Dissertations / Theses on the topic 'Learning of future specialists'
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Choshko, Veronika, and Вероніка Ігорівна Чошко. "Pecularities of english language learning for future IT professionals." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/50555.
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1. Грітченко І. А. (2015) Актуальність вивчення іноземної мови студентами
немовних спеціальностей у вищому навчальному закладі Педагогічні науки: теорія,
історія, інноваційні технології. – 2015. – С. 10–16.
2. Nemlii L. (2020) Authentic Material in English for Specific Purposes Training.
Проблеми розвитку глобальної системи зв’язку, навігації, спостереження та організації
повітряного руху CNS/ATM: матеріали всеукр. наук.-тех. конф., 20-22 листопада 2020 р. К.,
2020. – С.70. URL: http://ian.nau.edu.ua/zbirka-tezKnowledge of English is among essential requirements when applying for a job. English is also an important link in information technology for various reasons. Many programs, software, hardware, etc. are manufactured in English speaking world. That is why specialists who work with these devices have to know English.
Спеціалісти, що володіють англійською мовою мають переваги на ринку праці, тому що мова є зв’язком у сфері інформаційних технологій. Багато програм, програмного забезпечення створено у англомовних країнах. Тому щоб забезпечити ефективну роботу цих приладів спеціалісти повинні володіти англійською мовою і вивчати її у процесі фахової підготовки.
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Makarand, Tare, and tmakarand@swin edu au. "A future for human resources: A Specialised role in knowledge management." Swinburne University of Technology. School of Business, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20040311.093956.
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This thesis is broadly concerned with the future of the Human Resources function within organisations. The nature of these concerns is two-fold: first, how can Human Resources deal effectively with the challenges of organisational life today; second, how can Human Resources convince senior management that it is both relevant, and necessary, to the economic success of the enterprise, and so assure its future as an internal organisational function. This thesis posits that not only does an involvement in the knowledge management process hold considerable benefits for an organisation through a direct and positive influence on the �bottom-line�, but that such an involvement takes on a specialised set of aims and objectives within the human resource perspective that should not be ignored.
The argument is that Human Resources, with its own knowledge-awareness and overview of the structures, manpower, performance and reward systems, and training and development programs, is uniquely placed to be instrumental in creating the open, unselfish culture required to make a success of Knowledge Management, and secure its own future as a trusted and valued strategic partner, fully contributing to the enhancement of organisational performance, and ultimately, the organisation�s place in the world.
The thesis commences with an overview of how Human Resources has defined its role within organisations since the 1980s. The challenges and concerns of human resources professionals are discussed, and the opportunity for them to take the lead in developing the social networks that are vital to the capture and transfer of knowledge is foreshadowed. An examination of knowledge and knowledge management concepts and principles, and a discussion of the specialised aims and objectives that a knowledge management system can be argued to have within a human resources management perspective in the 21st century is discussed next. As learning from experience with the aim of improving business performance is one of the uses of knowledge management, a discussion of �learning� and the concepts of the �learning organisation� follows.
The chapters in the first part of the thesis contain the theoretical material concerning knowledge and knowledge management, learning and the Learning Organisation, and the argument that Human Resources is in a position to play a major role in moving the organisation's culture to one of value creation and valuable strategic decision-making capability, through its awareness of the concept of knowledge and its implementation of knowledge systems, policies, and practices.
The second part of the thesis is more empirically based, and reports the results of recent research by the author into the levels of awareness of the knowledge concept, and the degree to which knowledge management systems, policies, and practices are being implemented. The purpose of the study was to test a number of hypotheses about knowledge and knowledge management and the role of the Human Resources function vis-a-vis these issues. The results and their implications are subsequently discussed.
The thesis concludes with some reflections on the concepts of knowledge and learning, and the specialised role that the Human Resources professional can play in knowledge work.
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Гиря, Н. П., and Світлана Дімова Дімітрова-Бурлаєнко. "Змішане навчання як складова розвитку креативності студентів." Thesis, ПП Вишемирський В. С, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/47317.
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Розглянуто актуальність застосування моделі змішаного навчання у викладанні математичних дисциплін для формування освітнього середовища, що забезпечує розвиток креативності мислення студентів.We consider the relevance of the blended learning model in the teaching of mathematical disciplines to shape the educational environment that ensures the development of students' creative thinking.
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Parry, Melissa Louise. "An exploratory study of the incorporation of their 'future-self' as part of transition preparation in to and out of further education for young people with learning disabilities." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24045.
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This research explored the perception of the incorporation of ‘future-self’ for young people (YP) moving from specialist provision for children where the Local Authority have identified the provision as Moderate Learning Difficulties and additional needs, their parent/carers views, and the perspectives of professionals supporting their transition to mainstream further education. The ‘future-self’ approach had its basis in social cognitive theory, as the creation of imagined ‘future-selves’ is thought to influence an individual’s behaviour to aid them to work towards their aspired self (Baker, 2015; Markus & Nurius, 1986; Oysterman & James, 2011). Phase one used a case study methodology using semi-structured interviews to explore the YP and their parent/carer’s experience of transition planning having included the young person’s vision of their ‘future-self’, at aged 16. Materials were designed to aid their understanding using visual support. Phase two gained the views of YP using focus groups as they approach transition out of FE at aged 19 or older into continued training, employment, and on towards adulthood, in relation to inclusion of their vision of their ‘future-self’ in this preparation. This phase also explored the perceptions of the professionals for incorporating the young person’s view of their ‘future-self’ using semi-structured interviews. Interview transcripts were analysed using Braun and Clarke’s (2006) six stage thematic analysis to identify themes in the data. Focus groups were thematically analysed using Ritchie and Spencer’s (1994) five stage analysis. A number of themes were found for the YP at both stages, the parents/carers and the professionals. Findings indicated that the YP are more involved in the transition planning and a range of methods are applied to prepare the YP however there are a number of barriers still limiting the options for the YP such as: lack of choice available, protectiveness of others, low aspirations, failure to explore holistic longer term outcomes, insufficient multi-agency involvement, overreliance on parents, and the need for more effective strategic planning and awareness of the systems around the YP. The findings from this research indicate that applying a ‘future-selves’ approach for YP as a method to generate future aspirations to motivate YP’s behaviour has been effective as a tool to add to existing transition preparations. This could act as a way to overcome the currently existing poorer long term outcomes for YP with this population. Based upon this small scale project, further investigation would be required to assess the benefit for a wider population.
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Derkach, Tetiana M. "Training of future chemistry specialists by means of information and communication technologies." Thesis, Wyższa Szkoła Biznesu – National-Louis University, 2018. https://er.knutd.edu.ua/handle/123456789/9605.
