Relevant bibliographies by topics / Worked examples

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Worked examples'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Worked examples"

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McGinn, Kelly M., Karin E. Lange, and Julie L. Booth. "A Worked Example for Creating Worked Examples." Mathematics Teaching in the Middle School 21, no. 1 (August 2015): 26–33. http://dx.doi.org/10.5951/mathteacmiddscho.21.1.0026.

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Ward, Mark, and John Sweller. "Structuring Effective Worked Examples." Cognition and Instruction 7, no. 1 (March 1990): 1–39. http://dx.doi.org/10.1207/s1532690xci0701_1.

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Lange, Karin E., Julie L. Booth, and Kristie J. Newton. "Learning Algebra from Worked Examples." Mathematics Teacher 107, no. 7 (March 2014): 534–40. http://dx.doi.org/10.5951/mathteacher.107.7.0534.

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Bland, J. A., and L. R. Mustoe. "Worked Examples in Engineering Mathematics." Mathematical Gazette 71, no. 457 (October 1987): 250. http://dx.doi.org/10.2307/3616793.

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van Merrienboer, Jeroen J. G. "Worked examples in the classroom." Perspectives on Medical Education 4, no. 6 (October 26, 2015): 282–83. http://dx.doi.org/10.1007/s40037-015-0226-4.

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Ginns, Paul, Fang-Tzu Hu, Erin Byrne, and Janette Bobis. "Learning By Tracing Worked Examples." Applied Cognitive Psychology 30, no. 2 (September 26, 2015): 160–69. http://dx.doi.org/10.1002/acp.3171.

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Schmidt-Weigand, Florian, Martin Hänze, and Rita Wodzinski. "Complex Problem Solving and Worked Examples." Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 129–38. http://dx.doi.org/10.1024/1010-0652.23.2.129.

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How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.
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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.
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Middleton, D., and L. R. Mustoe. "Worked Examples in Advanced Engineering Mathematics." Mathematical Gazette 73, no. 465 (October 1989): 251. http://dx.doi.org/10.2307/3618472.

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Arora, Kiran. "Cognitive Load Theory and worked examples." SecEd 2019, no. 16 (November 2, 2019): 18–19. http://dx.doi.org/10.12968/sece.2019.16.18.

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Can putting yourselves in your students' shoes help you to become a better teacher? Former maths teacher turned research manager Kiran Arora reflects on his experience of using Cognitive Load Theory and worked examples to tackle new areas of learning
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Dissertations / Theses on the topic "Worked examples"

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Llord-Ratcliffe, Kiera. "Worked Examples in Video Lessons to Reduce Cognitive Load." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/91.

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Informed parent advocates are essential to planning the educational outcomes of their children with special needs in the K through 12 public school system. However, inappropriate instructional techniques used in advocacy training may reduce trainees' learning outcomes by adding complexity and increasing cognitive load. This study examined whether using worked examples to break down complex problems into component parts to build long term schema could lower cognitive load and thus improve learning outcomes for parent advocacy trainees. Based on cognitive load theory, this 2 x 3 factorial design study examined the efficacy of noninteractive video lessons for parent trainees using worked examples to reduce extraneous cognitive load. Research questions explored the relationships between the independent variables of using worked examples and parents' perceived class relevance on the dependent variable, change in cognitive load of parent trainees, as well as the interaction between training type and perceived class relevance. Two groups of 65 adults in advocacy training (N = 130) participated in a video lesson in either the worked examples or nonworked examples format as part of their advocacy training. The NASA Task Load Index and the Perceived Class Relevance Survey instruments were used to measure cognitive load of trainees and perceptions of training relevance. Key findings included a significant main effect between the use of worked examples and change in cognitive load and significant interaction effects with the perception of class relevance. Training was developed for advocacy trainers in the use of worked examples for learners new to a domain. Implications for social change include improved learning outcomes for parents who must learn IEP terminology in beginning classes to effectively advocate for their children.
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Shareghi, Najar Amir. "Evaluating the benefits of worked examples in a constraint-based tutor." Thesis, University of Canterbury. Computer Science and Software Engineering, 2014. http://hdl.handle.net/10092/9683.

