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Статті в журналах з теми "Learning territory"

Автор: Grafiati

Опубліковано: 1 червня 2022

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1

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

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Territorial problems such as the socio-ecological degradation of urban rivers represent a great challenge to achieving sustainability in cities. This issue demands collaborative efforts and the crossing of boundaries determined by actors that act from diverse spheres of knowledge and systems of practice. Based on an integrative territory notion and the boundary approach, the goal of this paper is to comprehend the boundary crossings that take place in multi-actor initiatives towards the resolution of this problem and what type of territorial transformation is produced as an outcome. Our analysis is built on participatory research on the Taquara Stream case, a degraded watercourse in a socio-ecologically vulnerable area, in southern Brazil. Our data analysis applied a visual chronological narrative and an interdisciplinary theoretical framework of analysis that combined concepts related to the territory (geography) and the boundary approach (education). We verified that local territorial issues functioned as boundary objects, fostering and facilitating dialogical interaction among involved actors, knowledge co-production, and collaborative practical actions that led to changes in the territory in terms of practices, comprehensions, and physical concrete transformations. We framed this study as one of territory-based learning meant to advance the understanding of territorial intervention processes towards urban sustainability.

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2

Stamps, Judy A., and V. V. Krishnan. "A Learning-Based Model of Territory Establishment." Quarterly Review of Biology 74, no. 3 (September 1999): 291–318. http://dx.doi.org/10.1086/393163.

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3

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

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AbstractThis article draws on an ethnographical study of indigenous Xakriabá boys, focusing on fieldwork that explores everyday practices that characterise the passage from domestic space to manhood through territory circulation. The hunt assumes an emblematic position in the learning process configuration that constitutes the male ethos of the Xakriabá. We review the unique arrangement of key practices, exploring their articulations and revealing learning processes developed both through the use of the scythe in agricultural work, and through hunting in the woods that surround the villages. Learning is explored as an inherent dimension of social practices. We highlight the relationships among different learning configurations in order to identify recurrent themes, such as peer interaction and co-responsability, which characterise particular ways of learning among the Xakriabá.

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4

Zhong, Hongsheng, Randolph W. Hall, and Maged Dessouky. "Territory Planning and Vehicle Dispatching with Driver Learning." Transportation Science 41, no. 1 (February 2007): 74–89. http://dx.doi.org/10.1287/trsc.1060.0167.

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5

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

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6

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

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7

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

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8

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

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9

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

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

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10

Roxanne, Tiara. "Digital territory, digital flesh." A Peer-Reviewed Journal About 8, no. 1 (August 15, 2019): 70–80. http://dx.doi.org/10.7146/aprja.v8i1.115416.

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

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11

Nelson, Douglas, Hitesh Khanna, and Peter Marler. "LEARNING BY INSTRUCTION OR SELECTION: IMPLICATIONS FOR PATTERNS OF GEOGRAPHIC VARIATION IN BIRD SONG." Behaviour 138, no. 9 (2001): 1137–60. http://dx.doi.org/10.1163/156853901753287172.

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AbstractExperience can have both instructive and selective effects on vocal development in song birds. Learning by instruction occurs when one male imitates the song of another. Learning by selection occurs when a male chooses one or more songs to retain in his repertoire based on interaction with other individuals. These models of learning make different predictions about the degree of microgeographic variation in song present in wild populations of birds. If males are instructed by their immediate territory neighbors, then the songs of territory neighbors should be more similar than are the songs of non-neighbors. In contrast, if males select a song for retention that was learned elsewhere in the dialect, the songs of neighbors should be no more similar than are the songs of non-neighbors sampled from the same dialect. We compared the songs of males sampled in two sedentary populations and four migratory populations of four subspecies of the white-crowned sparrow, Zonotrichia leucophrys. In the two sedentary nuttalli populations, males on neighboring territories sang very similar songs, indicating that males are instructed by their territory neighbors after they disperse short distances to their breeding territories. Learning by selection during territory establishment after natal dispersal appears to predominate in the four migratory populations: the songs of territory neighbors were no more similar than were the songs of non-neighbors. We conclude that the sedentary/migratory distinction in the annual cycle determines the form of vocal learning that occurs between territory neighbors.

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12

Rodrigues, A. V., and T. Kohlsdorf. "Learning skills in Tropidurus lizards are associated with territory harshness." Journal of Zoology 309, no. 4 (September 17, 2019): 250–58. http://dx.doi.org/10.1111/jzo.12721.

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13

Akçay, Çağlar, S. Elizabeth Campbell, Saethra Darling, and Michael D. Beecher. "Territory establishment, song learning strategies and survival in song sparrows." Ethology 126, no. 7 (February 21, 2020): 694–703. http://dx.doi.org/10.1111/eth.13014.