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A system of principles, including the principles of the balance of cognitive load and the presentation of educational material at three levels of representation (micro, macroscopic and symbolic), has been developed and scientifically substantiated to ensure effective teaching of chemical disciplines using ICT. A few provisions, which are necessary for organizing efficient learning, have been formulated. They are as follows: preventing the splitting of attention, taking into account the dual effect of an action, and taking into account the level of preliminary schooling of students. Also, the principles of design of dynamic visualizations have been devised: semantic accents, colour coding, segmentation and management of dynamic images, and use of different perception modalities. The factors influencing the result of training in chemical disciplines using ICT have been determined. Some correlations have been revealed between, on the one hand, learning outcomes and, on the other hand, personality traits of students, such as intellect types and preferred learning styles. The technology of integrating the methods, forms and means of ICT learning with due regard to the personal characteristics of students has been developed.
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Вергелес, Юлія Віталіївна. "Application of distance learning technologies in training of IT specialists." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15277.
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Ткаченко, Інна Миколаївна. "The influence of the student collective on the formation of professional culture of future specialists." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15367.
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Israeloff, Alanna. "Comparison of feedback generated by experts and learners during formative evaluation." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61293.
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Despite the recommendation to use both expert and learner feedback during formative evaluation, little research has compared the differences in data produced by these two sources. The presents study examines the differences in feedback produced by experts and learners. Six sessions with experts and six sessions with learners were conducted to obtain feedback about a six page instructional unit. The think-aloud method was used to gather data from experts and the talk-aloud method was used with learners. Comments from experts and learners were transcribed, segmented, and coded according to two coding system which addressed both the amount and type of feedback. Results indicated that when compared to learners, experts identify a higher percentage of problems, make more comments related to their knowledge of the subject matter, provide more revision suggestions, and summarize their comments and actions more often. Learners elaborate more about each problem and focus on issues related to instructional design and language. The findings support the use of both experts and learners to evaluate instruction.
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Yockey, Tammy Denise. "Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279.
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Kaiser, Alexander. "Learning from the future meets Bateson's levels of learning." Emerald, 2018. http://dx.doi.org/10.1108/TLO-06-2017-0065.
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Purpose: Previous studies showed that combining learning based on experiences in the past with learning from an envisioned future scenario results in more innovative and radical ideas, as well as in a higher number of covered content domains. However, currently there is no holistic learning theory that integrates both sources of learning. The main purpose of this paper is to investigate whether it is possible to extend Bateson's theory of learning, to link these two learning sources in one coherent framework.
Design/methodology/Approach: To answer this research question, the author draws on learning from an envisioned future, and tries to link it with the most important levels of learning in Bateson's framework.
Findings: This paper contributes to the literature by attempting to link the important but still underexplored aspect of "learning from the future" to the complex and multifaceted work of Bateson. Given the fact that both sources of learning and experience yield a great potential to create new knowledge, this study outlines a possibility to include both sources into one learning theory.
Research limitations/implications: This work provides the basis for further research in building a general holistic theory of learning to learn.
Practical implications: On the individual level, the proposed approach can be easily applied with systemic coaching processes in general and coaching processes in the fields of developing an individual vision in particular. In the field of organizational learning, the awareness of different learning sources and different learning modes on the one hand and knowledge about the implementation of enabling spaces (PE-ba, FE-ba) to support these various learning modes on the other hand help organizations to generate new knowledge and create innovative and sustainable solutions, products and services.
Originality/value: To the best of the author's knowledge, it is the first theoretical work that describes the integration of learning from past experiences and learning from future experiences in a methodological way.
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Malcienė, Zita. "Studies of art subjects in training future specialists at a college: the context of educational paradigm shift." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20110127_172600-11995.
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The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training.
The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies.
Theoretical models of a future specialist’s vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The... [to full text]Disertacijoje nagrinėjamą edukacinių paradigmų virsmą lemia dabartiniam laikotarpiui būdingi kultūros pokyčiai, globalizacija ir profesinio rengimo tikrovė nepriklausomybę atkūrusioje Lietuvoje. Aukštojoje mokykloje toks kontekstas pasireiškia studijų modernizavimu, kuris disertacijoje vertinamas kaip edukacinių paradigmų virsmo strategija ir nagrinėjamas profesinio rengimo teorijos bei jos įgyvendinimo praktikos plotme. Tai atskleidžiama nagrinėjant profesinio rengimo teorijos ir praktikos ypatybes bei ryšius. Rengiant būsimus specialistus kolegijoje akcentuojamas praktinis studijų kryptingumas. Disertacijoje jis vertintas kaip studijų modernizavimo strategija. Išnagrinėtos laikotarpiui būdingos profesinio rengimo, meno dalykų mokymo ir meninio ugdymo ypatybės atsižvelgiant į edukacinių paradigmų virsmą parodė, kad modernizuojant meno dalykų studijas tikslinga atsisakyti į siaurus dalyko pažinimo tikslus orientuoto tradicinio mokymo ir jį keisti į profesiniu požiūriu orientuotą meninį ugdymą. Todėl profesiniu požiūriu kryptingas meninis ugdymas pristatytas kaip meno dalykų studijų modernizavimo strategija. Pristatyti būsimo specialisto profesinio rengimo, tradicinio dalykų (muzikos) mokymo ir šiuolaikiško meninio (muzikinio) ugdymo teoriniai modeliai, apimantys dalyko studijų, aplinkos, vaidmenų spektro ir veiklos sritis. Ištirtos galimybės ugdymo dalyviams koreguoti meno dalykų studijas ir profesiniu požiūriu aktualų veiklos kontekstą taikant šiuos modelius, o studijų... [toliau žr. visą tekstą]
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Гурська, Олена Олександрівна, and Olena Hurska. "Cистема принципів професійно орієнтованого іншомовного навчання як передумова формування професійно важливих якостей майбутніх IT-фахівців у закладах вищої технічної освіти." Thesis, Національний авіаційний університет, 2019, 2019. http://er.nau.edu.ua/handle/NAU/39038.
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У тезах розглядаються різноманітні принципи модернізації іншомовної професійної підготовки майбутніх ІТ-фахівців, до яких віднесено: принципи всебічної інтегративності, професійної мобільності, автентичності, випереджаючого розвитку. Головним завданням іншомовної підготовки майбутніх ІТ-фахівців є навчання професійно орієнтованої та практично спрямованої іншомовної комунікації, в результаті чого першочерговими стають: взаємозалежне формування і розвиток мовних навичок і умінь як основи іншомовної професійно-орієнтованої комунікації; орієнтація на практичне застосування мов у реальному інформаційному середовищі; широке залучення провідних фахівців в галузі інформаційних технологій до побудови та реалізації професійних проектів.The theses consider a variety of principles for modernizing the foreign language training of future IT professionals, which include: the principles of comprehensive integrity, professional mobility, authenticity, advanced development. The main task of the foreign language training of future IT specialists is the training of professionally oriented and practically oriented foreign-language communication including the following priorities: interdependent formation and development of language skills and abilities as the basis of foreign language vocational communication; orientation to the practical use of languages in the real informational environment; widespread involvement of leading IT professionals in the design and implementation of professional projects.
