Relevant bibliographies by topics / Learning advisors

Academic literature on the topic 'Learning advisors'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learning advisors"

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Uhlik, Kim S., and Pamela E. Jones. "Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications." NACADA Journal 28, no. 2 (September 1, 2008): 44–57. http://dx.doi.org/10.12930/0271-9517-28.2.44.

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The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors' own learning styles has received little attention. In addition to establishing a critical baseline, analyzing the learning style profiles of 30 academic advisors reveals that, although composite advisor learning style scores show substantial congruence with an a priori model, the disparity between any two individual advisor's contrasting styles was as much as 90%, leaving only a 10% learning style compatibility on which to base the advising process. Relative Emphasis: research, practice, theory
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Ganapathi Subramanian, Sriram, Matthew E. Taylor, Kate Larson, and Mark Crowley. "Multi-Agent Advisor Q-Learning." Journal of Artificial Intelligence Research 74 (May 5, 2022): 1–74. http://dx.doi.org/10.1613/jair.1.13445.

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In the last decade, there have been significant advances in multi-agent reinforcement learning (MARL) but there are still numerous challenges, such as high sample complexity and slow convergence to stable policies, that need to be overcome before wide-spread deployment is possible. However, many real-world environments already, in practice, deploy sub-optimal or heuristic approaches for generating policies. An interesting question that arises is how to best use such approaches as advisors to help improve reinforcement learning in multi-agent domains. In this paper, we provide a principled framework for incorporating action recommendations from online suboptimal advisors in multi-agent settings. We describe the problem of ADvising Multiple Intelligent Reinforcement Agents (ADMIRAL) in nonrestrictive general-sum stochastic game environments and present two novel Q-learning based algorithms: ADMIRAL - Decision Making (ADMIRAL-DM) and ADMIRAL - Advisor Evaluation (ADMIRAL-AE), which allow us to improve learning by appropriately incorporating advice from an advisor (ADMIRAL-DM), and evaluate the effectiveness of an advisor (ADMIRAL-AE). We analyze the algorithms theoretically and provide fixed point guarantees regarding their learning in general-sum stochastic games. Furthermore, extensive experiments illustrate that these algorithms: can be used in a variety of environments, have performances that compare favourably to other related baselines, can scale to large state-action spaces, and are robust to poor advice from advisors.
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Gerdes, John H., and Tena B. Crews. "Developing Course Profiles to Match Course Characteristics with Student Learning Styles." NACADA Journal 30, no. 1 (March 1, 2010): 23–33. http://dx.doi.org/10.12930/0271-9517-30.1.23.

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Advisors with a working knowledge about course workload and the levels of learning in specific classes provide the best possible advising. Unfortunately, they often have only limited information regarding important course characteristics. With a better understanding of these factors, advisors can assist students in making appropriate course selections during the advising process and promote a positive advisor-student relationship. We explain a new means of profiling courses that integrates information about the workload and levels of learning for each course. We also explain the benefits of these new course profiles for advisors, faculty members, students, and administrators.
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Ristianti, Dina Hajja, Beni Azwar, Irwan Fathurrochman, and Nurjannah Nurjannah. "Collaboration of Academic Advisor with Counseling Laboratories and its effect on the Students’ Learning Readiness." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 26, 2022): 833–40. http://dx.doi.org/10.35445/alishlah.v14i1.1193.

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The academic advisor and college counselling laboratories have an essential role in giving services to students. One of the assumptions is that these services can impact student learning readiness. This study aims to see how the relationship between Academic Advisors and the counselling labour impairs students' preparedness for learning. This research is quantitative research with a sample size of 297 people from seventeen studies programs for the 2019/2020 school year, where the sample is taken at random (random sampling). Instrument to measure the synergy and readiness to learn using a closed questionnaire Likert scale model. The data validation and data reliability are carried out through statistical analysis apps in the 21st version. The results showed that the correlation coefficient obtained between the variables of Academic Advisory and counselling laboratories and the variable of student learning readiness was 0.851, which was included in the fairly high or strong category. So it can be concluded that there is a synergy between Academic Advisors and counselling laboratories in providing services to students and also impacts student learning readiness.
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Semko, Roman. "Machine learning for robo-advisors: testing for neurons specialization." Investment Management and Financial Innovations 16, no. 4 (December 9, 2019): 205–14. http://dx.doi.org/10.21511/imfi.16(4).2019.18.

