Patterns of persistence

Every learner has their own learning styles, and there are three types of learner; such as visual learner, auditory learner, and kinesthetic learner. This paper will talk about the three types of learners based on their learning styles, the classification of English Language Education Study Program students based on the three types of learners, and what should the teachers do to help them to achieve the greater knowledge while learning new things. The research using the VAK Learning Styles Self-Assessment Questionnaire obtained from Swinburne University of Technology. The result shows that from the total of 153 students, there are 47% visual type learners, 36% auditory type learners and 17% kinesthetic type learners.

Aim/Purpose: Our study is focused on prototyping, development, testing, and deployment of a new knowledge primitive for the humanoid robot assistant NAO, in order to enhance student visual learning by establishing a human-robot interaction. Background: This new primitive, utilizing a convolutional neural network (CNN), enables real-time recognition of handwritten digits captured by the NAO robot, a humanoid robot assistant developed by SoftBank Robotics. It is equipped with advanced capabilities, including a wide range of sensors, cameras, and interactive features. By integrating the proposed primitive, the NAO robot gains the ability to accurately recognize handwritten digits, contributing to improved student visual learning experiences. Methodology: Our developed primitive consists of the use of a convolutional neural network (CNN) so that the robot is able to recognize the handwriting of the digits present in the input image received in real-time. The NAO robot establishes interaction with the learners through a scenario based on a predefined assignment. In this scenario, NAO captures the digit handwritten by the learner via its camera, recognizes the digit using the deep learning model generated by the MNIST dataset, and announces to the learner the handwritten digit in the input image. The prototype is realized using the concept of a distributed system allowing the distribution of tasks in four different computing nodes. Contribution: Our research makes a significant contribution by equipping the humanoid robot NAO with a cognitive intelligence system through the integration of a new knowledge primitive based on handwriting digit recognition (HWDR). Our approach used to create and implement this primitive in the NAO robot is interesting and innovative, and presents a promising provision for enhancing the visual learning experience of children and young students with special needs, based on the use of distributed systems that divide the work using various components distributed over several nodes, coordinating their efforts to perform tasks more efficiently than a single device besides the NAO robot. Findings: We designed our model using specific parameters and a fully convolutional neural network architecture, which includes three residual depthwise separable convolutions, each followed by batch normalization and ReLU activation. To evaluate the performance of our model, we tested it on the MNIST dataset, where we achieved a remarkable accuracy, F1 score, and recall of 99%. An experiment was conducted to test our implemented primitive and see the effectiveness of this invention for enhancing visual learning in children with special needs. We developed a visual learning strategy based on the creation of engaging activities mediated by the NAO robot in an educational context. The results showed that participants achieved a strong commitment to the NAO robot, appreciating its ability to recognize handwritten digits and highlighting its promising potential to enrich visual learning experiences. Participants expressed a strong preference for teaching methods integrating assistive learning technologies, demonstrating the positive impact of our humanoid assistant robot on improving learning and visual intelligence in an educational environment. Recommendations for Practitioners: Encourage creativity and innovation in the field of robotics and special needs. This can lead to new and effective solutions that improve the lives of students with special needs. Recommendation for Researchers: Test and evaluate the proposed robotics solutions to ensure they are effective and making a positive impact. Use feedback from users, educators, and parents to refine and improve your solutions. Also, ensure that the robotics solutions are accessible to students with a range of abilities. This may involve designing solutions that are adjustable or providing alternative means of access. Impact on Society: As there are several ways to educate, there are multiple forms of learning. With the help of this learning procedure and strategy, the human teacher collaborates with the robot assistance NAO to improve visual learning among students. The findings of this research can serve as an application for the implementation of various pedagogical methods that will assist in meeting the needs of the majority of learners. Future Research: Our future research will concentrate on addressing the educational needs of students with special needs, enabling them to overcome their challenges and reach academic excellence in an inclusive environment. To achieve this goal, we plan to leverage the capabilities of social robots, which have emerged as a significant contributor to the field of human-robot interaction, particularly in facilitating inclusive education. These agents have proven to be effective in providing support to students with special needs, thereby enabling them to receive the education they need to succeed.

