Relevant bibliographies by topics / Learn how now!

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learn how now!'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Learn how now!"

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Matassi, Mora. "The Digital Environment How We Live, Learn, Work, and Play Now." InMediaciones de la Comunicación 17, no. 1 (February 17, 2022): 243–49. http://dx.doi.org/10.18861/ic.2022.17.1.3235.

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El libro The Digital Environment: How We Live, Learn, Work, and Play Now, escrito por Pablo Boczkowski y Eugenia Mitchelstein (2021), ofrece un fascinante recorrido intelectual por dimensiones importantes del entorno digital –aquel donde, a la par de los entornos natural y urbano, se gestiona la vida diaria en la actualidad–. A través de un relato coral, que combina las voces de 60 autores del campo de la comunicación y los medios, el libro genera cuatro contribuciones destacadas para estudiosos de la mediatización y los medios digitales, también para lectores que usen –o rechacen el uso– de las tecnologías de comunicación e información contemporáneas y que deseen comprender teórica y empíricamente sus propias prácticas. Primero, el libro presenta y organiza los hallazgos más relevantes respecto de cómo se vive, aprende, trabaja, y juega digitalmente. Segundo, al visibilizar y tejer lazos entre voces expertas que trabajan con temáticas y perspectivas disímiles, el libro opera interdisciplinariamente: genera así diálogos y espacios de encuentro teóricos y metodológicos en un campo intelectual que se ha caracterizado por su hiperfragmentación. Tercero, corre a los medios digitales de la posición de objetos para reubicarlos como lugares donde se vive, sin quitarle centralidad a la agencia de los usuarios. Cuarto, propone una definición de entorno digital –caracterizado por su totalidad, dualidad, conflicto e indeterminación– que sortea a la tendencia contemporánea hacia la reificación de pánicos morales sobre los supuestos efectos negativos de las tecnologías de la comunicación e información.
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Grant, Jean. "How One Summer School Became an Extended Family." Gifted Child Today Magazine 15, no. 4 (July 1992): 12–14. http://dx.doi.org/10.1177/107621759201500403.

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McCarthy, Claudine. "Learn how to protect your future employment by following practical guidance now." College Athletics and the Law 13, no. 3 (June 2016): 8. http://dx.doi.org/10.1002/catl.30219.

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Scarlatos, Lori, Eric Engoron, Pamela Block, and Cassandra Evans. "All Together Now." International Journal of Mobile and Blended Learning 11, no. 4 (October 2019): 32–41. http://dx.doi.org/10.4018/ijmbl.2019100103.

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A common problem for people with disabilities, particularly those who rely on mobility devices, is learning to navigate a new environment. This is especially troublesome for students who are attending a new university and need to figure out how to get from one place to another. All Together Now is a mobile multi-player cooperative game developed for two purposes. First, the game, developed by two computer scientists and a disability studies scholar, is intended to give disabled students a fun way to learn their way around campus, learn how to report accessibility issues on that campus, and make friends with people who have similar disabilities. Second, the game can be used as a way of fostering awareness and advocacy among students without disabilities, by having them work in teams where one member is someone with a disability that causes them to rely on mobility devices. This article describes the implementation of the game within a disability studies course and the results of two pilot tests, with both disabled and non-disabled participants.
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Gordon, Nora, and Carrie Conaway. "Backtalk: How districts can learn from their COVID response: Stats 101 not required." Phi Delta Kappan 102, no. 1 (August 25, 2020): 52–53. http://dx.doi.org/10.1177/0031721720956882.

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The COVID-19 pandemic forced schools to quickly cobble together new remote teaching and learning programs in spring 2020, but now that they have a little more time, they can step back and evaluate the programs they’ve put in place. Nora Gordon and Carrie Conaway describe how school and district leaders can evaluate their online programs without using complex statistics.
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Scott, Anne. "Teaching Them How To Teach Themselves." Teaching History: A Journal of Methods 17, no. 1 (April 1, 1992): 24–26. http://dx.doi.org/10.33043/th.17.1.24-26.

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One of the encouraging signs on the educational landscape just now is a renewed interest in teaching. We seem to be remembering again that knowledge and thinking about knowledge do not come automatically. If we ask ourselves: what is the very best teaching or learning experience we have ever had, chances are the answer will not be some time when we sat and listened to even a very great lecturer, but it will be a time when something so inspired our interest as to overcome the natural human tendency to inertia, and we went searching for answers. And the reason we remember those moments favorably is because we come out of such experiences feeling more competent to learn what we need to learn. It is just such learning experiences that start people on the road to a lifetime career, or that give rise to significant new ideas.
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Tanu Wijaya, Tommy. "How chinese students learn mathematics during the coronavirus pandemic." IJERI: International Journal of Educational Research and Innovation, no. 15 (July 31, 2020): 1–16. http://dx.doi.org/10.46661/ijeri.4950.

