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Owing to the flexible architectures of deep convolutional neural networks (CNNs) are successfully used for image denoising. However, they suffer from the following drawbacks: (i) deep network architecture is very difficult to train. (ii) Deeper networks face the challenge of performance saturation. In this study, the authors propose a novel method called enhanced convolutional neural denoising network (ECNDNet). Specifically, they use residual learning and batch normalisation techniques to address the problem of training difficulties and accelerate the convergence of the network. In addition, dilated convolutions are used in the proposed network to enlarge the context information and reduce the computational cost. Extensive experiments demonstrate that the ECNDNet outperforms the state-of-the-art methods for image denoising.

The pandemic spurred the rapid development of e-learning, making the hybrid learning model a highly relevant approach. However, this model still faces various technical, psychological, and methodological issues. This article explores these challenges and suggests potential solutions for organizing hybrid learning to enhance the ICT competence of future foreign language teachers. Through careful planning and a judicious integration of e-learning technologies in both online and offline classes, students can become active participants in their own education, effectively organizing hybrid learning and preparing themselves for a range of communicative and methodological tasks that require the use of ICT in a digital educational environment. Moreover, this approach fosters collaborative learning, facilitates the resolution of tasks, and promotes positive interactions among all participants in the educational process.

As aviation technology advances, numerous new aircraft enter the market. These not only offer airlines technological and fuel efficiency advantages but also present the challenge of how to conduct pilots’ aircraft-type transition training efficiently and economically. To address this issue, this study designed a methodology to quantitatively assess the similarity in panel display control design and standard operating procedures (SOPs) between aircraft types. Then, by combining the results of a questionnaire survey on A320, A330, B737, and B777 transition training and training cost data, it was verified quantitatively that inter-aircraft similarity has a positive impact on reducing the difficulty and cost of transition training. Taking the similarity in aircraft types as a feature, the KNN algorithm was used to successfully construct a difficulty prediction model for the training program of aircraft-type transition training. To overcome the limitation of insufficient training cost data volume, this study adopts the transfer learning method to construct a prediction model of the transition training cost, and the final significant prediction accuracy proves the effectiveness of the method. The research in this paper not only provides strong data support for the resource planning and cost management of airlines’ aircraft-type transition training but also provides new research perspectives and methodological guidance for the field of aviation training.

English words do not always follow simple letter-to-sound pronunciation rules, and thus readers sometimes need to look up a pronunciation of an unfamiliar word, especially in the case of children and foreign learners of English. Pronunciation guides in dictionaries take many forms. The most common guides in American dictionaries use diacritics over many of the vowels to indicate different pronunciations. We compared a commonly used diacritic system with an alternative system that uses only the 26 letters used in English. We found that the alternative system was easier for participants to learn and use to respond with the correct English spelling of a target word given the spelling from the pronunciation guide. We conclude that when dictionary makers want to find a simpler system than one with diacritics, a system such as the one tested here should be considered.

Cancer support groups are an important source of support for cancer patients, yet little is known about the challenges and training needs of both professionally trained and untrained leaders. The aim of this study was to discover the difficulties experienced and training desired by cancer support group leaders. Twenty-seven leaders of 34 cancer support groups participated in focus groups or individual interviews. Groups were purposively selected as representative of 173 support groups identified in New South Wales which were for adults with cancer and/or their adult carers and were not therapeutic or education-only groups. Difficulties identified included dealing with people's different communication styles and needs; dealing with recurrence, metastases and death; practical issues, including resources, setting the programme and funding security; maintaining personal balance and preventing burn out; establishing group credibility; dealing with group cycles; and leading groups in rural areas. Leaders also identified benefits and rewards from group leadership such as contributing to others' well-being, self-development and insight into others' lives. Non-professionally trained leaders experienced more difficulties, particularly in dealing with group process and practical issues. Difficulties identified were related both to working with a cancer population specifically and to working with groups in general. While some issues were common to both health professionals and non-health professionals, non-health professionals reported greater supportive needs. Clear guidelines, targeted training and development of better methods of support to reduce the stress and burn out experienced by group leaders are needed.