When translating specific words from one language to another, it is necessary to take into consideration several different variables to guarantee correctness, precision, quality, and contextual appropriateness. Context-aware translation systems face several issues due to the complexities of natural language. These challenges include contextual disambiguation, cultural and linguistic nuances, subject matter expertise, and maintaining translation consistency. In low-resource languages such as Tamil, which suffer from limited linguistic resources, high word-sense ambiguity, and flexible word order, the translation process is further complicated. These issues are magnified in low-resource languages. To address these concerns, the proposed study will provide linguistic resources for pre-training Neural Machine Translation (NMT) systems. This will be accomplished by developing a translation system that is language-independent, document-specific, and context-based, making it suitable for languages with limited resources. The research presents a novel word vector format known as Word2Line (W2L), which minimises the time required for the process. With the use of TF-IDF, the system can recognise document-specific words in the English language, which serves as the source language, and then predict the context-based translations of those words in Tamil, the target language.

Undergraduate nurses' reflections on visual thinking learning to construct inductive reasoning through situated patient pictures: A mixed-method study

Education in an independent curriculum is an approach that provides freedom and flexibility to schools and educators to design learning that is appropriate to local needs and context, and emphasizes the development of 21st century skills, deep understanding and student creativity. So that students' learning needs can be maximally accommodated, a learning approach is needed that is able to meet these needs, one of which is through differentiated learning. This research aims to explore the application of differentiated learning in accommodating students' learning styles in elementary schools. The research method used is qualitative with a case study approach. Data was collected through classroom observations, in-depth interviews with teachers, and analysis of documents related to learning plans and student evaluations. The research results show that teachers use differentiation learning strategies through the use of video media, images, group discussions, lectures, listening to audio, putting together puzzles, practical activities and so on to meet students' visual, auditory and kinesthetic learning needs. However, teachers face challenges such as limited time, the need for further training, and limited resources, classroom management, various evaluations or assessments. Differentiated learning has been proven to increase student participation, motivation and academic achievement, where students feel more interested and motivated when the material is delivered according to their learning style.

This research aims to: 1) Analyze the understanding and implementation of the concepts and basic principles of the Independent Curriculum within the context of existing educational theories; 2) Identify the main challenges in educational theory related to the implementation of the Independent Curriculum at the elementary education level; and 3) Evaluate and formulate proposed solutions in educational theory to address the challenges of implementing the Independent Curriculum at the elementary education level. This study employs literature research and case study methods to evaluate the implementation of the Independent Curriculum. The literature research design includes source identification, critical analysis, synthesis of findings, and conclusion drawing. The case study design involves selecting four public elementary schools in the village of Sukarara, data collection through interviews, classroom observations, and document analysis. The results indicate that: 1) Educators have a good understanding of the Independent Curriculum as a flexible curriculum that integrates local wisdom and encourages active student engagement. However, field implementation reveals a gap between theoretical understanding and practice, caused by limited training and resources; 2) The main challenges identified include teacher readiness, availability of educational resources, and administrative support. Many teachers feel unprepared to adopt more innovative and flexible teaching approaches. Additionally, limited resources such as teaching materials and technology pose significant barriers, especially in remote areas. Insufficient policy and administrative support at schools also act as impediments; and 3) Proposed solutions to address these challenges include ongoing professional training and development for teachers, provision of adequate educational resources, and flexible policy support. Enhancing community and parental involvement in the educational process is also considered important for creating a more inclusive and supportive learning environment. The implications of these findings are expected to provide guidance for policymakers and educational practitioners in effectively implementing the Independent Curriculum at the elementary education level.

Professional coaching has been touted as a highly effective approach to helping executives and managers enhance their organizational acumen and interpersonal skills. In the past several years, a number of prestigious, top-ranked MBA programs have established one-on-one coaching programs to attract students by offering “executive treatment before the title.” Coaching, however, does not have to be the purview of larger, prestigious, resource-rich universities. We offer robust coaching services to students with limited university resources. From its modest beginnings 15 years ago, our MBA Coaching Program recently received national recognition. This article highlights the challenges and decisions that those wishing to undertake a coaching program should consider.

