Literatura científica selecionada sobre o tema "Action Model Learning"
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Artigos de revistas sobre o assunto "Action Model Learning"
Rao, Dongning, e Zhihua Jiang. "Cost-Sensitive Action Model Learning". International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 24, n.º 02 (abril de 2016): 167–93. http://dx.doi.org/10.1142/s0218488516500094.
Texto completo da fonteWang, Zhenyi, Ping Yu, Yang Zhao, Ruiyi Zhang, Yufan Zhou, Junsong Yuan e Changyou Chen. "Learning Diverse Stochastic Human-Action Generators by Learning Smooth Latent Transitions". Proceedings of the AAAI Conference on Artificial Intelligence 34, n.º 07 (3 de abril de 2020): 12281–88. http://dx.doi.org/10.1609/aaai.v34i07.6911.
Texto completo da fonteChang, Kyungwon. ""A Model of Action Learning Program Design in Higher Education"". Journal of Educational Technology 27, n.º 3 (30 de setembro de 2011): 475–505. http://dx.doi.org/10.17232/kset.27.3.475.
Texto completo da fonteWang, Ziyi, Xinran Li, Luoyang Sun, Haifeng Zhang, Hualin Liu e Jun Wang. "Learning State-Specific Action Masks for Reinforcement Learning". Algorithms 17, n.º 2 (30 de janeiro de 2024): 60. http://dx.doi.org/10.3390/a17020060.
Texto completo da fonteFunai, Naoki. "An Adaptive Learning Model with Foregone Payoff Information". B.E. Journal of Theoretical Economics 14, n.º 1 (1 de janeiro de 2014): 149–76. http://dx.doi.org/10.1515/bejte-2013-0043.
Texto completo da fonteMordoch, Argaman, Brendan Juba e Roni Stern. "Learning Safe Numeric Action Models". Proceedings of the AAAI Conference on Artificial Intelligence 37, n.º 10 (26 de junho de 2023): 12079–86. http://dx.doi.org/10.1609/aaai.v37i10.26424.
Texto completo da fonteBong, Hyeon-Cheol, Yonjoo Cho e Hyung-Sook Kim. "Developing an action learning design model". Action Learning: Research and Practice 11, n.º 3 (11 de agosto de 2014): 278–95. http://dx.doi.org/10.1080/14767333.2014.944087.
Texto completo da fonteChalard. "Developing Learner Centered Action Learning Model". Journal of Social Sciences 7, n.º 4 (1 de abril de 2011): 635–42. http://dx.doi.org/10.3844/jssp.2011.635.642.
Texto completo da fontePandey, Ritik, Yadnesh Chikhale, Ritik Verma e Deepali Patil. "Deep Learning based Human Action Recognition". ITM Web of Conferences 40 (2021): 03014. http://dx.doi.org/10.1051/itmconf/20214003014.
Texto completo da fonteAmir, E., e A. Chang. "Learning Partially Observable Deterministic Action Models". Journal of Artificial Intelligence Research 33 (20 de novembro de 2008): 349–402. http://dx.doi.org/10.1613/jair.2575.
Texto completo da fonteTeses / dissertações sobre o assunto "Action Model Learning"
Foster, Allison A. "Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831.
Texto completo da fonteWebb, Nicholas. "Imitation learning : does children's imitation model preference vary across different action types? /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19752.pdf.
Texto completo da fonteWhitbeck, Barbara Ann. "Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2095.
Texto completo da fonteStoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.
Texto completo da fontePh. D.
Van, der Voort Geoffrey Hermanus. "An action learning model to assist circuit teams to support school management teams towards whole-school development". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016065.
Texto completo da fonteMahembe, Bright. "The development and empirical evaluation of an extended learning potential structural model". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86456.