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14

Hulme, Agnes Kukulska. "Charting unknown territory: models of participation in mobile language learning." International Journal of Mobile Learning and Organisation 4, no. 2 (2010): 116. http://dx.doi.org/10.1504/ijmlo.2010.032632.

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15

Gras, Josep Maria Solé, Arnau Tiñena Ramos, and Jordi Sardà Ferran. "Liquid scale. From detail to territory as a learning tool." Scientific Journal of Applied Social and Clinical Science 2, no. 1 (January 20, 2022): 2–11. http://dx.doi.org/10.22533/at.ed.2162122180118.

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16

Seidle, Russell. "Navigating (Un)familiar Technological Territory: Sequences of Learning in Innovation Projects." Academy of Management Proceedings 2015, no. 1 (January 2015): 18309. http://dx.doi.org/10.5465/ambpp.2015.18309abstract.

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17

Glasmeier, Amy K. "Territory-Based Regional Development Policy and Planning in a Learning Economy." European Urban and Regional Studies 6, no. 1 (January 1999): 73–84. http://dx.doi.org/10.1177/096977649900600106.

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18

Fenwick, Tara. "Tidying the territory: questioning terms and purposes in work‐learning research." Journal of Workplace Learning 18, no. 5 (July 2006): 265–78. http://dx.doi.org/10.1108/13665620610674953.

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19

André, Yves. "World and territory: History and geogaphy for learning to live together." Prospects 28, no. 2 (June 1998): 203–7. http://dx.doi.org/10.1007/bf02736943.

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20

Rohani, Vala Ali, Shahid Shayaa, and Ghazaleh Babanejaddehaki. "How Social Media Influencers Govern Sentiment Territory." International Journal of Applied Evolutionary Computation 8, no. 1 (January 2017): 49–60. http://dx.doi.org/10.4018/ijaec.2017010104.

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In present research, the authors examined how social media influencers affect the overall sentiment of a topic. To this end, they utilized supervised machine learning approach to develop SentiRobo for measuring the sentiment score of social media content. In the next stage, they studied social media datasets with 375,141 records in the education domain to investigate the correlation between social media topics and top authors' sentiment. The Pearson correlation test results revealed that top one percent of social media authors are enough to significantly influence the whole sentiment of each topic.

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21

Walton, Chris. "An Aboriginal Child Learning to Write." Aboriginal Child at School 14, no. 2 (May 1986): 16–25. http://dx.doi.org/10.1017/s0310582200014243.

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In 1985 there was a Combined Associations Conference held in Darwin. As part of that conference Ann Harrison (a TESL lecturer at Darwin Institute of Technology) and I prepared a workshop to explore some issues concerned with Aboriginal children learning to write in English when it is not their mother tongue. In that workshop we looked at samples of Northern Territory Aboriginal children’s writing in English to consider:

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22

Zhang, Dawei, and Tingting Yang. "Visual Object Tracking Algorithm Based on Biological Visual Information Features and Few-Shot Learning." Computational Intelligence and Neuroscience 2022 (March 3, 2022): 1–8. http://dx.doi.org/10.1155/2022/3422859.

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Eye tracking is currently a research hotspot in the territory of service robotics. There is an urgent need for machine vision technique in the territory of video surveillance, and biological visual object following is one of the important basic research problems. By tracking the object of interest and recording the tracking trajectory, we can extract a structure from a video. It can also analyze the abnormal behavior of groups or individuals in the video or assist the public security organs in inquiring and searching for evidence of criminal suspects, etc. Moving object following has always been one of the frontier topics in the territory of machine vision, and it has very important appliances in mobile robot positioning and navigation, multirobot formation, lunar exploration, and intelligent monitoring. Moving object following has always been one of the frontier topics in the territory of machine vision, and it has very important appliances in mobile robot positioning and navigation, multirobot formation, lunar exploration, and intelligent monitoring. Moving object following in visual surveillance is easily affected by factors such as occlusion, rapid object movement, and appearance changes, and it is difficult to solve these problems effectively with single-layer features. This paper adopts a visual object following algorithm based on visual information features and few-shot learning, which effectively improves the accuracy and robustness of tracking.

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23

Beecher, M. D., S. E. Campbell, and P. K. Stoddard. "Correlation of song learning and territory establishment strategies in the song sparrow." Proceedings of the National Academy of Sciences 91, no. 4 (February 15, 1994): 1450–54. http://dx.doi.org/10.1073/pnas.91.4.1450.

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24

Murby, Stephen. "Open Learning in Hong Kong." Industry and Higher Education 7, no. 1 (March 1993): 42–46. http://dx.doi.org/10.1177/095042229300700110.

