Auswahl der wissenschaftlichen Literatur zum Thema „Activist learnings“
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Zeitschriftenartikel zum Thema "Activist learnings"
Moreira, Martha Cristina Nunes. „Configurations of atypical parenting activism in disability and chronicity“. Ciência & Saúde Coletiva 27, Nr. 10 (Oktober 2022): 3939–48. http://dx.doi.org/10.1590/1413-812320222710.07572022en.
Der volle Inhalt der QuelleEspinar-Ruiz, Eva, und Mónica Moreno-Seco. „LIFE-COURSE EFFECTS OF WOMEN’S POLITICAL ACTIVISM: PUBLIC AND PRIVATE TRAJECTORIES FROM ANTI-FRANCOISM TO THE 15-M IN SPAIN“. Mobilization: An International Quarterly 27, Nr. 2 (01.06.2022): 211–28. http://dx.doi.org/10.17813/1086-671x-27-2-211.
Der volle Inhalt der QuelleStewart, Nathaniel D., und Lauren Thompson. „Black and Indigenous Solidarity in Social Sciences: Leaning into Our Nuanced Racialized Identities and Healing Together“. Social Sciences 12, Nr. 6 (12.06.2023): 347. http://dx.doi.org/10.3390/socsci12060347.
Der volle Inhalt der QuelleTaha, Diane, Sally O. Hastings und Elizabeth M. Minei. „Shaping Student Activists: Discursive Sensemaking of Activism and Participation Research“. Journal of the Scholarship of Teaching and Learning 15, Nr. 6 (27.12.2015): 1–15. http://dx.doi.org/10.14434/josotl.v15i6.13820.
Der volle Inhalt der QuelleCosta, Ana L., Henrique Vaz und Isabel Menezes. „The Activist Craft: Learning Processes and Outcomes of Professional Activism“. Adult Education Quarterly 71, Nr. 3 (10.02.2021): 211–31. http://dx.doi.org/10.1177/0741713620988255.
Der volle Inhalt der QuelleÅlund, Aleksandra, und René Léon-Rosales. „Becoming an Activist Citizen: Individual Experiences and Learning Processes within the Swedish Suburban Movement“. Journal of Education and Culture Studies 1, Nr. 2 (13.05.2017): 123. http://dx.doi.org/10.22158/jecs.v1n2p123.
Der volle Inhalt der QuelleMcIver, Karen. „Engaging Youth to Explore Activism: An Educational Framework for Supporting an Ecological Justice-Oriented Citizenry“. Canadian Journal of Action Research 21, Nr. 1 (30.11.2020): 102–25. http://dx.doi.org/10.33524/cjar.v21i1.521.
Der volle Inhalt der QuelleClaybrook, M. Keith. „Africana Studies, 21st Century Black Student Activism, and High Impact Educational Practices: A Biographical Sketch of David C. Turner, III“. Journal of Black Studies 52, Nr. 4 (22.02.2021): 359–78. http://dx.doi.org/10.1177/0021934721996366.
Der volle Inhalt der QuelleRahul, Patley, K. Rakesh Chander, Manisha Murugesan, Adarsha Alur Anjappa, Rajani Parthasarathy, Narayana Manjunatha, Channaveerachari Naveen Kumar und Suresh Bada Math. „Accredited Social Health Activist (ASHA) and Her Role in District Mental Health Program: Learnings from the COVID 19 Pandemic“. Community Mental Health Journal 57, Nr. 3 (16.01.2021): 442–45. http://dx.doi.org/10.1007/s10597-021-00773-1.
Der volle Inhalt der QuelleStorey, Valerie, und Roschanda Fletcher. „Developing Scholar Activists“. Impacting Education: Journal on Transforming Professional Practice 8, Nr. 1 (27.02.2023): 1–8. http://dx.doi.org/10.5195/ie.2023.277.
Der volle Inhalt der QuelleDissertationen zum Thema "Activist learnings"
Lompscher, Joachim. „Learning strategies : an essential component of learning activity“. Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/450/.