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The Covid-19 pandemic has become a world problem now. The pandemic has affeected a lot of core sectors including the education sector. Students are not able to go to school to study and have to do a social distancing by staying at home. What the government did so that students will still be able to study at home is by developing a long-distance learning media. In this research, we will get to know more about how students in China learn mathematics at home and their learning attitude towards the learning video. This research will use a qualitative and quantitative research method. The researchers gave out questionnaires to 408 students in Guangxi province, China. The researchers also did an interview on the parents and students to know the advantages and disadvantages of using the learning video during this covid-19 pandemic. The research result shows that there is a good student learning attidude towards the learning video. Students feel that the learning video is very interesting yet effective as they were able to understand the concept taught.
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Riling, Meghan, and Leslie Dietiker. "Given a Traditional Textbook—Now What?" Mathematics Teacher 112, no. 3 (November 2018): 192–99. http://dx.doi.org/10.5951/mathteacher.112.3.0192.

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Although new teachers are often prepared to teach using reform practices, they may be given traditional curriculum materials. Learn how these traditional materials can be adapted to reflect reform practices and teaching goals.
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Davis, Robert B. "Review: One Very Complete View (Though Only One) of How Children Learn Mathematics." Journal for Research in Mathematics Education 27, no. 1 (January 1996): 100–106. http://dx.doi.org/10.5951/jresematheduc.27.1.0100.

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Children's Mathematical Developmem is a monumental book and an excjting onean encyclopedia that will end one era and begin another. From now on, anyone concerned with understanding what is involved in thinking and learning in the area of mathematics will want to be familiar with the contents of Geary's awesome compendium. From now on there is a foundation, or at least part of one, on which all of us can build-a comprehensive summary of what is known about mathematical behavior as seen by an American psychologist in 1994.
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Eaton, Sarah Elaine. "Contract Cheating in Canada: How it Started and How it’s Going." Canadian Perspectives on Academic Integrity 4, no. 2 (December 30, 2021): 80. http://dx.doi.org/10.55016/ojs/cpai.v4i2.74233.

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Join us for an in-depth account of the history and development of contract cheating in Canada over the past 50+ years. Learn about the one and only (failed) attempt at legislation to make ghostwritten essays and exams illegal in Canada. Get the details on a criminal case in the 1980s, noted as being the first of its kind in Canada, and possibly the Commonwealth, that made history when an essay mill owner and his wife were charged with fraud and conspiracy. The case was dismissed by the judge, leaving the contract cheating industry to flourish in Canada, which it has done with a vengeance. Then learn about an exposé in a major US magazine in the 1990s that presented in-details about the experiences of writers who supplied services to the contact cheating industry. Now that we are in the 21st century, find out what’s being done across the country today to take action against contract cheating. I will share previously undiscovered evidence and insights that shows how the contract cheating industry has been proliferating in Canada for at least half a century. Even if you thought you knew about contract cheating in Canada, you’ll almost certainly learn something new in this session. The content of this session is drawn from Eaton’s book chapter on contract cheating in the forthcoming edited volume, Academic Integrity in Canada: An Enduring and Essential Challenge (Eaton & Christensen Hughes) that involved over a thousand hours of historical research and digging into archival material to uncover that the contract cheating industry in Canada has been operating successfully for longer than most of us ever realized. I conclude with strong calls to action for educators, advocates, and policy makers.
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Dissertations / Theses on the topic "Learn how now!"

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Patrick, Megan A. "Box not bocks, socks nor sox : How children learn morphological spellings." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530067.

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Liu, Rebecca Ru-Yuh. "How firms learn about new product development in their business networks." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=18285.

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Maki, Wilma Jane. "Schools as learning organizations, how Japanese teachers learn to perform non-instructional tasks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61138.pdf.

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Moore, Michelle L. "A qualitative study of how new Ball State University faculty learn to teach." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115237.

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This thesis focuses on how new college faculty learn to teach. It is a qualitative study involving four first year Ball State University college professors from different departments. The past research explores faculty beliefs, skills, and styles as well as graduate preparation for teaching. The literature also covers faculty development programs, university and administrator influence, and the future of college teaching. The researcher used observations and interviews in the research design and analyzed the data by coding it into themes. The findings are discussed within the following topics: teaching techniques, professor experience, faculty development, graduate preparation and teaching assistantships, formation of teaching style, and professors' personal theories. The conclusion includes a discussion of how past experiences have taught professors how to reflect on their teaching to make modifications and how there is a lack of emphasis placed on teaching in the graduate schools. The substitution of teaching techniques for a teaching style, as well as, the amount of training professors have in college student development is also explored. The discussion also includes how new professors form personal theories of teaching. There is also a section on some specific findings for Ball State University, as well as recommendations for future research.
Department of Secondary, Higher, and Foundations of Education
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Weber, William C. "How new graduate nurses learn to practice in a trauma setting : a grounded theory approach." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865948.

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This study describes how new graduate nurses learn to practice in a trauma setting. The research questions focused on how new graduate nurses learn the skills necessary to work in a trauma setting, what were the best methods of introducing new graduate nurses to performing nursing interventions in a trauma setting, and how can this learning be facilitated. The grounded theory research approach was used. The sample was drawn from a population of emergency room nurses working in a level one trauma center. The core category that emerged from the data was overcoming anxiety. Working in a trauma setting is an anxiety provoking experience. New graduate nurses used learning as a method of overcoming the anxiety faced in this setting. Learning methods included observing, discussing, practicing, and rehearsing. Preceptors, mentors, and models helped new graduates learn. Learning took place in three areas: psychomotor learning, conceptual learning, and self-learning.
School of Nursing
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Hataier, Maria. "How Higher Education Compliance Officers Learn to Manage New Requirements in a Dynamic Regulatory Environment." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10817413.