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Empirical studies have shown that learning from worked examples is an effective learning strategy. A worked example provides step-by-step explanations of how a problem is solved. Many studies have compared learning from examples to unsupported problem solving, and suggested presenting worked examples to students in the initial stages of learning, followed by problem solving once students have acquired enough knowledge. Recently, researchers have started comparing learning from examples to supported problem solving in Intelligent Tutoring Systems (ITSs). ITSs provide multiple levels of assistance to students, adaptive feedback being one of them. The goal of this research is to investigate using examples in constraint-based tutors by adding examples into SQL-Tutor. SQL-Tutor is a constraint-based tutor that teaches the Structured Query Language (SQL). Students with different prior knowledge benefit differently from studying examples; thus, another goal of the research is to propose an adaptive model that considers the student’s prior knowledge for providing worked examples. Evaluation of this research produced promising results. First, a fixed sequence of alternating examples and problems was compared with problems only and examples only. The result shows that alternating examples and problems is superior to the other two conditions. Then, a study was conducted, in which a fixed sequence of alternating worked examples and tutored problem solving is compared with a strategy that adapts the assistance level to students’ needs. The adaptive strategy determines the type of the task (a worked example, a faded example or a problem to be solved) based on how much assistance the student received in the previous problem. The results show that students in the adaptive condition learnt significantly more than their peers who were presented with the fixed sequence of worked examples and problem solving. The final study employed eye tracking and demonstrated that novices and advanced students study SQL examples differently. Such information can be used to provide proactive rather than reactive feedback messages to students’ actions.
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McCann, Nicholas Francis. "Using Error Anticipation Exercises as an Instructional Intervention in the Algebra Classroom." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591666.

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Math & Science Education
Ph.D.
Researchers and instructors have only recently embraced the role of errors as vehicles for learning in the algebra classroom. Studying a mixture of correct and incorrect worked examples has been shown to be beneficial relative to correct worked examples alone. This study examines the effectiveness of having students generate, or anticipate, errors another student might make. Five Algebra 1 sections at a suburban mid-Atlantic public high school participated amid an early equation-solving unit. During teacher-led instruction, all five sections examined 2-3 correct worked examples. The final example varied across conditions. One section received an additional correct worked example. Two sections examined an incorrect worked example. The remaining two sections engaged in an error anticipation exercise where the teacher wrote an equation on the board and asked the students to predict errors another student might make in solving. The study measured conceptual and procedural knowledge, encoding ability, and student-generated errors. Although no meaningful significant differences were found, students in the error anticipation condition saw no difference in performance in conceptual and procedural items versus those who examined incorrect worked examples. Analysis that combined the error anticipation and incorrect worked examples conditions showed that those students trended toward outperforming those who examined correct examples only on procedural items. These results support further examination of error anticipation as a worthwhile instructional activity.
Temple University--Theses
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Kick-Samy, Mary. "Worked examples in teaching queries for searching academic databases." Thesis, Old Dominion University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571174.

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The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen & Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students perform less well when exposed to worked examples than when exposed to traditional problem solving (Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, Chandler, & Sweller, 1998; Kalyuga, Chandler, Tuovinen, & Sweller, 2001). A possible alternative to the worked-example approach is the fading example, designed to transition intermediate students to solving well-structured problems without assistance (Renkl, Atkinson & Grobe, 2004). This study showed that studying worked examples was more effect than solving problems or completing fading examples when learning to form search queries for library databases, an ill-structured problem-solving environment. In addition, participants within the worked-example group with low, intermediate and high levels of domain-specific knowledge achieved parity. Within the traditional problem-solving group, those with low domain-specific knowledge performed less well than those with high domain-specific knowledge.

Keywords: cognitive load theory, worked-example effect, fading examples, expertise-reversal effect, information literacy.

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Song, Yulun. "An authoring and presentation environment for interactive worked examples." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6152/.