Der volle Inhalt der QuelleRosas, Marisela. „College student activism: an exploration of learning outcomes“. Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.
Der volle Inhalt der QuelleSmith, Raymond. „MULTIZOOM ACTIVITY RECOGNITION USING MACHINE LEARNING“. Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2162.
Der volle Inhalt der QuellePh.D.
School of Computer Science
Engineering and Computer Science
Computer Science
Lima, Ashley. „Responsible Stewards of the Earth: Narratives, Learning, and Activism“. Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20350.
Der volle Inhalt der QuelleRamlachan, Molly. „Social movement learning: collective, participatory learning within the Jyoti Jivanam Movement of South Africa“. University of the Western Cape, 2014. http://hdl.handle.net/11394/4301.
Der volle Inhalt der QuelleMagister Educationis (Adult Learning and Global Change) - MEd(AL)
Makris, Dimitrios. „Learning an activity-based semantic scene model“. Thesis, City University London, 2004. http://eprints.kingston.ac.uk/7781/.
Der volle Inhalt der QuelleKim, Juho Ph D. Massachusetts Institute of Technology. „Learnersourcing : improving learning with collective learner activity“. Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101464.
Der volle Inhalt der QuelleThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages [199]-213).
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
by Juho Kim.
Ph. D.
Albert, Florea George, und Filip Weilid. „Deep Learning Models for Human Activity Recognition“. Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20201.
Der volle Inhalt der QuelleThe Augmented Multi-party Interaction(AMI) Meeting Corpus database is used to investigate group activity recognition in an office environment. The AMI Meeting Corpus database provides researchers with remote controlled meetings and natural meetings in an office environment; meeting scenario in a four person sized office room. To achieve the group activity recognition video frames and 2-dimensional audio spectrograms were extracted from the AMI database. The video frames were RGB colored images and audio spectrograms had one color channel. The video frames were produced in batches so that temporal features could be evaluated together with the audio spectrogrames. It has been shown that including temporal features both during model training and then predicting the behavior of an activity increases the validation accuracy compared to models that only use spatial features [1]. Deep learning architectures have been implemented to recognize different human activities in the AMI office environment using the extracted data from the AMI database.The Neural Network models were built using the Keras API together with TensorFlow library. There are different types of Neural Network architectures. The architecture types that were investigated in this project were Residual Neural Network, Visual Geometry Group 16, Inception V3 and RCNN(Recurrent Neural Network). ImageNet weights have been used to initialize the weights for the Neural Network base models. ImageNet weights were provided by Keras API and was optimized for each base model[2]. The base models uses ImageNet weights when extracting features from the input data.The feature extraction using ImageNet weights or random weights together with the base models showed promising results. Both the Deep Learning using dense layers and the LSTM spatio-temporal sequence prediction were implemented successfully.
Olnén, Johanna, und Julia Sommarlund. „Activity Recognition Using IoT and Machine Learning“. Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-295603.
Der volle Inhalt der QuelleInternet of Things-enheter, så som smarta telefoner och klockor, blir numera allt mer tillgängliga och tekniskt avancerade. Eftersom användningen av dessa smarta enheter stadigt ökar, ökar också tillgången till stora mängder data från sensorer i dessa enheter. I detta projekt utvecklade vi ett system som känner igen vissa aktiviteter genom att tillämpa en linjär klassificerande maskininlärningsmodell på en uppsättning data som extraherats från en accelerometer, en sensor i en smart telefon. Datauppsättningen skapades genom att samla in data från en smart telefon medan vi utförde vardagliga aktiviteter, så som promenader, stå stilla, köra bil och åka tunnelbana. Rå accelerometerdata samlades in och gjordes om till datavektorer innehållandes statistiska mått. Den totala datauppsättningen delades sedan upp i 80% träningsdata och 20% testdata. En maskininlärningsalgoritm, i detta fall en supportvektormaskin, introducerades med träningsdatan och klassificerade slutligen testdatan med en precision på över 90%. Därmed uppfylldes vårt uppsatta mål med att bygga en tjänst med en korrekt klassificering på över 90%. Igenkänning av mänsklig aktivitet har ett stort användningsområde, och kan bidra till förbättrade hälsorekommendationer och en mer effektiv kollektivtrafik.