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As modern gender movements shift our cultural norms, the literature describing Title IX suggests possibly concerning trends in both hiring and policy. Many university administrations and recent legislation have promoted a defensive, legal-minded and objective approach to handling Title IX cases. Since the April 2011 Dear Colleague Letter, which delivered a mandated timeframe and eased the burden of evidence, the number of cases the Office for Civil Rights have grown significantly. The number of cases continues growing despite huge increases in labor hours and financial resources being diverted to Title IX enforcement. In contrast, research has demonstrated that education, such as bystander training is a proven deterrence to campus sexual assault. By prioritizing investigation and limiting compliance officers legally acceptable options, we have perhaps shifted officers time away from actions which might lead to more positive outcomes including reducing the overall campus-wide criminal incidence frequency.

This qualitative case study was designed to explore how higher education compliance officers learn to manage new requirements in a dynamic regulatory environment. The site for the study included private and public colleges and universities in the northeastern part of the U.S. The primary sources of data were in-depth interviews with nineteen Title IX compliance officers supplemented by an extensive review of relevant documents.

Key findings that emerged include: (1) A majority of compliance officers defined the need to interpret new regulations with general counsel before communicating resulting changes to stakeholders. (2) All regulators learn through informal learning means; dialogue and critical reflection were universally reported as the most frequent pathways by which regulators made meaning of new regulations. (3) Most compliance officers described sharing information with peers as most helpful to them in completing regulatory tasks.

Trends in Title IX compliance hiring and labor hour allocation appear to not address the growing frequency of OCR investigations. Real changes to campus policy, including budget priorities, training and the use of student activists may allow universities to better optimize the money and personal they invest toward Title IX.

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Greenberg, Ethan. "How Parkour Coaches Learn to Coach: An Exploration of Parkour Coach Learning and Development." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35691.

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Parkour is a sport with a focus on overcoming obstacles. Parkour practitioners utilise specialised techniques relating to movements such as running, jumping, vaulting, climbing, swinging, rolling, and occasionally acrobatic manoeuvres in order to traverse a path through urban and rural environments. Parkour is a new sport, and as it continues to grow in popularity, there is an accompanying demand for parkour instructors. As a result, programmes to train parkour coaches have been created in various parts of the world. There has been minimal scholarly research conducted regarding parkour, and much of the current parkour research focuses either on parkour athletes, or the perceptions of parkour by non-parkour athletes. No research was discovered regarding parkour coaches. This exploratory study aimed to: (a) explore how parkour coaches learn to coach; and (b) explore the perceptions held by parkour coaches regarding parkour coach education programmes. In the first article, titled ‘How Parkour Coaches Learn to Coach: Coaches’ Sources of Learning in an Unregulated Sport’, participants’ responses related to the themes of: parkour coaching experience, previous leadership experience, experience as an athlete in parkour and other sports, other parkour coaches, non-parkour coaches, parkour coach education programmes, school, reflection, and the Internet. The second article, titled ‘What Does It Mean to be a Certified Parkour Coach? Parkour Coach Perceptions of Formal Coach Education Programmes’, shared participants’ perceptions of formal parkour coach education programmes, including: potential benefits and risks to participation in such programmes, modifications that could be made to the programmes, and parkour coach perceptions of coach education programmes for other sports.
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Maby, Mark. "How non-native speakers learn polysemous words : a study of the equivalence of prototypicality across languages." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83122.

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This study investigated whether English second language learners learn the senses of polysemous vocabulary items in an order from a core sense to more extended senses. Polysemous words have one form but many interrelated meanings. It was hypothesised that such an order could be explained by way of the theory of prototypicality.
48 ESL learners from three language groups, French, Japanese and Chinese, took part in the study. The participants translated into their first language 29 English sentences using different senses of the word over. Translations were coded for correct translations of the sense of over and for variation in the correct translations. A MANOVA analysis showed that core senses were translated significantly more correctly than extended senses. A negative correlation was shown between variation in translation and correctness of translation. Following Krzeszowski, T. (1990), the study confirms that the theory of prototypicality offers an effective way of explaining language transfer.
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Sharp, Patricia Ann. "How Do Teachers Learn New Skills for Reading Instruction and Transfer Their Learning into the Classroom?" TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/100.

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Casselman, Kimberly A. "Roses are red, violets are blue how poetry in science can help students learn something new /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002677.

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Books on the topic "Learn how now!"

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Brand, Stewart. How buildings learn: What happens after they're built. New York: Penguin Books, 1995.

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Brand, Stewart. How buildings learn: What happens after they're built. London: Phoenix Illustrated, 1997.

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Brand, Stewart. How buildings learn: What happens after they're built. New York, NY: Viking, 1994.