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This dissertation describes an authoring environment, called IWE, which allows a teacher to develop computer-based interactive worked examples without bespoke programming. The focus is on worked examples that involve transforming one representation into another using judgments not algorithms or rules. The worked examples created are all drawn from Computing Science; for example, transforming a requirements specification into an entity-relationship diagram. Teachers model the problem-solving process as a sequence of steps demonstrating how the problem is translated step-by-step into a solution, explaining the decision-making in each step. They can incorporate questions within the examples to increase student engagement and encourage students to do active thinking. Students interact with the transformation process at their own pace to obtain experience of problem-solving. Teachers are able to evolve the examples based on feedback from students and usage data from the system. A review of educational literature identified the best practice guidelines for designing and presenting effective worked examples for novices and faded worked examples for intermediate learners. These guidelines informed the essential requirements of IWE. A prototype authoring environment was designed, implemented and evaluated. Educational literature also recommends using worked examples combined with practice of problem solving. A field study was conducted applying these recommendations to evaluate the usability of IWE. Evaluations were carried out with teachers to assess their ability to create and modify interactive worked examples while the teaching of their courses was in progress. Evaluations were also carried out with students to assess the usability of IWE. The main conclusion of this research, based on analysis of the evaluations, is that the prototype of IWE is useable by both teachers and students. It allows teachers to create interactive worked examples following best practice and evolve existing examples on the basis of feedback. It allows students to use interactive worked examples independently following best practice. Finally, the dissertation identifies some possibilities for widening the scope of this research.
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Margulieux, Lauren Elizabeth. "Subgoal labeled instructional text and worked examples in STEM education." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51782.

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In science, technology, engineering, and mathematics (STEM) education, problem solving tends to be highly procedural, and these procedures are typically taught with general instructional text and specific worked examples. Instructional text broadly defines procedures for problem solving, and worked examples demonstrate how to apply procedures to problems. Subgoal labels have been used to help students understand the structure of worked examples, and this feature has increased problem solving performance. The present study explored using subgoal labels in instructional text to further improve learners’ problem solving performance. A factorial design examined the efficacy of subgoal labeled instructional text and worked examples for programming education. The results of the present study suggest that subgoal labels in instructional text can help learners in a different way than subgoal labels in worked examples. Subgoal labels in text helped the learner articulate the general procedure better, and subgoal labels in the example helped the learner apply those procedures better. When solving novel problems, learners who received subgoal labels in both the text and example performed better than those who received subgoal labels in only the example. Learners who received subgoal labels in only the example performed better than those who received subgoal labels in only the text and those who did not receive subgoal labels at all. The present study indicates that subgoal labeled instructional text can improve novices’ problem solving performance in programming, but subgoal labels must appear in both the text and example.
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Sianez, David M. "An Analysis of Successful and Unsuccessful Example Solutions to Enhance Open-Ended Technological Problem-Solving Efficiency Among Middle School Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27792.

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This study investigated the usefulness of providing successful and unsuccessful example solutions in enhancing students' technological problem-solving efficiency. Prior research exploring worked example solutions indicated improved problem-solving efficiency when solutions were structured in a fashion that decreased the amount of extraneous cognitive load and increased the amount of germane cognitive load as specified by cognitive load theory. Fifty-one 7th and 8th grade students enrolled in technology education courses were selected from one school in the southwest region of Virginia. Participants completed three technological problem-solving tasks that included elevated load, cantilevered weight, and energy absorption using supply kits containing simple modeling materials. Problem-solving efficiency was determined by combining the amount of elapsed time across all three tasks. A 3 x 3 mixed factorial ANOVA was used to analyze the data. Data analysis revealed trends similar to worked example research in mathematics and science, but no significant difference among the three groups was found in this study.
Ph. D.
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Nagel, Karin Lynne. "Training visual pattern recognition : using worked examples to aid schema acquisition." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28851.

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Johnson, Karen Jo. "THE EFFECTS OF A SIMULATION WITH WORKED EXAMPLES ON EPISODIC MEMORIES AND TROUBLESHOOTING IN MAINTENANCE TECHNICIAN STUDENTS." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1870.

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The purpose of this study was to determine the effects of a simulation with workedexamples on the creation of episodic memories and the troubleshooting ability of maintenance technician students. Previous research shows that domain knowledge, conceptual knowledge, strategic knowledge, and episodic memories are all required to successfully troubleshoot. While domain, conceptual, and strategic knowledge can all be taught using traditional instruction, episodic memories require students to experience the actual troubleshooting of a fault. Simulations and worked examples are two instructional methods that have proven effective at teaching troubleshooting. This research specifically examined how a simulation combined with worked examples would affect 1) immediate troubleshooting abilities, 2) the creation of episodic memories, and 3) delayed troubleshooting abilities. This study was conducted in two stages and administered via a learning management system due to COVID-19 restrictions. The first stage included a pre-test, a training session using the simulation with worked examples, and an immediate post-test for near and far transfer of troubleshooting abilities. The second stage occurred one week later and included the final posttest for near and far transfer of troubleshooting abilities and creation of episodic memories. Answers to four troubleshooting questions on each of the pre-test and immediate and delayed post-tests were collected to determine any differences in the immediate and retained troubleshooting abilities. Answers to the solution mapping questions were collected to determine the creation of episodic memories. A repeated measure analysis of variance was conducted in SPSS to analyze the results of the troubleshooting pre- and post-tests. A correlational coefficient was used to determine any interaction between episodic memories and delayed troubleshooting abilities. Previous experience levels and participants’ major of study were also examined to determine their effect on the results. The findings show the simulation with worked examples had a statistically significant effect on delayed troubleshooting abilities and the created episodic memories had a positive correlation with the delayed troubleshooting, both with a medium effect size. However, the simulation with worked examples had no statistically significant effect on immediate troubleshooting abilities. Levels of previous experience and participants’ major of study had little effect on the results.
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Margulieux, Lauren Elizabeth. "Using subgoal learning and self-explanation to improve programming education." Diss., Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/54985.

