Relevant bibliographies by topics / Learning territory

Academic literature on the topic 'Learning territory'

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Published: 1 June 2022

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Journal articles on the topic "Learning territory"

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Souza, Daniele T. P., Eugenia A. Kuhn, Arjen E. J. Wals, and Pedro R. Jacobi. "Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability." Sustainability 12, no. 7 (April 9, 2020): 3000. http://dx.doi.org/10.3390/su12073000.

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Territorial problems such as the socio-ecological degradation of urban rivers represent a great challenge to achieving sustainability in cities. This issue demands collaborative efforts and the crossing of boundaries determined by actors that act from diverse spheres of knowledge and systems of practice. Based on an integrative territory notion and the boundary approach, the goal of this paper is to comprehend the boundary crossings that take place in multi-actor initiatives towards the resolution of this problem and what type of territorial transformation is produced as an outcome. Our analysis is built on participatory research on the Taquara Stream case, a degraded watercourse in a socio-ecologically vulnerable area, in southern Brazil. Our data analysis applied a visual chronological narrative and an interdisciplinary theoretical framework of analysis that combined concepts related to the territory (geography) and the boundary approach (education). We verified that local territorial issues functioned as boundary objects, fostering and facilitating dialogical interaction among involved actors, knowledge co-production, and collaborative practical actions that led to changes in the territory in terms of practices, comprehensions, and physical concrete transformations. We framed this study as one of territory-based learning meant to advance the understanding of territorial intervention processes towards urban sustainability.
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Stamps, Judy A., and V. V. Krishnan. "A Learning-Based Model of Territory Establishment." Quarterly Review of Biology 74, no. 3 (September 1999): 291–318. http://dx.doi.org/10.1086/393163.

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Silva, Rogério Correia da, and Ana Maria R. Gomes. "Learning, body and territory among indigenous Xakriabá boys." Horizontes Antropológicos 21, no. 44 (December 2015): 173–200. http://dx.doi.org/10.1590/s0104-71832015000200008.

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AbstractThis article draws on an ethnographical study of indigenous Xakriabá boys, focusing on fieldwork that explores everyday practices that characterise the passage from domestic space to manhood through territory circulation. The hunt assumes an emblematic position in the learning process configuration that constitutes the male ethos of the Xakriabá. We review the unique arrangement of key practices, exploring their articulations and revealing learning processes developed both through the use of the scythe in agricultural work, and through hunting in the woods that surround the villages. Learning is explored as an inherent dimension of social practices. We highlight the relationships among different learning configurations in order to identify recurrent themes, such as peer interaction and co-responsability, which characterise particular ways of learning among the Xakriabá.
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Zhong, Hongsheng, Randolph W. Hall, and Maged Dessouky. "Territory Planning and Vehicle Dispatching with Driver Learning." Transportation Science 41, no. 1 (February 2007): 74–89. http://dx.doi.org/10.1287/trsc.1060.0167.

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Cushing, Annie M. "Learning patient-centred communication: The journey and the territory." Patient Education and Counseling 98, no. 10 (October 2015): 1236–42. http://dx.doi.org/10.1016/j.pec.2015.07.024.

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D'Abbs, Peter. "Living with alcohol: learning from the Northern Territory experience." Drug and Alcohol Review 20, no. 3 (September 2001): 253–55. http://dx.doi.org/10.1080/09595230120079558.

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Raslan, Hashem, Howard Schwartz, and Sidney Givigi. "A Learning Invader for the “Guarding a Territory” Game." Journal of Intelligent & Robotic Systems 83, no. 1 (January 16, 2016): 55–70. http://dx.doi.org/10.1007/s10846-015-0317-9.

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Mealha, Óscar, and Monica Divitini. "Citizen, Territory and Technologies: Smart Learning Contexts and Practices." Interaction Design and Architecture(s), no. 35 (December 20, 2017): 5–6. http://dx.doi.org/10.55612/s-5002-035-001psi.

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Pedro, Joanne Cristina, Nilda Stecanela, and Sandro de Castro Pitano. "Paulo Freire e o território educativo além muros da escola: três chaves de acesso a múltiplas dimensões de aprendizagem." Revista Educação e Emancipação 14, no. 3 (December 28, 2021): 205. http://dx.doi.org/10.18764/2358-4319.v14n3p205-232.