Texto completo da fonteENGLISH ABSTRACT: In South Africa, selection from a diverse population poses a formidable challenge. The challenge lies in subgroup difference in the performance criterion. Protected group members perform systematically lower on the criterion due to systematic, group-related differences in learning and job competency potential latent variables required to succeed in learning and on the job. These subgroup differences are attributable to the unequal development and distribution of intellectual capital across racial-ethnic subgroups due to systemic historical disadvantagement. This scenario has made it difficult for organisations in South Africa to meet equity targets when selecting applicants from a diverse group representative of the South African population, while at the same time maintaining production and efficiency targets. Therefore there is an urgent need for affirmative development. Ensuring that those admitted to affirmative development interventions successfully develop the job competency potential and job competencies required to succeed on the job requires that the appropriate people are selected into these interventions. Selection into affirmative development opportunities represents an attempt to improve the level of Learning performance during evaluation of learners admitted to affirmative development opportunities. A valid understanding of the identity of the determinants of learning performance in conjunction with a valid understanding of how they combine to determine the level of learning performance achieved should allow the valid prediction of Learning performance during evaluation. The primary objective of the present study was to integrate and elaborate the De Goede (2007) and the Burger (2012) learning potential models in a manner that circumvents the problems and shortcomings of these models by developing an extended explanatory learning performance structural model that explicates additional cognitive and non-cognitive learning competency potential latent variables that affect learning performance and that describes the manner in which these latent variables combine to affect learning performance. A total of 213 participants took part in the study. The sample was predominantly made up of students from previously disadvantaged groups on the extended degree programme of a university in the Western Cape Province of South Africa. The proposed De Goede – Burger – Mahembe Learning Potential Structural Model was tested via structural equation modeling after performing item and dimensional analyses. Item and dimensional analyses were performed to identify poor items and ensure uni-dimensionality. Uni-dimensionality is a requirement for item parcel creation. Item parcels were used due to sample size restrictions. The fit of the measurement and structural models can generally be regarded as reasonable and both models showed close fit. Significant relationships were found between: Information processing capacity and Learning Performance during evaluation; Self-leadership and Motivation to learn; Motivation to learn and Time-engaged-on-task; Self efficacy and Self-leadership; Knowledge about cognition and Regulation of cognition; Regulation of cognition and Time-cognitively-engaged; Learning goal orientation and Motivation to learn; Openness to experience and Learning goal orientation. Support was not found for the relationships between Conscientiousness and Time-cognitively-engaged, as well as between Time-cognitively-engaged and Learning performance. The hypothesised moderating effect of Prior learning on the relationship between Abstract reasoning capacity and Learning performance during evaluation was not supported. The statistical power of the test of close fit for the comprehensive LISREL model was examined. The discriminant validity of the item parcels were ascertained. The limitations of the research and suggestions for future studies have been highlighted. The results of the present study provide some important insights for educators and training and development specialists on how to identify potential students and talent for affirmative development in organisations in South Africa.
Byadarhaly, Kiran. "A Neuro-dynamical model of Synergistic Motor Control". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384426521.
Texto completo da fonteNyame-Asiamah, Frank. "The deferred model of reality for designing and evaluating organisational learning processes : a critical ethnographic case study of Komfo Anokye teaching hospital, Ghana". Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7582.
Texto completo da fonteVellala, Abhinay. "Genre-based Video Clustering using Deep Learning : By Extraction feature using Object Detection and Action Recognition". Thesis, Linköpings universitet, Statistik och maskininlärning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176942.
Texto completo da fonteNivens, Ryan Andrew. "Moving from Student Teaching to a Residency Model: Tennessee's Ready 2 Teach Initiative in Action". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/232.
Texto completo da fonteLivros sobre o assunto "Action Model Learning"
C, Wade Rahima, ed. Community action rooted in history: The CiviConnections model of service-learning. Silver Spring, Md: National Council for the Social Studies, 2007.
Encontre o texto completo da fonteUniversity, Sheffield Hallam, ed. Credit through learning action planning: A working model : session to be held at the Records of achievement conference, University of North London, 14 March 1994 : information pack. [Sheffield]: Sheffield Hallam University, 1994.
Encontre o texto completo da fonteC, Alkin Marvin, Christie Christina A e American Evaluation Association, eds. Theorists' models in action. San Francisco, Calif: Jossey-Bass, 2005.
Encontre o texto completo da fonteAction-Reflection Seminar (2nd 2001 Naivasha, Kenya). Strategic and responsive evaluation of peacebuilding: Towards a learning model : report of the Second Action-Reflection Seminar convened by NPI-Africa and the NCCK-CPBD Project : Naivasha, Kenya, March 2001. Nairobi: NPI-Africa, 2002.