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The present study combined subgoal learning and self-explanation frameworks to improve problem solving performance. Subgoal learning has been used to promote retention and transfer in procedural domains, such as programming. The primary method for learning subgoals, however, has been through passive learning methods, and passive learning methods are typically less effective than constructive learning methods. To promote constructive methods of learning subgoals, a subgoal learning framework was used to guide self-explanation. Self-explanation is an effective method for engaging learners to make sense of new information based on prior knowledge and logical reasoning. Self-explanation is typically more effective when learners receive some guidance, especially if they are novices, because it helps them to focus their attention on relevant information. In the present study, only some of the constructive learning methods produced better problem solving performance than passive learning methods. Learners performed best when they learned constructively and either received hints about the subgoals of the procedure or received feedback on the self-explanations that they constructed, but not when they received both hints and feedback. When students received both types of guidance, they did not perform better than those who learned subgoals through passive learning methods. These findings suggest that constructive learning of subgoals can further improve the benefits of learning subgoals, but there is an optimal level of guidance for students engaging in constructive learning. Providing too much guidance can be as detrimental as providing too little. This nuance is important for educators who engage their students in constructive learning and self-explanation to recognize and promote the best results.
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Books on the topic "Worked examples"

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AutoCAD worked examples. Harlow: Longman, 2000.

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Salter, Richard J. Traffic engineering: Worked examples. 2nd ed. Houndmills, Basingstoke, Hampshire: Macmillan, 1989.

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Knott, J. F. Fracture mechanics: Worked examples. 2nd ed. London: Institute of Materials, 1993.

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Whelan, M. J. Worked examples in dislocations. London: Institute of Metals, 1990.

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V, Clark A., ed. Building quantities: Worked examples. Oxford: Newnes, 1992.

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Stark, J. G. Worked examples for 16. London: Murray, 1985.

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Higginson, R. L. Worked examples in quantitative metallography. London: Maney, 2003.

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Ronald, McCaffer, ed. Worked examples in construction management. 2nd ed. London: Collins, 1986.

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Mustoe, L. R. Worked examples in engineering mathematics. Chichester: Wiley, 1986.

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Woodford, Chris. Numerical methods with worked examples. London: Chapman & Hall, 1997.

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Book chapters on the topic "Worked examples"

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Vince, John. "Worked Examples." In Mathematics for Computer Graphics, 471–89. London: Springer London, 2017. http://dx.doi.org/10.1007/978-1-4471-7336-6_17.

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Chapallaz, Jean-Marc, Jacques Dos Ghali, Peter Eichenberger, and Gerhard Fischer. "Worked Examples." In Manual on Induction Motors Used as Generators, 105–13. Wiesbaden: Vieweg+Teubner Verlag, 1992. http://dx.doi.org/10.1007/978-3-663-14044-3_8.

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Morelhão, Sérgio Luiz. "Worked Examples." In Graduate Texts in Physics, 195–209. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-19554-4_7.

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Gerlee, Philip, and Torbjörn Lundh. "Worked Examples." In Scientific Models, 67–92. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27081-4_5.

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Park, Alan. "Worked Examples." In Facilities Management, 91–98. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13171-6_9.

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Park, Alan. "Worked Examples." In Facilities Management, 93–100. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14879-0_9.

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Chan, Caroline T. W. "Worked examples." In Estimating and Measurement for Simple Building Works in Hong Kong, 230–81. Second edition. | Abingdon, Oxon; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.1201/9781003017837-19.