В тезисах рассматриваются различные принципы модернизации иноязычной профессиональной подготовки будущих ИТ-специалистов, к которым отнесены: принципы всесторонней интегративности, профессиональной мобильности, аутентичности, опережающего развития. Главной задачей иноязычной подготовки будущих ИТ-специалистов является обучение профессионально ориентированной и практически направленной иноязычной коммуникации, в результате чего первоочередными становятся: взаимосвязанное формирование и развитие речевых навыков и умений как основы иноязычной профессионально-ориентированной коммуникации; ориентация на практическое применение языков в реальной информационной среде; широкое привлечение ведущих специалистов в области информационных технологий к созданию и реализации профессиональных проектов.
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Kaiser, Alexander. "An enhanced theory of learning including learning from the future." IEEE computer society press, 2016. http://epub.wu.ac.at/4812/1/hicss%2Dpaper%2Dalexander.pdf.
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Previous studies showed that combining learning
based on experiences in the past with learning from
an envisioned future scenario results in more
innovative and radical ideas as well as in a higher
number of covered content domains. However, currently there is no holistic learning theory which integrates both sources of learning. The main purpose of our paper is to propose an enhanced theory of learning, linking the two most important sources of learning: learning from past experiences and learning from the future. Our suggested theory, which is based on the learning theory by Gregory
Bateson, will be described in detail. Moreover, we
will present some empirical experiences with the
enhanced theory of learning. (author's abstract)
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Dehaven, Victoria Rose. "Machine Learning: Future Capabilities and their Implications." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/320027.
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Hickman, Björn, and Victor Holmqvist. "Predict future software defects through machine learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301864.
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The thesis aims to investigate the implications of software defect predictions through machine learning on project management. In addition, the study aims to examine what features of a code base that are useful for making such predictions. The features examined are of both organisational and technical nature, indicated to correlate with the introductions of software defects by previous studies. The machine learning algorithms used in the study are Random forest, logistic regression and naive Bayes. The data was collected from an open source git-repository, VSCode, where the correct classifications of reported defects originated from GitHub-Issues. The results of the study indicate that both technical features of a code base, as well as organisational factors can be useful when predicting future software defects. All three algorithms showed similar performance. Furthermore, the ML-models presented in this study show some promise as a complementary tool in project management decision making, more specifically decisions regarding planning, risk assessment and resource allocation. However, further studies in this area are of interest, in order to confirm the findings of this study and it’s limitations.Rapportens mål var att undersöka potentiella effekter av att predicera mjukvarudefekter i ett mjukvaruprojekt. Detta genomfördes med hjälp av maskininlärning. Vidare undersöker studien vilka särdrag hos en kodbas som är av intresse för att genomföra dessa prediktioner. De undersökta särdrag som användes för att träna modellerna var av både teknisk såväl som organisatorisk karaktär. Modellerna som användes var Random forest, logistisk regression och naive Bayes. Data hämtades från ett open source git-repository, VSCode, där korrekta klassificeringar av rapporterade defekter hämtades från GitHub-Issues. Rapportens resultat ger indikationer på att både tekniska och organisatoriska särdrag är av relevans. Samtliga tre modeller påvisade liknande resultat. Vidare kan modellernas resultat visa stöd för att användas som ett komplementärt verktyg vid projektledning av mjukvaruprojekt. Närmare bestämt stöd vid riskplanering, riskbedömning och vid resursallokering. Vidare skulle fortsatta studier inom detta område vara av intresse för att bekräfta denna studies slutsatser.
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Ruffley, David L. "Children of Soviet victory, founders of the Russian future : young Soviet specialists and the evolution of Russian society, 1965-1982 /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202678774049.
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Gray, Pamela Clelland, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Public learning and the art museum : future directions." THESIS_CAESS_HUM_Gray_P.xml, 2002. http://handle.uws.edu.au:8081/1959.7/354.
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The question of the art museum's failure to engage wider audiences remains relatively unexamined and has neither widely catalysed nor changed professional practice either in curatorial, educational, or public program domains. In this study, the educational aim of the art museum is discussed. The work of Pierre Bourdieu is examined. Bourdieu argues that museum display principles, interpretive strategies, and educational techniques, propagated within the paradigm of modernism, implicitly assume possession of cultural literacy skills which are the sole privilege of the educated.The author concludes that working within and across the curatorial and educational environments of an art museum, while avoiding the pitfalls of the modernist tradition, is also a significant step toward engaging wider audiences than the cultual 'elite' in the development of visual literacy skills.Master of Arts (Hons.)
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Gray, Pamela Clelland. "Public learning and the art museum : future directions /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030407.154108/index.html.
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Padilla, Charlette. "Online Learning and Contribution to Future Work Skills." The University of Arizona, 2015. http://hdl.handle.net/10150/555998.
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The paper is a review of literature on online learning and how it prepares the digital learners into the future work force. Factors contributing to the growth in online education are linked to changing social and economic structures. The College Board Commission on Access, Admissions and Success issued a call for 55% of America’s youth to obtain a postsecondary education credential by 2025 (Bonk, 2015). This is to support and strengthen the position of the United States to be more competitive in a global economy (Burnette & Conley, 2011). There are current questions about student success, open education, informal learning, online plagiarism and principally whether online learning successfully prepare the online student for the future work skills.
Keywords: online learning, workforce, digital learners, future jobs
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Kaiser, Alexander, Florian Kragulj, Thomas Grisold, and Roman Walser. "Learning from an Envisioned Future - An empirical account." Academic Conferences and Publishing Interantional Limited, 2016. http://epub.wu.ac.at/4974/1/EJKM%2Dvolume%2D14%2Dissue%2D1.pdf.
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Innovation processes require organizations to transcend current boundaries. These include not only technological as well
as social limitations but "above all" the way we address the future. We are used to face the future with our existing knowledge and
experiences from the past. This strategy, however, can hardly lead to knowledge off the beaten path. We therefore suggest a new
learning approach for organizations, which enables to literally envision a desired future scenario and thereby, allows for the
creation of radical new knowledge. We argue that the created knowledge yields a higher degree of novelty and radicalness. Along
with an enhanced theory of learning including learning from the future, we present our empirical findings from comparing the
outputs of Learning from an Envisioned Future and learning from the past. For this purpose, we use data from two organizational
learning projects; one, which was conducted with a high school in Austria and another one, which was conducted with members of
the Austrian Economic Chamber. Our findings from both case studies suggest that Learning from an Envisioned Future does
produce significantly more paradigm challenging knowledge compared to the output gained from conventional learning from past
experiences. We conclude that the combination of both learning sources may lead to best learning outcomes in organizations.