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O estudo reflete sobre o cotidiano de uma comunidade de periferia da serra gaúcha e adota, como centralidade, a escola municipal do local e o território do entorno, explorando possibilidades de aprendizagem ao promover maior aproximação entre ambos. O desafio consiste em tematizar múltiplas dimensões de aprendizagem potencializadas por chaves de acesso categorizadas por meio das trilhas no território educativo (TE), nomeadas a partir de três metáforas: as chaves da rua; as chaves de si; as chaves do mundo. O TE como articulador de relações contribui para ampliação do aprendizado escolar, podendo funcionar como um disparador de aprendizagens que dialogam com saberes escolares e comunitários. A pesquisa-ação, envolvendo 15 jovens estudantes, amparou-se em registros etnográficos; narrativas de grupos focais; definição das trilhas educativas; construção do mapa das aprendizagens ‘além-muros’ e registros fotográficos. A sustentação teórica considerou, principalmente, a obra de Paulo Freire, bem como Brandão e Streck, Moraes e Galiazzi, dentre outros. O detalhamento da metáfora das três chaves configura o principal achado da pesquisa: a relevância do território educativo para a aprendizagem, em suas dimensões espacial, identitária e política.Palavras-chave: Paulo Freire; Território Educativo; Educação não Escolar; Cidadania.Paulo Freire and the educational territory beyond school walls: three keys of acess to multiple learnig dimensionsABSTRACTThis study reflects on the daily life of a community on the periphery of the Serra Gaúcha and adopts as its centrality the local municipal school and the surrounding territory, exploring possibilities of learning by promoting a closer relationship between both. The challenge is to focus on the multiple learning dimensions enhanced by access keys categorized through trails in the educational territory (TE), named after three metaphors: the keys to the street; the keys to themselves; the keys to the world. TE as an articulator of relationships contributes to the expansion of school learning, and it can function as a trigger for learning that dialogues with school and community knowledge. Action research, involving 15 young students, was supported by ethnographic records; focus group narratives; definition of educational trails; construction of the 'beyond-the-wall' learning map and photographic records. Theoretical support considered, mainly, the work of Paulo Freire, as well as Brandão and Streck, Moraes and Galiazzi, among others. The detailing of the metaphor of the three keys, configures the main finding of the research: the relevance of the educational territory for learning, in its spatial, identity and political dimensions.Keywords: Paulo Freire; Educational Territory; Non-School Education; Citizenship.Paulo Freire y el territorio educativo más allá de los muros de la escuela: tres llaves de acceso a múltiples dimensiones de aprendizajeRESUMENEste estudio reflexiona sobre la vida cotidiana de una comunidad en la periferia de la Serra Gaúcha y adopta como su centralidad la escuela municipal local y el territorio circundante, explorando las posibilidades de aprendizaje al promover una relación más estrecha entre ambos. El desafío es centrarse en las múltiples dimensiones de aprendizaje mejoradas por las claves de acceso clasificadas a través de senderos en el territorio educativo (TE), nombradas por tres metáforas: las claves de la calle; las llaves para ellos mismos; las llaves del mundo. El TE como articulador de relaciones contribuye a la expansión del aprendizaje, y puede funcionar como un disparador para el aprendizaje que dialoga con el conocimiento de la escuela y la comunidad. La investigación de acción, que involucró a 15 jóvenes estudiantes, fue apoyada por registros etnográficos; narrativas de grupos focales; definición de senderos educativos; construcción del mapa de aprendizaje 'más allá de la pared' y registros fotográficos. El soporte teórico consideró producciones de Freire, Brandão y Streck, Moraes y Galiazzi, entre otros. El detalle de la metáfora de las tres claves configura los principales hallazgos de la investigación: la relevancia del territorio educativo para el aprendizaje, en sus dimensiones espacial, identitaria y política. Palabras clave: Paulo Freire; Territorio Educativo; Educación en la Escuela; Ciudadanía.
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Roxanne, Tiara. "Digital territory, digital flesh." A Peer-Reviewed Journal About 8, no. 1 (August 15, 2019): 70–80. http://dx.doi.org/10.7146/aprja.v8i1.115416.

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Western Indigenous cultures have been colonized, dehumanized and silenced. As AI grows and learns from colonial pre-existing biases, it also reinforces the notion that Natives no longer are but were. And since machine learning requires the input of categorical data, from which AI develops knowledge and understanding, compartmentalization is a natural behavior AI undertakes. As AI classifies Indigenous communities into a marginalized and historicized digital data set, the asterisk, the code, we fall into a cultural trap of recolonization. This necessitates an interference. A non-violent break. A different kind of rupture. One which fractures colonization and codification and opens a space for colonial recovery and survival. If we have not yetcontemporized the colonized Western Indigenous experience, how can we utilize tools of artificial intelligence such as the interface and digitality to create a space that de-codes colonial corporeality resulting in a sense of boundlessness, contemporization and survival?
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Dissertations / Theses on the topic "Learning territory"

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LADEIRA, SAULO DE SOUZA. "TECHNIQUES, TERRITORY AND DISTANCE LEARNING: HISTORICAL AND THEORETICAL APPROACHES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16729@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O objetivo principal deste trabalho dissertativo é tentar provar que a implantação de cursos superiores na modalidade de ensino à distância tem a capacidade de promover a existência de novos territórios e, conseqüentemente, territorialidades. Para tal, foi feito um resgate histórico, com ênfase no século XX, no intuito de verificarmos o quanto a difusão do meio técnico-científico informacional contribuiu para que o ensino à distância proliferasse no Brasil, e mais precisamente, a partir de três instituições de ensino superior que oferecem tal modalidade, de modo a gerar novos territórios. Assim, tento demonstrar que a técnica possui relevante papel na efetivação dos mesmos. O conceito de territorialidade utilizado no embasamento teórico foi a definição de Robert Sack, que as considera como sendo estratégias de controle e influência sobre pessoas e objetos através do controle de um território, conjugada com a definição ofertada por Rogério Haesbaert como as formas e as relações políticas, culturais, sociais e econômicas produzidas e reproduzidas por um grupo ou grupos sociais no território. Isso possibilitou concluir que: sendo a oferta deste tipo de serviço o resultado de um conjunto de políticas públicas e privadas, é possível que diferentes estratégias sejam traçadas a partir do ensino superior à distância por cada uma das instâncias já citadas com igualmente diferentes objetivos, gerando novas relações de poder e, como conseqüência, novos territórios.
The main objective of this work reported and try to prove that the establishment of courses in distance learning mode has the ability to promote the existence of new territories and, consequently, territorialities. To this end, it was made a historical review, with emphasis on the twentieth century, in order to verify how the diffusion of technical means and scientific informational contributed to distance learning proliferated in Brazil, and more specifically, from three institutions higher education that offer such a mode, to generate new territories. So I try to demonstrate that the technique has significant role in attaining them. The concept of territoriality used in the theoretical framework was the definition of Robert Sack, who considers them as strategies to control and influence over people and objects through the control of a territory, coupled with the definition offered by Rogerio Haesbaert as the forms and relations political, cultural, social and economic produced and reproduced by a group or social groups in the territory. This led us to conclude that: being the provision of such service, the result of a combination of public and private policies, it is possible that different strategies are drawn from higher education at a distance by each of the aforementioned instances also with different goals, generating new power relations and, consequently, new territories.
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Wight, John Bradford. "The territory/function dialectic : a social learning paradigm of regional development planning." Thesis, University of Aberdeen, 1985. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU361633.

