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Books on the topic 'Flexible learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Daniel, Neil. Flexible pacing for able learners. Reston, Va: Council for Exceptional Children, 1988.

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2

Arnott, Andrew Jon Gillies. An investigation into how flexible learning contexts affect levels of achievement for secondary learners of English. Birmingham: University of Birmingham, 1996.

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3

Delsandro, Elizabeth M. We can make it better!: A strategy to motivate and engage yourng learners in social problem-solving through flexible stories. San Jose, CA: Social Thinking Pub., 2010.

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4

Bordo, Michael D. Canada's pioneering experience with a flexible exchange rate in the 1950s: Lessons learned for monetary policy in a small open economy. Cambridge, MA: National Bureau of Economic Research, 2007.

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5

Dodge, David A. Canada's experience with inflation targets and a flexible exchange rate : lessons learned =: Cibles d'inflation et régime de changes flottants : les enseignements tirés de l'expérience canadienne. Ottawa, Ont: Bank of Canada = Banque du Canada, 2002.

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6

Fletcher, Mark. Flexible Friends for Young Learners (Brain Friendly Resources). English Experience, 1997.

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7

Implementing and Managing Open and Flexible Learning: Meeting Learners' Needs: Workbook / Cassette (TVU). Financial Times Prentice Hall (a Pearson Education company), 1995.

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8

Yorkshire & Humberside Flexible Learning Project. and Wolds Enterprise Bureau, eds. Flexible teacher-flexible learner. York: Yorkshire & Humberside Flexible Learning Project, 1994.

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9

Enhancement of flexible and open learning in North Wales: The development of accredited support for adult learners : project report. [Mold]: Clwyd Library and Information Services, 1994.

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10

Fung, C. Victor. Foundations of Classic Daoism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0004.

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Classic Daoism, led by Laozi (b. ca. 570 BC) and Zhaungzi (369–286 BC), postulates a dao-centric school of philosophy. The author discusses four key principles of dao (the “way” 道‎): wuwei (無為‎take non-egoistic action); (2) guan (觀‎ observation from the perspective of the being observed); (3) qiwu (齊物‎ equality); and (4) rou (柔‎ soft and flexible). To apply these principles in music education, learners would learn in their most natural ways; music, musicians, and learners would be understood from their own vantage points; all perspectives would be treated equally; and educators would be so flexible that they need not worry about what is forthcoming.

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11

Math Games to Master Basic Skills: Multiplication & Division: Familiar and Flexible Games With Dozens of Variations That Help Struggling Learners Practice ... Facts (Math Games to Master Basic Skills). Scholastic Teaching Resources (Teaching, 2007.

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12

Math Games to Master Basic Skills: Fractions & Decimals: Familiar and Flexible Games With Dozens of Variations That Help Struggling Learners Practice and ... Concepts (Math Games to Master Basic Skills). Scholastic Teaching Resources (Teaching, 2007.

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13

John, Gibb, and United States. National Aeronautics and Space Administration, eds. MILSTAR's flexible substrate solar array--lessons learned. [Washington, D.C: National Aeronautics and Space Administration, 1992.

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14

Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.

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15

Roy, Ayrton, Oldman Christine, and Joseph Rowntree Memorial Trust, eds. Flexible tenure: Lessons learned from an innovative housing project for elderly people. Joseph Rowntree Memorial Trust, 1990.

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16

Wyatt, Tristram D. 4. Learning and animal culture. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198712152.003.0004.

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Learning is an animal’s capacity to change behaviour, as the result of individual experience, so that it is better adapted to the animal’s physical and social environments. Learning helps to fine-tune behaviour in flexible ways that would be difficult to encode genetically. It is an inherent property of nervous systems in even the simplest animals. Memory is an animal’s capacity to retain learned information to influence future behaviour. ‘Learning and animal culture’ discusses both classical and operant conditioning; innate responses that do not require learning; social learning, which across generations leads to cultural traditions; and the use of tools, which is now known not to be a uniquely human ability.

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17

Buckley, Joanna, Neil McCulloch, and Nicholas Travis. Donor-supported Approaches to Improving Extractives Governance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817369.003.0027.

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Donor interest in the natural resources extractives sector is based upon the premise that it represents an opportunity to improve a country’s development prospects. However, in many cases the presence of extractive resources is associated with poor economic performance. As a result, some donors are trying a radically different approach. This chapter explores one such programme funded by the UK Department for International Development: the Facility for Oil Sector Transparency and Reform in Nigeria. The chapter outlines five lessons learned from this example. First, continual analysis is essential to understand the underlying incentives of key actors. Second, interventions need to be locally led in order to provide legitimacy for reform. Third, interventions need to be flexible and adaptive. Fourth, acceptance of an element of risk is necessary. Fifth, donors need to develop a new way of measuring impact.

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18

Butz, Martin V., and Esther F. Kutter. Behavior is Reward-oriented. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0005.

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Delving further into development, adaptation, and learning, this chapter considers the potential of reward-oriented optimization of behavior. Reinforcement learning (RL) is motivated from the Rescorla–Wagner model in psychology and behaviorism. Next, a detailed introduction to RL in artificial systems is provided. It is shown when and how RL works, but also current shortcomings and challenges are discussed. In conclusion, the chapter emphasizes that behavioral optimization and reward-based behavioral adaptations can be well-accomplished with RL. However, to be able to solve more challenging planning problems and to enable flexible, goal-oriented behavior, hierarchically and modularly structured models about the environment are necessary. Such models then also enable the pursuance of abstract reasoning and of thoughts that are fully detached from the current environmental state. The challenge remains how such models may actually be learned and structured.

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