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The rise of robo-advisor wealth management services, which constitute a key element of fintech revolution, unveils the question whether they can dominate human-based advice, namely how to address the client’s behavioral biases in an automated way. One approach to it would be the application of machine learning tools during client profiling. However, trained neural network is often considered as a black box, which may raise concerns from the customers and regulators in terms of model validity, transparency, and related risks. In order to address these issues and shed more light on how neurons work, especially to figure out how they perform computation at intermediate layers, this paper visualizes and estimates the neurons’ sensitivity to different input parameters. Before it, the comprehensive review of the most popular optimization algorithms is presented and based on them respective data set is generated to train convolutional neural network. It was found that selected hidden units to some extent are not only specializing in the reaction to such features as, for example, risk, return or risk-aversion level but also they are learning more complex concepts like Sharpe ratio. These findings should help to understand robo-advisor mechanics deeper, which finally will provide more room to improve and significantly innovate the automated wealth management process and make it more transparent.
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Grossi, Vittoria, and Laura Gurney. "‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories." Discourse Studies 22, no. 1 (November 6, 2019): 32–47. http://dx.doi.org/10.1177/1461445619887540.

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Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning (ALL) advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, focusing on small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role.
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Chibsa, Banje Asefa, Tesfaye Sura Ayana, and Ahmed Mahmud Hussein. "AN ASSESSMENT OF THE PRACTICES AND CHALLENGES OF ACADEMIC ADVISING AT MADDA WALABU UNIVERSITY." International Journal of Research -GRANTHAALAYAH 7, no. 10 (June 14, 2020): 205–20. http://dx.doi.org/10.29121/granthaalayah.v7.i10.2019.388.

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Academic advising is of paramount importance to students in higher learning institutions on setting their personal life, academic and career goals, that academic advisors shall fulfil. Based the Senate Legislation of Madda Walabu University, instructors are often assigned to shoulder the responsibility of academic advising, but it is rarely seen when they provide the service. This enquiry tries to assess the Practices and Challenges of Academic Advising services provided at Madda Walabu University. To this end, the study used both qualitative and quantitative approach of Descriptive survey type in nature. Interview and Questionnaire were the data collection instruments used to gather the primary data from the participants of this study. Accordingly, 107(25%) systematically selected 3rd year University students of 2016 academic year filled the 21 closed- ended item questionnaire, and eleven(11) randomly selected instructors (Directors, Teachers, and Department heads ) from Eleven departments of the four randomly selected colleges were interviewed to get the necessary data for this study. The result obtained from the students’ questionnaire and the interview result of the study show that academic advising is such a marginalized academic practice that received little or no attention at Madda Walabu University. It was revealed that advisees neither make regular contact with their advisors nor are the advisors themselves willing to devote their time and academic potentials for the betterment of their learners’ advice. Most of the lecturers do not have the essentials skills in academic advising nor do they know how to help students exploit the available resources to achieve academic results. A wide–gap between advisors and advisees, poor motivation on part of the advisees seeking advising services, advisees’ lack of self–confidence and inability to approach positively to their advisers, the unwillingness of advisers to offer advice services, lack of sufficient know-how and insufficient incentives given for advisors were the commonest challenges identified. Recommendations have also been forwarded to the concerned bodies for the betterment of the service provided in the University.
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Burt, Tracie D., Adena D. Young-Jones, Carly A. Yadon, and Michael T. Carr. "The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs." NACADA Journal 33, no. 2 (December 1, 2013): 44–54. http://dx.doi.org/10.12930/nacada-13-006.

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Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and instructor support correlated with satisfaction of student needs for autonomy, competence, and relatedness. Also, as hypothesized, instructor and advisor support predicted satisfaction of basic needs, but did so differently. Instructors and academic advisors create a dynamic duo that significantly contributes to satisfaction of basic psychological needs underlying motivation and achievement.
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Ryan, Carol. "EDUCATING FOR CITIZENSHIP THROUGH EXPERIENTIAL LEARNING." NACADA Journal 8, no. 2 (September 1, 1988): 77–80. http://dx.doi.org/10.12930/0271-9517-8.2.77.

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The author states that most advisors do not have enough information about experiential learning opportunities in their communities to encourage their universities to become involved in offering these opportunities to their students. In this article, the author identifies some successful experiential learning programs, discusses possible Learning outcomes of such programs, and explains the advisor's role in such an activity.
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Charatsari, Chrysanthi, Evagelos D. Lioutas, Afroditi Papadaki-Klavdianou, Alex Koutsouris, and Anastasios Michailidis. "Experiential, Social, Connectivist, or Transformative Learning? Farm Advisors and the Construction of Agroecological Knowledge." Sustainability 14, no. 4 (February 20, 2022): 2426. http://dx.doi.org/10.3390/su14042426.