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A personal social learning experience in itself, the thesis articulates the territory/function dialectic as an alternative, social learning paradigm of regional development planning. The current crisis affecting this activity is firstly diagnosed, the underlying problem is then traced to the prevailing orthodoxy, and, in its place, a new paradigm is offered. The story behind the thesis is told via a characterisation of the overall study process as a transition from objective empiricism to empirical subjectivism. The story features highlights of the main case study experiences as well as those insights gained during the actual creation, that is, in the writing, of the ultimate thesis. After identifying the desirable qualities in a contending paradigm, and elaborating the basic elements of the territory/function dialectic, particular attention is given to the significance of territory. This is complemented by a discussion of the fundamental change in the thinking of John Friedmann, who must be credited with originating the subject dialectic. A literature review is presented featuring a consideration of competing paradigms. A detailed contrast of the centre-periphery and territory/function conceptualisations is also presented before concluding with some critical revelations and key insights. The territory/function dialectic is seen to possess the attributes of both a substantive and methodological paradigm. The special paradigm status is bolstered by a consideration of geography's role in relation to the key concept of territory. The paradigm as a whole is seen to underpin an alternative epistemology combining critical science and social learning. The lessons from a social learning experience are elaborated in a revisitation of the original objectives-cum-working hypotheses. These lessons feature: the pursuit of more real theory; the social value of underdevelopment theory; the explicit role of the state as manifest in official practice; and the significance of learning through collective action. The territory/function dialectic is seen to provide the necessary link between theory and practice in an all encompassing manner. The thesis concludes with a review of certain basic, dialectical, dualities. There is also specific consideration of planning and social learning, entailing further distinctions between not only theory and practice, but also between scientific practice and social practice.
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Wood, Maureen, and n/a. "Personal perspectives of learning difficulties." University of Canberra. Professional & Community Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060405.154157.

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The purpose of the study was to develop a greater understanding of the experiences of school life for students who consistently found learning difficult, their perceptions of the difficulties they faced with their learning and how this had influenced their lives, socially and academically. It was hoped that their perspectives would highlight those structures and strategies that were of the most value in supporting them, as well as those that had a negative impact on their achievement and adjustment. Eight people with learning difficulties each participated in a series of three individual, in-depth interviews about their experiences of school. The participants, five male and three female, ranged in age from ten to twenty five years. Four were primary school students, in Years Four, Five and Six. Two students were in Year Nine at high school, while a further two participants had completed their schooling. One was currently unemployed, while the other had completed a university degree and had been teaching for three years. Participants were chosen from randomly selected government schools in the ACT, nominated by the school as fitting the selection criteria. Learning difficulties were defined in tenns of their meeting criteria that were indicative of teacher and parent concern for academic underachievement over a period of at least two years. The selection process was also guided by criteria to locate key informants, i.e. individuals who may have been able to highlight specific issues related to the relationships between learning difficulties and socioeconomic status, social competence and employment opportunities. Interviews with each participant .took place over three separate sessions of approximately fifty minutes' duration. Data was analysed using Hycner's guidelines for phenoinenological analysis. Interviews were transcribed and coded, with an independent researcher validating identified themes. An agreement rate of 88% was achieved. Interviews were then summarised and returned to the participants to confirm whether the interpretation of their perspectives was accurate. Themes that were common across the interviews were discussed in relation to current research. The results of this research study confirmed the central role played by quality teachers and best teaching practices in being able to enhance learning and to meet the needs of individual students. These factors were an integral part of engaging students in the learning process and promoting successful learning experiences. The study also emphasised the importance of parents, particularly mothers, in the adjustment of the participants to the everyday demands, academic and social, of school life. The necessity of establishing and sustaining effective early intervention programs was also highlighted, as was the value of listening to the voices of individuals with learning difficulties when making decisions on their behalf.
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Knowlton, Autumn. "Q'eqchi' Mayas and defense of territory : learning through the contentious politics of land in “post-conflict” Guatemala." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60205.

