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1
Hunt, John P. Strategic processing underlying transfer of learning: a modelling approach. Eugene: Microform Publications, College of Human development and performance, University of Oregon, 1989.
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2
Northern Ireland Credit Accumulation and Transfer System (Project). Designing learning programmes: A credit-based approach : a practical manual. Belfast: NICATS, 2002.
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3
Collins, Gregg. Learning strategic concepts in competitive planning: An explanation-based approach to the transfer of knowledge across domains. Urbana, IL: Dept. of Computer Science, University of Illinois at Urbana-Champaign, 1988.
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4
Schneider, Lidz Carol, ed. Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford Press, 1987.
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5
Jarvis, Scott. Approaching language transfer through text classification: Explorations in the detection-based approach. Bristol: Multilingual Matters, 2012.
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6
Fernandez, Maria. Farmers leading change: A learning approach to involving smallholders in the revitalization of their production systems. Kampala, Uganda: NARO, 2002.
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7
Peter, Lusembo, ed. Farmers leading change: A learning approach to involving smallholders in the revitalization of their production systems. Kampala, Uganda: NARO, 2002.
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8
Suzanne, Jacob, and Hébert Danièle, eds. Pour guider la métacognition. Sainte-Foy: Presses de l'Université du Québec, 2000.
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9
Fogarty, Robin. Patterns for thinking, patterns for transfer: A cooperative team approach for critical and creative thinking in the classroom. 2nd ed. Palatine, Ill: IRI/SkyLight Educational Training and Publishing Inc., 1993.
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10
Fogarty, Robin. Patterns for thinking, patterns for transfer: A cooperative team approach for critical and creative thinking in the classroom. 4th ed. Palatine, Ill. (200 E. Wood St., Suite 250, Palatine 60067): IRI Group, 1989.
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11
Jirka, Hana, ed. A resource-light approach to morpho-syntactic tagging. Amsterdam: Rodopi, 2010.
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12
Harper, James Desmond. A constructivist approach to the teaching of heat transfer: A report on the design, delivery, and evaluation of a unit of work dealing with heat transfer by conduction and convection and informed by the constructivist philosophy of teaching and learning. [s.l: The Author], 1989.
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13
1956-, Jennex Murray E., ed. Knowledge management, organizational memory, and transfer behavior: Global approaches and advancements. Hershey, PA: Information Science Reference, 2009.
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14
1956-, Jennex Murray E., ed. Knowledge management, organizational memory, and transfer behavior: Global approaches and advancements. Hershey, PA: Information Science Reference, 2009.
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15
Strategic processing underlying transfer of learning: A modelling approach. 1989.
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16
Strategic processing underlying transfer of learning: A modelling approach. 1986.
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17
Strategic processing underlying transfer of learning: A modelling approach. 1989.
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18
Strategic processing underlying transfer of learning: A modelling approach. 1989.
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19
Bartolini, Vicki. Transfer of training: Direct explanation strategy instructional approach versus proleptic strategy instructional approach. 1989.
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20
Gardner, John N., Randall Bass, Betsy O. Barefoot, and Jessie L. Moore. Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Stylus Publishing, LLC, 2017.
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21
Gardner, John N., Randall Bass, Betsy O. Barefoot, and Jessie L. Moore. Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Stylus Publishing, LLC, 2017.
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22
Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Stylus Publishing, 2017.
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23
Gardner, John N., Randall Bass, Betsy O. Barefoot, and Jessie L. Moore. Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Stylus Publishing, 2017.
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24
Popescu, Marius, and Radu Tudor Ionescu. Knowledge Transfer between Computer Vision and Text Mining: Similarity-based Learning Approaches. Springer, 2018.
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25
Popescu, Marius, and Radu Tudor Ionescu. Knowledge Transfer Between Computer Vision and Text Mining: Similarity-Based Learning Approaches. Springer International Publishing AG, 2016.
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26
Popescu, Marius, and Radu Tudor Ionescu. Knowledge Transfer Between Computer Vision and Text Mining: Similarity-Based Learning Approaches. Springer London, Limited, 2016.
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27
Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.
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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.
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Ellis, Nick. Construction Grammar and Second Language Acquisition. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0020.
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This chapter analyzes second language acquisition in the context of Construction Grammar. It provides evidence for the psychological reality of constructions in a second language and presents a psychological analysis of the effects of form, function, frequency, and contingency that are common to both first and second language construction learning following statistical learning processes which relate input and learner cognition. The chapter also considers crosslinguistic transfer effects and possible future directions for research into constructional approaches to second language acquisition.
