Readiness

Readiness implies a degree of concentration and eagerness. Individuals learn best

when they are physically, mentally, and emotionally ready to learn, and do not learn
well if they see no reason for learning. Getting students ready to learn, creating
interest by showing the value of the subject matter, and providing continuous mental
or physical challenge, is usually the instructors responsibility. If students have a
strong purpose, a clear objective, and a definite reason for learning something, they
make more progress than if they lack motivation. In other words, when students are
ready to learn, they meet the instructor at least halfway, simplifying the instructors
job.
Since learning is an active process, students must have adequate rest, health, and
physical ability. Basic needs of students must be satisfied before they are ready or
capable of learning. Students who are exhausted or in ill health cannot learn much. If
they are distracted by outside responsibilities, interests, or worries, have
overcrowded schedules, or other unresolved issues, students may have little interest in
learning.

[edit] Exercise
The principle of exercise states that those things most often repeated are best
remembered. It is the basis of drill and practice. It has been proven that students learn
best and retain information longer when they have meaningful practice and repetition.
The key here is that the practice must be meaningful. It is clear that practice leads to
improvement only when it is followed by positive feedback.
The human memory is fallible. The mind can rarely retain, evaluate, and apply new
concepts or practices after a single exposure. Students do not learn complex tasks in a
single session. They learn by applying what they have been told and shown. Every
time practice occurs, learning continues. These include student recall, review and
summary, and manual drill and physical applications. All of these serve to create
learning habits. The instructor must repeat important items of subject matter
at reasonable intervals, and provide opportunities for students to practice while
making sure that this process is directed toward a goal.

[edit] Effect
Main article: Law of effect

Enjoying the water - Learning backstrokephoto by Tom@HK

The principle of effect is based on the emotional reaction of the student. It has a direct
relationship to motivation. The principle of effect is that learning is strengthened when
accompanied by a pleasant or satisfying feeling, and that learning is weakened when
associated with an unpleasant feeling. The student will strive to continue doing what
provides a pleasant effect to continue learning. Positive reinforcement is more apt to
lead to success and motivate the learner, so the instructor should recognize and
commend improvement. Whatever the learning situation, it should contain elements
that affect the students positively and give them a feeling of satisfaction. Therefore,
instructors should be cautious about using punishment in the classroom.
One of the important obligations of the instructor is to set up the learning situation in
such a manner that each trainee will be able to see evidence of progress and achieve
some degree of success. Experiences that produce feelings of defeat, frustration,
anger, confusion, or futility are unpleasant for the student. If, for example, an
instructor attempts to teach advanced concepts on the initial engagement, the student
is likely to feel inferior and be frustrated. Impressing upon students the difficulty of a
task to be learned can make the teaching task difficult. Usually it is better to tell
students that a problem or task, although difficult, is within their capability to
understand or perform. Every learning experience does not have to be entirely
successful, nor does the student have to master each lesson completely. However,
every learning experience should contain elements that leave the student with some
good feelings. A students chance of success is definitely increased if the learning
experience is a pleasant one.
Further information: Emotion and memory and Operant conditioning

[edit] Primacy
Not to be confused with Law of primacy in persuasion.

Primacy, the state of being first, often creates a strong, almost unshakable,
impression. Things learned first create a strong impression in the mind that is difficult
to erase. For the instructor, this means that what is taught must be right the first time.
For the student, it means that learning must be right. Unteaching wrong first
impressions is harder than teaching them right the first time. If, for example, a student
learns a faulty technique, the instructor will have a difficult task correcting
bad habits and reteaching correct ones.
The student's first experience should be positive, functional, and lay the foundation
for all that is to follow. What the student learns must be procedurally correct and
applied the very first time. The instructor must present subject matter in a logical
order, step by step, making sure the students have already learned the preceding step.
If the task is learned in isolation, is not initially applied to the overall performance, or
if it must be relearned, the process can be confusing and time consuming. Preparing
and following a lesson plan facilitates delivery of the subject matter correctly the first
time.
Further information: Serial position effect

[edit] Recency
The principle of recency states that things most recently learned are best remembered.
Conversely, the further a student is removed time-wise from a new fact or
understanding, the more difficult it is to remember. For example, it is fairly easy
to recall a telephone number dialed a few minutes ago, but it is usually impossible to
recall a new number dialed last week. The closer the training or learning time is to the
time of actual need to apply the training, the more apt the learner will be to perform
successfully.
Information acquired last generally is remembered best; frequent review and
summarization help fix in the mind the material covered. Instructors recognize the
principle of recency when they carefully plan a summary for a lesson or learning
situation. The instructor repeats, restates, or reemphasizes important points at the end
of a lesson to help the student remember them. The principle of recency often
determines the sequence of lectures within a course of instruction.
Further information: Recency principle, Forgetting, Forgetting
curve, and Serial position effect