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My study explores how indigenous Q’eqchi’ Mayas in Guatemala draw political cohesion from their cultural relationship to their ancestral territories when responding to violent dispossession by extractive mining corporations and mono-crop agriculture. Drawing upon participant observation and 39 interviews conducted in the municipalities of Panzós and El Estor in 2013 and 2014, my research considers Q’eqchi’s’ defense of territory (defensa del territorio) as a salient, culturally specific collective action that draws continuity from centuries of conflicts over control of land and natural resources in Guatemala. Throughout Spanish colonization, independence, entry into the world capitalist market, and 20th century political upheavals, conflicts over land have featured consistently. In more recent history, the 36-year internal armed conflict (1960-1996) was a focal point of Q’eqchi’ research contributors’ testimony on their longstanding and interminable suffering for their lands. As a result of favorable conditions for international investors since the signing of the 1996 Peace Accords, the Guatemalan government has opened up the country, and indigenous lands in particular, to large-scale investment and development. Based on my findings, and building on Liza Grandia’s (2012) framing of three “conquests” of Q’eqchi’ lands, my study offers the term “fourth conquest” (Knowlton, 2016), a conquest by corporation, to explain the unique conjuncture of forces Q’eqchi’s face today when defending their lands. Their current tactical focus on land titling and juridical certainty is a response to the renewed invasion of extractive corporations into their ancestral territories. Through applying informal and social movement learning theories, this study considers Q’eqchi’s’ political encounters in defense of land as moments of learning which shape them as political actors and subjects. For Q’eqchi’s, land represents the confluence of cultural and spiritual bonds, material sustenance, and struggles to end political marginalization. A study of the labors involved in defense of territory provides valuable insights into the culturally specific learning processes that both structure and result from myriad political interventions into community, municipal, national, and international politics. Q’eqchi’s are strategically forming short and long-term alliances, and adopting identity claims based on indigenous rights, human rights, Guatemalan citizenship, and their cultural ties to their ancestral territory.
Education, Faculty of
Graduate
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Giordani, Ana Claudia Carvalho. "Cartografia da autoria de objetos de aprendizagem na cibercultura : potenciais de e-práticas pedagógicas contemporâneas para aprender Geografia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/150226.

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Em tempos de aprendizagem ubíqua, a sala de aula torna-se um território multidimensional, fonte de saberes múltiplos, conectado, multifacetado, interativo. O texto desta tese insere-se no contexto da inovação na Geografia Escolar impulsionada pelo processo de autoria na aprendizagem. O objetivo geral centrou-se em cartografar processos de autoria de objetos de aprendizagem (OAs) no aprender Geografia. De modo mais específico, objetivou-se: (a) articular os conceitos de cibercultura, objetos de aprendizagem, e-práticas pedagógicas contemporâneas no ensino de Geografia. Para tanto, recorro aos autores de forma integrada, buscando o entendimento de como a contemporaneidade e suas ferramentas teóricas, e seus modos de olhar podem, efetivamente, contribuir no aprender Geografia; (b) analisar os aspectos inerentes aos objetos de aprendizagem, concebendo-os por meio de suas metodologias, metáforas e características próprias, isto é, trazer para a escola e para discussão na linha de ensino de Geografia, os objetos de aprendizagem enquanto potenciais pedagógicos; (c) propor aos alunos a autoria de objetos de aprendizagem geográficos, cartografando as distintas possibilidades de aprender na cibercultura. Teve-se, como locus, a sala de aula da turma 9 A-2015, da Escola Municipal Pernambuco, localizada no Bairro Niterói, no município de Canoas-RS. Partiu-se do pressuposto que o percurso metodológico da Cartografia movimenta-se em linhas: experimentação, exploração e autoria. Em cada movimento, realizaramse idas e vindas, os quais perfazem a investigação que envolveu alunos-autores no processo de elaboração de OAs. Dos resultados, destacam-se as seguintes contribuições: a construção de três objetos de aprendizagem, com autoria de alunos, abordando as temáticas Rio Gravataí, Transporte e Migração, e População. O processo de autoria de OA possibilitou o desenvolvimento do conceito e-práticas pedagógicas, relacionando as práticas geográficas ao contexto da aprendizagem úbiqua na cibercultura. No contexto das ideias apresentadas, a pesquisa que orientou a construção da tese inscreve-se na corrente vital do processo de ensino e aprendizagem, ao rasurar geografias com os potenciais de e-práticas pedagógicas na (da) Cibercultura. As metamorfoses do pensamento geográfico e, por conseguinte, de seus conceitos estão implícitas na sala de aula, em tempos e espaços de aprendizagem ubíqua, na qual o digital encontra-se arraigado no cotidiano dos nossos alunos. As reflexões e proposições sobre a relação autoria de OAs através de e-práticas pedagógicas coloca a cibercultura na apropriação de saberes ampliando os potenciais tecnológicos de aprendizagem, principalmente, por direcionar o conhecimento às práticas comuns do seu cotidiano. É fundamental ampliar essa concepção, podemos ser autores dos nossos potenciais didáticos digitais através das e-práticas pedagógicas. Deste modo, a relação cibercultura, OAs e e-práticas cria potenciais com diferentes linguagens para mediar o processo de ensino e aprendizagem de Geografia. Experiência, vivência e territorialização de formas distintas e plurais de aprendizagem, a autoria como apropriação dos saberes são rasuras na escola que a turma 9 A – 2015 realizou.
In ubiquitous learning times, the classroom becomes a multidimensional territory, source of multiple knowledge, connected, multi-faceted, interactive. The text of this thesis is part of the context of innovation in School Geography driven by the authoring process in learning. The overall objective focused on mapping learning objects authoring processes (OAs) in learning geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical in teaching of Geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical teaching of Geography. Therefore, we turn to the authors in an integrated manner, seeking the understanding of how contemporary and its theoretical tools, and their ways of looking can effectively contribute to the learning geography; (B) to analyze the aspects related to learning objects, conceiving them through their methodologies, conceiving them by their metaphors and their own characteristics, that is, bring to school and for discussion in geography teaching line, learning objects as potential teaching ; (C) propose to the students the authorship of spatial learning objects, charting the different possibilities of learning in cyberculture. As locus we had the classroom of the class 9 A-2015 of the Municipal School Pernambuco, located in Niteroi neighborhood in the city of Canoas-RS. It was started from the assumption that the methodological approach of Cartography moves in lines: experimentation, exploration and authorship. In every movement, there were comings and goings, which make up the research that involved students-authors on the OAs drafting process. From the results, the following contributions are: the construction of three learning objects, authored by students, addressing the themes Gravataí River, Transport and Migration and Population. The OA authoring process enabled the development of the concept of pedagogical e-practical, relating the geographical practices to the Ubiquitous learning in cyberculture. In the context of the ideas presented, the research that guided the construction of the thesis is part of the life stream of the process of teaching and learning, when erase geographies with the potential of teaching e- practices (in the) Cyberculture. The metamorphoses of geographical thought and therefore of its concepts are implicit in the classroom, in time and space of ubiquitous learning, in which the digital is rooted in the daily lives of our students. The reflections and proposals on the OAs authored relationship through educational e-practices puts cyberculture in the appropriation of knowledge expanding the potential of technological learning, primarily by direct knowledge to their daily common practices. It is essential to extend this concepts, students can be authors of their digital learning potential through educational e-practices. Thus, cyberculture relationship, OAs and pedagogical e- practical’s can develop potential, with different languages, to maximize the learning of geography. Experience and territorial distinct and plural forms of learning, authorship and appropriation of knowledge are erasures that the school the class 9 - 2015 held.
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Bosworth, Kendra, and n/a. "ACT infromation technology and adult education : a case study of the extent to which adult learning principles are incorporated into information technology adult education and training in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060608.155019.

