsequent evolution of the ejecta, and we show that this accurately reproduces the properties of the triple-ring nebula surrounding the supernova.
Self-directed learning and creativity are critical workplace competences that are important to foster in formal educational settings. Previous studies have identified a relationship between ...self-directed learning and creativity, but the specific nature of this relationship is unclear. The purpose of the present theoretical paper is to examine through a literature review the possibility that creative learning outcomes can be supported through a self-directed learning process. The importance of considering self-directed learning in the context of adult learning - as a pragmatic learning process - is outlined. A conclusion is drawn that (1) creative learning outcomes are potentially supported through self-directed learning, and (2) in the process, teachers can provide support to learners in three distinct different ways. A variety of pragmatic educational activities that may enable self-directed learning and creative learning outcomes are discussed, including experiential learning; workplace simulations; and problem-, case-, and (e-) portfolio-based learning. In these activities, teacher support seems advantageous for many learners. The three distinct dimensions of teacher support identified in the present paper are important to consider in further empirical studies on self-directed learning.
Pain recognition for culturally diverse people is complex as pain experience is subjective and influenced by cultural background. We compared the prevalence, intensity, and association of pain with ...neuropsychiatric symptoms (NPS) between immigrants and non-immigrants living with dementia in residential aged care homes (RACHs) who were referred to two Dementia Support Australia programs. Immigrant status was defined by the documented country of birth. Pain and NPS were assessed using PainChek® and the Neuropsychiatric Inventory, respectively. Subgroup analyses were also completed for English-speaking and non-English-speaking immigrants. A total of 17,637 referrals immigrants, n = 6340; non-immigrants, n = 11,297 from 2792 RACHs were included. There were no significant differences for the prevalence of pain across all groups. Immigrants were slightly more likely to have moderate pain or severe pain than non-immigrants. Non-English-speaking immigrants had 0.5 points higher total pain scores on average (Cohen’s d = 0.10 0.05, 0.15, p < 0.001) than non-immigrants. Total pain score had a significant effect on total NPS severity scores in all groups. While pain prevalence is similar across groups, higher pain intensities are more common among immigrants living with dementia. Increased care staff awareness, education, and training about the potential effect of culture on pain expression is needed.
Background
Globally, Coronavirus disease 2019 (COVID‐19) caused a significant disruption to the physical and mental well‐being of all individuals, including those living with dementia. Social ...restrictions and lockdown measures due to COVID‐19 have worsened the feelings of loneliness and behaviours and psychological symptoms of dementia (BPSD). National BPSD support programs in Australia are offered by Dementia Support Australia (DSA) through the Dementia Behavior Management Advisory Service (DBMAS) and the Severe Behavior Response Teams (SBRT). This study aims to investigate the impact of COVID‐19 on BPSD severity and related caregiver distress among referrals to DSA programs.
Methods
A retrospective comparative analysis was conducted on the intake data of referrals to DSA between two periods: Pre‐COVID‐19 Period (January 2018‐Decmeber 2019) and COVID‐19 Period (January 2020‐July 2021). Referrals were compared on demographic characteristics (e.g., age), and BPSD severity (i.e., neuropsychiatric symptoms such as agitation) and caregiver distress as measured by the Neuropsychiatric Inventory (NPI). NPI scores were compared on a month‐to‐month basis between the specified periods.
Results
Across the two periods, there were a total of 23,180 referrals eligible for the analysis. While no differences were noted in age, sex, or dementia subtype, there were elevated levels of NPI severity and caregiver distress scores during COVID‐19 Period compared to the Pre‐COVID‐19 Period. The month‐to‐month trends of these differences (Figure 1, Figure 2) reflect the timing of outbreaks across Australia. Specifically, there were no significant differences at the start of 2020 prior to the declaration of the pandemic, with an initial rise in NPI severity and distress through April after initial measures were implemented nationally in March 2020. These levels of severity and distress continued to rise through the remainder of 2020, alongside outbreaks in specific regions within Australia, such as Victoria (June‐October), and New South Wales (December/January). NPI severity and caregiver distress then began to return to Pre‐COVID levels from February‐May before elevating again with the outbreak of the Delta variant in Australia.
Conclusions
COVID‐19 has a significant impact on the severity levels of BPSD and related caregiver distress.
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