[edit] Intensity

The more intense the material taught, the more likely it will be retained. A sharp,
clear, vivid, dramatic, or exciting learning experience teaches more than a routine or
boring experience. The principle of intensity implies that a student will learn more
from the real thing than from a substitute. For example, a student can get more
understanding and appreciation of a movie by watching it than by reading the script.
Likewise, a student is likely to gain greater understanding of tasks by performing
them rather than merely reading about them. The more immediate and dramatic the
learning is to a real situation, the more impressive the learning is upon the student.
Real world applications that integrate procedures and tasks that students are capable
of learning will make a vivid impression on them.
In contrast to practical instruction, the classroom imposes limitations on the amount of
realism that can be brought into teaching. The instructor needs to use imagination in
approaching reality as closely as possible. Classroom instruction can benefit from a
wide variety of instructional aids, to improve realism, motivate learning, and
challenge students. Instructors should emphasize important points of instruction with
gestures, showmanship, and voice. Demonstrations, skits, and role playing do much to
increase the learning experience of students. Examples, analogies, and personal
experiences also make learning come to life. Instructors should make full use of the
senses (hearing, sight, touch, taste, smell, balance, rhythm, depth perception, and
others).

[edit] Freedom
The principle of freedom states that things freely learned are best learned.
Conversely, the further a student is coerced, the more difficult is for him to learn,
assimilate and implement what is learned. Compulsion and coercion are antithetical to
personal growth. The greater the freedom enjoyed by individuals within a society, the
greater the intellectual and moral advancement enjoyed by society as a whole.
Since learning is an active process, students must have freedom: freedom of choice,
freedom of action, freedom to bear the results of action -- these are the three great
freedoms that constitute personal responsibility. If no freedom is granted, students
may have little interest in learning.

[edit] Requirement
The law of requirement states that "we must have something to obtain or do
something." It can be an ability, skill, instrument or anything that may help us to
learn or gain something. A starting point or root is needed; for example, if you want to
draw a person, you need to have the materials with which to draw, and you must know

how to draw a point, a line, a figure and so on until you reach your goal, which is to
draw a person.
Further information: Law of Requirement

[edit] Laws of Learning Applied to Learning Games

The principles of learning have been presented as an explanation for why learning
games (the use of games to introduce material, improve understanding, or increase
retention) can show such incredible results. [1] In particular, the principles of learning
present conditions which are very similar to a number of the design techniques used in
games. Games use the technique of Flow, which is "the state in which people are so
involved in an activity that nothing else seems to matter; the experience itself is so
enjoyable that people will do it even at great cost, for the sheer sake of doing it."
(Mihly Cskszentmihlyi)[2] The primary aim of flow in games is to create
intrinsically motivating experiences, which is a part of the principle of readiness.
Games use many other techniques which tie to the principles of learning. [1] They use
practice to prolong game play, which is part of the principle of exercise. Game
designers also place heavy emphasis on feedback, which goes with practice as part of
exercise. Games use the technique of simplicity to reduce distractions, balance
difficulty versus skill, and accurately correlate actions to corrective feedback. This
impacts flow and motivation and increases the positive feelings toward the activity,
which links back to the principles of exercise, readiness, and effect. Games use
immersion and engagement as ways to create riveting experiences for players, which
is part of the principle of intensity. Finally, part of the primary appeal of games is that
they are fun. Although fun is hard to define, it is clear that it involves feelings such as
engagement, satisfaction, pleasure, and enjoyment which are part of the principle of
effect.
http://en.wikipedia.org/wiki/Principles_of_learning

What Is Hemophilia?
Hemophilia (heem-o-FILL-ee-ah) is a rare bleeding disorder in which the blood doesn't clot normally.
If you have hemophilia, you may bleed for a longer time than others after an injury. You also may
bleed inside your body (internally), especially in your knees, ankles, and elbows. This bleeding can
damage your organs and tissues and may be life threatening.

http://www.nhlbi.nih.gov/health/health-topics/topics/hemophilia/

Prevention
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Because it is an inherited genetic disease, hemophilia cannot be prevented. If you or any of your
immediate family members (parents or siblings) have hemophilia or are carriers and you are thinking
about having a child, you may want to talk to a health professional who specializes in the study of
inherited disorders (medical geneticist) before becoming pregnant. A genetic counselor can tell you how
likely it is that your child will have hemophilia and how severe it might be.
If you have hemophilia, maintain a healthy body weight to limit the stress on your joints, which can lead to
bleeding episodes. Also, talk to your doctor about creating an exercise plan that is safe for people with
hemophilia. Regular exercisestrengthens the joints and muscles, which helps prevent bleeding.

http://www.webmd.com/a-to-z-guides/hemophilia-prevention

Family tree If you have a son with hemophilia and have another son, brother, father, uncle, cousin or
grandfather with the disorder, then you are a carrier. No additional tests are needed.

Clotting factor If the clotting factor level in your blood is below 50 percent of normal, you are probably a
carrier and have mild hemophilia. If the clotting factor level is above 50 percent, you still may be a carrier, since
other conditions can elevate the factor level. Other tests may be necessary.