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This study explores the implementation of adult learning principles in information technology adult education and training in the Australian Capital Territory, Australia. A set of adult learning principles is examined and interpreted with reference to supporting and contradicting theorists. The development of these theories is also explored in order to determine the changes in perspectives since 1900. Five of Canberra's information technology adult education and training providers were analysed. Surveys were distributed to trainers and students of these providers. These surveys requested respondents to rate their perception of the extent to which each learning principle is adopted in their learning environment. Demographic information about respondents was also obtained. Responses were compared between trainers, students and different providers. Results illustrate that the rejection or non-rejection of many adult learning principles is highly correlated with this demographic information.
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Bourke, Margaret, and n/a. "An exploratory study of children with learning difficulties in mainstream classes in ACT primary schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060609.143034.

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There were four aims identified for the study. Firstly, to become familiar with current research concerning children with learning difficulties in mainstream classes in primary schools. Secondly, to ascertain teachers' attitudes towards, and experience of, these children. Thirdly, to interview a sample of children identified by their teachers as performing in all academic areas at least 18 months behind the rest of the class. The purpose of the interview was to examine how they perceived their performance in reading and mathematics compared with the rest of the class, and to investigate their self-concepts. The final aim was to gain an understanding of the nature of the interaction between teachers and children with learning difficulties by observing a small sample of them, and a Control group, in class. Field work was conducted in three A.C.T. primary schools in 1984-85. The field work was divided into three stages. In Stage 1 a sample of 30 teachers volunteered to complete a questionnaire. In Stage 2 a sample of 30 children identified by their teachers as having learning difficulties was interviewed. In Stage 3, 6 of the previously identified children and 6 Control children were observed in class. Whilst the findings of these 3 stages of field work can only be presented tentatively due to the small sample sizes involved, there were some findings worthy of comment. For example, many teachers indicated a lack of pre-service training, or even in-service course attendance which could have provided a background to teaching children with learning difficulties. The childrens' responses indicated that their perception of their performance in reading compared with their peers was that they were "enot as good as the rest of the class."e However, for mathematics their perception was that their performance was more in the middle of the class. As a group their self-concept was low, as measured on the Coopersmith Self Esteem Inventory. From the observation it appeared that children with learning difficulties were on-task as much as the Control children. The teacher was twice as likely to interact with a child with learning difficulties than with a Control child, and the majority of these interactions were to impart instructions.
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Barroso, Maria Margarida Tenreiro Pereira. "Cartografia educacional da Freguesia de Vila Nova de São Bento." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/11864.

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O presente trabalho visa conhecer e caracterizar as aprendizagens promovidas pelas principais instituições da freguesia de Vila Nova de S. Bento (concelho de Serpa), avaliando a presença relativa dos contextos formais, não – formais e informais. Realizámos uma abordagem teórica, com o intuito de precisar alguns conceitos chave como aprendizagem, ambientes de aprendizagem e território. Para concretizar o trabalho empírico, e tendo como base as questões subjacentes à investigação, utilizámos uma metodologia mista (quantitativa/qualitativa) com uma aproximação conceptual ao estudo de caso. O instrumento utilizado na recolha de dados foi o inquérito por questionário aplicado. Fizemos uma recolha, análise e interpretação de dados que nos permitiram inferir:  As instituições objecto do nosso estudo constituem um potencial educativo no território analisado;  Estas instituições desenvolvem um conjunto de actividades de aprendizagem que poderão ser um recurso para o território;  Estabelecida uma relação de diálogo com a escola e outros parceiros locais, será possível potenciar novas ofertas educativas neste território. Terminámos este trabalho, com a apresentação de algumas recomendações e sugestões, que poderão vir a integrar novas investigações; ### Abstract: The present study aims to now and characterizes the learning’s promoted by the main institutions in the town of Vila Nova de S. Bento (Serpa), evaluating the relative presence of formal, non-formal and informal contexts. We made a theoretical approach, aiming to precise some key concepts, like learning ambient and territories. To realise the empiric work, and having as base subjacent questions to the investigation, we used a mixed methodology (quantitative/qualitative) as a conceptual approach to the case study. The instrument used in the recollection of data was an inquiry by applied questioner. We made a recollection, analysis and interpretation of data witch permitted as to infer:  The institutions which we observed in our study have an educative potential,  These institutions developed a series of learning activities that might be a good source for the territory,  Establishing a relationship between the school and the other local partners, it will be possible to potentiate the learning offers. We end this study by presetting some recommendations and suggestions that might be integrated in new investigations.
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Malta, Cristina Isabel Serrador. "A cartografia educacional de um território como fator enriquecedor da oferta educativa. O caso da localidade de São José da Lamarosa." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10881.