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Gu, Jiayin, Honglei Li, Zhen Liu, Shufang Su, and Wei Su. "Learning from Higgs physics at future Higgs factories." SPRINGER, 2017. http://hdl.handle.net/10150/626569.
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Future Higgs factories can reach impressive precision on Higgs property measurements. In this paper, instead of conventional focus of Higgs precision in certain interaction bases, we explore its sensitivity to new physics models at the electron-positron colliders. In particular, we study two categories of new physics models, Standard Model (SM) with a real scalar singlet extension, and Two Higgs Double Model (2HDM) as examples of weakly-interacting models, Minimal Composite Higgs Model (MCHM) and three typical patterns of the more general operator counting for strong interacting models as examples of strong dynamics. We perform a global fit to various Higgs search channels to obtain the 95% C.L. constraints on the model parameter space. In the SM with a singlet extension, we obtain the limits on the singlet-doublet mixing angle sin theta, as well as the more general Wilson coefficients of the induced higher dimensional operators. In the 2HDM, we analyze tree level effects in tan beta vs. cos(beta-alpha) plane, as well as the one-loop contributions from the heavy Higgs bosons in the alignment limit to obtain the constraints on heavy Higgs masses for different types of 2HDM. In strong dynamics models, we obtain lower limits on the strong dynamics scale. In addition, once deviations of Higgs couplings are observed, they can be used to distinguish different models. We also compare the sensitivity of various future Higgs factories, namely Circular Electron Positron Collider (CEPC), Future Circular Collider (FCC)-ee and International Linear Collider (ILC).
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Parrott, Deborah J., and Karin Keith. "Three Heads Are Better Than One: Librarians, Reading Specialists, and Classroom Teachers in the Learning Commons." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/984.
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Gone are the days when the school librarian was the austere custodian of the books. Twenty-first-century standards progressively call for librarians to step in as instructional leaders, connecting educators and students to materials, methods, and technology across the curriculum. In an age of increased accountability through never-ending standardized testing, as well as the implementation of Common Core standards, classroom teachers need all the support they can get. To add fuel to the fire, numerous states have reduced their budgets, leaving reading specialists and literacy coaches short in terms of time and materials. Students who once received differentiated instruction or reading intervention are overlooked or underserved. Where can teachers and reading specialists receive support to help close the achievement gap? Librarians to the rescue! Currently, school librarians are discovering yet another dynamic leadership and role: coteacher with classroom teachers and reading specialists in the library learning commons. This article explores strategies for librarians to implement differentiated instruction in collaboration with classroom teachers and reading specialists using a coteaching model. Keywords: school librarians, literacy coaches, reading specialists ********** Librarians have long worn many hats that improve the learning of students in the school. These include instructional leader, technology specialist, promoter of reading initiatives, and guardian of books. Once again, librarians find themselves called upon to sport yet another: coteacher with classroom teachers and reading specialists. With a focus on preparing students to be college and career ready, the new Common Core State Standards (CCSS) ask students to grapple with complex grade-level texts and write research papers. Even at the kindergarten level, students engage in rigorous learning that asks them to participate in shared research and writing projects (National Governor's Association, 2010). In this article we suggest that this rigorous learning requires teachers to join forces with others in the building to ensure student success. Thus the librarian, reading specialist, and classroom teacher form coteaching teams that address difficult concepts in such a way that the library becomes a learning commons (Loertscher, 2014). In this learning commons space, learners experience scaffolded support with print and differentiated instruction (DI) (Tomlinson, 1999) to address the achievement potential of students as they engage firsthand with the learning tasks set forth by the CCSS. In the learning commons, the library functions as a dynamic arena where librarians, reading specialists, and classroom teachers bring individual talents to the instructional process in a coteaching team. The idea of the learning commons still allows for print books to play a vital part in instruction; however, digital technologies also play a large role. Due to the rigor of the CCSS, this idea of a learning commons comes just in time. For the past ten to fifteen years, administrators have continuously called upon librarians to take a larger role in the literacy arena (Robins & Antrim, 2012). Empowering Learners: Guidelines for School Library Media Programs (AASL, 2009a) contends that librarians are uniquely positioned to affect reading outcomes of students. In many school districts, administrators have asked librarians to provide collaborative support to classroom teachers to identify materials and methods to support struggling readers. While in other districts, administrators have asked librarians to lead response to intervention groups. While these efforts to suggest and provide materials hold potential, they fall short due to the fact that one individual has limited impact in comparison with what teams of librarians, reading specialists, and classroom teachers might achieve in a learning commons. LIBRARIANS' ROLE IN COLLABORATIVE TEAMS IN THE LEARNING COMMONS If the expectation for librarians extends beyond the support already provided to include coteaching while also attending to duties in the library, what should librarians do? Build upon what they already know! Librarians regularly assist with the analysis of assessment data to determine students' and teachers' needs, the integration of technology, the provision of resources, and the implementation of instruction in the physical library space. For decades, librarians' instruction consisted of isolated units of study. These discrete units stand in stark contrast to Turner's (1993) suggestions that librarians join forces with teachers to plan instruction that extends and enriches classroom curriculum. The American Association of School Librarians (2009) calls for librarians to collaborate with instructors to create relevant instruction that motivates students to be lifelong learners. While collaboration is not a new idea, what is new are the dynamics that make up the coteaching team and ways to facilitate the alliance. Librarians support coteaching teams by serving as a connective agent with a physical and virtual venue: the learning commons. During the coteaching team's planning phase, librarians supply a common virtual space within the learning commons that expedites planning. The virtual learning commons alleviates planning concerns of distant geographic spaces and incompatible release times. …
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Hong, Huili, A. Gray, and Karin Keith. "Constructing Authentic Problem-based learning Cases Among Reading Specialists to Improve a University Teacher Preparation Program." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1033.
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Stanik, Krzysztof, and Nina Kahnwald. "Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33946.
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Purpose – Specialists on industrial safety (Sifas) are appointed by companies due to German occupational safety act (ASiG) as safety advisors, to analyse the work environments and the work procedures. Their principal task is to inspect workplaces for adherence to regulations on health, safety and environment, and design actions to prevent from disease or injury of workers and environmental damages. Due to variety of settings in which work safety specialists are involved, they are obliged to continuous further education and permanent adoption to changing circumstances of occupational context. To do so, Sifa’s need access to tools which provide the following three key features:
- possibility to share knowledge with experienced specialists on industrial safety (Sifa-Community),
- ability to promptly recognize critical topics in the field of their activities (Trend- Monitoring),
- opportunity to create track of records of further education on current topics, including the validation and certification of work-related informal learning (Sifa-Portfolio).