Encontre o texto completo da fonteDelogu, Cristina, ed. Tecnologia per il web learning. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-571-9.
Texto completo da fonteSecundo, Giustina. Dynamic Learning Networks: Models and Cases in Action. Boston, MA: Springer-Verlag US, 2009.
Encontre o texto completo da fonteGerman ICM Conference (3th 2014 Marburg). The inverted classroom model: The 3rd German ICM-Conference - proceedings. Berlin: De Gruyter Oldenbourg, 2014.
Encontre o texto completo da fonteJohnson, Bob. Models of APEL and quality assurance. London: Southern England Consortium for Credit Accumulation and Transfer, 2002.
Encontre o texto completo da fonteKeengwe, Jared, Grace Onchwari e James N. Oigara. Promoting active learning through the flipped classroom model. Hershey, PA: Information Science Reference, 2014.
Encontre o texto completo da fontePak, Sang-jun. Kŏkkuro kyosil ŭl nŏmŏ kŏkkuro haksŭp ŭro: Uri nara kyosil e mannŭn kŏkkuro kyosil model ŭl ch'ajasŏ = Flipped classroom flipped learning. 8a ed. Kyŏnggi-do P'aju-si: Kyoyuk Kwahaksa, 2016.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Action Model Learning"
Edmonstone, John. "The Energy Investment Model". In The Handbook of Action Learning, 78–82. New York: Productivity Press, 2024. http://dx.doi.org/10.4324/9781003464440-8.
Texto completo da fonteBellmann, Matthias. "Siemens Management Learning: A Highly Integrated Model to Align Learning Processes with Business Needs". In Business Driven Action Learning, 140–51. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230285866_12.
Texto completo da fonteRodrigues, Christophe, Henry Soldano, Gauvain Bourgne e Céline Rouveirol. "Collaborative Online Learning of an Action Model". In Solving Large Scale Learning Tasks. Challenges and Algorithms, 300–319. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41706-6_16.
Texto completo da fontePoole, David, e Ian D. Thomas. "The Action Learning Partnership (ALPS®) Model". In Educational Innovation in Economics and Business III, 65–75. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-1388-7_5.
Texto completo da fonteEdmonstone, John. "The energy investment model and action learning". In Action Learning in Health, Social and Community Care, 85–90. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315266701-8.
Texto completo da fonteEdmonstone, John. "The energy investment model and action learning*". In Action Learning in Health, Social and Community Care, 85–90. Boca Raton, FL : CRC Press, Taylor & Francis Group, [2018]: CRC Press, 2017. http://dx.doi.org/10.4324/9781315266701-9.
Texto completo da fontePinto, Javier A. "Using histories to model observations in theories of action". In Learning and Reasoning with Complex Representations, 221–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-64413-x_38.
Texto completo da fonteHaazebroek, Pascal, e Bernhard Hommel. "Anticipative Control of Voluntary Action: Towards a Computational Model". In Anticipatory Behavior in Adaptive Learning Systems, 31–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02565-5_3.
Texto completo da fonteMcVee, Mary B., Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, P. David Pearson e Jennifer Reichenberg. "Learning through a Pedagogy of Video Reflection and the Gradual Release of Responsibility Model". In Video Pedagogy in Action, 23–40. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315175638-2.
Texto completo da fonteHunt, Darwin P., e Michelle R. Sams. "Human Self-Assessment Process Theory: An Eight-Factor Model of Human Performance and Learning; and Everyman’s Causation". In Psychophysics in Action, 41–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-74382-5_4.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Action Model Learning"
Chen, Lei, Muheng Li, Yueqi Duan, Jie Zhou e Jiwen Lu. "Uncertainty-Aware Representation Learning for Action Segmentation". In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/115.
Texto completo da fonteLintilä, Taina, e Mark Zarb. "COMPUTING STUDENTS LEARNING OUTCOMES IN LEARNING BY DEVELOPING ACTION MODEL". In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0477.