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Com a elaboração da cartografia educacional do território da localidade de São José da Lamarosa, concelho de Coruche, pretendia-se identificar e caraterizar, com algum pormenor, as aprendizagens institucionais que estiveram disponíveis nesse território, no período 2005-2010. Aspirava-se identificar o potencial formador das várias instituições da sociedade civil, nos contextos formais e não formais de educação, assim como o seu contributo para a qualificação da população. Realizou-se uma primeira abordagem teórica, fundamentada nos contributos de diversos autores no campo de estudo em análise, tomando por base as palavras-chave estabelecidas e registadas nesta página. A fim de realizar o estudo empírico optou-se por uma metodologia de complementaridade entre o cariz qualitativo e o cariz quantitativo, com aproximação ao estudo de caso, optando-se por uma análise de dados efetuada de forma descritiva e interpretativa. A recolha de dados realizou-se através da aplicação de inquérito por questionário aplicado. Depois da recolha, análise e interpretação dos dados recolhidos estabeleceram-se algumas considerações, realçando-se o importante potencial formador das instituições inquiridas, que organizaram e disponibilizaram atividades propensas a situações de aprendizagem, e que constituíram uma maior valia para o território. Salientou-se ainda a necessidade de uma reestruturação organizacional a nível das instituições mais ativas do território, no sentido de se estabelecerem parcerias mais consistentes, contribuindo para a real qualificação do território. No final da dissertação expressaram-se recomendações e sugestões que poderão potenciar futuras investigações; ### Abstract: The cartography educational territory of the village of São José da Lamarosa aims to identify and characterize, in some detail, learned that were available at that territory in the period of 2005-2010. The aim of this study is to identify the potential forming for the various civil society institutions in formal and non-formal education, as well as it’s contribute to the population quality. Held to the first theoretical approach, based on the contributions from various authors on the field study analysis, established and make registered based to the keywords on this page. In the order to perform the empirical study chosen complementary methodology between the qualitative and quantitative methods, with the case study approach, opting for a data analysis performed in descriptive and interpretative. Collection data was realized through by the applicable questionnaires. After the collection, analysis and interpretation data had to settle down some considerations, underlying the important potential trainers from some institutions that organized and provided prone learning activities, which constitute the greater value to the territory. Also mention for the needs of some restructuring organizational within the more active institutions in that territory, in order to establish more consistent partnerships, to contribute for the real territory qualification. At the end of this thesis will express some recommendations and suggestions that may useful for the future research.
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Fox, Stephanie, and n/a. "Learning and leaving : a study of the interrelationships among innovation in nursing education, professional attitudes and wastage from nursing." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060710.132455.

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The purpose of this study was to examine some of the interrelationships between innovation in nursing education, professional attitudes and wastage from nursing. Five groups of students who participated in innovative nurse education courses in A.C.T. hospitals in the 1970's were surveyed by a self administered questionnaire which gathered biographical data as well as attitudinal information. Their responses were compared with those of students who had undertaken a traditional nursing course at an A.C.T. hospital in the same period. The findings of this study suggested that the instrument used may provide a better measure of satisfaction with nursing than of professional attitudes. One of the unexpected findings from the survey which suggested the need for further study was that many of those who had undertaken further nursing study indicating apparent commitment to continuing education in a chosen career would not encourage others to enter nursing. Another was that those who indicated greater career choice commitment may in fact be those who felt unable to obtain alternative employment. It was found that innovation in hospital based nurse education courses attracted different people and produced graduates with different attitudes to professional issues,who followed different career pathways compared to graduates of traditional nurse education courses. Innovative courses appear to have attracted older and better qualified entrants and to have increased the likelihood of graduates being promoted. Respondents from the innovative courses showed increased interest in continuing education and Professional Association activity than their control group colleagues. They were more frustated with the traditional role of the nurse as the selfless, dedicated worker and were less commited to their career choice, overall these findings perhaps indicated a level of dissatisfaction with nursing higher in the innovative course graduates than in the control group. These findings may support Brief's contention (1976) that expectations raised during the educational process, if not fulfilled, will lead to wastage. wastage from nursing was intimately linked with dissatisfaction with work conditions in nursing. Those who had permanently left nursing had more frequently left for work related reasons and undertaken non-nursing study than those who had left and returned or who had never left. Those who left for work related reasons were less likley to return and less likely to choose nursing again if given the chance than those who left for other reasons. Findings about the institutionalisation of innovation in nursing education were difficult to identify with certainty, since time lapse alone could explain many of the findings. Attitudes to the Professional Association were more favourabe in respondents from the later intakes into the innovative courses than from the earlier. Given the recent increases in industrial activity in nursing, this finding is consistent with time lapse. Later intakes also demonstrated greater commitment to continuing education than earlier. This too can probably be explained by the greater availability of such facilities in more recent times. In a period of shortages of nurses prepared to work in the health care facilities of Australia, and of changes in the educational preparation of nurses, the findings of this study relating to attitudes and wastage should be used as the basis for future workforce planning.
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Books on the topic "Learning territory"

