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Learning styles are increasingly being incorporated into technology-enhanced learning. Appropriately, a great deal of recent research work is occurring in this area. As more information and details about learning styles becomes available, learning styles can be better accommodated and integrated into all aspects of educational technology. The aim of this paper is to analyse data about learning styles with respect to the Felder-Silverman learning style model (FSLSM) in order to provide a more detailed description of learning style dimensions. The analyses show the most representative characteristics of each learning style dimension as well as how representative these characteristics are. As a result, we provide additional information about the learning style dimensions of FSLSM. This information is especially important when learning styles are incorporated in technology-enhanced learning. (Contains 4 tables.)

This article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region. [ABSTRACT FROM AUTHOR]

Background: Although the most common path of infection for fire blight, a severe bacterial disease on apple, is via host plant flowers, quantitative trait loci (QTLs) for fire blight resistance to date have exclusively been mapped following shoot inoculation. It is not known whether the same mechanism underlies flower and shoot resistance. Results: We report the detection of a fire blight resistance QTL following independent artificial inoculation of flowers and shoots on two F1 segregating populations derived from crossing resistant Malus ×robusta 5 (Mr5) with susceptible 'Idared' and 'Royal Gala' in experimental orchards in Germany and New Zealand, respectively. QTL mapping of phenotypic datasets from artificial flower inoculation of the 'Idared' × Mr5 population with Erwinia amylovora over several years, and of the 'Royal Gala' × Mr5 population in a single year, revealed a single major QTL controlling floral fire blight resistance on linkage group 3 (LG3) of Mr5. This QTL corresponds to the QTL on LG3 reported previously for the 'Idared' × Mr5 and an 'M9' × Mr5 population following shoot inoculation in the glasshouse. Interval mapping of phenotypic data from shoot inoculations of subsets from both flower resistance populations re-confirmed that the resistance QTL is in the same position on LG3 of Mr5 as that for flower inoculation. These results provide strong evidence that fire blight resistance in Mr5 is controlled by a major QTL on LG3, independently of the mode of infection, rootstock and environment. Conclusions: This study demonstrates for the first time that resistance to fire blight caused by Erwinia amylovora is independent of the mode of inoculation at least in Malus ×robusta 5. [ABSTRACT FROM AUTHOR]

Background: iCOACH began in 2012 as research study funded by the Canadian Institute for Health Research and the New Zealand Health Research Council. The intention of iCOACH was to understand the steps to implementing Integrated Community-Based Primary Health Care (ICBPHC). The iCOACH team approached the challenge of successful implementation of ICBPHC including 1) policy, 2) organization, 3) provider, and 4) patient and (unpaid) carer perspectives. Through approximately 450 interviews of policy makers, managers and leaders, provider and patients and their carers across three health systems (Ontario, Quebec, New Zealand), we have developed a rich understanding of essential mechanisms used to design and implement integrated care. Recently Danish researchers, also looking to study integrated care have adopted the iCOACH protocols in order to study new programs of integrated care being implemented in Denmark. Aims and Objectives: In this workshop we will discuss an emerging international network of patients, clinicians and managers, researchers and policy decision-makers interested in understanding, implementing and evaluating integrated care. We will describe the approach undertaken in iCOACH across the 4 perspectives and the advantages of involving multiple jurisdictions. The objective of the discussion is to highlight knowledge emerging from iCOACH and discuss the creation of an international network of researchers applying this approach to studying and evaluating integrated care. Format: Dr. Walter Wodchis, (iCOACH co-principal investigator from Ontario, Canada) will provide a high level overview of the iCOACH study to date. Dr. Tim Tenbensel (New Zealand) will review key findings regarding how policy contexts affect the implementation of integrated care. Dr. Mylaine Breton (Quebec, Canada) will explore key conceptual frameworks including the expanded Chronic Care Model and the Rainbow Framework for integrated care. Dr. Viola Burau (Denmark) will describe how Denmark is adapting the iCOACH study design in an emerging program of research. Finally Jodeme Goldhar (Ontario, Canada and IFIC) will lead a discussion of how this emerging network can spread to other jurisdictions to accelerate learning, implementation, scale and spread of integrated care programs internationally. Target audience: The target audience for this workshop includes policy makers, organizational leaders and managers, clinicians and other professionals and health care workers, patients and unpaid carers as well as researchers with an interest in studying and learning from integrated care. Learnings/Take away: In the iCOACH program so far we have learned about the relative opportunities and challenges under 3 policy environments of implementing ICBPHC. We have developed a common outcome framework based on patient and carer values, goals and needs. We have uncovered a number of key mechanisms required for the successful implementation of sustained integrated care models. We are now testing these outcomes and mechanisms under three extending research programs in Ontario and New Zealand as well as an emerging program of research in Denmark. Participants will engage in discussion of how this approach to studying emerging integrated care programs can be spread to other countries. [ABSTRACT FROM AUTHOR]