Kandidatexjobb i elektroteknik 2020, KTH, Stockholm
Pang, Jinyong. „Human Activity Recognition Based on Transfer Learning“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7558.
Der volle Inhalt der QuelleBücher zum Thema "Activist learnings"
A, Wrisberg Craig, Hrsg. Motor learning and performance: A situation-based learning approach. 4. Aufl. Champaign, IL: Human Kinetics, 2008.
Den vollen Inhalt der Quelle findenA, Wrisberg Craig, Hrsg. Motor learning and performance. 3. Aufl. Champaign, IL: Human Kinetics, 2004.
Den vollen Inhalt der Quelle findenA, Wrisberg Craig, Hrsg. Motor learning and performance. 2. Aufl. Champaign, IL: Human Kinetics, 2000.
Den vollen Inhalt der Quelle findenChris, Watkins, Hrsg. Learning about learning: Resources for supporting effective learning. London: Routledge, 2000.
Den vollen Inhalt der Quelle findenIreson, Judith. Learners, learning and educational activity. New York, NY: Routledge, 2008.
Den vollen Inhalt der Quelle findenIreson, Judith. Learners, learning and educational activity. New York, NY: Routledge, 2008.
Den vollen Inhalt der Quelle findenOmgba, Serge Romain. Enseigner aujourd'hui: Stratégies actives de l'apprentissage significatif. Paris: L'Harmattan, 2015.
Den vollen Inhalt der Quelle findenHansson, Thomas. Contemporary approaches to activity theory: Interdisciplinary perspectives on human behavior. Hershey, PA: Information Science Reference, 2015.
Den vollen Inhalt der Quelle findenStevens, Tara. Physical Activity and Student Learning. New York, NY : Routledge, 2019. | Series: Ed psych insights: Routledge, 2019. http://dx.doi.org/10.4324/9780429436567.
Der volle Inhalt der QuelleWeatherall, Ruth. Reimagining Academic Activism: Learning from Feminist Anti-Violence Activists. Bristol University Press, 2023.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Activist learnings"
Owen, Alice, Siti Maimunah, Dian Ekowati, Rebecca Elmhirst und Elona M. Hoover. „Extracting Us: Co-curating Creative Responses to Extractivism Through a Feminist Political Ecology Praxis“. In Contours of Feminist Political Ecology, 51–73. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20928-4_3.
Der volle Inhalt der QuelleRyan, Charlotte, und Karen Jeffreys. „Learning Through Research Collaboration“. In Beyond Prime Time Activism, 179–209. 1 Edition. | New York : Routledge, 2019. | Series: Media and communication activism: The empowerment practices of social movements: Routledge, 2019. http://dx.doi.org/10.4324/9781315181219-11.
Der volle Inhalt der QuellePodolskiy, Andrey I. „Learning Activity“. In Encyclopedia of the Sciences of Learning, 1761–62. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_314.
Der volle Inhalt der QuelleCowhey, Mary. „Learning Through Activism“. In Black Ants and Buddhists, 101–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680729-7.
Der volle Inhalt der QuelleRechtman, Janet E. „From Active Learning to Activist Learning“. In The Foxfire Approach, 115–20. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-564-7_14.
Der volle Inhalt der QuelleHodson, Derek. „Becoming Part of the Solution: Learning about Activism, Learning through Activism, Learning from Activism“. In Cultural Studies of Science Education, 67–98. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4360-1_5.
Der volle Inhalt der QuelleRyan, Charlotte, und Karen Jeffreys. „Learning Communities as Movement Safe Spaces“. In Beyond Prime Time Activism, 69–99. 1 Edition. | New York : Routledge, 2019. | Series: Media and communication activism: The empowerment practices of social movements: Routledge, 2019. http://dx.doi.org/10.4324/9781315181219-6.