CIHR) -supports research that focuses on cardiovascular health, respiratory health, blood and blood vessels, stroke, critical/intensive care, and sleep/circadian rhythms.Together, the disease areas that are covered under the mandate of the ICRH represent conditions with the largest health, societal, and economic burden of any of the other Institutes within CIHR.This reality and the extraordinary diversity of these medical conditions present a major operational challenge for the ICRH.Despite these difficulties and limited resources, the Institute's 2013-2016 Strategic Plan1 demonstrates a commitment to ensuring that research excellence, capacity, competitiveness, innovation, and impact are enhanced across all research fields affiliated with the Institute.Moreover, building on previous successes, the ICRH continues to nurture past collaborations and work to establish new meaningful national and international alliances with the research community, partners, and other stakeholders to develop interdisciplinary, integrative health research that reflects Canada's emerging health needs, gaps, and opportunities.The ICRH also strongly supports partnerships with relevant stakeholders to accelerate the transfer of new knowledge into benefits for Canadians.Notably, patient engagement is an important priority that will serve as 1 of the major building blocks of all clinically related initiatives of the ICRH.Based on identified gaps, opportunities, and feedback received from the International External Review Panel,2 ICRH research communities and partners, and in alignment with the CIHR 2014-2018 Strategic Plan, the ICRH identified 4 research priorities for 2013-2016.The first priority focuses on enhancing capacity, competitiveness, and impact of our communities through networking.This objective is consistent with the importance of aligning with CIHR's largest comprehensive Roadmap Signature Initiative (RSI) the Strategy for Patient-Oriented Research (SPOR).In 2013, the Institute launched the ICRH Emerging Networks program in 3 gap areas, funding the Canadian Vascular Network, Canadian Respiratory Research Network, and the Canadian Stroke Prevention Intervention Network.In addition, through focused community development programs in critical care, stroke treatment and recovery, sleep and circadian rhythms, blood diseases, and resuscitation clinical research, the ICRH has targeted 5 additional research communities in need of networking.Aligned with CIHR's Patient Engagement Framework,3 the ICRH will use specific actions and tools to enhance patient engagement in health research, implement patient engagement as a core priority in strategic initiatives, and offer programs that will allow patients to be true partners in research.Finally, the ICRH is continuing its collaboration with the National Heart, Lung, and Blood Institute of the National Institutes of Health in the ongoing support of 2 large Canada-US networks--the Resuscitation Outcomes Consortium and the Cardiothoracic Surgical Network, and will explore other international network opportunities.

This study focused on how English teachers implement differentiated instruction (DI) in English language teaching (ELT) classrooms and the challenges they faced. Differentiated Instruction is a relevant approach because it enables educators to adapt learning content, processes, and products to students' readiness, interests, and learning profiles. This research used a qualitative method with a case study design. The participants were an English teacher and tenth-grade students at a public senior high school in Majalengka. Data were collected through classroom observations and interviews. The findings showed that the teacher used diagnostic assessments to categorize students as auditory, visual, or kinesthetic learners. Learning materials and activities were then adapted accordingly. However, the study also identified challenges, including limited resources, a lack of training, and difficulties managing student groups. The discussion highlights how, with proper support, DI can enhance student engagement and comprehension. In conclusion, DI is an effective and inclusive ELT strategy, but its success depends on continuous teacher development and institutional support. Keywords: Differentiated instruction; English Language Teaching; case study.

Planning effective English reading lessons is a complex task for teachers because of challenges such as variations in student ability levels, limited resources, and time constraints. This research aims to identify the main challenges teachers face in planning reading lessons, including improving students' reading comprehension, adjusting the level of support to students' abilities, and implementing reading strategies. The research method used is qualitative, with data collection through semi-structured interviews with teachers from various levels of education. Data were analyzed using thematic analysis to identify main patterns and themes. The research results show that teachers face challenges in managing the diversity of students' reading abilities, selecting reading materials that are interesting and culturally relevant, and integrating technology into learning. Additionally, appropriate assessments for English Language Learners (ELL) students and the need to provide emotional support to students are also challenges. Limited professional training and resources contribute to this situation. This research also concludes that successful learning to read English requires a multifaceted approach that includes learning adjustments, teacher training, collaboration, and access to a variety of reading materials. By providing adequate support for teachers, these obstacles can be overcome, so that reading learning becomes more effective and inclusive.

This review proposes a conceptual model for mentorship-driven academic success and retention in diverse college populations, focusing on the importance of mentorship in improving student outcomes in higher education. The increasing diversity in college populations, including first-generation students, minority groups, and international students, presents both challenges and opportunities for academic institutions. These students often face unique barriers, including socio-economic disparities, cultural differences, and lack of academic preparedness, which can impact their retention and success. Mentorship has emerged as a powerful strategy to support these students, offering guidance, motivation, and a sense of belonging, all of which are critical factors in academic achievement and persistence. The proposed model integrates mentorship with theories of academic success, such as Tinto’s Model of Student Integration and Astin’s Student Involvement Theory, to provide a comprehensive framework for supporting diverse student groups. It outlines key components of effective mentorship, including mentor-mentee relationships, cultural competence, academic support, and social integration. By fostering these elements, the model seeks to enhance students' academic engagement, self-efficacy, and overall success. In addition to outlining the theoretical framework, the review examines strategies for implementing mentorship programs on college campuses, including mentor recruitment, training, and matching. It also highlights successful case studies and the outcomes of mentorship initiatives in diverse populations. Despite its potential, the model acknowledges challenges such as mentor-mentee mismatches and resource limitations, proposing solutions to overcome these barriers. Ultimately, this conceptual model emphasizes the critical role of mentorship in fostering inclusive academic environments that enhance student success and retention, providing a valuable framework for institutions seeking to support their diverse student populations.