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Andersen, Jørgen Goul. 22. The impact of public policies. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198737421.003.0024.
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This chapter examines the effects of public policy. It first considers economic paradigms and approaches to welfare and documents the overriding historical changes in approaches to the economy, from Keynesian ideas of macro-economic steering to more market-oriented economic perspectives. It then explores the idea of institutional complementarity as expressed in the typologies of welfare regimes, varieties of capitalism, and flexicurity. It also looks at some of the empirical analyses of the effects of welfare policies and the tension between welfare and economic efficiency. Finally, it looks at policy feedback, path dependence, policy learning, social learning, policy transfer and policy diffusion, and policy convergence.
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Naidoo, Marilyn, ed. Making Connections. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201478.
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Because of the disconnect within the curriculum and the lack of contextual relevance, African theological education is still searching for appropriate approaches to ministerial training. Integrative theological education refers to systematic attempts to connect major learning experiences appropriate to the education and formation of ministers. It is seen as a solution to connect and transform ministry training. The main premise of this book is that the key to enhancing theological education is the intentional integration of knowing with being and doing, of theory with practice, and of theology with life and ministry. In this way, all aspects of student learning are brought together holistically, highlighting an educational strategy that is concerned with connections in human experience, thereby supporting student learning. This book offers the opportunity to consider integration as an appropriate pedagogical approach, to create the correct balance in making education more meaningful and fulfilling for the African, revealing humanising education grounded in African philosophy and worldview.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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Hammel, Alice M., and Ryan M. Hourigan. Teaching Music to Students with Autism. 2nd ed. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190063177.001.0001.
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Teaching Music to Students with Autism is the first resource to provide a comprehensive study of the education of students with autism within the music classroom. The approach is centered in the inclusion or self-contained music classroom and is designed for music educators, music teacher educators, and all those who have an interest in the education of students with autism. The authors focus on the diagnosis of autism, advocating for students and music programs, and creating and maintaining a team-approach when working with colleagues. A significant portion of the book is focused on understanding the communication, cognition, behavior, sensory, and socialization challenges inherent in students with autism and ways to structure classroom experiences and learning opportunities for all students. A chapter of classroom snapshots (vigsnettes) written by teachers in the field of music education provides additional opportunities to transfer information to “real life” situations. Finally, the book offers a chapter of print and web resources for further study.
33
Eldar, Yonina C., Andrea Goldsmith, Deniz Gündüz, and H. Vincent Poor, eds. Machine Learning and Wireless Communications. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108966559.
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How can machine learning help the design of future communication networks – and how can future networks meet the demands of emerging machine learning applications? Discover the interactions between two of the most transformative and impactful technologies of our age in this comprehensive book. First, learn how modern machine learning techniques, such as deep neural networks, can transform how we design and optimize future communication networks. Accessible introductions to concepts and tools are accompanied by numerous real-world examples, showing you how these techniques can be used to tackle longstanding problems. Next, explore the design of wireless networks as platforms for machine learning applications – an overview of modern machine learning techniques and communication protocols will help you to understand the challenges, while new methods and design approaches will be presented to handle wireless channel impairments such as noise and interference, to meet the demands of emerging machine learning applications at the wireless edge.
34
Félix-Brasdefer, J. César. Interlanguage Pragmatics. Edited by Yan Huang. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.32.
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This chapter provides an overview and an assessment of central topics in interlanguage pragmatics (ILP). The chapter begins by defining the pragmatics for ILP, followed by a selective account of the main concepts covered in the field, such as pragmatic competence, the distinction between pragmalinguistics and sociopragmatics, second-language (L2) pragmatics, pragmatic transfer, pragmatic instruction, and types of pragmatic failure. Then, it describes and evaluates predominant theoretical and methodological approaches, as well as the methods generally used to collect data in ILP. The chapter also reviews research on pragmatic development, including longitudinal and cross-sectional studies, pedagogical intervention, study-abroad (SA) contexts, and pragmatic development as a result of incidental learning. The chapter ends with a discussion of future directions in ILP.
35
Breed, Ray, and Michael Spittle. Developing Game Sense in Physical Education and Sport. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215559.