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Bjelland, Harley. The write stuff: Learn how to write better right now with the approach that combines creativity and computer logic. Hawthorne, NJ: Career Press, 1991.

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Sean, White, ed. Beating Japan: How hundreds of American companies are beating Japan now--and what your company can learn from them. New York: Talley Books/Dutton, 1993.

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McInerney, Francis. Beating Japan: How hundreds of American companies are beating Japan now and what your company can learn from their strategies and successes. New York: Truman Talley Books-Plume, 1993.

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Sean, White, ed. Beating Japan: How hundreds of American companies are beating Japan now--and what your company can learn from their strategies and successes. New York: Truman Talley Books/Plume, 1994.

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Lavigne, Shelly. Now you can learn-- how to make a boy or girl baby!: 61 old wives' tales for determining the sex of your next child. New York: Dell Pub., 1996.

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Pocketpal, How Now. Super Salsas; Learn How Now. How Now Pocketpal, 2005.

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Get Organized! Learn How. Now! Worldwise/How Now, 2004.

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Book chapters on the topic "Learn how now!"

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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "E-Learning in the Developing World." In How to Practice Academic Medicine and Publish from Developing Countries?, 379–91. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_40.

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AbstractMedicine is a changing field and so is the art of teaching medicine. To cope up with technology and science is a major challenge. We all have been trained by conventional classroom teaching, which includes seminars, demonstrations, and bedside clinics but should now be aware of e-learning, blended learning, use of smartphones and tablets, webinars, telemedicine, and tele-education. There is lots of medical content in social media (Facebook, Twitter, and LinkedIn), which is very easy to access. This chapter gives an overview of how electronics have changed the way we practice, keep our records, learn, and teach.
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Dobson, Stephen, and Pip Hardy. "Towards Wellbeing-Ness as an Experience of Inclusion, Belonging and Voice in a Digital (Post-Covid) World of Global Change." In Learning Inclusion in a Digital Age, 31–47. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7196-1_3.

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AbstractThis chapter considers what it means to learn and create personal and shared experiences of wellbeing-ness, where inclusion, belonging and finding a voice are defining moments. Only a few years ago this might have been understood in terms such as social and emotional learning (SEL), but now the buzz word globally and especially in a country such as New Zealand is ‘wellbeing’. The challenge is twofold: firstly, how to conceptualise and practice wellbeing-ness in a more digitally informed COVID world, such as through digital storytelling and, secondly, how to assess and put a value on it and, in so doing, show how a taxonomy of the emotions might support an understanding of inclusion.
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Rips, Lance J. "Bootstrapping: How Not to Learn." In Encyclopedia of the Sciences of Learning, 473–77. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_642.

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Jerit, Jennifer. "How People Learn About Politics." In New Directions in Public Opinion, 282–96. Third edition. | New York, NY : Taylor & Francis, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351054621-13.

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van Geest, Paul, Carlos J. B. de Bourbon de Parme, and Sylvester Eijffinger. "The Economy, Nature, and the Meaning of Life After the Coronavirus Crisis." In The New Common, 75–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65355-2_11.

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Abstract“Christians still regularly tell you that nature is so beautiful and testifies of God’s greatness and goodness. Oh, dear people, nature is downright terrible, nature is one great suffering... What is ‘very good’ about a creation in which the most terrible parasites live in humans and animals...? What is ‘very good’ about a creation in which all organisms are terrorized by parasites, including parasites themselves?” (‘t Hart, Wie God verlaat heeft niets te vrezen. De Schrift betwist, pp. 7–8; 1997). The words by Maarten ‘t Hart seem irrefutable. Now that the coronavirus causes a disease that makes us realize that life is not as malleable in everything as we wish, they would have been almost prophetic if he had added the word “viruses” after “the most terrible parasites.”Long before Maarten ‘t Hart, ancient philosophers refused to accept the idea that creation is only cruel and chaotic.In this chapter, we will discuss how every crisis is an opportunity to continue to grow, either personally or collectively, or to come to a deeper understanding. Bearing this in mind, the question arises as to how we can learn from the present coronavirus crisis. How should society be rearranged? How should we deal with nature of which humankind is a part?
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Betts, Martin. "Future Learners and How They Learn." In The New Leadership Agenda, 90–116. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003346135-5.

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Huneberg, Samantha. "What Can the Insurance Distribution Directive “Offer” the South African Microinsurance Model?" In AIDA Europe Research Series on Insurance Law and Regulation, 219–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52738-9_10.

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AbstractThe Insurance Distribution Directive is set to change how insurers and intermediaries design as well as sell insurance products. The provisions of the Directive are far-reaching and are to have a significant impact on consumers. The Directive is heavily pro-consumer and due to its pro-consumer nature, it is to have extensive benefits for consumers. South Africa has recently enacted microinsurance provisions which are now considered formalised insurance products in the country. New legislation has been enacted to regulate microinsurance policies in both life and non-life spheres. Microinsurance is to have a profound impact on a large part of the country’s population. Considering the pro-consumer and extensive nature of the IDD, it is worth considering what the IDD can “offer” the South African microinsurance model, what can South Africa learn from these provisions?
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Ragsdale, Lindsay B. "How Do We Go Back to Work Now?" In Pediatric Palliative Care, edited by Lindsay B. Ragsdale and Elissa G. Miller, 79–84. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190051853.003.0013.