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How do agronomists offering advisory support to farmers who practice agroecology construct agroecology-related knowledge, and how does experiential, social, and connectivist learning lead to knowledge creation and facilitate their personal and professional transformation? In this study, following a mixed research design, which combined thematic analysis and simultaneous regressions, and drawing on data from a sample of Greek farm advisors, we sought to answer these questions. Our analysis revealed that the engagement with the praxis of agroecology lays the basis for the development of advisors’ agroecological knowledge. This knowledge is then negotiated and socially reconstructed within the social fabric of agroecological communities. Connectivist knowledge, derived from multiple sources, is also validated within these communities. In its turn, agroecology-related knowledge leads advisors to alter their worldviews, thus transforming their professional and personal selves. These findings confirm that agroecological knowledge has both an experiential and a social dimension. Our results also disclose that advisors facilitate the osmosis of knowledge toward agroecological communities. From a theoretical point of view, our study highlights that by merging different learning theories, we can better depict how agroecological knowledge emerges and evolves.
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Dissertations / Theses on the topic "Learning advisors"

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Arshad, Farath. "The design of knowledge-based advisors for learning." Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238636.

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Peach, Deborah. "Improving the Provision of Learning Assistance Services in Higher Education." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365399.

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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Abgrall, Corentin. "Deep learning models as advisors to execute trades on financial markets." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-235782.

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Recent work has shown that convolutional networks can successfully handle time series as input in various different problems. This thesis embraces this observation and introduces a new method combining machine learning techniques in order to create profitable trading strategies. The method addresses a binary classification problem: given a specific time, access to prices before this moment and an exit policy, the goal is to forecast the next price movement. The classification method is based on convolutional networks combining two major improvements: a special form of bagging and a weight propagation, to enhance the accuracy and reduce the overall variance of the model. The rolling learning and the convolutional layers are able to exploit the time dependency to strongly improve the trading strategy. The presented architecture is able to surpass the expert traders.
Nyligen utförda arbeten har visat att faltningsnätverk framgångsrikt kan hantera tidsserier som indata i olika problem. Observationen utnyttjas i detta examensarbete som introducerar en ny metod som kombinerar tekniker för maskininlärning för att skapa lönsamma handelsstrategier. Metoden löser ett binärt klassificeringsproblem: beroende på en viss tidpunkt, tillgång till priser före denna tidpunkt och ett säljkriterium så är målet att förutsäga nästa prisvariation. Klassificeringsmetoden baseras på faltningsnätverk som kombinerar två stora förbättringar: en speciell form av bagging och en viktpropagering för att förbättra noggrannheten och reducera modellens varians. Det rullande lärandet och faltningsnätverken kan utnyttja tidsberoendet för att förbättra handelsstrategin. Den presenterade arkitekturen klarar av att prestera bättre än experthandlare.
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Peach, Deborah, and n/a. "Improving the Provision of Learning Assistance Services in Higher Education." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.

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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
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Hensler, Philipp A. "The Belief System and Behavior of Financial Advisors After a Market Disruption." Case Western Reserve University Doctor of Management / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568710731430581.

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Tokarczyk, Kristy. "Workplace Learning of Professional Academic Advisors at Urban Universities: A Basic Interpretive Qualitative Investigation." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357910072.

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Mbambisa, Nomaledi Peggy. "Strategies used by subject advisors and facilitators to support lesson planning with an environmental learning focus : a case study of the Eastern Cape Neep-Get cluster." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007586.

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Over the past ten years, South Africa has undergone substantial changes, following the advent of democracy. Key amongst these changes being the transformation of educational policy. These policy changes have introduced new structural frameworks within which we operate (including myself as a subject advisor) and new roles for educators. These policy changes affect all the levels of the education system, and have an impact at school level, where teachers are now responsible for learning programme development (including a focus on lesson planning). Lesson planning in an outcomes-based education framework is a challenging aspect of policy implementation. South Africa is faced with the challenges associated with policy change and implementation. The role of the subject advisors and facilitators who support the teachers to make sense of the curriculum is crucial, as they provide the interface between policy and practice. They are the people who work most with teachers, and have a responsibility for curriculum implementation. This study aimed to explore the strategies which are used by subject advisors and facilitators to support teachers develop lesson plans with an environmental learning focus. A qualitative case study was conducted in which I looked at how the support processes were provided by the subject advisors and facilitators in the Eastern Cape in particular the NEEP-GET cluster in the Makana district. The study employed a range of data producing techniques such as questionnaires, interviews, document analysis and observation. The data was analysed to report the findings. The research indicates that some strategies are used to provide curriculum and pedagogical support and guidance, but that these are superficially treated and others have not been attempted at all. This therefore shows that further growth in this area is possible amongst the subject advisors. Recommendations relevant to both the subject advisors and the Department of Education so as to enhance the support processes and professional development of subject advisors have been made.
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Morrison, Michele. "Confidence and competence? : the capacity of New Zealand boards of trustees to appoint highly effective school principals /." The University of Waikato, 2006. http://hdl.handle.net/10289/2395.