Sifa-Portfolio and Trend-Monitoring are based on Sifa-Community, an exchange platform (www.sifa-community.de) with currently 5.000 members established in the context of a longitudinal study on Sifas. This paper will focuses on the concept of Sifa-Portfolio that was developed as a prototype of further education application based on the concept of EPortfolios. It allows Sifa’s to share their knowledge, recognize critical topics and create track of records of their informal further education to showcase their competencies and eventually receive certification.
Design/methodology/approach – In the paper authors present the approach of Sifa- Portfolio - an application for further education, based on Sifa long-term study (Sifa- Langzeitstudie), data mining (text mining), and user centred design. It starts with the description of results of an online study and specific requirements that have to be considered when designing applications for specialists on industrial safety. It then presents the trend monitor based on Sifa-Community posts, which provides up to date information about most important topics that are being discussed within the community. It finally introduces Sifa-Portfolio, a high fidelity prototype of an expansion module for Sifa-Community.
Originality/value – Until now, there are no dedicated solutions for further education of professional group of Sifas, which comply to the specific requirements of this group and which enable to react promptly to changing demands of the safety issues in dynamicly growing companies.
Practical implications – The presented approach delivers a concept of a softwaremodule that could be implemented into Sifa-Community Forum. Due to evaluation with users, we could identify requirements and specifications of Sifa-Portfolio. Furthermore this concept can be transferred to variety of professional-groups, which are working in dynamic professions to support their work-related informal further education.
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Cross, Katelyn M. "Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the Classroom." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428254560.
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Torres, Ayala Ana Teresa. "Future Engineering Professors' Conceptions of Learning and Teaching Engineering." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4412.
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Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions.
The research questions that guided this qualitative study are the following: 1) How do future engineering professors describe their conceptions of learning engineering?, 2) How do future engineering professors describe the basis of their conceptions of learning engineering?, 3) How do future engineering professors describe their conceptions of teaching engineering?, and 4) How do future engineering professors describe the basis of their conceptions of teaching engineering?
Twenty doctoral engineering students interested in academic careers were interviewed. A phenomenographic approach was used to explore variations in conceptions of learning and teaching. The basis of conceptions of learning and teaching were explored using thematic analysis.
Six variations in future engineering professors' conceptions of learning engineering emerged and included learning engineering as 1) acquiring knowledge, 2) gaining an understanding, 3) practicing problem solving, 4) applying knowledge, 5) developing an approach, and 6) maturing. Each conception of learning was described by seven dimensions or features: focus, nature of knowledge, view of engineering, strategies, assessments, interactions, and relational. Participants described the basis for their conceptions of learning engineering through four general themes: undergraduate student experience, research, graduate school experience, and prior teaching experiences.
Five categories of conceptions of teaching engineering emerged and included teaching engineering as 1) delivering knowledge, 2) helping understand and apply concepts, 3) motivating students, 4) helping students learn how to approach problems, and 5) preparing students to make socially conscious decisions. In describing conceptions of teaching, five dimensions were identified: focus, strategies, use of students' prior knowledge, faculty-student interaction, conception of learning, and projects. Observing professors, student experience, talking about teaching, and teaching experience were described by participants as the basis for their conceptions of teaching engineering.
The findings of this study are consistent with previous categorizations of university professors' conceptions of teaching from teacher-centered/content-oriented to student-centered/learning-oriented. However, this study contributes to the literature of engineering education and faculty development by contextualizing the conceptions of learning and teaching of future engineering professors. Furthermore, this study provides richer descriptions of variations in other aspects of teaching and learning engineering such as future professors' views on student interactions, student development, assessment, motivation, problem solving, assumptions about knowledge, teaching and learning strategies.
In addition, this study contributes to our understanding of how professors learn about teaching. In particular, the exploration of the basis for the conceptions of learning and teaching opens new avenues to explore how conceptions of teaching and learning evolve over time. This study closes with implications for faculty development and suggestions for further research.
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Linjawi, Amal Ibrahim. "Present and future challenges for e-learning in dentistry." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1285/.
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The aim of this study was to explore the potential and challenges for e-learning in dental education using a case-study approach. The University of Birmingham, School of dentistry, e-learning platform “e-course”, was assessed at four stages. The attitudes of third year dental students towards an online orthodontic e-course were assessed to explore students’ learning needs using a five Likert-scale questionnaire. The different tools and components on the e-course were explored to assess its technical and instructional efficiency using descriptive analysis. The Prosthetic discussion archive was analysed for its efficiency to support a higher-level of teaching and learning using content analysis. Dental students and academic teachers were interviewed using one-to-one interviews and focus groups. Their attitudes towards e-learning in dentistry were analysed for emerging themes in three main categories; technological, pedagogical, and curriculum design. E-learning has shown great potential in supporting change to dental education. There are differences between students and teachers. Students are enthusiastic in its use, whilst teachers have many concerns on its implementation related to work load and use of information. E-learning has a great potential in supporting curriculum reform in dental education, but is not fully utilised. Institutional strategies and support together with strong leaderships is needed when implementing e-learning into a dental school.
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Hayes, Amanda Keith. "Making the future : women students in the new further education." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future--women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html.
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Dowgun, Neil M. "The future of game Al : learning to use human tactics." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/61309.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 48-49).
Many video games require artificial players that can act as replacements for human players. With today's constant increases in the complexity of games and the prevalence of user-created content, creating an Al that is sufficiently adaptable is becoming more challenging than ever. This thesis proposes a system which takes data from games played between humans, and from that data learns their most effective tactics. In this way, it may be possible to create an Al whose potential is limited only by the human imagination. The prototype that is described in this paper is made up of four components: a Log Interpreter and an Evaluator that process the data gathered from games played by humans; an Organizer that utilizes machine learning to glean useful information from the processed data; and a decision-making bot that uses this information while playing the game. The prototype is implemented using the Torque Game Engine and is applied to a game called TenXion, developed at the Singapore-MIT GAMBIT Game Lab. The implementation that was used for this project is merely the foundation for an efficient, robust system that can accomplish the goal of learning from human tactics. A large portion of this thesis is dedicated to the description of lessons that were learned over the course of the prototype's development and ideas for future extensions, including a map-processing module and better methods of restricting the bot to feasible strategies.
by Neil M. Dowgun.
M.Eng.
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Sultana, Norin. "Leadership Education: possible ways of learning leadership skills for future leaders." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26328.