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As Hong Kong draws inexorably closer to 1 July 1997 and its transfer from a British Territory to a Special Administrative Region of PR China, it faces crucial questions about its manpower requirements and skills levels. This article outlines some of the key features of Hong Kong's manpower profile over the period 1993–2000 and stresses the need for industry-based upgrading of the industrial workforce. Significant features of this manpower profile include strong growth in workers with tertiary qualifications, a shift from manufacturing to service employment, and a decline in demand for unskilled workers, leading to unemployment and resultant social problems.

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25

Vidler, Anthony. "Learning to Love Brutalism." Global Design, no. 47 (2012): 4–9. http://dx.doi.org/10.52200/47.a.q0j80hcu.

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The following keynote lecture was presented at the 12th International docomomo Conference that took place in Espoo, Finland, this past August 2012. The author began his lecture thanking the Chair of docomomo International, Ana Tostões, and all docomomo members and friends who have done so much to ensure that the now historical heritage of Modernism might be saved for the future. Following the stimulating talks of John Allan and Mark Pasnik, he entered what for many in this field was a territory that was at least ambiguous if not impossible to accept: that the so–called Brutalist buildings of the period 1960 to the late 70s would one day be the urgent object of attention for those interested in preservation and conservation.

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26

Walton, Christine. "Learning to Write : A Case Study." Australian Journal of Indigenous Education 15, no. 5 (November 1987): 3–32. http://dx.doi.org/10.1017/s0310582200015121.

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In this article we will consider one Aboriginal child’s literacy learning in her first year of formal schooling. The data were collected in 1985. Sharon was then a student in an Aboriginal Transition class in an urban school in the Northern Territory. The children in Sharon’s class consisted of Kriol, Warlpiri and Aboriginal English speakers. The program they were placed in was an English-only one. This report considers one case study and discusses Sharon’s learning in the classroom context (for a full report see Walton, 1986).

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27

MIRZANAZAROVA, Etibor. "TO THE PROBLEM OF LEARNING AND INVESTIGATING HISTORICAL MILITARY DRESSES OF UZBEKISTAN." Art and Design: Social Science 02, no. 01 (February 1, 2022): 16–19. http://dx.doi.org/10.37547/ssa-v2-i1-7.

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The ancient civilization on the territory of Central Asia and before us the hearth of societyisvivid proof that the formation of Uzbek clothing with its roots go deep antiquities. With the help of the found monumental casting of paintingsin the archaeological sites of the 17th–18th centuries, witnesses examined the specific quality of each region and the military garments.National dress is human beauty, an expression of national pride. It embodies a centuries-old history, ancient traditions, tastes, aesthetic views and characteristics of the people.

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28

Wu, Bing, and Chen Yan Zhang. "Research in E-Learning 2.0." Applied Mechanics and Materials 411-414 (September 2013): 2865–68. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2865.

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This study is a review on literatures gleaned from science citation index expanded (SCI-EXPANED) and Social Sciences Citation Index (SSCI) database on web of science, concerning research in E-Learning 2.0. The result indicates that the number of citation literature on this topic mainly distributes in recently 7 years, reaching climax of 9 in 2011. The main research territory is Taiwan, followed by England, Spain, and USA. And from the analysis of research area, research on educational purpose accounts for 50%. Accordingly the percentage of source title as computers education is 16.667%. Overall, the related research topics can be classified into system design and management for E-Learning 2.0.

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29

Buckley, Paul. "What Entitles a School to Legitimately Call Itself an Aboriginal School?" Australian Journal of Indigenous Education 24, no. 1 (April 1996): 10–16. http://dx.doi.org/10.1017/s1326011100002209.

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According to the 1995 Northern Territory Department of Education Directory, the numberof schools within the Territory which cater for Aboriginal students are as follows:• 40 preschools in predominantly Aboriginal communities• 67 primary schools of predominantly Aboriginal communities• 53 outstations and Homeland Learning Centres in predominantly Aboriginal communities• 33 Community Education Centres and other post-primary schools in predominantly Aboriginal communities.

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30

Gunady, Mohamed K., Walid Gomaa, and Ikuo Takeuchi. "Aggregate Reinforcement Learning for multi-agent territory division: The Hide-and-Seek game." Engineering Applications of Artificial Intelligence 34 (September 2014): 122–36. http://dx.doi.org/10.1016/j.engappai.2014.05.012.

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31

Herrera-Reyes, Ana-Teresa, María Rivera Méndez, and Ignacio de los Ríos Carmenado. "Social Learning in Innovation for Resilience of a Territory Through University-company Links." Procedia - Social and Behavioral Sciences 191 (June 2015): 2117–21. http://dx.doi.org/10.1016/j.sbspro.2015.04.502.