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Academics and lay persons alike freely acknowledge that principals exert enormous influence over the creation, maintenance and enhancement of the learning environment in schools. They recognise that a turbulent educational world presents principals with multiple challenges in sustaining the conditions necessary for student achievement, and that some principals are more successful in this endeavour than others. This small-scale qualitative study uses a semi-structured interview process to gather data from five Chairpersons of Boards of Trustees who have appointed a principal within the preceding twelve months. The study discusses the professional capabilities that theoretical and empirical research suggests distinguish highly effective principals from capable performers. It adopts a bipartite approach to the literature, examining both academic understandings and the degree to which available official publications inform the thinking of Boards of Trustees prior to embarking on the principal appointment process. The study then explores the extent to which these understandings influence the decision-making of five Boards of Trustees in appointing a new principal. Research findings reveal a dichotomy between the theory underpinning concepts of highly effective principals and the practice of Boards of Trustees in appointing a principal. Largely unaware of the academic literature and inadequately informed by official publications, Boards of Trustees adopt a problematic generic recruitment and selection process. Uncritical acceptance of the professional knowledge and standing of external consultants and misplaced trust in the advice they proffer leads Boards to proceed on a questionable perceptual basis. Secure in the knowledge that they have obtained the educational expertise they freely acknowledge they lack, Boards are further exposed to prevailing market discourses and internal prejudices which undermine their ability to identify and appoint a principal who possesses the capabilities necessary to exercise highly effective, contextually specific leadership. This study suggests that the autonomy of Boards of Trustees in their role as employer be sustained but supported through the mandatory appointment of an appropriately qualified advisor and that the involvement of existing advisors be further scrutinized.
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Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.

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Dorrington, Jamie. "A New Organisational Architecture to Support Personalised Learning: The Role of the Academic Adviser." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370987.

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This study stemmed from an interest in the impact of disruptive innovations on school-based education. It was premised on a belief that a teacher-centric organisational architecture is at odds with the new technology-rich learning environment in which tomorrow’s schools will operate. This informed the framing of the key research question explored by this study: In times that are characterised by disruptive innovation due to technological changes, what are the implications for the organisational architecture of schools? This thesis presents a case study of one school’s attempt to move from a teacher-centric organisational architecture to one focused on the needs of individual students. The Academic Adviser (AcAd) program represented an early stage of this multi-dimensional change process. In investigating the key research question, the following Supporting Research Questions were investigated. 1. What are the perceptions of students in the Academic Adviser (AcAd) program, particularly in relation to the role of the AcAds and the impact of the program on their level of self-regulation and learning power? 2. What are the perceptions of the parents/caregivers of students in the AcAd Program, particularly in relation to the role of the AcAd and the impact of the program on the students’ level of self-regulation and learning power? 3. What are the perceptions of the AcAds in relation to their role, and the impact of the program on the students’ level of self-regulation and learning power? 4. What are the perceptions of Heads of Year, as members of the traditional school architecture with responsibility for pastoral care, about the AcAds and the AcAd Program? This research was conducted in an independent school in South-East Queensland, Australia between the latter part of 2015 and mid-2017. The focus of the research was one dimension of a strategy to change the school’s organisational architecture from one that revolved around the needs of classroom teachers to one focused on the needs of students. The long-term goal was to harness the potential of emerging digital technologies to personalise the learning experience for all students. To achieve this goal, the school’s board and leadership team decided to build a team of specialist educators to circumvent teacher-related barriers to change and support students through the transition to personalised learning. The research analyses the impact of a team of AcAds, who focused their attention on approximately 120 individual students who chose to participate in the program. Their role was to promote self-regulation and aspects of learning power in their 30-minute fortnightly meetings with individual students. The program was jointly funded by the school and parents. The perceptions of a sample of 36 students, 33 parents, ten AcAds and the Heads of Year, who had an important pastoral role in the existing organisational architecture of the school were gauged using surveys, interviews and focus groups. These provided a range of quantitative and qualitative data with which to answer the key and supporting research questions. The thesis reviews a wide range of literature on frustrated attempts to integrate these technologies, adopt constructivist pedagogies and promote connectivism. The new organisational architecture would position students for a time when teachers would relinquish their position as gatekeepers of knowledge. It would also reduce the potential for teachers to impede change, because the delivery of services directly to students would mean that teachers would no longer be the focus of the school’s service supply chain. The research employed theoretical thematic analysis of qualitative stakeholder data and analysis of quantitative data to conclude that students, parents, AcAds and Heads of Year were supportive of the program and could identify benefits in the form of increased self-regulation, enhanced learning power and expanded learning networks that positioned students for success in a personalised learning environment. Data obtained from all stakeholder groups highlighted the significance of the relationships between the AcAds and the students in the program. The high level of trust provided a foundation for the work of the AcAds. Students, parents, AcAds and Heads of Year were able to clearly and correctly distinguish between the role of the AcAd and the role of the classroom teacher. The program’s focus on strengthening student self-regulation and aspects of learning power was seen as important for success at school and in later life. These groups also acknowledged that the organisational strategies and time-management skills developed in the program helped to reduce student stress levels. While this research was designed to assess the impact of the program in the unique setting of the case study school, it provided insights that might be of value to other educators, policy-makers and researchers.
Thesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Books on the topic "Learning advisors"