This study conducts a systematic review of the efficacy of Project-Based Learning (PjBL) as a pedagogical approach in English Language Learning (ELL). Given the increasing need for communicative competence in English amidst global demands, conventional grammar-focused methods fall short of fostering practical language skills. PjBL, emphasizing real-world project engagement, offers an alternative that aligns with communicative and student-centered principles. This review synthesizes findings from recent literature published between 2000 and 2024 to evaluate PjBL’s impact on language proficiency, student engagement, and the development of 21st-century skills. Evidence suggests PjBL effectively enhances students’ communicative competence, boosts motivation, and fosters critical thinking. However, challenges related to group dynamics, curriculum integration, and assessment complexities remain. The study concludes with recommendations for improving PjBL’s implementation in language education, advocating for enhanced teacher training and adaptable assessment methods. This research underscores PjBL’s potential to reshape ELL practices, though ongoing empirical investigation is essential to optimize its application in diverse learning contexts.

This research aimed to describe the approach of effective and ineffective teaching approaches used by EFL teacher as perceived by the students. This research was designed using qualitative research. This research applied the purposive sampling technique by considering students’ English Achievement. The subject of this research was the seventy-five students of the secondary school in Maros regency, South Sulawesi, Indonesia. The data was collected through class discussion and focus group discussion. In analyzing the data, the researchers used qualitative data analysis. The results of this research suggest EFL teachers’ use four effective teaching approach used by EFL teacher in the secondary school; they are communicative, cooperative learning, audio-lingual, and simulation and games. The students believed these approaches stimulate the students’ activeness and participation in the classroom. There is three ineffective teaching approach used by EFL teacher in the secondary school; they are lecturing, grammar translation, and direct teaching.

Background: In Indonesia's public Islamic secondary schools, English Language Policy and Planning (ELPP) faces challenges such as resource limitations, a lack of qualified educators, and a non-standardized curriculum. However, despite these challenges, compared to ASEAN peers like the Philippines, Indonesia's approach lacks focus on student-centered learning, underscoring the need for enhanced ELPP strategies. Methodology: Four English language teachers and one headmaster participated as respondents in this research to provide comprehensive data findings. Data were collected through interviews conducted over the course of one month, employing guided questions. Subsequently, descriptive analysis was utilized to analyze the data. Findings: English's mandatory integration in secondary education, especially in Madrasah Tsanawiyah, highlights its crucial academic role. Analyzing educational policies and curricular shifts, from competency-based to the Merdeka curriculum, showcases Indonesia's deliberate push for English proficiency. Interviews stress the Merdeka Curriculum's CEFR alignment, prioritizing student empowerment through learner-centered methods and technology. Despite efforts, challenges remain in public Islamic schools, with teachers advocating for supportive environments due to limited exposure and resources. Conclusion: The complex nature of these challenges necessitates the cooperation of politicians, educators, and administrators to establish an atmosphere that promotes successful English language acquisition while also honoring Indonesia's distinct cultural and linguistic diversity. Originality: This study uniquely explores ELPP in Indonesia's public Islamic secondary schools, highlighting the balance between English proficiency and cultural preservation, offering fresh insights into the ELPP discourse in a multicultural and multilingual context.

Social Work Education has been offered in the West Indies at a professional certificate level since 1961. Programmes exist within multi-disciplinary Departments of academic institutions in six countries. Given limited staff resources, they benefit from the availability of instruction in related subject areas but lack the autonomy to create fully integrated social work curricula. Graduates are prepared to function in a post-colonial (post slavery) West Indian society characterized by increasingly democratized patterns of social organization and indicators of modernization but with a serious catalogue of contextual, structural and human behavioural problems which impact the economic social and cultural lifestyles of the people. While there have been some positive developments, the major constraining factors for regional social work education are: limited resources which deny programme autonomy, limit staffing and subject offerings; an unsatisfactory dependence on metropolitan social work education models; and an insufficient sensitivity to the challenge to produce indigenous theory and culturally appropriate practice models. Challenges to be addressed are the need for authentic West Indian (Caribbean) social work models, the strengthening of field practice experience for students, more preparation for advocacy and policy development roles and the extension of professional education at the undergraduate level through the distance education mode, and at the post graduate level.