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Patient care can have a significant impact on health care professionals both professionally and personally. Understanding and responding to these emotionally charged situations can help providers work through their emotions and build resiliency over time. Many institutions use debriefings to help providers unpack these situations and learn how to cope together. Debriefing after a significant patient event can help provide a time for medical staff to discuss the event, talk about their emotions, enhance teamwork, and improve the feeling of being supported by peers. Creating a space for these difficult conversations can help providers recover and get back to patient care.
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Scarlatos, Lori, Eric Engoron, Pamela Block, and Cassandra Evans. "All Together Now." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 771–81. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch042.

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A common problem for people with disabilities, particularly those who rely on mobility devices, is learning to navigate a new environment. This is especially troublesome for students who are attending a new university and need to figure out how to get from one place to another. All Together Now is a mobile multi-player cooperative game developed for two purposes. First, the game, developed by two computer scientists and a disability studies scholar, is intended to give disabled students a fun way to learn their way around campus, learn how to report accessibility issues on that campus, and make friends with people who have similar disabilities. Second, the game can be used as a way of fostering awareness and advocacy among students without disabilities, by having them work in teams where one member is someone with a disability that causes them to rely on mobility devices. This article describes the implementation of the game within a disability studies course and the results of two pilot tests, with both disabled and non-disabled participants.
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"A Shift of Cultural Practices: How Teachers Teach and Learners Learn Online?" In CyberCulture Now: Social and Communication Behaviours on the Web, 173–82. BRILL, 2013. http://dx.doi.org/10.1163/9781848881785_015.

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Conference papers on the topic "Learn how now!"

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Ryder, Dara. "How UDL can make learning work for all your students." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.21.

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Universal Design for Learning (UDL) is a set of principles and guidelines for curriculum development that give all individuals equal opportunities to learn. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching and assessment to cater for the huge diversity of learners now participating in higher education. This approach is underpinned by research in the field of neuroscience and the learning sciences and is designed to improve the learning experience and outcomes for all students. The basic idea is simple but backed by decades of research – that all of us learn differently, have different life experiences and demands, and differing physical and cognitive strengths, and so a variety of teaching and learning approaches with choice and flexibility built in are required to reach and motivate everyone. This presentation will explore the origins of UDL, provide an introduction to its 3 key principles, encourage participants to examine the diversity within their own classrooms and offer practical take-aways for those seeking to explore further and get started on their own UDL journey.
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Fuhrmann, Thomas, and Michael Niemetz. "Transdisciplinary Bachelor Course Connecting Business and Electrical Engineering." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8056.

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The OTH Regensburg has a broad variety of study programs in technical, business, social and health sciences. Up to now there is no integral connection in the bachelor curricula between business and technical faculties except for some small subjects. The scope of this project is to develop a new course specialization which connects engineering and business thinking. Electrical engineering students should learn basics of business science and how managers think. Business students should vice versa learn fundamentals of engineering and how engineers solve problems. Students from both faculties work together in projects where they act like start-up companies developing a new product and bringing it into the market. It is seen a transdisciplinary effect: These projects gain innovative results between the disciplines compared to student projects of one isolated discipline. Evaluation results from the first two cohorts indicate high student satisfaction, high learning success as well as directions for further improvement.
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Arnold, Pip. "Developing new statistical content knowledge with secondary school mathematics teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08507.

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This paper describes a pilot study exploring the acquisition of new statistical content knowledge by teachers, which is now needed as a result of curriculum change. The teachers involved in the study formed a professional learning community where their learning needs with respect to changes in the statistics curriculum were identified and workshops presented to help meet these needs. In this paper teachers’ understanding of new statistical content knowledge and learning experiences are reported. Initial findings support previous research into how teachers learn and show that new content knowledge is not automatically gained through their participation in professional development.
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Cook, Mike. "How can the construction industry serve the needs of a society threatened by climate change?" In IABSE Congress, Ghent 2021: Structural Engineering for Future Societal Needs. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2021. http://dx.doi.org/10.2749/ghent.2021.0025.

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<p>Construction serves the needs of society with infrastructure that provides safe and healthy places in which to live, work, learn and play, with transport that serves trade and leisure, and with industries that drive our economic prosperity. Yet in serving important societal needs, construction has also been a major contributor to the degradation of the planet’s natural resources and acceleration of climate change. These harmful impacts are now threatening human prosperity and safety. The Henderson Colloquium, organised by IABSE UK in September 2020, asked key players across multiple sectors of the construction industry this question: How can the construction industry serve the future needs of a society threatened by climate change? The discussions revealed the need for deep-seated change across all elements of the industry including our business models, our professional institutions, education, and government policy. These outcomes are being shared in this paper to stimulate thinking in a wider, international forum of construction professionals.</p>
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Ceriolo, L. "Why and How to Introduce the Teaching of History in the Cursum Studiorum of Structural Disciplines in Engineering Faculties." In IABSE Symposium, Wroclaw 2020: Synergy of Culture and Civil Engineering – History and Challenges. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2020. http://dx.doi.org/10.2749/wroclaw.2020.0229.