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In this postindustrial era, organizations have realized a dire need to have work force with leadership skills in order to maintain their competitive edge in the market place. This has stretched the scope of leadership education to diverse field of studies and has raised the number of leadership education programs offered in colleges and universities all over the world. This thesis is an exploratory study to identify key features of leadership education that distinguish it from conventional educational programs. In view of key early career challenges faced by graduates, research hypotheses were generated regarding the role played by different type of leadership educators and various means employed for leadership education. In order to test the research hypotheses web based questionnaire was distributed among 72 students of three Master Programs at Linnaeus University, Sweden, of whom 32 responded, giving an overall response rate of 44.4%. Among the three Master Programs, two offer leadership education while one offers courses in business strategy and marketing. Furthermore, interviews were conducted with the program directors of three Master Programs. The commercial statistical software GraphPad Prism version 5.04 was employed for statistical analysis of the data. The results have showed a clear distinction of perceptions among the students of two types of programs, one that offer leadership education and other that do not, in terms of role of different type of leadership educators and various means employed for leadership education. It has been concluded that leadership programs have helped in developing the leadership mindset and vital leadership skills.
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Chambers, Cynthia R. "Building the Skills of Future Educators through Community-Based Service Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3863.
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Osterberg, Lars, David Hatem, Kevin Moynahan, Rob Shochet, and Erika Goldstein. "Back to the Future: What Learning Communities Offer to Medical Education." LIBERTAS ACAD, 2016. http://hdl.handle.net/10150/621731.
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Learning communities (LCs) have increasingly been incorporated into undergraduate medical education at a number of medical schools in the United States over the past decade. In an Association of Medical Colleges survey of 140 medical schools, 102 schools indicated that they had LC (described as colleges or mentorship groups; https://www.aamc.org/initiatives/cir/425510/19a.html). LCs share an overarching principle of establishing longitudinal relationships with students and faculty, but differ in the emphasis on specific components that may include curriculum delivery, advising/mentoring, student wellness, and community. The creation of LCs requires institutional commitment to reorganize educational processes to become more student centered. LCs are beginning to show positive outcomes for students including benefits related to clinical skills development, advising, and student wellness, in addition to positive outcomes for LC faculty.
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Sjöholm, Sebastian. "Past predicts the future with Supervised Learning and James-Stein theory." Thesis, Uppsala universitet, Tillämpad matematik och statistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-375520.
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Liu, Tsun-Ho. "Future hardware realization of self-organizing learning array and its software simulation." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1174680878.
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Christoffersson, Jenny, and Irini Ioannidou. "Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227.
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Lifelong learning is known and well-studied in the West, but many times the findings of studies conducted in Europe and USA are simplified to universal findings. Although the world is not that simplistic, it is often argued that the East has a more collectivistic culture while the West is leaning more towards an individualistic. Only a few studies have been conducted on the subject in the East and those studies have a macro-perspective with a focus on political and economic values, while the individual perspective is left unexplored. The aim of this study is to gain a better understanding of what Thai students expect from their professional future from a lifelong learning perspective and how culture in terms of individualistic and collectivistic dimensions influences these expectations. This is a qualitative study where our empirical data come from ten semi-structured interviews, with last year’s university students in Bangkok. The findings showed that the students’ expectations are influenced by the collectivistic culture while at the same time being connected with the rapid moving society around them. This could be seen as a divided thinking between old traditions and new possibilities, between individualistic dreams and collectivistic loyalty. The findings suggest that lifelong learning in Thailand is influenced by more than just the collectivistic dimension, as previous research shows. We offer a consideration of the situation above and believe young adults are finding their own way, trying to please both sides of a complex situation.
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Hnatenko, O. S. "Quantum computing. Quantum information technologies as the basis for future learning platforms." Thesis, ISMA University of Applied Science, Riga, Latvia, 2021. https://openarchive.nure.ua/handle/document/16270.
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This paper presents the place of quantum technologies in the modern information world. The technique of quantum computing is described. Also presented is a new model of a qubit based on a nanolaser with frequency stabilization, which emits at different wavelengths, which corresponds to its different states. Thus, the work proposes a scheme of a qubit, which underlies quantum technologies and quantum computers. Quantum computing is a thousand times faster than existing ones. In the future this technology will be able to solve problems that are beyond the power of modern computers, which means it will become the basis for learning and understanding the world more broadly.
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McKenzie, David L. McKenzie. "Prototyping with Co-designers to Imagine Future Experiences." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468586592.
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Wilhelmi, Roca Francesc. "Towards spatial reuse in future wireless local area networks: a sequential learning approach." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/669970.
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The Spatial Reuse (SR) operation is gaining momentum in the latest IEEE 802.11 family of standards due to the overwhelming requirements posed by next-generation wireless networks. In particular, the rising traffic requirements and the number of concurrent devices compromise the efficiency of increasingly crowded Wireless Local Area Networks (WLANs) and throw into question their decentralized nature. The SR operation, initially introduced by the IEEE~802.11ax-2021 amendment and further studied in IEEE 802.11be-2024, aims to increase the number of concurrent transmissions in an Overlapping Basic Service Set (OBSS) using sensitivity adjustment and transmit power control, thus improving spectral efficiency. Our analysis of the SR operation shows outstanding potential in improving the number of concurrent transmissions in crowded deployments, which contributed to enabling low-latency next-generation applications. However, the potential gains of SR are currently limited by the rigidity of the mechanism introduced for the 11ax, and the lack of coordination among BSSs implementing it. The SR operation is evolving towards coordinated schemes where different BSSs cooperate. Nevertheless, coordination entails communication and synchronization overhead, which impact on the performance of WLANs remains unknown. Moreover, the coordinated approach is incompatible with devices using previous IEEE 802.11 versions, potentially leading to degrading the performance of legacy networks. For those reasons, in this thesis, we start assessing the viability of decentralized SR, and thoroughly examine the main impediments and shortcomings that may result from it. We aim to shed light on the future shape of WLANs concerning SR optimization and whether their decentralized nature should be kept, or it is preferable to evolve towards coordinated and centralized deployments. To address the SR problem in a decentralized manner, we focus on Artificial Intelligence (AI) and propose using a class of sequential learning-based methods, referred to as Multi-Armed Bandits (MABs). The MAB framework suits the SR problem because it addresses the uncertainty caused by the concurrent operation of multiple devices (i.e., multi-player setting) and the lack of information in decentralized deployments. MABs can potentially overcome the complexity of the spatial interactions that result from devices modifying their sensitivity and transmit power. In this regard, our results indicate significant performance gains (up to 100\% throughput improvement) in highly dense WLAN deployments. Nevertheless, the