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Gouge, Ian. "Worked Examples." In Practitioner Series, 135–59. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0081-2_5.

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Vince, John. "Worked Examples." In Mathematics for Computer Graphics, 271–88. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84996-023-6_13.

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Rudd, Anthony S. "Worked Examples." In Practical Usage of TSO REXX, 278–300. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0755-2_15.

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Conference papers on the topic "Worked examples"

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Chilton, A., D. Trew, J. Harvie-Clark, and N. Conlan. "THE AVO GUIDE - WORKED EXAMPLES." In ACOUSTICS 2020. Institute of Acoustics, 2020. http://dx.doi.org/10.25144/13335.

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Chilton, A., D. Trew, J. Harvie-Clark, and N. Conlan. "THE AVO GUIDE - WORKED EXAMPLES." In ACOUSTICS 2020. Institute of Acoustics, 2020. http://dx.doi.org/10.25144/13335.

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Caspersen, Michael E., Jürgen Börstler, Adrienne Decker, and Carl Alphonce. "Worked examples for sound OO pedagogy." In Companion to the 23rd ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449814.1449859.

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Demiraslan Çevik, Yasemin, and Yahya İltüzer. "TEACHING DECISION RULES VIA WORKED EXAMPLES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0916.

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Irfani, Nur, and Endah Retnowati. "Using Worked Examples During Geometry Instructions." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.010.

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Caspersen, Michael E., Jürgen Börstler, Adrienne Decker, and Carl Alphonce. "Worked examples for sound object-oriented pedagogy." In Companion to the 23rd ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449814.1449888.

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Shipley, Thomas F., and Allison J. Jaeger. "IMPROVING 3D DIAGRAM COMPREHENSION WITH INCORRECT WORKED EXAMPLES." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-298426.

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Griffin, Jean. "Worked Examples with Errors for Computer Science Education." In ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787741.

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Joentausta, Johanna, and Arto Hellas. "Subgoal Labeled Worked Examples in K-3 Education." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159494.

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Zhi, Rui. "Exploring Data-driven Worked Examples for Block-based Programming." In ICER '18: International Computing Education Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3230977.3231018.

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Reports on the topic "Worked examples"

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Sestito, S. A Worked Example of an Application of the Saint Simulation Program. Fort Belvoir, VA: Defense Technical Information Center, September 1987. http://dx.doi.org/10.21236/ada188198.

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Carter, Becky. Inclusion in Crisis Response, Recovery and Resilience. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.079.

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This rapid review provides examples of what has worked to include people in humanitarian assistance who experience heightened vulnerability during crises, due to social inequalities and discrimination relating to gender, age, disability, sexual orientation, gender identity and/or expression, and sex characteristics; and religious belief . Overall, robust evidence is limited for what are, in most cases, relatively new areas of practice in challenging crisis situations. However, the literature does identify promising practices. Emerging themes from the research on what has potential for improving inclusion in humanitarian assistance include: affected people’s meaningful participation in intervention planning and design; whole-of-community approaches while maintaining accountability to the targeted beneficiaries; multi-component approaches combining complementary strategies (e.g. economic empowerment with social norms change programming); longer-term, pre-crisis investment in relationships with, and capacity building of, local organisations; and disaggregating data and undertaking intersectional analyses to include those hardest to reach.
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Felipe, Jesus, Scott Fullwiler, Gemma Estrada, Maria Hanna Jaber, Mary Ann Magadia, and Remrick Patagan. How “Monetization” Really Works—Examples from Nations’ Policy Responses to COVID-19. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200368-2.

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The coronavirus disease (COVID-19) has forced governments to provide stimulus packages amid falling tax revenues, prompting debate on “monetization” of government debt. Drawing on selected country experiences, this paper shows through actual central bank operations and accounting that “monetization,” commonly equated with “printing money,” is operationally impossible and that inflationary concerns are misplaced.
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Hugo, Jacques, and Johanna Oxstrand. Example Work Domain Analysis for a Reference Sodium Fast Reactor. Office of Scientific and Technical Information (OSTI), January 2015. http://dx.doi.org/10.2172/1178369.

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Rudner, Tim, and Helen Toner. Key Concepts in AI Safety: Robustness and Adversarial Examples. Center for Security and Emerging Technology, March 2021. http://dx.doi.org/10.51593/20190041.

