03585nam 22006855 450 991030015980332120250609111431.01-4939-0005-610.1007/978-1-4939-0005-3(CKB)2550000001198182(EBL)1697700(OCoLC)871283156(SSID)ssj0001185348(PQKBManifestationID)11655303(PQKBTitleCode)TC0001185348(PQKBWorkID)11196904(PQKB)11191744(MiAaPQ)EBC1697700(DE-He213)978-1-4939-0005-3(PPN)258852437(PPN)176101810(MiAaPQ)EBC4976252(EXLCZ)99255000000119818220140120d2014 u| 0engur|n|---|||||txtccrStatistical inference on residual life /by Jong-Hyeon Jeong1st ed. 2014.New York, NY :Springer New York :Imprint: Springer,2014.1 online resource (208 p.)Statistics for Biology and Health,1431-8776Description based upon print version of record.1-4939-0004-8 Includes bibliographical references and index.Introduction -- Inference on Mean Residual Life -- Quantile Residual Life -- Quantile Residual Life under Competing Risks -- Other Methods for Inference on Quantiles -- Study Design based on Quantile (Residual) Life -- Appendix: R codes -- References -- Index.This is a monograph on the concept of residual life, which is an alternative summary measure of time-to-event data, or survival data. The mean residual life has been used for many years under the name of life expectancy, so it is a natural concept for summarizing survival or reliability data. It is also more interpretable than the popular hazard function, especially for communications between patients and physicians regarding the efficacy of a new drug in the medical field. This book reviews existing statistical methods to infer the residual life distribution. The review and comparison includes existing inference methods for mean and median, or quantile, residual life analysis through medical data examples. The concept of the residual life is also extended to competing risks analysis. The targeted audience includes biostatisticians, graduate students, and PhD (bio)statisticians. Knowledge in survival analysis at an introductory graduate level is advisable prior to reading this book.Statistics for Biology and Health,1431-8776StatisticsBiometryEpidemiologyStatistics for Life Sciences, Medicine, Health Scienceshttps://scigraph.springernature.com/ontologies/product-market-codes/S17030Biostatisticshttps://scigraph.springernature.com/ontologies/product-market-codes/L15020Epidemiologyhttps://scigraph.springernature.com/ontologies/product-market-codes/H63000Statistics.Biometry.Epidemiology.Statistics for Life Sciences, Medicine, Health Sciences.Biostatistics.Epidemiology.519.2/2519.22519.5Jeong Jong-Hyeonauthttp://id.loc.gov/vocabulary/relators/aut721702BOOK9910300159803321Statistical inference on residual life1410716UNINA05741nam 22006015 450 991048333360332120251113181954.09783319058252331905825810.1007/978-3-319-05825-2(CKB)3710000000375664(EBL)1998605(SSID)ssj0001465467(PQKBManifestationID)11935257(PQKBTitleCode)TC0001465467(PQKBWorkID)11470725(PQKB)10815276(DE-He213)978-3-319-05825-2(MiAaPQ)EBC1998605(PPN)18488750X(EXLCZ)99371000000037566420150312d2015 u| 0engur|n|---|||||txtccrE-Learning Systems, Environments and Approaches Theory and Implementation /edited by Pedro Isaías, J. Michael Spector, Dirk Ifenthaler, Demetrios G. Sampson1st ed. 2015.Cham :Springer International Publishing :Imprint: Springer,2015.1 online resource (334 p.)Includes index.9783319058245 331905824X Part I. Exploratory Learning Technologies -- Measuring Problem Solving Skills in Portal 2 -- iPads in Inclusive Classrooms: Ecologies of Learning -- Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment -- The Cognitive Cost of Chatting while Attending a Lecture: A Temporal Analysis -- Learning with the Simple show -- Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews -- The Contributions of Digital Concept Maps to Assessment for Learning Practices -- Part II. e-Learning Social Web Design -- Intelligent Tutors in Immersive Virtual Environments -- Journal of Exploration on the Way Towards Authentic Learning Environments -- The Configuration Process of a Community of Practice in the Collective Text Editor -- Context-Based Semantic Annotations in Copes: An Ontological and Rule-Based Approach -- Model of Emotional Expressions in Movements -- Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications -- Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving -- Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement -- Part III. Learner Communities through e-Learning Implementations -- ICT Support for Collaborative Learning - A Tale of Two Cities -- Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand -- The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction -- Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and Simschool -- A Study on Improving Information Processing Abilities Based on PBL -- Part IV. Collaborative and Student-Centered e-Learning Design -- Piaget, Inhelder and Minecraft -- Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry -- Leverage Learning in the UniversityClassroom -- Data Challenges of Leveraging a Simulation to Assess Learning -- Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students -- Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources -- The Ancestor Project: Aboriginal Computer Education through Storytelling -- Index.The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Part III), Collaborative and student-centered e-Learning design (Part IV). E-Learning has been, since its initial stages, a synonym for flexibility. While this dynamic nature has mainly been associated with time and space it is safe to argue that currently it embraces other aspects such as the learners’ profile, the scope of subjects that can be taught electronically and the technology it employs. New technologies also widen the range of activities and skills developed in e-Learning. Electronic learning environments have evolved past the exclusive delivery of knowledge. Technology has endowed e-Learning with the possibility of remotely fomenting problem solving skills, critical thinking and team work, by investing in information exchange, collaboration, personalisation and community building.Educational technologyLearning, Psychology ofDigital Education and Educational TechnologyInstructional PsychologyEducational technology.Learning, Psychology of.Digital Education and Educational Technology.Instructional Psychology.371.33Isaias Pedroedthttp://id.loc.gov/vocabulary/relators/edtSpector J. Michaeledthttp://id.loc.gov/vocabulary/relators/edtIfenthaler Dirkedthttp://id.loc.gov/vocabulary/relators/edtSampson Demetrios G.edthttp://id.loc.gov/vocabulary/relators/edtBOOK9910483333603321E-Learning Systems, Environments and Approaches2851644UNINA