multi-agent setting raises several concerns that may compromise network devices' performance (definition of joint goals, time-horizon convergence, scalability aspects, or non-stationarity). Besides, our analysis of multi-agent SR encompasses an in-depth study of infrastructure aspects for next-generation AI-enabled networking.L'operació de reutilització espacial (SR) està guanyant impuls per a la darrera família d'estàndards IEEE 802.11 a causa dels aclaparadors requisits que presenten les xarxes sense fils de nova generació. En particular, la creixent necessitat de tràfic i el nombre de dispositius concurrents comprometen l'eficiència de les xarxes d'àrea local sense fils (WLANs) cada cop més concorregudes i posen en dubte la seva naturalesa descentralitzada. L'operació SR, inicialment introduïda per l'estàndard IEEE 802.11ax-2021 i estudiada posteriorment a IEEE 802.11be-2024, pretén augmentar el nombre de transmissions concurrents en un conjunt bàsic de serveis superposats (OBSS) mitjançant l'ajustament de la sensibilitat i el control de potència de transmissió, millorant així l'eficiència espectral. El nostre estudi sobre el funcionament de SR mostra un potencial destacat per millorar el nombre de transmissions simultànies en desplegaments multitudinaris, contribuint així al desenvolupament d'aplicacions de nova generació de baixa latència. Tot i això, els beneficis potencials de SR són actualment limitats per la rigidesa del mecanisme introduït per a l'11ax, i la manca de coordinació entre els BSS que ho implementen. L'operació SR evoluciona cap a esquemes coordinats on cooperen diferents BSS. En canvi, la coordinació comporta una sobrecàrrega de comunicació i sincronització, el qual té un impacte en el rendiment de les WLAN. D'altra banda, l'esquema coordinat és incompatible amb els dispositius que utilitzen versions anteriors IEEE 802.11, la qual cosa podria deteriorar el rendiment de les xarxes ja existents. Per aquests motius, en aquesta tesi s'avalua la viabilitat de mecanismes descentralitzats per a SR i s'analitzen minuciosament els principals impediments i mancances que se'n poden derivar. El nostre objectiu és donar llum a la futura forma de les WLAN pel que fa a l?optimització de SR i si s'ha de mantenir el seu caràcter descentralitzat, o bé és preferible evolucionar cap a desplegaments coordinats i centralitzats. Per abordar SR de forma descentralitzada, ens centrem en la Intel·ligència Artificial (AI) i ens proposem utilitzar una classe de mètodes seqüencials basats en l'aprenentatge, anomenats Multi-Armed Bandits (MAB). L'esquema MAB s'adapta al problema descentralitzat de SR perquè aborda la incertesa causada pel funcionament simultani de diversos dispositius (és a dir, un entorn multi-jugador) i la falta d'informació que se'n deriva. Els MAB poden fer front a la complexitat darrera les interaccions espacials entre dispositius que resulten de modificar la seva sensibilitat i potència de transmissió. En aquest sentit, els nostres resultats indiquen guanys importants de rendiment (fins al 100 \%) en desplegaments altament densos. Tot i això, l'aplicació d'aprenentatge automàtic amb múltiples agents planteja diversos problemes que poden comprometre el rendiment dels dispositius d'una xarxa (definició d'objectius conjunts, horitzó de convergència, aspectes d'escalabilitat o manca d'estacionarietat). A més, el nostre estudi d'aprenentatge multi-agent per a SR multi-agent inclou aspectes d'infraestructura per a xarxes de nova generació que integrin AI de manera intrínseca.
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Sirisena, Rasika Mihirini. "Life worth living : learning about love, life and future with Colombo University students." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6461.
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This thesis focuses on the course through which romantic relationships gain meaning in the lives of students at the University of Colombo, Sri Lanka. Drawing from research conducted with some students from the university in 2007/08, the thesis illustrates the process of investing in relationships, arguing that romantic relationships feature significantly in their imagination of 'a life that is worthy of living.' The story that is related in this thesis demonstrates that, in the lives of the research participants, romantic relationships provide a cocoon for self-development. Arising out of a need that they described as youthful, the research participants pointed out that romantic relationships are all but a passing phase. While providing a space in which one could fulfil their youthful desires, romantic relationships became a part of the larger plan of life by paving the way for the birth of 'real' love. Being a king of love that lasts, real love provides a formidable base for marital bonds. The stories the search participants told of their love lives suggested that 'real loves' are born when one invests oneself in it, pouring in time, effort, trust and commitment. It is the investment of trust and commitment that makes these bonds last, thus making it a kind of a bond on which a successful marriage could be founded. Investing in building trust and commitment is likened to investing oneself in the relationship, because in doing so, the research participants pointed out that they emerge as men and women of particular natures. The investment of oneself in the relationship is a process that revolves around giving and taking. Drawing out three aspects through which the research participants embedded themselves in romantic relationships, the thesis highlights the relational aspect of self, pointing out that one's life's worthiness could be tied to the people who are around them.
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Shin, Lynna Betty. "Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1493.pdf.
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Chambers, Cynthia R., K. Bevins, and J. Littleton. "Implementing a Process-Based Service Learning Method with Future Educators in the Community." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3879.
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Wachen, Robin Lynne. "THE FUTURE OF RED HOOK, BROOKLYN: LEARNING FROM EVOLVING NEW YORK CITY NEIGHBORHOODS." DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/776.
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This master’s thesis identifies the potential impacts of planning policies and key stakeholder groups on Red Hook, Brooklyn given current development trends and the neighborhood changes such as gentrification. The premise of this thesis is that through understanding the catalysts and impacts of social and economic change in similar neighborhoods, together with the analysis of current zoning, planning policies, and neighborhood culture and demographics in Red Hook, it is possible to identify how future changes may generate positive outcomes for the neighborhood. A review of planning literature provides a perspective on the disinvestment to reinvestment process seen in many New York City neighborhoods during the second half of the 20th century. The case study research method relying primarily on qualitative data is applied to gain a contextual analysis of the complex urban planning issues in Red Hook. A study of the planning and development impacts on three waterfront neighborhoods in New York City – Battery Park City, the Lower East Side, and Williamsburg – reveals the catalysts of neighborhood change in those neighborhoods and suggests the potential socio-economic impacts of future redevelopment in Red Hook.
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Miller, Bayard Louis. "When Old Media Was New: Learning From the Past, Archiving For the Future." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/197386.
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HistoryM.A.
This paper examines recent advances in new media technology and the profound effect that the digital turn has had on the way in which archivists and public historians preserve and present the past. Included is an investigation of the process of digitization, and the creation of digital databases that addresses concerns regarding authenticity in the digital age. As the history consuming public has grown increasingly reliant on digital technology it is essential for public historians to use new media as a way to embrace the public in a historical dialogue. Yet, the public is interested in a history that is far different than that which is produced in the academy and it seems as though historians have drifted away from the public eye. So how should historians connect with a public that finds their work largely inaccessible without having to compromise the integrity of their scholarship? This thesis argues that new media technology can help bridge the gap between the professional history done in the academy and public history that relies on community engagement. Looking to public science at the turn of the twentieth century, this paper shows how including the public in scholarly discourse has been a point of contention for over a century. Understanding how men of science attempted to blend professional and vernacular science in the nineteenth century provides insight for public historians trying to reach out to diverse publics today. Lastly, this paper will show how one institution in particular, the Wagner Free Institute of Science, has used new media throughout its existence as a way to bridge the gap between professional and public science.