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Authors Ray Breed and Michael Spittle, long recognized as experts in the game sense model and teaching games for understanding approach, have created a complete resource for physical educators and coaches of games and team sports. Their new book, Developing Game Sense in Physical Education and Sport, provides both the theoretical foundation and the practical application that teachers and coaches need to confidently teach their students and athletes the skills and game sense they need to successfully compete in games and sports. This text, inspired by the authors’ previous book, Developing Game Sense Through Tactical Learning, offers new material since the publication of that 2011 book, particularly in relation to curriculum, assessment, and physical literacy. “Our version of a game sense model has been modified over time and adjusted to meet the changing needs and requirements of learners and programs,” Breed says. “This book is an updated and improved variation of our original book, and it will assist teachers and coaches in integrating game sense into their sessions and curricula.” Through Developing Game Sense in Physical Education and Sport, teachers and coaches will be able to do the following: •Provide a logical sequence and step-by-step instructions for maximal learning, skill transfer, and game skill development •Accelerate learning by linking technical, tactical, and strategic similarities in three thematic game categories (There are 19 invasion games, 13 striking and fielding games, and 14 net and wall games.) •Save preparation and planning time by using the extensive planning and game implementation resources •Set up games with ease and effectively relate game sense concepts by following the 90 illustrations and diagrams created for those purposes The text includes curriculum ideas and specific units for children ages 8 to 16. Unit plan chapters provide six sessions for each of the two skill levels (easy to moderate and moderate to difficult). The book also offers assessment tools and guidance for measuring learning as well as links to different curriculum frameworks. The appendixes supply teachers and coaches with useful tools, including score sheets, performance assessment and self-assessment tools, session plan outlines, and more. Developing Game Sense in Physical Education and Sport takes into account regional differences in the game sense model and teaching games for understanding approach. Its organization will facilitate users’ ready application of the material. The text first provides an overview and theoretical framework of the concepts of skill, skill development, game sense, and assessment. It then goes on to explore the links between fundamental motor skills, game sense, and physical literacy. Later chapters offer thematic unit and lesson plans as well as assessment ideas. Practical resources, game ideas and descriptions, and assessment ideas are supplied, along with the practical application of game sense, teaching for skill transfer, structuring games, developing questioning techniques, and organizing sessions. Developing Game Sense in Physical Education and Sport will allow coaches and teachers to develop the tactical, technical, and strategic skills their athletes and students need in game contexts. Coaches and teachers will also be able to help learners develop personal, social, and relationship skills. As a result, learners will be able to more effectively participate in, and enjoy, team games.
36
Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.
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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overview of the field of clinical research. This book has been designed on the experience of leading a large course in clinical research: the Principles and Practice in Clinical Research (PPCR), offered currently by Harvard T. H. Chan School of Public Health; it was written by PPCR collaborators together with PPCR faculty to reflect the collaborative learning concept of the course. The goal of this book is to provide a broad and applicable introduction into clinical research that allows the reader to understand, design, and conduct clinical research, specifically to critically read and understand scientific papers; to collect, analyze, and interpret research data in an unbiased fashion; to develop and design clinical studies; and to prepare, publish, and review scientific manuscripts. It is therefore written for scientists and clinicians who are new to the field of clinical research as well as those who wish to deepen, broaden, and update their clinical research skills.
37
Baskind, Eric. Commercial Law Concentrate. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198840619.001.0001.
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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Commercial Law Concentrate is supported by extensive online resources to take your learning further. It has been written by experts and covers all the key topics so you can approach your exams with confidence. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. This guide has been rigorously reviewed, and is endorsed by students and lecturers for level of coverage, accuracy, and exam advice. It is clear, concise, and easy to use, helping you get the most out of your revision. After an introduction to contracts for the sale of goods, the book covers: statutory implied terms; passing of property and risk; retention of title clauses; exemption and limitation clauses; non-existent and perishing of goods; transfer of ownership by a non-owner; delivery, acceptance, and payment; remedies of the unpaid seller; remedies of the buyer; consumer credit; the creation of agency and the agent’s authority; and the relationships created by agency—the rights and liabilities of the parties.
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Baskind, Eric. Commercial Law Concentrate. 6th ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/he/9780192897206.001.0001.
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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Commercial Law Concentrate is supported by extensive online resources to take your learning further. It has been written by experts and covers all the key topics so you can approach your exams with confidence. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. This guide has been rigorously reviewed and is endorsed by students and lecturers for level of coverage, accuracy, and exam advice. It is clear, concise, and easy to use, helping you to get the most out of your revision. After an introduction to contracts of the sale of goods, the book covers: statutory implied terms; passing of property and risk; retention of title clauses; exclusion and limitation clauses; non-existence and perishing of goods; transfer of ownership by a non-owner; delivery, acceptance, and payment; remedies of the unpaid seller; remedies of the buyer; consumer credit; the creation of agency and the agent’s authority; and the relationships created by agency—the rights and liabilities of the parties.