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Inkster, Robert P. The internship as partnership: A handbook for campus-based coordinators and advisors. Raleigh, N.C: National Society for Experiential Education, 1995.

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L, Kramer Gary, ed. Faculty advising examined: Enhancing the potential of college faculty as advisors. Bolton, Mass: Anker Pub. Co., 2003.

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Seminar, Financial Analysts, ed. Global perspectives on investment management: Learning from the leaders. Charlottesville, VA: CFA Institute, 2006.

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The advisory book. Minneapolis, MN: Origins Program, 2008.

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UNISON (Organization). Learning and Organising Department. Lifelong learning advisers first steps: Coursebook. London: UNISON, 1999.

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Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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National Advisory Group for Continuing Education and Lifelong Learning. Learning for the twenty-first century: First report of the National Advisory Group for Continuing Education and Lifelong Learning. London: NAGCELL, 1997.

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National Advisory Group for Continuing Education and Lifelong Learning. Learning for the twenty-first century: First report of the National Advisory Group for Continuing Education and Lifelong Learning. [London?]: The Group, 1998.

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Seagraves, Liz. Supporting learners in the workplace: Guidelines for learning advisers-- in small & medium sized companies. Stirling: University of Stirling, Educational Policy & Development, 1996.

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Book chapters on the topic "Learning advisors"

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Bossen, Marisa, and Paul Yost. "Building a Board of Learning Advisors." In Experience-Driven Leader Development, 259–64. San Francisco: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118918838.ch42.

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Rimbau-Gilabert, Eva, María J. Martínez-Argüelles, and Elisabet Ruiz-Dotras. "Managing Matrixed, Dispersed Advisors in Virtual Universities." In Information Systems, E-learning, and Knowledge Management Research, 669–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_83.

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Ryoo, Jungwoo, and Kurt Winkelmann. "Introduction." In Innovative Learning Environments in STEM Higher Education, 1–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_1.

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AbstractThe practice of educating students in college-level science, technology, engineering, and math (STEM) subjects is influenced by many factors, including education research, governmental and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. Working together, stakeholders in STEM higher education must find creative ways to address the increasing need for a diverse US workforce with a strong STEM background (President’s Council of Advisors on Science and Technology 2012) and the need for a more STEM-literate general population (National Research Council 2012).
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Katz, Sandra, Alan Lesgold, Gary Eggan, and Linda Greenberg. "Towards the design of more effective advisors for learning-by-doing systems." In Intelligent Tutoring Systems, 641–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61327-7_164.

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Bergum, Svein, and Ole Andreas Skogsrud Haukåsen. "Changes in Learning Tensions Among Geographically Distributed HR Advisors During the COVID-19 Pandemic." In Virtual Management and the New Normal, 161–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-06813-3_9.

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Kaminska, Monika Ewa. "Variations on Bismarck: Translations of Social Health Insurance in Post-Communist Healthcare Reforms in Central and Eastern Europe—The Role of Vertical and Horizontal Interdependencies." In International Impacts on Social Policy, 449–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86645-7_35.