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<p>Historia magistra vitae is not only a saying, but a true sentence. We cannot do our best without the knowledge derived from the past. We must learn from the past to act in the best way today. In fact, errors, faults and failures in structures and architecture could be avoided with knowledge and experience.</p><p>Social progress is connected to technological developments, and vice versa. Just consider two examples. First, the developments of the research about Fracture Mechanics were driven by the necessity to increase the basins of some damaged dams during the energy crisis in the 1970s. Secondly, the cracked experienced by some cast iron bridges drove the production of iron and steel as pure as metals. To study this phenomenon a new branch of science was born: fracture mechanics [1]. Several eminent engineers and historians traced the history of civil engineering and our task is now to translate their teaching to students of engineering together with the study of technical topics and BIM tools. It is important that future professors in science universities should have a general preparation and insight sufficient to teach successfully.</p>
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Koenig, Daniel T. "The Role of the Engineer in 21st Century Industry." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/ts-23401.

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Abstract 1. What you think of as the traditional role of the engineer in Industry no longer exists. 2. Engineers no longer occupy purely technical positions. 3. There are more engineers in traditionally nontechnical positions than in structured Design, Mfg. Engineering, and R&D positions. 4. These facts are not discipline specific, but true across the board for all types of Engineering. 5. This means that how we prepare engineers for their first jobs and how we continue to learn, or as Dick Golstein says, how we engage in life long learning is undergoing radical change. 6. The fact is engineers in industry are pragmatic technically trained business persons, not technologists or scientist and we need to recognize that basic truth. 7. Now, with this as the state of the engineers position in industry, I’d like to discuss the changing nature of the strategy of operations that the engineer has to contend with and the education needs to support that strategy.
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Ye, Jingwen, Xinchao Wang, Yixin Ji, Kairi Ou, and Mingli Song. "Amalgamating Filtered Knowledge: Learning Task-customized Student from Multi-task Teachers." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/573.

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Many well-trained Convolutional Neural Network~(CNN) models have now been released online by developers for the sake of effortless reproducing. In this paper, we treat such pre-trained networks as teachers and explore how to learn a target student network for customized tasks, using multiple teachers that handle different tasks. We assume no human-labelled annotations are available, and each teacher model can be either single- or multi-task network, where the former is a degenerated case of the latter. The student model, depending on the customized tasks, learns the related knowledge filtered from the multiple teachers, and eventually masters the complete or a subset of expertise from all teachers. To this end, we adopt a layer-wise training strategy, which entangles the student's network block to be learned with the corresponding teachers. As demonstrated on several benchmarks, the learned student network achieves very promising results, even outperforming the teachers on the customized tasks.
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Liu, Jinge, and Shuyu Wang. "Piano4Play: An Automated Piano Transcription and Keyboard Visualization System using AI and Deep Learning Techniques." In 8th International Conference on Control, Modeling and Computing (CMC 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.120502.

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Piano keyboard visualization was very popular right now, but there are very few virtual piano keyboard visualizations right now [1]. I was using unity to show the virtual piano keyboard and then they can play piano pieces by themselves or play a recording online [2]. After that you can listen and see how the recording pieces play it on the visual keyboard to give them a clear idea about how the songs played on a keyboard2 [3]. For those who played by themselves it can let them heard and know also when the visual piano play for them, they can tell if they have offbeat playing or they missing not. Piano4Play is an automated piano transcription and keyboard visualization system using AI and deep learning techniques. The user could upload a recorded piece of music, and our app would visualize the music on a digital piano keyboard. The user could see how the music is played visually in order to help piano beginners to see how the music will be played on piano in order to help them learn more quickly and easier, and advanced players could use the app to see whether they made any mistake when they are playing so they can get some improvement. Our app uses wav and MIDI files, repl, real-time database, google Collab and Unity.
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Göl, Berna. "A Transformation of Leisure in the Architectural Imaginary: Could the Tiny House Movement Learn from Megastructuralism?" In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3983pl8u6.

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Architecture culture inevitably revolves around the idea of leisure including its many connotations, such as recreation, reproduction, education, entertainment etc. As a concept, it not only corresponds to many spheres of everyday life, but also designates how time is being or should be spent via functions associated with architecture (such as leisure parks), through challenging architectural imagination (experimentation with pavilions or museums) as well as discourse built around particular examples of architecture. In the post-war world, leisure society was a prominent expression and had direct effects on architectural production through cultural centers, educational facilities and a vast range of public spaces that were meant to serve all individuals of society. On the other hand, leisure, arguably, is now being replaced by other ideas such as well-being or happiness. It is possible to observe a shift from a societal imaginary onto an individual one. This paper takes this shift in ideas around leisure and traces its possible extensions in the architectural culture via two trends in architecture: Megastructuralism and the tiny house movement. While the megastructralists of the 1960s imagined self-sufficient cities and communities, the tiny house movement of the past decade has been looking for self-sufficiency through singular houses/households. Departing from major texts such as Fumihiko Maki’s Collective Form (1964) or Reynar Banham’s Megastructures (1976) to old and new critical articles on the tiny house movement, this paper investigates references to leisure and ideas around it. It explores the tiny house movement and the megastructuralism; mapping their parallels in responding to crises of their era, their ways of experimenting and challenging architecture’s limits and finally aims to address what the two movements may display about one another as an attempt to enhance present architectural theory.
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Al-Asmi, I., A. Vandel, G. Cabot, F. Grisch, V. Moureau, N. Savary, S. Richard, and B. Renou. "Integration of Helicopter Annular Combustion Chamber Rig in Propulsion Systems Course for Graduate Students." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-75610.

