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Journal articles on the topic 'Site learning'

Author: Grafiati

Published: 23 September 2022

Last updated: 29 January 2023

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1

Sandars, John. "The e-learning site." Education for Primary Care 16, no. 1 (January 2005): 94–95. http://dx.doi.org/10.1080/14739879.2005.11493488.

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Sandars, John. "The e-learning site." Education for Primary Care 17, no. 2 (January 2006): 174–75. http://dx.doi.org/10.1080/14739879.2006.11864056.

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Sandars, John. "The e-learning site." Education for Primary Care 17, no. 3 (January 2006): 277–78. http://dx.doi.org/10.1080/14739879.2006.11864075.

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Sandars, John. "The e-learning site." Education for Primary Care 17, no. 4 (January 2006): 408–9. http://dx.doi.org/10.1080/14739879.2006.11864093.

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Sandars, John. "The E-Learning Site." Education for Primary Care 18, no. 1 (January 2007): 114–15. http://dx.doi.org/10.1080/14739879.2007.11493535.

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Sandars, John. "The E-Learning Site." Education for Primary Care 18, no. 2 (January 2007): 223–24. http://dx.doi.org/10.1080/14739879.2007.11493551.

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Sandars, John. "The E-Learning Site." Education for Primary Care 18, no. 3 (May 2007): 407–8. http://dx.doi.org/10.1080/14739879.2007.11493567.

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Sandars, John. "The e-learning site." Education for Primary Care 18, no. 4 (July 2007): 536–37. http://dx.doi.org/10.1080/14739879.2007.11493583.

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Sandars, John. "The E-Learning Site." Education for Primary Care 18, no. 5 (January 2007): 650–51. http://dx.doi.org/10.1080/14739879.2007.11493599.

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Sandars, John. "The e-learning site." Education for Primary Care 18, no. 6 (January 2007): 763–64. http://dx.doi.org/10.1080/14739879.2007.11493616.

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Sandars, John. "The E-Learning Site." Education for Primary Care 19, no. 1 (January 2008): 103–4. http://dx.doi.org/10.1080/14739879.2008.11493656.

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Sandars, John. "The E-Learning Site." Education for Primary Care 19, no. 2 (January 2008): 215–16. http://dx.doi.org/10.1080/14739879.2008.11493674.

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Sandars, John. "The E-Learning Site." Education for Primary Care 19, no. 3 (January 2008): 340–41. http://dx.doi.org/10.1080/14739879.2008.11493692.

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Sandars, John. "The E-Learning Site." Education for Primary Care 19, no. 4 (January 2008): 444–45. http://dx.doi.org/10.1080/14739879.2008.11493709.

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Sandars, John. "The E-Learning Site." Education for Primary Care 19, no. 5 (January 2008): 547–48. http://dx.doi.org/10.1080/14739879.2008.11493727.

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Sandars, John. "The E-Learning Site." Education for Primary Care 19, no. 6 (January 2008): 654–55. http://dx.doi.org/10.1080/14739879.2008.11493745.

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Sandars, John. "The E-Learning Site." Education for Primary Care 20, no. 1 (January 2009): 61–62. http://dx.doi.org/10.1080/14739879.2009.11493763.

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Sandars, John. "The E-Learning Site." Education for Primary Care 20, no. 2 (January 2009): 125–26. http://dx.doi.org/10.1080/14739879.2009.11493779.

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Sandars, John. "The E-Learning Site." Education for Primary Care 20, no. 3 (January 2009): 198–99. http://dx.doi.org/10.1080/14739879.2009.11493793.

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Sandars, John. "The E-Learning Site." Education for Primary Care 20, no. 4 (January 2009): 324–25. http://dx.doi.org/10.1080/14739879.2009.11493806.

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Sandars, John. "The E-Learning Site." Education for Primary Care 20, no. 5 (January 2009): 410–11. http://dx.doi.org/10.1080/14739879.2009.11493824.

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Sandars, John. "The E-Learning Site." Education for Primary Care 20, no. 6 (January 2009): 480–81. http://dx.doi.org/10.1080/14739879.2009.11493838.

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Sandars, John. "The e-learning site." Education for Primary Care 21, no. 1 (January 2010): 54–55. http://dx.doi.org/10.1080/14739879.2010.11493877.

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Sandars, John. "The e-learning site." Education for Primary Care 21, no. 2 (January 2010): 126–27. http://dx.doi.org/10.1080/14739879.2010.11493893.