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This paper is the second installment in a series on “AI safety,” an area of machine learning research that aims to identify causes of unintended behavior in machine learning systems and develop tools to ensure these systems work safely and reliably. The first paper in the series, “Key Concepts in AI Safety: An Overview,” described three categories of AI safety issues: problems of robustness, assurance, and specification. This paper introduces adversarial examples, a major challenge to robustness in modern machine learning systems.
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Golovko, Khrystyna. TRAVEL REPORT BY ALEKSANDER JANTA-POŁCZYNSKI «INTO THE USSR» (1932): FROG PERSPECTIVE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11091.

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The article analyzes a series of materials by Aleksander Janta-Polczynski «Into the USSR» from Soviet Russia during the in 1932, published on «Wiadomości Literackiе». The purpose of this article is explain the uniqueness of the reporter’s style and personality. We want to emphasize the role of Janta-Polczynski as the pioneer of reportage journalism. He was the first who worked professionally in this position in the full sense of this word. Analyzed the cycle of Alexander Janta-Polczynski from Russia, we can emphasize the scale of the reporter’s trip: in 1932 the journalist made the largest journalistic trip to the USSR. Janta visited the Eastern republics, which differed from the popular Moscow and Leningrad. Also, he saw the largest construction in the USSR at this time – which it bragged about russian newspapers – Magnitogorsk and Dneprostroy. For a better understanding are given the visual examples from reportorial texts. It should be noted that for Janta the main task of the reporter is to show what is seen and recorded: only facts and personal experience in communication. This cycle can safely be called a journey and social expedition. The main task for Janta the scene where the reportage takes place is to find proper characters and convince them of the importance of their story. These are the materials of a reporter – an eyewitness, not a researcher, a report from the scene, which pushes the reader to an independent conclusion. We explore that all the Janta-Polczynski texts are inextricably linked by looking into the «middle» of the process: the diversity of what is seen allows the journalist to look for differences and similarities, compare, look at the fundamental components, track changes and distinguish them. Special attention was paid to a low-angle shot in his materials. He describes how Soviet society lives, how factories work, how the system of educating a Soviet person, goes to the movies and exhibitions, communicates with ordinary citizens. Undoubtedly, all this is successfully complemented by the factual detail and uniqueness of the author’s style.
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Rogers, N., and B. Brodaric. Spatially linked relational database management of petrology and geochemistry using Fieldlog v3.0: a worked example from the Bathurst mining camp, New Brunswick. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1996. http://dx.doi.org/10.4095/207893.

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Reisner, Jodie. Adaptation Workbook Case Study: Kettner Farm, Mulshoe, TX. Climate Hub, 2019. http://dx.doi.org/10.32747/2019.6875755.ch.

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The Adaptation Resources for Agriculture Workbook was jointly developed by USDA Climate Hubs and NRCS to support producers, service providers, and educators to manage climate change. The workbook helps producers consider both short-term adaptive management actions (<5 yrs) and long-range strategic plans (5 to 20 yrs, subject to farm type). This workbook pro-motes adaptation through multiple resources including a “menu” of adaptation strategies/approaches and example tactics for cropping and forages, confined livestock, grazing, orchards and small fruit and vegetable production systems. Recent efforts by USDA Climate Hub NRCS Liaisons work to increase the number of examples, and have been documented as Case Studies. These Case Studies are of producers utilizing the 5-step process in the workbook to document their management choices to ameliorate climate change impacts to their operations.
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White, Howard. Explaining what works: using causal chain analysis in systematic reviewsExplaining what works: using causal chain analysis in systematic reviews. Centre of Excellence for Development Impact and Learning (CEDIL), August 2021. http://dx.doi.org/10.51744/cmb4.

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Systematic reviews summarise and synthesise the global evidence about an intervention. By incorporating causal chain analysis, a systematic review moves beyond the question of ‘does it work?’ to ‘why does it work, for whom, under what circumstances and at what cost?’. The CEDIL Methods Brief 4, ‘Using causal chain analysis in systematic reviews’, lays out what causal chain analysis is, the benefits of using it, and how to do so. The brief provides guidance on conducting a causal chain analysis by illustrating with an example of a systematic review on farmer field schools.
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Eberts, Randall W. The Use of Profiling to Target Services in State Welfare-to-Work Programs: An Example of Process and Implementation. W.E. Upjohn Institute, October 1997. http://dx.doi.org/10.17848/wp98-52.

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