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AbstractIn the 1990s, Central and Eastern Europe (CEE) countries (except for Latvia) moved away from tax-based financing of healthcare in favour of social health insurance (SHI). This paradigmatic change was domestically driven; the World Bank’s recommendations to retain tax-based healthcare financing were ignored. Yet, in defining the institutional set-up of the emerging SHI systems, CEE countries did rely on the expertise of international organisations as well as experts from Western Europe (mainly Germany and France). The external advisors tailored their recommendations to the diverse national contexts, which facilitated policy learning. Consequently, rather than strictly following the Bismarckian blueprint, CEE healthcare systems have developed into hybrids, combining Bismarckian, Beveridgean and private healthcare elements, thus diverging from Western European points of reference as well as among each other.
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Lai, Sichao, Xiaoying Wu, Senyang Wang, Yuwei Peng, and Zhiyong Peng. "Learning an Index Advisor with Deep Reinforcement Learning." In Web and Big Data, 178–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85899-5_13.

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Giroux, Sylvain, Gilbert Paquette, and Jean Girard. "Epiphyte advisor systems for collaborative learning." In Computer Aided Learning and Instruction in Science and Engineering, 42–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022590.

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Pryima, Serhii M., Oksana V. Strokan, Julia V. Rogushina, Anatoly Ya Gladun, Dmitro V. Lubko, and Vira M. Malkina. "Ontological Analysis of Outcomes of Non-formal and Informal Learning for Agro-Advisory System AdvisOnt." In Communications in Computer and Information Science, 3–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62015-8_1.

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Ricci, Simone, Tiberio Uricchio, and Alberto Del Bimbo. "Learning Advisor Networks for Noisy Image Classification." In Image Analysis and Processing – ICIAP 2022, 442–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06430-2_37.

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Conference papers on the topic "Learning advisors"

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Šindelářová, Martina. "Výzkum v oblasti jazykového poradenství: Přehledová studie." In Učení a vyučování cizím jazykům ve výzkumu. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9822-2020-4.

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This review describes previous research in the field of language advising. The text provides an overview of research studies that examine the course of advising sessions focusing on advisors, advises or their interaction, and that are based on using qualitative research methods. The overview presents foreign studies related to language advising as study support for learning various foreign languages.
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He, Wenda, and Raymond Y. K. Lau. "A Hybrid Deep Learning Model for Emotion Detection in Emotion-sensitive Robo-advisors." In 2021 Second International Conference on Intelligent Data Science Technologies and Applications (IDSTA). IEEE, 2021. http://dx.doi.org/10.1109/idsta53674.2021.9660796.

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Nur, Nasheen, Aileen Benedict, Omar Eltayeby, Wenwen Dou, Mohsen Dorodchi, Xi Niu, Mary Lou Maher, and C. N. Chambers. "EXPLAINABLE AI FOR DATA DRIVEN LEARNING ANALYTICS: A HOLISTIC APPROACH TO ENGAGE ADVISORS IN KNOWLEDGE DISCOVERY." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2497.

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Hsiang Peng, Hsiao-Chuan, and Shueh chin Ting. "Effect of Number Limit of Advisors’ Graduate Students on Students’ Learning Attitude toward Thesis Writing." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.29.

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Feitosa, Douglas de Lima, Vitor Rafael Morais e Silva, Roberta Vilhena Vieira, and Fabio Paraguacu Duarte da Costa. "An application of Holland's genetic algorithm for the problem of planning advisors in Virtual Learning Environments." In 2013 IEEE Conference Anthology. IEEE, 2013. http://dx.doi.org/10.1109/anthology.2013.6784908.

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Parikh, Monir K., and Robert W. Hitchcock. "Utah bioDesign: An Asynchronous Approach to Team Based Learning." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206737.

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The University of Utah offers a two semester capstone biomedical engineering design course (bioDesign) where products are developed and prototyped using the guidance of FDA Design Control mandates. During the two semesters, students are required to develop a project plan, marketing requirements, specifications, test plan, results and working prototype. Additionally, design reviews are regularly held in order to provide student teams with constructive feedback from clinicians, coaches, and course instructors. To foster a rich environment for innovation and to better instruct students in problem based learning, we partner student teams with design ideas that have been conceptualized by clinical advisors. This collaboration creates high value relationships maximizing the students’ learning experience while exposing them to best practices. This course offers unique challenges to the students; they must balance the creativity and innovation of design work with the documentation and regulations mandated by the FDA and other regulatory agencies. Since the inception of this course, we have identified various problems with student learning. Over the past 25 years, educators have begun to understand the importance of hands-on, interactive learning experiences in the undergraduate engineering curriculum [1,2]. Therefore, by overcoming the teaching and learning issues associated with this program, we hope to develop a course that empowers student teams to become effective, innovative engineers.
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Eberth, John F., Jay Porter, Egidio E. Marotta, and Leroy S. Fletcher. "Integration of Heat Conduction Measurement Systems Into Engineering Technology Education." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81345.