39
Baskind, Eric. Commercial Law Concentrate. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198803843.001.0001.
Full textAbstract:
Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Commercial Law Concentrate is supported by extensive online resources to take your learning further. It has been written by experts and covers all the key topics so you can approach your exams with confidence. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. This guide has been rigorously reviewed, and is endorsed by students and lecturers for level of coverage, accuracy, and exam advice. It is clear, concise, and easy to use, helping you get the most out of your revision. After an introduction to contracts of the sale of goods, the book covers: statutory implied terms; passing of property and risk; retention of title clauses; exemption and limitation clauses; non-existent and perishing of goods; transfer of ownership by a non-owner; delivery, acceptance, and payment; remedies of the unpaid seller; remedies of the buyer; consumer credit; the creation of agency and the agent’s authority; and the relationships created by agency—the rights and liabilities of the parties.
40
Barker, Richard. Seven steps to sustainability based on precision medicine. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198737780.003.0005.
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Bioscience is producing tools that can streamline and focus the medical innovation process. Drawing on these tools we can and must make seven specific changes of mindset and practice. These are: (1) basing discovery on a molecular taxonomy of disease within a systems understanding of biology; (2) high impact academic-industry partnerships; (3) adaptive and collaborative product development and approval; (4) more creative reward and financing systems; (5) the engineering of faster adoption and better adherence; (6) real world data-driven learning; (7) bringing patients into the decision-making mainstream. Together they have the potential to transform life science translation, from a new approach to discovery, through faster, more targeted therapy development, to a better use of health data. Together these changes spell a new era of precision medicine.
41
Olsen, Jason. Intersecting Genre. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350288683.
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Creative writing takes on many genres, or forms: fiction, poetry, nonfiction and dramatic writing. Whilst all have their own principles and ‘rules’, all modes of writing overlap and borrow from each other, and so what you learn in one form can influence, inform and inspire your practice in others. Intersecting Genre holds this idea at its heart, embracing the dissolution of disciplinary and genre boundaries to discuss the ways each genre supports the others. Whilst traditional approaches typically discuss one genre independent of others, this book explores genre relationships with each chapter focusing on the intersection between 2 modes and what you can learn and the skills you can transfer by combining the wisdom gained from the study of, for example, fiction and poetry together. With most introductory creative writing courses aiming to apprise you of such mechanics of writing as narrative, pace, vocabulary, dialogue, imagery and viewpoint, Intersecting Genre is the ideal companion, offering a unique methodology that analyses these ideas as they feature across the different genres, thus giving you the ultimate, well-rounded introduction before you settle into the modes of writing that best suit you as your progress with your writing. Covering fiction, poetry, nonfiction, writing plays and screenwriting, and also taking stock of the forms that do not fit neatly into any genre silo, this book uses models, critical questions, writing warm-ups and writing practice exercises to give you a solid understanding of the points discussed and encouraging you to put them to practice in your own work. With the field of creative writing evolving constantly, and with approaches to teaching and learning the subject vast and continually expanding, this book offers a dynamic, and uniquely holistic method for developing your writing skills, asking you to deeply consider the issues, and possibilities, present in genre.
42
Hughes, Kerry C., and Jeffrey L. Metzner. Suicide risk management. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0043.
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There are many risks associated with incarceration, and a substantial one is suicide. Virtually every completed suicide generates litigation. Prevalence, demographics, trends, screening and assessment of suicide risk, and recognition of the key factors associated with increased risk and managing that risk safely and appropriately in jails is presented. The factors relating to increasing suicide risk in prisons are often quite distinct from other correctional settings. Issues such as restrictive housing, facility transfers, loss of community social supports, and chronic management all play potential roles. Proactive recognition of such concerns and active management is critical to effective risk reduction. This chapter discusses such factors in the context of changing prison dynamics and trends. Following completed suicides, a formal protocol is often followed to assist staff in understanding the events that led to the suicide and specifically intervening to address staff feelings that follow such a trauma. Such a process assists quality improvement initiatives, whether in the form of a root cause analysis or other format. Best practice approaches to post-mortem review and staff intervention/ support have been developed and are in use in many facilities. Working to eliminate or reduce the frequency of suicide attempts absolutely requires a staff culture committed to continued learning and improving of both knowledge and skills. This chapter presents a review of the current standards of suicide risk reduction training.
43
Hughes, Kerry C., and Jeffrey L. Metzner. Suicide risk management. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199360574.003.0043_update_001.