Background: Despite the growing use of dual task training (DTT) in clinical practice with people with Parkinson Disease (PD), there is still limited evidence on how to best implement it. Data regarding professionals’ difficulties when integrating such practices are critical as a first step to generate further guidance on how to apply it. The aim of this study was to identify the difficulties perceived by professionals to integrate dual task in their practice. Methods: A descriptive, observational and cross-sectional study was conducted using a web-based survey. Convenience sampling was used to recruit exercise and healthcare professionals working with people with PD through various social media channels. Data were collected and then analyzed thematically using the method of constant comparisons. The study report follows the consolidated criteria for reporting qualitative research (COREQ) checklist. Results: Of the 205 eligible responses, 68.8% were Physiotherapist. The majority of the participants reported having Parkinson-specific training (91.7%) and 59.0% applied DTT in individual one-on-one sessions. We identified ten categories of difficulties faced by professionals. Conclusions: Professionals struggle to integrate DTT into PD clinical care. Challenges were identified and the most significant refer to difficulties in managing the chronicity of the disease and lack of patient compliance with home exercises. Understanding current challenges towards dual task exercise will help to reflect upon strategies to be applied effectively and safe.

Children with specific reading-comprehension difficulties can read accurately, but they have poor comprehension. In a randomized controlled trial, we examined the efficacy of three interventions designed to improve such children's reading comprehension: text-comprehension (TC) training, oral-language (OL) training, and TC and OL training combined (COM). Children were assessed preintervention, midintervention, postintervention, and at an 11-month follow-up. All intervention groups made significant improvements in reading comprehension relative to an untreated control group. Although these gains were maintained at follow-up in the TC and COM groups, the OL group made greater gains than the other groups did between the end of the intervention and follow-up. The OL and COM groups also demonstrated significant improvements in expressive vocabulary compared with the control group, and this was a mediator of the improved reading comprehension of the OL and COM groups. We conclude that specific reading-comprehension difficulties reflect (at least partly) underlying oral-language weaknesses that can be effectively ameliorated by suitable teaching.

Desirable difficulties are learning conditions that are often experienced as effortful, but have a positive effect on learning results and transfer of knowledge and skills (Bjork & Bjork, 2011; Bjork, 1994). Learners often do not appreciate the beneficial effects of desirable difficulties, and the negative experiences of high effort and perceived low learning make them resistant to engage in desirable difficulties (Biwer et al., 2020a). This ultimately limits learning outcomes and academic achievement. With the increasing emphasis on self-regulation in education, characterized by higher learner agency and abundant choices in what, when, and how to study, the field of educational psychology is in need of theoretical and empirically testable assumptions that improve self-regulation in desirably difficult learning conditions with the aim to foster self-regulation abilities, learning outcomes, and academic achievement. Here, we present a framework that describes how to support self-regulation of effort when engaging in desirable difficulties: the “Start and Stick to Desirable Difficulties (S2D2)” framework. The framework builds on the Effort Monitoring and Regulation model (de Bruin et al., 2020). The aim of this framework is (1) to describe evidence for the central role of perceived effort and perceived learning in (dis)engagement in desirable difficulties, and (2) to review evidence on, and provide an agenda for research to improve learners’ self-regulated use of desirable difficulties to help them start and persist when learning feels tough, but is actually effective.

Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta‐analyses using robust variance estimation modeling on results from 19 RCTs (Ntotal = 2,594; Mchildage = 1–6 years). Overall, book‐sharing interventions had a small sized effect on both expressive language (d = 0.41) and receptive language (d = 0.26). They had a large effect on caregiver book‐sharing competence (d = 1.01). The impact of the intervention on child language was moderated by intervention dosage, with lower dosage associated with a minimal impact. Child age and caregiver education level were unrelated to child outcome. This review and meta‐analysis confirms the promise of book‐sharing interventions for enhancing and accelerating child language development.