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25

Sandars, John. "The e-learning site." Education for Primary Care 21, no. 3 (January 2010): 206–7. http://dx.doi.org/10.1080/14739879.2010.11493908.

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26

Sandars, John. "The e-learning site." Education for Primary Care 21, no. 4 (January 2010): 270–71. http://dx.doi.org/10.1080/14739879.2010.11493920.

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27

Sandars, John. "The e-learning Site." Education for Primary Care 21, no. 5 (January 2010): 334–35. http://dx.doi.org/10.1080/14739879.2010.11493934.

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Sandars, John. "The e-learning site." Education for Primary Care 21, no. 6 (January 2010): 403–4. http://dx.doi.org/10.1080/14739879.2010.11493948.

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Sandars, John. "The e-learning site." Education for Primary Care 22, no. 1 (January 1, 2011): 52–53. http://dx.doi.org/10.1080/14739879.2011.11493965.

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Sandars, John. "The e-learning site." Education for Primary Care 22, no. 2 (March 2011): 127–28. http://dx.doi.org/10.1080/14739879.2011.11493981.

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Sandars, John. "The E-Learning Site." Education for Primary Care 22, no. 5 (January 2011): 345–46. http://dx.doi.org/10.1080/14739879.2011.11494030.

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32

Sandars, John. "The E-Learning Site." Education for Primary Care 22, no. 6 (January 2011): 443–44. http://dx.doi.org/10.1080/14739879.2011.11494048.

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33

Sandars, John. "The E-Learning Site." Education for Primary Care 17, no. 1 (January 2006): 78–79. http://dx.doi.org/10.1080/1475990x.2006.11493515.

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34

Heinemann, Winfried. "The Historical Site as a Site of Learning." International Journal of Military History and Historiography 36, no. 2 (November 11, 2016): 184–216. http://dx.doi.org/10.1163/24683302-03602006.

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35

Howell, Linda. "Sound learning — Shared multi-site learning through audiobridge." Nurse Education Today 13, no. 6 (December 1993): 441–44. http://dx.doi.org/10.1016/0260-6917(93)90120-q.

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36

Foley, Griff. "The Neighbourhood House: site of struggle, site of learning." British Journal of Sociology of Education 14, no. 1 (January 1993): 21–37. http://dx.doi.org/10.1080/0142569930140102.

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37

Alberts, Heike C., and Bruce D. Niendorf. "Reaching Learning Goals Through Learning On-Site in Germany." Geography Teacher 14, no. 4 (October 2, 2017): 141–54. http://dx.doi.org/10.1080/19338341.2017.1385502.

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38

Boticario, Jesus G., and Elena Gaudioso. "Adaptive Web site for distance learning." Campus-Wide Information Systems 17, no. 4 (October 2000): 120–28. http://dx.doi.org/10.1108/10650740010350693.

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39

Weinstein, Ben G., Sergio Marconi, Stephanie A. Bohlman, Alina Zare, and Ethan P. White. "Cross-site learning in deep learning RGB tree crown detection." Ecological Informatics 56 (March 2020): 101061. http://dx.doi.org/10.1016/j.ecoinf.2020.101061.

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40

Rooney, D., A. Gardner, K. Willey, A. Reich, D. Boud, and T. Fitzgerald. "Reimagining site-walks: Sites for rich learning." Australasian Journal of Engineering Education 20, no. 1 (January 2015): 19–30. http://dx.doi.org/10.7158/d13-011.2015.20.1.

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41

Warrington, Siobhan, and Jessica White. "Learning from the Mountain Voices Web Site." Mountain Research and Development 27, no. 1 (February 2007): 88. http://dx.doi.org/10.1659/0276-4741(2007)27[88:lftmvw]2.0.co;2.

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42

Busch, Myrthe, Jannieke Berg, and Wichard Zwaal. "From on-site to online collaborative learning." Research in Hospitality Management 11, no. 3 (September 2, 2021): 191–97. http://dx.doi.org/10.1080/22243534.2021.2006916.

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43

Sanculi, Daniel, Katherine E. Pannoni, Eric A. Bushong, Michael Crump, Michelle Sung, Vyoma Popat, Camilia Zaher, et al. "Toric Spines at a Site of Learning." eneuro 7, no. 1 (December 10, 2019): ENEURO.0197–19.2019. http://dx.doi.org/10.1523/eneuro.0197-19.2019.