Full textAbstract:
There are many risks associated with incarceration, and a substantial one is suicide. Virtually every completed suicide generates litigation. Prevalence, demographics, trends, screening and assessment of suicide risk, and recognition of the key factors associated with increased risk and managing that risk safely and appropriately in jails is presented. The factors relating to increasing suicide risk in prisons are often quite distinct from other correctional settings. Issues such as restrictive housing, facility transfers, loss of community social supports, and chronic management all play potential roles. Proactive recognition of such concerns and active management is critical to effective risk reduction. This chapter discusses such factors in the context of changing prison dynamics and trends. Following completed suicides, a formal protocol is often followed to assist staff in understanding the events that led to the suicide and specifically intervening to address staff feelings that follow such a trauma. Such a process assists quality improvement initiatives, whether in the form of a root cause analysis or other format. Best practice approaches to post-mortem review and staff intervention/ support have been developed and are in use in many facilities. Working to eliminate or reduce the frequency of suicide attempts absolutely requires a staff culture committed to continued learning and improving of both knowledge and skills. This chapter presents a review of the current standards of suicide risk reduction training.
44
Rosemblatt, Karin Alejandra. Science and Politics of Race in Mexico and the United States, 1910-1950. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636405.001.0001.
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In this history of the social and human sciences in Mexico and the United States, Karin Alejandra Rosemblatt reveals intricate connections among the development of science, the concept of race, and policies toward indigenous peoples. Focusing on the anthropologists, sociologists, biologists, physicians, and other experts who collaborated across borders from the Mexican Revolution through World War II, Rosemblatt traces how intellectuals on both sides of the Rio Grande forged shared networks in which they discussed indigenous peoples and other ethnic minorities. In doing so, Rosemblatt argues, they refashioned race as a scientific category and consolidated their influence within their respective national policy circles. Postrevolutionary Mexican experts aimed to transform their country into a modern secular state with a dynamic economy, and central to this endeavor was learning how to “manage” racial difference and social welfare. The same concern animated U.S. New Deal policies toward Native Americans. The scientists’ border-crossing conceptions of modernity, race, evolution, and pluralism were not simple one-way impositions or appropriations, and they had significant effects. In the United States, the resulting approaches to the management of Native American affairs later shaped policies toward immigrants and black Americans, while in Mexico, officials rejected policy prescriptions they associated with U.S. intellectual imperialism and racial segregation.
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Muggleton, Stephen, and Nicholas Chater, eds. Human-Like Machine Intelligence. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198862536.001.0001.
Full textAbstract:
In recent years there has been increasing excitement concerning the potential of Artificial Intelligence to transform human society. This book addresses the leading edge of research in this area. The research described aims to address present incompatibilities of Human and Machine reasoning and learning approaches. According to the influential US funding agency DARPA (originator of the Internet and Self-Driving Cars) this new area represents the Third Wave of Artificial Intelligence (3AI, 2020s–2030s), and is being actively investigated in the US, Europe and China. The EPSRC’s UK network on Human-Like Computing (HLC) was one of the first internationally to initiate and support research specifically in this area. Starting activities in 2018, the network represents around sixty leading UK groups Artificial Intelligence and Cognitive Scientists involved in the development of the inter-disciplinary area of HLC. The research of network groups aims to address key unsolved problems at the interface between Psychology and Computer Science. The chapters of this book have been authored by a mixture of these UK and other international specialists based on recent workshops and discussions at the Machine Intelligence 20 and 21 workshops (2016,2019) and the Third Wave Artificial Intelligence workshop (2019). Some of the key questions addressed by the Human-Like Computing programme include how AI systems might 1) explain their decisions effectively, 2) interact with human beings in natural language, 3) learn from small numbers of examples and 4) learn with minimal supervision. Solving such fundamental problems involves new foundational research in both the Psychology of perception and interaction as well as the development of novel algorithmic approaches in Artificial Intelligence.
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Manieson, Victor. Accelerated Keyboard Musicianship. Noyam Publishers, 2021. http://dx.doi.org/10.38159/npub.eb20211001.