DNA test A DNA test can look for the mutation that caused hemophilia in your son or another relative,
and compare it to your DNA.

http://www.ucsfhealth.org/conditions/hemophilia/diagnosis.html

Tests and diagnosis

By Mayo Clinic staf

For people with a family history of hemophilia, it's possible to test the fetus during pregnancy to determine
if it is afected by the disease. However, such testing poses some risk to the fetus. Discuss the benefits
and risks of testing with your doctor.
Analysis of a blood sample from either a child or an adult can show a deficiency of a clotting factor.
Sometimes mild hemophilia isn't diagnosed until after a person has undergone surgery and excessive
bleeding results.

http://www.mayoclinic.com/health/hemophilia/DS00218/DSECTION=tests-anddiagnosis

Diagnosis

Many people who have or have had family members with hemophilia will ask that their baby boys get
tested soon after birth.
About one-third of babies who are diagnosed with hemophilia have no other family members with the
disorder. A doctor might check for hemophilia if a newborn is showing certain signs of hemophilia.
Diagnosis includes screening tests and clotting factor tests. Screening tests are blood tests that show
if the blood is clotting properly. Clotting factor tests, also called factor assays, are required to diagnose
a bleeding disorder. This blood test shows the type of hemophilia and the severity.

Families With a History of Hemophilia

Any family history of bleeding, such as following surgery or injury, or unexplained deaths among
brothers, sisters, or other male relatives such as maternal uncles, grandfathers, or cousins should be
discussed with a doctor to see if hemophilia was a cause. A doctor often will get a thorough family
history to find out if a bleeding disorder exists in the family.
Many people who have or have had family members with hemophilia will ask that their baby boys get
tested soon after birth. In the best of cases, testing for hemophilia is planned before the babys
delivery so that a sample of blood can be drawn from the umbilical cord (which connects the mother
and baby before birth) immediately after birth and tested to determine the level of the clotting factors.
Umbilical cord blood testing is better at finding low levels of factor VIII (8) than it is at finding low
levels of factor IX (9). This is because factor IX (9) levels take more time to develop and are not at a
normal level until a baby is at least 6 months of age. Therefore, a mildly low level of factor IX (9) at
birth does not necessarily mean that the baby has hemophilia B. A repeat test when the baby is older
might be needed in some cases. Learn more about the inheritance pattern for hemophilia.

Families With No Previous History of Hemophilia

About one-third of babies who are diagnosed with hemophilia have no other family members with the
disorder. A doctor might check for hemophilia in a newborn if:

Bleeding after circumcision of the penis goes on for a long time.

Bleeding goes on for a long time after drawing blood and heel sticks (pricking the infants heel
to draw blood for newborn screening tests).

Bleeding in the head (scalp or brain) after a difficult delivery or after using special devices or
instruments to help deliver the baby (e.g., vacuum or forceps).

Unusual raised bruises or large numbers of bruises. If a child is not diagnosed with hemophilia
during the newborn period, the family might notice unusual bruising once the child begins
standing or crawling.

Those with severe hemophilia can have serious bleeding problems right away. Thus, they often are
diagnosed during the first year of life. People with milder forms of hemophilia might not be diagnosed
until later in life.

Screening Tests
Screening tests are blood tests that show if the blood is clotting properly. Types of screening tests:

Complete Blood Count (CBC)

This common test measures the amount of hemoglobin (the red pigment inside red blood cells
that carries oxygen), the size and number of red blood cells and numbers of different types of white
blood cells and platelets found in blood. The CBC is normal in people with hemophilia. However, if a
person with hemophilia has unusually heavy bleeding or bleeds for a long time, the hemoglobin and
the red blood cell count can be low.

Activated Partial Thromboplastin Time (APTT) Test

This test measures how long it takes for blood to clot. It measures the clotting ability of factors VIII
(8), IX (9), XI (11), and XII (12). If any of these clotting factors are too low, it takes longer than
normal for the blood to clot. The results of this test will show a longer clotting time among people with
hemophilia A or B.

Prothrombin Time (PT) Test

This test also measures the time it takes for blood to clot. It measures primarily the clotting ability of
factors I (1), II (2), V (5), VII (7), and X (10). If any of these factors are too low, it takes longer than
normal for the blood to clot. The results of this test will be normal among most people with hemophilia
A and B.

Fibrinogen Test
This test also helps doctors assess a patients ability to form a blood clot. This test is ordered either
along with other blood clotting tests or when a patient has an abnormal PT

or APTT test result, or

both. Fibrinogen is another name for clotting factor I (1).

Clotting Factor Tests

Clotting factor tests, also called factor assays, are required to diagnose a bleeding disorder. This blood
test shows the type of hemophilia and the severity. It is important to know the type and severity in
order to create the best treatment plan.

Severity

Levels of Factor VIII (8)

or IX (9) in the blood

Normal (person who does not have

50% to 100%

hemophilia)

Mild hemophilia

Greater than 5% but less than 50%

Moderate hemophilia

1% to 5%

Severe hemophilia

Less than 1%

http://www.cdc.gov/ncbddd/hemophilia/diagnosis.html/