Der volle Inhalt der QuelleSmeltzer, Sandra. „Wearing Multiple Reflexive Hats: The Ethical Complexities of Media-Oriented Community Engaged Learning“. In Media Activist Research Ethics, 131–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44389-4_7.
Der volle Inhalt der QuelleAnderson, Gary L., Dipti Desai, Ana Inés Heras und Carol Anne Spreen. „Social Movement and Activist Learning“. In Creating Third Spaces of Learning for Post-Capitalism, 121–41. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003345015-7.
Der volle Inhalt der QuelleWarmington, Paul, und Jane Leadbetter. „Expansive learning, expansive labour“. In Activity Theory in Practice, 72–89. London: Routledge, 2013. http://dx.doi.org/10.4324/9780203609439-5.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Activist learnings"
Olayemi, Moses. „Students, Scholars, Activists: Teaching and Learning Scholar Activism Within the Academy“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887856.
Der volle Inhalt der Quelle„Learning virtual project work“. In 1st International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002681500910102.
Der volle Inhalt der Quelle„Activity Coordination in Collaborative Learning Environments“. In 1st International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002665902270232.
Der volle Inhalt der Quelle„Ontology and E-Learning“. In The 4th International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002424400870098.
Der volle Inhalt der Quelle„Prescribing e-Learning Activities Using Workflow Technologies“. In 1st International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002660500710080.
Der volle Inhalt der Quelle„A Machine Learning Middleware For On Demand Grid Services Engineering and Support“. In The 2nd International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002558200890100.
Der volle Inhalt der QuelleBočkor Starc, Barbara. „Cooperative Learning, Playing and Physical Activity“. In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.15.
Der volle Inhalt der Quelle„Action, Language and Social Semiotics – A Theoretical Contribution to Collaborative Work and Learning“. In The 4th International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002420501010107.
Der volle Inhalt der QuelleHandayani, Sri, und Suluh Wibowo. „Innovation of Apperception’s activity in French Language Learning for Beginners through Activité Ludique“. In Proceedings of the 2nd International Seminar on Translation Studies, Applied Linguistics, Literature and Cultural Studies, STRUKTURAL 2020, 30 December 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-12-2020.2311232.
Der volle Inhalt der QuelleDalmazzo, David, Simone Tassani und Rafael Ramírez. „A Machine Learning Approach to Violin Bow Technique Classification“. In iWOAR '18: 5th international Workshop on Sensor-based Activity Recognition and Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3266157.3266216.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Activist learnings"
Watson, Sophie. Student activism: Learning through doing. NZCER, Mai 2022. http://dx.doi.org/10.18296/rep.0020.
Der volle Inhalt der QuelleOsentoski, Sarah, Victoria Manfred und Sridhar Mahadevan. Learning Hierarchical Models of Activity. Fort Belvoir, VA: Defense Technical Information Center, Januar 2005. http://dx.doi.org/10.21236/ada440281.
Der volle Inhalt der QuelleShoham, Yoav, und Moshe Tennenholtz. Co-Learning and the Evolution of Social Activity,. Fort Belvoir, VA: Defense Technical Information Center, März 1994. http://dx.doi.org/10.21236/ada325130.
Der volle Inhalt der QuelleDeWinter, Alun, Arinola Adefila und Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, Juni 2021. http://dx.doi.org/10.18552/jovital/2021/0001.
Der volle Inhalt der QuelleFedorenko, Elena H., Vladyslav Ye Velychko, Svitlana O. Omelchenko und Vladimir I. Zaselskiy. Learning free software using cloud services. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3886.
Der volle Inhalt der QuellePinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov und Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.
Der volle Inhalt der QuellePinchuk, O. P., O. M. Sokolyuk, O. Yu Burov und M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.
Der volle Inhalt der QuelleZeidenstein, Sondra, und Kirsten Moore. Learning About Sexuality: A Practical Beginning. Population Council, 1996. http://dx.doi.org/10.31899/pgy1996.1007.
Der volle Inhalt der QuelleBaird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson und Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, Februar 2021. http://dx.doi.org/10.36399/gla.pubs.234071.
Der volle Inhalt der QuelleBilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa und Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3889.
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