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Mealha, Óscar, Monica Divitini, and Matthias Rehm, eds. Citizen, Territory and Technologies: Smart Learning Contexts and Practices. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61322-2.

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Dark territory in the information age: Learning from the West German census controversies of the 1980s. Burlington, Vt: Ashgate, 2010.

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Mealha, Óscar, Monica Divitini, and Matthias Rehm. Citizen, Territory and Technologies : Smart Learning Contexts and Practices: Proceedings of the 2nd International Conference on Smart Learning ... Springer, 2018.

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Mealha, Óscar, Monica Divitini, and Matthias Rehm. Citizen, Territory and Technologies : Smart Learning Contexts and Practices: Proceedings of the 2nd International Conference on Smart Learning ... Springer, 2017.

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Hannah, Matthew G. Dark Territory in the Information Age: Learning from the West German Census Controversies of The 1980s. Taylor & Francis Group, 2016.

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Meyer, Andrea Elizabeth. The Nunavut Youth Abroad Program: A new NGO in Canada's newest territory. 2002.

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Bell, Adam Patrick. Track 1. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190296605.003.0003.

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Fifty-three-year-old guitarist Michael is the figurative flag-bearer of learning anew in the digital age. Despite decades of experience making multitrack recordings at home and professionally, Michael found himself in unfamiliar territory when first encountering the DAW Ableton Live. Leaning on skeuomorphic design cues and refusing to be bound by the learning approaches that characterize “digital immigrants,” Michael clicked his way through frustration to discover the din of his dreams. Without the aid of a teacher in any sense of the word, Michael matter-of-factly summarized his learning approach: “I didn’t have anybody tutoring me and I didn’t have any help files, so I just had to figure it out for myself.” His music-making processes exemplify how the quest for a specific sound (timbre) is foundational in DIY home recording.
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Bjørn, Gustavsen, Nyhan Barry, and Ennals J. R. 1951-, eds. Learning together for local innovation: Promoting learning regions. Luxembourg: Office for Official Publications of the European Communities, 2007.

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A Time Traverler's Theory of Relativity. Carolrhoda Books, 2019.

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Book chapters on the topic "Learning territory"

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Costa, João A., and Andrea Creech. "Teaching and learning in unfamiliar territory." In Expanding the Space for Improvisation Pedagogy in Music, 147–63. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351199957-10.

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Gutiérrez Tamayo, Alberto León, and Liliana María Sánchez Mazo. "Territory: Pedagogical Potential for Civic Training and Political participation." In Geographical Reasoning and Learning, 149–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_9.

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Adamczewski, Tymon. "A New Territory? Literary Criticism as a Literary Genre." In Second Language Learning and Teaching, 11–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-21994-8_2.

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Brito, Josilene Almeida, Luma da Rocha Seixas, Ivanildo José de Melo Filho, Alex Sandro Gomes, and Bruno de Souza Monteiro. "Meaningful Learning in U-Learning Environments: An Experience in Vocational Education." In Citizen, Territory and Technologies: Smart Learning Contexts and Practices, 31–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61322-2_4.

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Ebert, Hannes, and Nicolas Blarel. "Power, Territory, and Learning: Explaining Pakistan’s Persistent Contestation." In Regional Powers and Contested Leadership, 247–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73691-4_9.

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Farran, Sue. "Learning from Chagos, Lessons for Pitcairn?" In Fifty Years of the British Indian Ocean Territory, 293–317. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78541-7_12.

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De Graff, Jerome V., Malcolm G. Anderson, and Elizabeth Holcombe. "Landslide Risk Reduction—Complementary Routes to Learning." In Engineering Geology for Society and Territory - Volume 5, 727–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09048-1_141.

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Souza, Livia Reis Dantas. "The Role of Argumentation in the Building of Concepts of Territory and Citizenship." In Geographical Reasoning and Learning, 311–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_17.

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Ribeiro, Nuno, Luís Moreira, Ana Margarida Pisco Almeida, and Filipe Santos-Silva. "Mobile Seamless Learning Tool for Cancer Education." In Citizen, Territory and Technologies: Smart Learning Contexts and Practices, 3–10. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61322-2_1.

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Hall-Beyer, Mryka. "“The Map Is Not the Territory”: Adding Value to Technical GIS Education." In GIScience Teaching and Learning Perspectives, 63–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06058-9_5.

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Conference papers on the topic "Learning territory"

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Analikwu, Chidozie V., and Howard M. Schwartz. "Reinforcement learning in the guarding a territory game." In 2016 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE). IEEE, 2016. http://dx.doi.org/10.1109/fuzz-ieee.2016.7737798.

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Raslan, Hashem, Howard Schwartz, and Sidney Givigi. "A learning invader for the guarding a territory game." In 2016 Annual IEEE Systems Conference (SysCon). IEEE, 2016. http://dx.doi.org/10.1109/syscon.2016.7490540.