Full textAbstract:
Approaches towards the formal learning of piano playing with respect to musicianship is one that demands the understanding of musical concepts and their applications. Consequently, it requires the boldness to immerse oneself in performance situations while trusting one’s instincts. One needs only to cultivate an amazing ear and a good understanding of music theory to break down progressions “quickly”. Like an alchemist, one would have to pick their creative impulses from their musical toolbox, simultaneously compelling their fingers to coordinate with the brain and the music present to generate “pleasant sounds”. My exploration leading to what will be considered Keyboard Musicianship did not begin in a formal setting. Rather it was the consolidation of my involvement in playing the organ at home, Sunday school, boarding school at Presec-Legon, and playing at weekly gospel band performances off-campus and other social settings that crystalized approaches that can be formally structured. In fact, I did not then consider this lifestyle of musical interpretation worthy of academic inclusivity until I graduated from the national academy of music and was taken on the staff as an instructor in September, 1986. Apparently, what I did that seemed effortless was a special area that was integral to holistic music development. The late Dr. Robert Manford, the then director of the Academy, assigned me to teach Rudiments and Theory of Music to first year students, Keyboard Musicianship to final year students, and to continue giving Piano Accompaniment to students – just as I have been voluntarily doing to help students. The challenge was simply this; there was no official textbook or guide to use in teaching keyboard musicianship then and I was to help guide especially non-piano majors for practical exams in musicianship. What an enterprise! The good news though was that exemplifying functionalism in keyboard, organ, piano, etc. has been my survival activity off campus particularly in church and social settings.Having reflected thoroughly and prayerfully, it dawned on me that piano literacy repertoires were crafted differently than my assignments in Musicianship. Piano literacy repertoires of western music were abundant on campus but applied musicianship demanded a different approach. Playing a sonata, sonatina, mazurka, and waltzes at different proficiency levels was different from punching chords in R&B, Ballard style, Reggae, Highlife or even Hymn playing. However, there are approaches that can link them and also interpretations that can categorize them in other applicable dimensions. A “Retrospective Introspection” demanded that I confront myself constructively with two questions: 1. WHAT MUSICAL ACTIVITIES have I already enjoyed myself in that WARRANT or deserve this challenging assignment? 2. WHAT MUSICAL NOURISHMENT do l believe enriched my artistry that was so observable and Measurable? The answers were shocking! They were: 1. My weekend sojourn from Winneba to Accra to play for churches, brass bands, gospel bands and teaching of Choirs – which often left me penniless. 2. Volunteering to render piano accompaniment to any Voice Major student on campus since my very first year. 3. Applying a principle, I learnt from my father – TRANSFER OF LEARNING – I exported the functionalism of my off-campus musical activities to compliment my formal/academic work. 4. The improvisational influences of Rev. Stevenson Alfred Williams (gospel jazz pianist), Bessa Simmons (band director & keyboardist) and at Ghana Broadcasting Corporation, Mr. Ray Ellis “Afro Piano Jazz Fusion Highlife” The trust and support from lecturers and students in the academy injected an overwhelming and high sense of responsibility in me which nevertheless, guided me to observe structures of other established course outlines and apply myself with respect to approaches that were deemed relevant. Thus, it is in this light that I selected specific concepts worth exploring to validate the functionalism of what my assignment required. Initially, hymn structures, chords I, IV, V and short highlife chordal progressions inverted here and there were considered. Basic reading of notes and intense audiation were injected even as I developed technical exercises to help with the dexterity of stiff fingers. I conclude this preface by stating that, this “Instructional guide/manual” is actually a developmental workbook. I have deliberately juxtaposed simple original piano pieces with musicianship approaches. The blend is to equip learners to develop music literacy and performance proficiencies. The process is expected to compel the learner to immerse/initiate themselves into basic keyboard musicianship. While it is a basic book, I expect it to be a solid foundation for those who commit to it. Many of my former and present students have been requesting for a sort of guide to aid their teaching or refresh their memories. Though not exhaustive, the selections presented here are a response to a long-awaited workbook. I have used most of them not only in Winneba, but also at the Callanwolde Fine Arts Center (Atlanta) and the Piano Lab (Accra). I found myself teaching the same course in the 2009 – 2013 academic year in the Music Department of the University of Education, Winneba when Prof C.W.K Merekeu was Head of Department. My observation is that we still have a lot of work to do in bridging academia and industry. This implies that musicianship must be considered as the bloodline of musicality not only in theory but in practice. I have added simplified versions of my old course outlines as a guide for anyone interested in learning. Finally, I contend that Keyboard Musicianship is a craft and will require of the learner a consistent discipline and respect for: 1. The art of listening 2. Skill acquisition/proficient dexterity 3. Ability to interpret via extemporization and delivery/showmanship. For learners who desire to challenge themselves in intermediate and advanced piano, I recommend my book, “African Pianism. (A contribution to Africology)”