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Modern engineering technology education necessitates realistic, cross disciplinary research projects. Maintaining these research opportunities within the university is an effective way for undergraduate students to practice their profession while assisting with graduate level research. In the heat conduction laboratory, the Mechanical Engineering Department at Texas A&M has joined with the Department of Engineering Technology and Industrial Distribution to create a novel learning environment beneficial to both students and professors. The goal of this project is to design and implement an improved thermal test chamber using mechatronic concepts. Similarly, the educational goal is to have engineering technology students apply their classroom based learning to a real-world application and to coordinate their efforts with a diverse background of advisors and engineers.
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Forbs, Sharleen. "Creation and evaluation of a workplace based certificate in official statistics for government policy makers." In Next Steps in Statistics Education. International Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09902.

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Statistics New Zealand recently developed a pre-university Certificate of Official Statistics aimed at increasing the statistical literacy of government policy advisors. It has four compulsory statistics units taught by academics from several New Zealand universities together with Statistics New Zealand staff, and one optional unit. Student cohorts are kept small and both the learning and assessment is based on real statistical, research, policy and media publications. The assessment is competency based and students can re-sit questions until a satisfactory standard is achieved. The first cohort of students (enrolled in 2007) was used as a pilot and evaluated for the appropriateness of the learning, possible enhancements to assessment questions and the impact of their prior level of statistical knowledge, motivation and management support on the time taken to complete units. The results of this evaluation are given together with the resulting changes made to the Certificate.
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Wright, Kamau, David Wootton, George Sidebotham, Melody Baglione, Reid Chambers, Jason He, Zachary Potoskie, and Lionel Gilliar-Schoenenberger. "A Case Study of Collaborative Teaching and Learning in Engineering Experimentation: the Hydrostatic Vacuum Tube." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-97069.

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Abstract An experimentation course in the mechanical engineering program at The Cooper Union in New York, is designed to foster a collaborative learning environment. Like many undergraduate engineering laboratory-based courses, students are tasked with working in groups to conduct and design experiments and prepare detailed technical reports and presentations. This experimentation course has two sections and two instructors facilitating collaboration at the faculty level as well. Not only do these two instructors work together, but projects in the course have “clients” and “advisors/mentors” allowing for further collaboration with other faculty and in some cases other students involved in adjacent projects at the college. This study describes the nature of the course, collaboration, and the assessment of student teamwork using the Comprehensive Assessment for Team-Member Effectiveness (CATME) tool. A case study is detailed for one student-designed experiment, using a hydrostatic vacuum tube (HVT) apparatus and associated instrumentation. The collaborative environment and emphasis on experimentation have (1) supported students in functioning effectively on teams; and (2) facilitated students in demonstrating an ability to develop and conduct appropriate experimentation in line with ABET Student Outcomes. These positive impacts can be built upon by exposing students to other strategic experimentation experiences throughout the curriculum.
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Skaltsa, Ioanna G., Katerina Kasimatis, and Alex Koutsouris. "Fostering young agronomists’ competencies through experiential learning: A pilot research in the Agricultural University of Athens, Greece." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end110.

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"In the 21st century agronomy students need to take the responsibility of their career planning. Upon graduation, they are called to combine knowledge, skills, and values, in order to support as change agents, farmers’ decision making aiming at sustainable agriculture and rural development. To reinforce such a role it is deemed necessary to cultivate student agency, namely, a sense of responsible and active participation in society. Students need to be able to set achievable goals, collaborate successfully in order to solve problems, and act in-line with a professional ethos supporting the wellness of the community and the sustainability of earth. Hence, the need of competence-based education in our century is usually taken as granted. Higher education should adopt educational methods and tools that would support students’ competence development. Experiential learning, represented by Kolb’s Experiential Learning Cycle (KELC), is an essential part of such an approach and includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. In this paper, we explore the effectiveness of experiential learning aiming at the acquisition and/or development of competencies on the part of Agricultural University of Athens (AUA) students. To attain such an objective, we carried out a pilot with 69 AUA students, in spring of 2021. Students were divided into three groups (A, B, and C). Each group, attended a 3-hour meeting, using different approaches (A=traditional lecturing, B=experiential learning based on KELC and C=investigative case-based learning). Furthermore, students were offered a participatory class regarding rural advisors’ profile and planet sustainability. Due to the COVID-19 pandemic, online tools were adopted. Students participated in pre- and post-survey based on a questionnaire. Focus groups and observation methods were also utilized to further explore and validate quantitative data. In this paper we report the design and the quantitative and qualitative findings, particularly focused on the experiential learning approach."
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Reports on the topic "Learning advisors"

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Oakley, Louise. K4D International Nature Learning Journey Summary. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.129.

