OBJECTIVES This study examined the attitudes of teenagers towards the New Zealand graduated driver licensing system (GDLS), and the extent to which it affected them. METHOD Teenagers, who are members of a longitudinal study of a birth cohort, were interviewed at 15 years of age when the GDLS was first introduced and before they had begun licensure, and again at 18 years of age after they had ...

Introduction: Clinical education is the core component of nursing education. PhD graduated nurses who are faculty members can play a main role in clinical instruction. However, there is not clear understanding about the challenges which they may encounter for accepting their role as clinical educator. The aim of this study was to explore the challenges of role acceptance by PhD aduated nurses w...

We present the result of an experiment that examines the subjective responses of radiologists to a prompting system designed to assist with screening mammography. The results suggest that we should re-conceive our notions about the value of False Positive (FP) prompts. We conclude that the eeectiveness of a prompting system operating at a given sensitivity is a function of the types of FP promp...

OBJECTIVES The aim was to support people with cognitive impairment through speech-based dialogues that guide them through everyday tasks such as activities of daily living. The research objectives were to simplify the design of prompting dialogues, to automate the checking of prompting dialogues for syntactic and semantic errors, and to automate the translation of dialogue designs into a form t...

Dynamic assessment is a dialectic procedure requiring teachers to assess learners’ progress by paying attention students’ errors while providing graduated prompts help them fix them. Although previous studies have focused on the teachers’ competence in carrying out dynamic assessment, this case study explores conceptualization of two English language teachers. Data were gathered through video-r...

Previous research has demonstrated that the conditional-only method (starting with a multiple-stimulus array) is more efficient than the simple-conditional method (progressive incorporation of more stimuli into the array) for teaching receptive labeling to children with autism spectrum disorders (Grow, Carr, Kodak, Jostad, & Kisamore,). The current study systematically replicated the earlier st...