Temple University--Theses
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Долгова, Наталія Олександрівна, Наталия Александровна Долгова, and Nataliia Oleksandrivna Dolgova. "The efficiency of e-learning program in a process of professional training specialists of physical education and sport in the EU countries." Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48267.
Full textAbstract:
The current education system includes various forms of
information technologies which are used in educational process in
higher education institutions. In European countries the declared
priority is an entry of all EU countries’ education and training
systems to the Lisbon Declaration, which supports the general trend
of informatization of education.
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Pyarelal, Adarsh, and Adarsh Pyarelal. "Hidden Higgses and Dark Matter at Current and Future Colliders." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624536.
Full textAbstract:
Despite its indisputable successes, the Standard Model of particle physics (SM) is widely considered to be an effective low-energy approximation to an underlying theory that describes physics at higher energy scales. While there are many candidates for such a theory, nearly all of them predict the existence of additional particles beyond those of the Standard Model. In this work, we present three analyses aimed at discovering new particles at current and future particle colliders.
The first two analyses are designed to probe extended scalar sectors, which often arise in theories beyond the Standard Model (BSM). The structure of these extended scalar sectors can be described by a physically well-motivated class of models, known collectively as Two- Higgs Doublet Models (2HDMs). The scalar mass spectrum of 2HDMs is comprised of two CP-even states h and H, a CP-odd state A, and a pair of charged states H± . Traditional searches for these states at particle colliders focus on finding them via their decays to SM particles. However, there are compelling scenarios in which these heavy scalars decay through exotic modes to non-SM final states. In certain regions of parameter space, these exotic modes can even dominate the conven- tional decay modes to SM final states, and thus provide a complementary avenue for discovering new Higgs bosons.
The first analysis presented aims to discover charged Higgs bosons H± via top decay at the LHC. We find that the exotic decay modes outperform the conventional decay modes for regions of parameter space with low values of the 2HDM parameter tan β.
The second analysis aims to systematically cover all the exotic decay scenarios that are consistent with theoretical and experimental con- straints, at both the 14 TeV LHC and a future 100 TeV hadron collider. We find that the preliminary results are promising - we are able to ex- clude a large swathe of 2HDM parameter space, up to scalar masses of 3.5 TeV, for a wide range of values of tan β, at a 100 TeV collider.
In addition to these two analyses, we also present a third, aimed at discovering pair produced higgsinos that decay to binos at a 100 TeV collider. Higgsinos and binos are new fermion states that arise in the Minimal Supersymmetric Standard Model (MSSM). This heavily- studied model is the minimal phenomenologically viable incorporation of supersymmetry - a symmetry that connects fermions and bosons - into the Standard Model. In the scenario we consider, the bino is the lightest supersymmetric partner, which makes it a good candidate for dark matter. Using razor variables and boosted decision trees, we are able to exclude Higgsinos up to 1.8 TeV for binos up to 1.3 TeV.
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Демченко, Наталія Іванівна, and Nataliia Demchenko. "Психологічні особливості професійної компетентності майбутніх авіафахівців в технічному ЗВО." Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/45169.
Full textAbstract:
Виходячи із цілей, задач і функцій професійної діяльності майбутнього авіафахівця, у тезах висвітлюється необхідність інтеграції гуманітарного та технічного знання, трансформації та розвитку психологічної структури студента в процесі засвоєння та реалізації професійної діяльності, створення ефективних умов для професійного становлення.Based on the goals, objectives and functions of the professional aviation specialist, the article highlights the need for integration of humanitarian and technical knowledge, transformation and development of the psychological structure of the student in the process of mastering and implementing professional activities, creating effective conditions for professional development.
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Davies, Samuel Ingraham 1980. "Machine learning at the operating room of the future : a comparison of machine learning techniques applied to operating room scheduling." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28379.
Full textAbstract:
Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.Includes bibliographical references (leaves 48-50).
The quality of an operating room schedule is determined by the accuracy of the surgery duration estimation used. State of the art estimation algorithms consider only three surgery variables-procedure type, surgeon identity, and date of surgery-to predict the length of surgeries. We show that if we can take advantage of a richer set of available information, we can significantly improve estimation accuracy. Additional recorded (but unused) variables include patient age, gender, and morbidity, anesthesiologist identity, and surgery location. We implement and compare the accuracy of four standard machine learning algorithms that take advantage of this richer data set: linear regression, nearest neighbors, regression trees, and support vector regression. We conclude that additional variables can improve the accuracy estimate by as much as 20%. Finally, we discuss the implementation challenges and future work necessary to make machine learning techniques available to the data analyst concerned with implementation. Portions of this work are sponsored by the U.S. Dept. of the Army, under DAMD 17-02- 2-0006. The information does not necessarily reflect the position of the government, and no official endorsement should be inferred.
by Samuel Ingraham Davies.
M.Eng.
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Schmidt, Joel T. "Preparing Students for Success in Blended Learning Environments: Future Oriented Motivation and Self-Regulation." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-65617.
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Evans, Rosalind. "Inheriting the past and envisioning the future : Young bhutanese refugees' political learning and action." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530027.
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Booher, Brandon M., and Derek S. Waisanen. "Introducing professional writing skills to future Naval Officers: an adjunct to NPS Distance Learning." Monterey California. Naval Postgraduate School, 2008. http://hdl.handle.net/10945/10297.
Full textAbstract:
MBA Professional ReportNewly-minted naval officers will be judged by seniors on the merits of their writing skills. Required undergraduate English composition courses do not prepare officers to write clear, well-organized correspondence required during active duty service. This project answers the following question: will written communication training provided to midshipmen prior to commissioning enable them to report to their first assignments with the written communication knowledge and skills to communicate their intentions clearly at first attempt and write with impact, thus decreasing the administrative burden on senior officers. To answer this question, we provided professional writing training in the form of interactive modules to 17 NROTC midshipmen at Marquette University and then assessed their understanding and capacity to apply the concepts. Midshipmen earned scores that met or exceeded our criteria for comprehension of the guidelines for professional writing. In addition, midshipmen interview responses were overwhelmingly receptive to this training, and, as a result, 100-percent of midshipmen surveyed felt better prepared for future professional writing tasks. We recommend that the NETC mandate standardized writing training for midshipmen prior to their commissioning. Additionally, we recommend that the NPS partner with the NETC to assist in creating a distance-learning tutorial for professional writing