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The integration of graduate research in the training of engineering students has demonstrated a significant increase in learning efficiency, by giving them a practical experience with real industrial issues. The department of Energy and Propulsion of National Institute of Applied Sciences in Normandy, a French Engineering School, continues to implement the latest fully instrumented facilities in their field to initiate the students to inquiry-based education courses. In this type of education, they are carrying out a series of tests, learning how to handle equipment, control and monitor tests, extract results and ultimately analyze and present them in technical reports. This paper addresses how the Helicopter Annular Combustion Chamber test facility has been integrated in the Propulsion systems engineering course sequence. The Annular Combustion Chamber kindly provided by SAFRAN Helicopter Engines was progressively incorporated and instrumented in a dedicated test facility by the students themselves along the last 8 years. Now, this laboratory practical work offers the students the possibility to interactively learn about the operation of a combustion chamber inside a helicopter engine at various air/fuel flow rates. Students learn how to determine the limits of ignition/non-extinction as a function of the entry air-flow rate. In addition, this facility is equipped with high-level instrumentation that allows to measure the different flow rates, pressure, temperature inside and outside the annular chamber, and the pollutant emissions at the exit. Results provided by students help to build a comprehensive knowledge base of combustion phenomena inside a turbojet engine. It is to be mentioned that this educational facility is unique in its category, from the point of view of results accuracy, instrumentation level and realistic operating conditions.
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Reports on the topic "Learn how now!"

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Noora, Ruoho, and Lasse Leponiemi. Spotlight on Financial Skills for the Youth. HundrED, November 2019. http://dx.doi.org/10.58261/fsow9924.

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Together with OP Financial Group, we have identified 10 education innovations teaching youth financial skills from Finland and other parts of the world. The goal of this Spotlight was to identify how young people learn financial skills now and how they could be best taught in the future. These practical, scalable and pedagogically sound innovations are here to increase young people's learning of financial skills.
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Wickenden, Mary, Stephen Thompson, Oluwatosin Adekeye, and Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist Tool Phase 2 - 2023. Institute of Development Studies, November 2023. http://dx.doi.org/10.19088/ids.2023.054.

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This report describes participatory research undertaken in 2023 as part of the UK-aid funded Disability Inclusive Development programme. Under this programme, Task Order 27 developed a model of disability-inclusive education in selected schools in Kaduna State, Nigeria and the authors of this report worked on the development of a tool to measure how children with disabilities (and their parents) perceive their inclusion in school and society, as well as their wellbeing. This report covers Phase 2 of the research, when the team re-visited the schools to repeat the piloting of the revised checklists to (1) explore whether the revisions to the checklists (designed in Phase 1) improved their useability for a range of respondents and made the data they produced more specific and useful, and (2) to learn whether the schools and the communities (where the SMILE project had been doing a variety of interventions to promote inclusion), were now perceived by the children and their parents to be more inclusive and supportive of their wellbeing. This report shares the findings, describes how the revised versions worked and what they told us about the children’s and parents’ experiences. Finally, some suggestions are made about how these tools could be developed and rolled out further.
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Pueyo, Ana, Gisela Ngoo, Editruda Daulinge, and Adriana Fajardo. The Quest for Scalable Business Models for Mini-Grids in Africa: Implementing the Keymaker Model in Tanzania. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/ids.2022.071.

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Achieving universal electrification in sub-Saharan Africa requires creative solutions. Renewable mini-grids are a promising technology to electrify remote communities with a substantial productive demand, mainly from agro-processing. Mini-grids have experienced fast growth and there are now around 2,200 systems in the sub-Saharan Africa region. However, their economic case in the sub-continent is unclear. Most mini-grids are struggling not only to obtain a profit but also to recover costs. This Research Report describes the case of a private company in Tanzania implementing a business model for mini-grids that promotes productive uses of energy to achieve financial sustainability (the ‘Keymaker model’). A group of researchers worked jointly with the mini-grid developer to procure equipment for fish processing activities, support local entrepreneurs to use electricity productively, and to document and learn from the process. Although the business model was ultimately unsuccessful – facing high regulatory risks, high initial tariffs required to recover costs, and complex management of agro-processing activities – the project offers useful lessons and considerations for future efforts to promote mini-grids, and how public–private partnerships can help improve affordability and reduce regulatory risks.
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Toivonen, Tuuli. Lab Handbook of the Digital Geography Lab : Department of Geosciences and Geography University of Helsinki. Digital Geography Lab, University of Helsinki, 2024. http://dx.doi.org/10.31885/2024.030503.

