University of Maryland, Baltimore County

About: University of Maryland, Baltimore County is a education organization based out in Baltimore, Maryland, United States. It is known for research contribution in the topics: Population & Galaxy. The organization has 8749 authors who have published 20843 publications receiving 795706 citations. The organization is also known as: UMBC.

Addiction and Change : How Addictions Develop and Addicted People Recover

Abstract: Contents: 1. Models of addiction and change 2. The process of human intentional behavior change 3. The well maintained addiction : an ending and a beginning 4. Exploring precontemplation, contemplation, and preparation stages of becoming addicted 5. Repeated and regular use : moving from preparation to action on the road to addiction 6. Precontemplation for recovery : cultivating seeds for change 7. The decision to change : moving from the contemplation to the preparation stage of recovery 8. Preparing for action : creating a plan 9. Taking action to change an addiction 10. The long haul : well-maintained recovery 11. Prevention : interfering with the process of becoming addicted 12. Designing interventions for recovery 13. Research on addiction and change. "The stages-of-change model has become widely known as a framework for conceptualizing recovery. Less well known are the processes that drive movement through the stages or how the stages apply to becoming addicted. From Carlo DiClemente, codeveloper of the Transtheoretical Model, this book offers a panoramic view of the entire continuum of addictive behavior change. Illuminated is the common path that individuals travel as they establish and reinforce new patterns of behavior, whether they are developing an addiction or struggling to free themselves from one, and regardless of the specific addictive behavior. Presenting cutting-edge research with significant clinical implications, the book addresses crucial questions of why, when, and how to intervene to bolster recovery in those already addicted and reach out effectively to people at risk. It is essential reading for clinicians, prevention specialists, and policymakers." [from Book Jacket]

Language teacher education

Abstract: Language teacher education programs are likely to be housed in departments of applied linguistics, education, or languages and literature: These three disciplines provide the knowledge base and opportunities for developing skills and dispositions for both prospective and experienced teachers. Until recently, applied linguistics (psycholinguistics, sociolinguistics, discourse analysis, language description, and language teaching and testing methodology) formed the core of language teacher education, not unexpected, since language teaching has historically been the primary focus of applied linguistics (Bardovi-Harlig and Hartford 1997, Crandall 1995; 1996). However, during the last decade, general educational theory and practice have exerted a much more powerful influence on the direction of the education of both preservice and inservice language teacher education, resulting in a greater focus on: 1) practical experiences such as observations, practice teaching, and opportunities for curriculum and materials development (Crandall 1994, Johnson 1996b, Pennington 1990, Richards 1990, Richards and Crookes 1988); 2) classroom-centered or teacher research (Allwright and Bailey 1991, Chaudron 1988, Edge and Richards 1993, Nunan 1989, van Lier 1988); and 3) teacher beliefs and teacher cognition in language teacher education (Freeman 1996; 1998, Freeman and Johnson 1998a, Richards and Nunan 1990). In fact, the last decade can be viewed as a search for a theory of language teaching and, by extension, of language teacher education at both the micro and macro levels (Freeman and Johnson 1998b, Johnson 1996a, Larsen-Freeman 1990, Richards 1990). Language teacher education is a microcosm of teacher education, and many of the trends in current language teacher education derive from theory and practice in general teacher education. These trends include at least four major shifts.

Boosting Self-Supervised Learning via Knowledge Transfer

Abstract: In self-supervised learning, one trains a model to solve a so-called pretext task on a dataset without the need for human annotation. The main objective, however, is to transfer this model to a target domain and task. Currently, the most effective transfer strategy is fine-tuning, which restricts one to use the same model or parts thereof for both pretext and target tasks. In this paper, we present a novel framework for self-supervised learning that overcomes limitations in designing and comparing different tasks, models, and data domains. In particular, our framework decouples the structure of the self-supervised model from the final task-specific fine-tuned model. This allows us to: 1) quantitatively assess previously incompatible models including handcrafted features; 2) show that deeper neural network models can learn better representations from the same pretext task; 3) transfer knowledge learned with a deep model to a shallower one and thus boost its learning. We use this framework to design a novel self-supervised task, which achieves state-of-the-art performance on the common benchmarks in PASCAL VOC 2007, ILSVRC12 and Places by a significant margin. Our learned features shrink the mAP gap between models trained via self-supervised learning and supervised learning from 5.9% to 2.6% in object detection on PASCAL VOC 2007.

Cooperation Under the Threat of Expulsion in a Public Goods Experiment

Abstract: In a public goods experiment with the opportunity to vote to expel members of a group, we found that contributions rose to nearly 100% of endowments with significantly higher efficiency compared with a coexpulsion baseline. Expulsions were strictly of the lowest contributors, and there was an exceptionally strong fall-off in contributions in the last period, when the expulsion threat was unavailable. Our findings support the intuition that the threat of expulsion or ostracism is one device that helps groups to provide public goods.

Coronary-prone behavior : components of the Type A pattern and hostility

Abstract: Traditional and nontraditional risk factors for coronary heart disease (CHD) are discussed with special attention devoted to the Type A behavior pattern (TABP). Positive and negative epidemiological evidence bearing on the risk factors status of global TABP is reviewed. Results of the review suggest that component scoring of the multidimensional global TABP in attempts to uncover "toxic" components, particularly Potential for Hostility, is a profitable research strategy. Similarly, evidence is presented that suggests merit in component scoring of hostility, also a multidimensional construct. To explicate more fully the nature of Potential for Hostility and its categories, correlations between the SI-derived ratings and ratings of established dimensions of individual differences based on the five-factor taxonomic model of personality from subsamples of the MRFIT and WCGS studies are presented. Total Potential for Hostility and especially the Style of interaction category show highly significant relations to Low Agreeableness or Antagonism. High ratings of Potential for Hostility identify individuals who can be described as uncooperative, antagonistic, rude, disagreeable, unsympathetic, callous, and the like. Implications of the evolving concept of coronary-prone behavior, as distinguished from TABP, are briefly considered.