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Fedyunina, Svetlana, and Galina Panichkina. "FORMATION OF REGIONAL BRAND: GEOMARKETING AND IMAGE RESOURCES OF THE TERRITORY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0414.

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Gallarati, Mario. "TOWARDS NEW TRADITIONAL URBAN FABRICS Learning from London." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5928.

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Today’s towns, as often represented on the web and media, seem almost the same, flattened out on the American model. But European towns still preserve their individuality: if we look at aerial views, for instance, we can see that just little sections are enough to make it impossible to confuse them. And it is not because of some single building or monument. Each of these towns has its own character due to the very nature of its urban fabric. Furthermore, every town is made of several different urban fabrics, each one with its own specific character, which distinguishes it from the others: nevertheless all of them appear as different aspects of the same reality. Which are the common features connecting such apparently different realities? And how can we learn from the past in order to obtain a more liveable built environment, in coherence with the traditional town and without interrupting but even promoting its further development?
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Clua, Alvaro. "Learning from Slussen: place, idea and process in the transformation of central urban interstices." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6264.

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Over the last two decades the Slussen in Stockholm designed by Tage William-Olsson in 1935 has been the subject of an intense debate about how to update it to the contemporary needs. Tabula rasa, reconstruction or renovation? This lively discussion, however, has resulted in a final proposal granted by the expertise of an international firm but controversial for its political management, opposed to several social groups and, above all, highly problematic in terms of urban form and sustainability. The strategic location of this place, the indelible presence of its modern shape in the collective imaginary or the overwhelming force of the new paradigms of public space, have ended up provoking a range of more than twenty-five proposals in a short period of time. But while today this process seems to be settled and the demolition works of the original structure has already started, it would be still useful to draw some conclusions relevant to other similar interstitial sites in European compact cities where architecture, infrastructure, public space and landscape meet in such an intense way. Thus, this paper summarizes some of the last arguments of the on-going doctoral thesis about the recent evolution of Slussen according to four different outstanding topics: the form of place and history as an undeniable premise; the strength of tactics versus the power of the image in the process; the importance of time in the sequence of urban decision-making and, finally, the weight of urban culture as a key argument in contemporary urban transformation processes.
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Ramos, Fernando, Luís Pedro, Margarida Almeida, and Paula Silva. "EXPLORING THE LEARNING AND TRAINING DIMENSION OF A DIGITAL PLATFORM FOR TERRITORY-BASED INNOVATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2410.

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Pitukhin, Eugene, Larisa Serova, Alexandra Kekkonen, Svetlana Shabaeva, and Valery Gurtov. "THE ESTIMATION OF VOCATIONAL EDUCATION SYSTEM POTENTIAL FOR OUTRUN DEVELOPMENT OF FAR EAST AS A PRIORITY TERRITORY OF RUSSIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2448.

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García-Hurtado, Dayanis, Remberto Naranjo-Pérez, and Carlos Devece. "CONTRIBUTION FROM THE BALANCED SCORECARD IMPLEMENTED AT THE UNIVERSITY OF CIEGO DE ÁVILA TO THE SUSTAINABLE DEVELOPMENT OF THE TERRITORY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1522.

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Wilke, Adrian, and Johannes Magenheim. "Requirements analysis for the design of workplace-integrated learning scenarios with mobile devices: Mapping the territory for learning in industry 4.0." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942890.

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Miyahira, Clara Kimie, Beatriz Medeiros Correa, Raphael Palomo Barreira, Thomas Zurga Markus Torres, Natália Figueiredo Miranda, Natasha Soares Cutolo, Thiago da Cruz Marques, Vanessa Moraes Rossette, and Eduardo de Almeida Guimarães Nogueira. "Artery of Percheron territory infarct in a young patient with thrombophilia." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.026.

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Context: Stroke, when affecting territories dependent on posterior circulation, affects the thalamus and mesencephalic structures, regions irrigated by the paramedian arteries and perforating arteries of the posterior communicating artery and posterior cerebral artery. However, there is an anatomical variant of the paramedian arteries, the Percheron artery, when occluded causes bilateral thalamic infarction. Case report: a 53-year-old woman who presented blurred vision, holocranial headache, hypertensive peak, decreased level of consciousness, anisocoria, conjugate eye deviation. Tomography was normal and after 48 hours there was periventricular hypodensity of white matter, corona radiate and bilateral thalamic. Cerebral angiography confirmed moderate stenosis in the cavernous segments of the internal carotid arteries. In the investigation, a heterozygous mutation for factor V of Leiden was found. The patient evolved well, after blood pressure control and secondary prophylaxis. Clinical picture brings the classic triad of Percheron Artery infarction: decreased level of consciousness, vertical changes in the look and cognitive changes in memory and learning. Other symptoms could be found hypersomnia, oculomotor paralysis and ataxia. The diagnosis is clinical and radiological by visualizing bilateral thalamic involvement. Predisposing factors should be investigated, such as the Leiden factor V mutation, which increases thromboembolic events. Conclusion: It is important to research risk factors and execute an early diagnosis for acute intervention and prophylaxis of stroke.
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Reports on the topic "Learning territory"

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El-Ahmed, Nabila. A Model for Women-Led Value Chains in Market Systems Development in a Fragile Context: Programme learning case studies from the Occupied Palestinian Territory. Oxfam, November 2019. http://dx.doi.org/10.21201/2019.5334.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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