Texto completo da fonteNematollahi, Iman, Daniel Kuhner, Tim Welschehold e Wolfram Burgard. "Augmenting Action Model Learning by Non-Geometric Features". In 2019 International Conference on Robotics and Automation (ICRA). IEEE, 2019. http://dx.doi.org/10.1109/icra.2019.8794153.
Texto completo da fonteDavoodi, Laleh, e József Mezei. "A Comparative Study of Machine Learning Models for Sentiment Analysis: Customer Reviews of E-Commerce Platforms". In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.13.
Texto completo da fonteEl-Ghaish, Hany, Mohamed Hussein e Amin Shoukry. "Human Action Recognition Using A Multi-Modal Hybrid Deep Learning Model". In British Machine Vision Conference 2017. British Machine Vision Association, 2017. http://dx.doi.org/10.5244/c.31.84.
Texto completo da fonteWang, Zi, Caelan Reed Garrett, Leslie Pack Kaelbling e Tomas Lozano-Perez. "Active Model Learning and Diverse Action Sampling for Task and Motion Planning". In 2018 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2018. http://dx.doi.org/10.1109/iros.2018.8594027.
Texto completo da fonteBoutilier, Craig, Alon Cohen, Avinatan Hassidim, Yishay Mansour, Ofer Meshi, Martin Mladenov e Dale Schuurmans. "Planning and Learning with Stochastic Action Sets". In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/650.
Texto completo da fonteLange, Robert Tjarko, e Aldo Faisal. "Action Grammars: A Cognitive Model for Learning Temporal Abstractions". In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1258-0.
Texto completo da fonteDegris, T., P. M. Pilarski e R. S. Sutton. "Model-Free reinforcement learning with continuous action in practice". In 2012 American Control Conference - ACC 2012. IEEE, 2012. http://dx.doi.org/10.1109/acc.2012.6315022.
Texto completo da fonteBerseth, Glen, Alex Kyriazis, Ivan Zinin, William Choi e Michiel van de Panne. "Model-Based Action Exploration for Learning Dynamic Motion Skills". In 2018 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2018. http://dx.doi.org/10.1109/iros.2018.8593588.
Texto completo da fonteRelatórios de organizações sobre o assunto "Action Model Learning"
Whitbeck, Barbara. Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.2093.
Texto completo da fonteBhattacharjea, Suman, Sehar Saeed, Rajib Timalsina e Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, junho de 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.
Texto completo da fontePrieto Martín, Pedro, Marina Apgar, Jiniya Afroze, Amit Arulanantham, Jacqueline Hicks, Shanta Karki, Sophie Mareschal et al. Bridging Learning and Action: How Did CLARISSA’s Participatory Adaptive Management Approach Foster Innovation, Effectiveness, and Stakeholder Empowerment? Institute of Development Studies, maio de 2024. http://dx.doi.org/10.19088/clarissa.2024.007.
Texto completo da fonteWollentz, Gustav. Increasing future awareness in the cultural heritage sector using the SoPHIA model. Department of Cultural Sciences, Linnaeus University, 2023. http://dx.doi.org/10.15626/fkh.kv.2023.01.
Texto completo da fonteFullan, Michael, e Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, dezembro de 2020. http://dx.doi.org/10.18235/0002959.
Texto completo da fonteCohn, David A., Zoubin Ghahramani e Michael I. Jordan. Active Learning with Statistical Models. Fort Belvoir, VA: Defense Technical Information Center, janeiro de 1995. http://dx.doi.org/10.21236/ada295617.
Texto completo da fonteHickman McMahon, Lauren, Stefani Pautz Stephenson e Seth Corrigan. The Promise of Digital Math Tools for Universally Accessible Mathematics Instruction. Digital Promise, maio de 2024. http://dx.doi.org/10.51388/20.500.12265/211.
Texto completo da fontePautz Stephenson, Stefani, Rebecca Banks e Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, junho de 2022. http://dx.doi.org/10.51388/20.500.12265/158.
Texto completo da fontede Luis, Mercedes, Emilio Rodríguez e Diego Torres. Machine learning applied to active fixed-income portfolio management: a Lasso logit approach. Madrid: Banco de España, setembro de 2023. http://dx.doi.org/10.53479/33560.
Texto completo da fonteBynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski e Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.
Texto completo da fonte