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The International Nature Learning Journey was developed to support FCDO and other government departments’ understanding, capacity and influence related to nature, particularly in the run-up to COP-26. A series of on-line seminars took place between May and August 2021 which involved an expert speaker on each topic, followed by a case study to provide practical illustrations, and a facilitated Q&A with participants. Each session was chaired by an expert facilitator. Participants included advisors from across several government departments, including FCDO, Defra, BEIS and Treasury, with approximately 150 participants joining each session.
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Freed, Danielle. K4D Strengthening Cross-sector Learning for Education and FCAS. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.159.

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This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, June 2014. http://dx.doi.org/10.34074/ocds.32014.

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The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be successful with their studies. The paper gives some background and context, then focuses on the actual skills that students bring with them. This moves onto thinking about strategies to deal with any perceived numeracy deficiencies, including online help, tutorials and workshops. It then outlines the learning advisor services and support we can offer students, and finishes with a discussion of the skills necessary for effective learning advising and content advising to take place.
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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, June 2014. http://dx.doi.org/10.34074/ocds.32014.

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The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be successful with their studies. The paper gives some background and context, then focuses on the actual skills that students bring with them. This moves onto thinking about strategies to deal with any perceived numeracy deficiencies, including online help, tutorials and workshops. It then outlines the learning advisor services and support we can offer students, and finishes with a discussion of the skills necessary for effective learning advising and content advising to take place.
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Kim, Ozano, Sophie Witter, Jo Keatinge, Beth Scott, and Nicola Wardrop. What Works for Health Systems Strengthening: An Overview of the Evidence – Resource Toolkit. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.102.

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This resource toolkit has been produced by K4D in partnership with the Health Systems Team in the Foreign, Commonwealth & Development Office (FCDO) Human Development Department and renowned global health systems expert Prof. Sophie Witter (Queen Margaret University, Edinburgh). The toolkit is aimed at FCDO’s network of health advisors, and policy and programme managers based in country offices and central teams. The purpose of this toolkit is to summarise and present key messages from the latest evidence on ‘what works’ for health systems strengthening (HSS) to help embed a stronger HSS approach into all of our work on health as outlined in FCDO’s position paper Health Systems Strengthening for Global Health Security and Universal Health Coverage (FCDO 2021). The toolkit draws extensively on more detailed pieces of work analysing the evidence in more depth, which were disseminated through the health network in FCDO (and previously the Department for International Development) between 2019 and 2022 titled Evidence Review of What Works for Health Systems Strengthening, Where and When? (Witter et al. 2021). This toolkit also links back to a multitude of resources and recorded sessions collected as part of K4Ds previous learning journey on HSS.
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Quak, Evert-Jan. K4D’s Work on the Indirect Impacts of COVID-19 in Low- and Middle- Income Countries. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.093.

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This report is not an in-depth nor exhaustive analysis of the many indirect impacts of the pandemic on LMICs. The content is purely based on the requests from FCDO to the K4D services on this topic, and as such can only give an illustrative overview of the findings from these requests. Furthermore, insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO (e.g. purpose of the request, adviser’s cadre), hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The selection of relevant K4D outputs on the pandemic’s indirect impacts was based on an extensive search in the K4D repository on titles and research questions. The Annex shows all K4D outputs included in this report. The purpose of this report is to inform FCDO about some of the specifics of their requests on the indirect impacts of COVID-19, in general. This report will also be used as input for a K4D-FCDO learning event that takes place on the 6th of July 2021. During the event learning and evidence, trends will be discussed and how evidence and learning informed decision-making on policy and programming.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Price, Roz. K4D’s Work Around Climate Change and Related Issues. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/k4d.2022.006.

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This report provides an illustrative overview of K4D’s work from October 2016 until May 2021 connected to climate change. Given the breadth of K4D reports that touch on climate change (or related issues), this report has taken a sub-section of reports to focus on, with a total of 75 reports explored and 2 LJs touched on in more detail. It is hence not an in-depth nor exhaustive analysis of climate change per se, nor the many different climate-related issues explored by K4D over the past four years. The content is purely illustrative, based on a rapid review of this sub-section. Insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO. Hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The purpose of this report is to inform FCDO about some of the specifics of their requests on climate-related issues, in general. This report will be used as input for a K4D-FCDO learning event on climate change issues. It also makes up part of a series of K4D reports, with the other reports synthesising K4D work on Covid-19 (Quak, 2021) and conflict, violence, and peace (Herbert, 2021b).
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