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44

Saiki, Takuya, Rintaro Imafuku, Joyce Pickering, Yasuyuki Suzuki, and Yvonne Steinert. "On-site Observational Learning in Faculty Development." Journal of Continuing Education in the Health Professions 39, no. 2 (2019): 144–51. http://dx.doi.org/10.1097/ceh.0000000000000253.

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45

Kato, Tsuyoshi, and Nozomi Nagano. "Metric learning for enzyme active-site search." Bioinformatics 26, no. 21 (September 23, 2010): 2698–704. http://dx.doi.org/10.1093/bioinformatics/btq519.

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46

Haverland, R., and MN Wasson. "Single-Site Laparoscopy: Expediting the Learning Curve." Journal of Minimally Invasive Gynecology 26, no. 7 (November 2019): S47—S48. http://dx.doi.org/10.1016/j.jmig.2019.09.601.

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47

Privalov, Aleksandr, and Vadim Smirnov. "Organising site authentication using machine learning methods." Ergodesign, no. 4 (November 18, 2022): 267–74. http://dx.doi.org/10.30987/2658-4026-2022-4-267-274.

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The analysis of news resources confirms the presence of financial damage caused to users by threat implications, the sources of which are the organisation’s fake websites. As the problem solution of the organisation’s fake websites, the article discusses methods for authenticating web resources. For this, a number of features characteristic of the organisation’s original sites are identified. The technique of forming a sample of the organization’s genuine sites using information and analytical systems for business is presented. On a training sample containing sites from list-org.com and the PhishTank service, models based on applying the Bayes theorem, a decision tree, and a separating hyperplane are carried out. A histogram is provided showing the proportion of sites for each of the samples that have the corresponding authentication criterion. When implementing programmes based on using these methods, the Java programming language and the Weka library are used. The effectiveness of these models is evaluated on a test sample containing other sites from the same resources. The separating hyperplane allows having a higher overall classification accuracy. At the same time, when using the naive Bayes classifier, the least number of errors are made when the fake sites are classified as genuine.

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48

Endaryono Endaryono, Mahyudi Mahyudi, Aswin saputra, and Indra Kurniawan. "Pelatihan Pembuatan Website Pembelajaran Menggunakan Google Site Learning Website Development Training Using Google Site." Jurnal Suara Pengabdian 45 1, no. 2 (August 8, 2022): 41–52. http://dx.doi.org/10.56444/pengabdian45.v1i2.88.

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Working and studying from home is a demand that must be done at this time, since the Covid-19 pandemic due to the Corona virus. Schools were closed, teaching and learning activities were transferred online at home. Due to these demands, many teachers and parents are required to start adapting to distance learning activities, using technology. Bridging this, Google Indonesia launched the Teaching from Home initiative. Google provides a special website for teaching and learning activities for school students, in the Indonesian version. With this facility, anyone, including teachers, can create internal project hubs, team sites, publicly displayed sites, and more. Everything is done without the help of designers, programmers and IT. With the new Google Sites, creating a site is easy. This training is intended for teachers who are still not clear and looking confused how to create Google Sites to support distance learning between teachers and students to make it more interesting and fun.

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49

Brick, Billy. "Social Networking Sites and Language Learning." International Journal of Virtual and Personal Learning Environments 2, no. 3 (July 2011): 18–31. http://dx.doi.org/10.4018/jvple.2011070102.

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This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

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Khan, Sharzil Haris, Hilal Tayara, and Kil To Chong. "ProB-Site: Protein Binding Site Prediction Using Local Features." Cells 11, no. 13 (July 5, 2022): 2117. http://dx.doi.org/10.3390/cells11132117.

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Protein–protein interactions (PPIs) are responsible for various essential biological processes. This information can help develop a new drug against diseases. Various experimental methods have been employed for this purpose; however, their application is limited by their cost and time consumption. Alternatively, computational methods are considered viable means to achieve this crucial task. Various techniques have been explored in the literature using the sequential information of amino acids in a protein sequence, including machine learning and deep learning techniques. The current efficiency of interaction-site prediction still has growth potential. Hence, a deep neural network-based model, ProB-site, is proposed. ProB-site utilizes sequential information of a protein to predict its binding sites. The proposed model uses evolutionary information and predicted structural information extracted from sequential information of proteins, generating three unique feature sets for every amino acid in a protein sequence. Then, these feature sets are fed to their respective sub-CNN architecture to acquire complex features. Finally, the acquired features are concatenated and classified using fully connected layers. This methodology performed better than state-of-the-art techniques because of the selection of the best features and contemplation of local information of each amino acid.

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