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Our research lab was established in 2009. We started with the name Accessibility Research Group of the University of Helsinki. In 2016, we changed our name to Digital Geography Lab to reflect our growth and broader research scope. At the release of this handbook, we are 20 researchers in the lab. Many more researchers have worked in the lab over the years. Most have moved forward to positions they had dreamt of. Five have received professorships while still at the lab or soon after. We are a diverse group in terms of academic backgrounds and nationalities. Currently, there are seven nationalities from three continents in the group. Each present and past member has contributed to the lab practices by making suggestions, initiating new practices, participating in the lab life, or passing on the traditions. We run several projects at the same time. Now our project portfolio has 11 projects, including a large ERC Consolidator Grant project GREENTRAVEL and several H2020 or other international projects. Each of the projects has their own respective practices, but we attempt to keep them somehow aligned with the lab practices. This document concentrates on the lab level activities and how they are arranged. We share the document with the hope that other labs would find something useful from here and we could, in our turn, learn from others. Naturally, our practices will change as we develop as professionals and as a group.
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F. Al-Sanea, Hamad. Evaluation of Recent Surgical Updates Regarding Diagnosis and Management of Diverticulitis. Science Repository, April 2024. http://dx.doi.org/10.31487/j.jsr.2024.01.01.

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Diverticulosis occurs when small, bulging pouches (diverticula) develop in your digestive tract. When one or more of these pouches become inflamed or infected, the condition is called diverticulitis. Diverticula are small, bulging pouches that can form in the lining of your digestive system, although it was rare before the 20th century, diverticular disease is now one of the most common health problems in the western world. It’s a group of conditions that can affect your digestive tract. The most serious type of diverticular disease is diverticulitis. It can cause uncomfortable symptoms and, in some cases, serious complications. If left untreated, these complications can cause long-term health problems. Read on to learn more about diverticulitis, including its causes, symptoms, treatment options, and how your diet might affect your risk of developing it. Objective: In this paper, our main focus was on diverticulitis and surgical intervention, and only relevant studies were discussed. Methodology: PubMed database was used for articles selection, and papers on diverticulitis were obtained and reviewed. Conclusion: Colonoscopy is best avoided in acute and uncomplicated diverticulitis. Classically, it is a surgical disease but uncomplicated cases can often be managed conservatively. Follow up of treated diverticulitis occurs after four weeks via colonoscopy, in selected cases assessing the risk of developing colonic cancer. Novel therapies are under-studied and are probable replacements for surgical intervention.
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Kliesen, Kevin L., and Richard G. Anderson. How Does the FOMC Learn About Economic Revolutions? Evidence from the New Economy Era, 1994-2001. Federal Reserve Bank of St. Louis, 2011. http://dx.doi.org/10.20955/wp.2011.041.

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Wilson, Sophie, Daniel Cameron, and Ben Roff. Good Practice Regulatory Change. Food Standards Agency, March 2023. http://dx.doi.org/10.46756/sci.fsa.wjl634.

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he Food Standards Agency (FSA) is responsible for food safety across England, Wales, and Northern Ireland. As part of its work on the Achieving Business Compliance (ABC) programme, the FSA wanted to understand more about how other regulators have approached regulatory change programmes, with a view to introducing their own programme. The FSA wanted to learn from what had happened in the past, explore the current landscape of regulatory change, and identify what good practice looks like. The ABC team also wanted to understand the challenges and barriers faced by other regulators and how these were dealt with, so they could learn more about what works. The overarching aim of the research was to identify transferable lessons learnt, and good practice in regulatory change. In particular, this focused on exploring: the planning and implementation of change stakeholder engagement and relationships outcomes and lessons learned The scope of the research was not restricted to the food landscape and included a broad range of regulators with a focus on, but not restricted to, those who operate within an inspection, safety and standards environment.
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Chen, Dr James C. From Lean to Smart Manufacturing. Asian Productivity Organization, June 2024. http://dx.doi.org/10.61145/xdrc9700.

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Starting with a review of the manufacturing scenario in the mid- to late 1980s when the Toyota Production System (TPS) gained a global foothold, the P-Insights report From Lean to Smart Manufacturing by Dr. James C. Chen details how the TPS has evolved by incorporating elements of smart manufacturing, technological advances, and the insights of employees. Relationships among the TPS, lean, kaizen, digitalization, Industry 4.0, and smart manufacturing are analyzed in different manufacturing scenarios. Concluding with two brief case studies, the report provides examples for manufacturers to consider now in preparation for a smarter, leaner, more productive future.
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Gosnell, J. Stephen. What is Community Science, and How do I Get Involved? American Museum of Natural History, 2023. http://dx.doi.org/10.5531/cbc.ncep.0002.

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Community science allows individuals who are not professional scientists to contribute to active scientific research. In this exercise, students learn about the history and growth of community science efforts and how they connect participants to data. Defining traits of community science are discussed, along with examples and potential future directions. Students then have the opportunity to contribute as community scientists by working with projects hosted on the Zooniverse site. Follow-up questions have them reflect on this experience and relate their activity to the larger field.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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