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Lau, Fanny M. F., and Gryphon Sou. "Assessment for learning: Hong Kong needs territory-wide system assessment (TSA) or not." Public Administration and Policy 21, no. 1 (July 2, 2018): 68–84. http://dx.doi.org/10.1108/pap-06-2018-004.

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Purpose Territory-wide system assessment (TSA) was launched and administered by Hong Kong (HK) Education Bureau (EDB) since 2004. Since then, parents and teachers have been questioning its need, value, uselessness, effectiveness, harm for schools, teachers and students. In 2015, the issue blew up with Kau Yan School’s principal boycotting the tests. A series of discussions in the public and media and different surveys were then carried out widely in HK. After review, EDB announced in 2017 that the revised version of TSA be extended to Primary 3 students in HK. The purpose of this paper is to propose that TSAs for Primary 3, Primary 6 and Secondary 3 need a further review to judge their need and uselessness. Design/methodology/approach This paper reviews the educational policy governing the administration of the TSA. Primary and secondary data from focus group meetings, press interviews (Bogdan and Biklen, 1982; Miles and Huberman, 1994; Ouiment et al., 2001) and public reports would be analyzed. Besides, participant observation (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) and theoretical reasoning (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) have been applied for the critical review of this controversial test. The contrast study on the conflicting views of stakeholders in the education industry would bring up some insights of this controversial educational policy in Assessment for Learning. Findings Conflicting and contrasting perceptions from TSA to basic competency assessment (BCA) among stakeholders of education and government include governmental stakeholder – EDB’s awareness; EDB stressed that TSA is a low-stakes assessment which does not need extra practice for students; non-governmental stakeholders including legislative councilors’ perception, school principals’ perception, teachers’ perception, parents’ perception and students’ perception. Facing the opposition and grievances of different stakeholders, EDB announced in January 2017 that the revised version of TSA: BCA, be extended to HK in May 2017. Parents and legislative councilors were angry and they ask for a review or even cancellation for Primary 3 TSA. Originality/value This original study will initiate more thorough revisions and discussions for the TSAs for Primary 3, Primary 6 and Secondary 3 in HK, as a quality educational management step. While TSA for Primary 3 has been reviewed and substantially “revised,” the community at large still asks for further revision for its needs, uselessness and harm for parents, teachers and students. Since the underlying causes of students’ suicides are not fully identified, the problem of over-drilling practices for TSAs for Primary 3, Primary 6 and Secondary 3 needs to be satisfactorily resolved. Thus, TSAs for Primary 6 and Secondary 3, like that for Primary 3, should be reviewed for probable revision.

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Craig, Ian. "Anonymous Sojourners: Mapping the Territory of Caribbean Experiences of Immersion for Language Learning." Frontiers: The Interdisciplinary Journal of Study Abroad 19, no. 1 (November 15, 2010): 125–49. http://dx.doi.org/10.36366/frontiers.v19i1.277.

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This paper is a qualitative analysis of the experiences of sojourners from the Anglophone Caribbean undertaking linguistic immersion in France and Colombia. Diaries, filmed interviews and questionnaires were used to gather the perceptions of eleven sojourners from small Eastern Caribbean territories (principally Barbados), whose experiences are compared to that of students from much larger, globally recognizable nations (the subject of most study abroad research). The “non-recognizability” of the Caribbean sojourners was found to be a source of some irritation, as many were forced to accept misidentification with Jamaica. A minority reported experiencing discomfort arising from their belonging to a racial minority in the host country. Though some of the female participants recounted being the object of sexually motivated “calling out” behaviour involving racialized epithets (particularly in Colombia), discomfort was minimized by their habituation to this behavior at home. The testimony gathered indicated that participants achieved intercultural gains, with responses to the home territory on re-entry being typically ambivalent. Practical steps to mitigate the non-recognizability factor by developing materials to supply future sojourners are proposed in the Conclusion, together with proposals to improve orientation and follow-up by harnessing the experiences of these and future sojourners and thus developing Caribbean-specific intercultural learning materials and to cultivate improved employment opportunities on return by fostering links with public and private-sector bodies. It is hoped that the account of these Caribbean sojourners’ experiences will raise general awareness in the study abroad community of issues surrounding sojourners from smaller and less recognizable territories.

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Wu, Bing, and Chen Yan Zhang. "Evaluation Research in E-Learning System." Applied Mechanics and Materials 333-335 (July 2013): 2239–42. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2239.

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We review on the literatures gleaned from science citation index expanded (SCI-EXPANED) and Social Sciences Citation Index (SSCI) database on web of science, concerning evaluation research in E-Learning system. The result indicates that the number of citation literature on this topic mainly distributes in recently 7 years, reaching climax of 30 in 2012 and then followed by 2011. The main research territory is Taiwan. And from the analysis of research area, computer science accounts for 83.3333%. Accordingly the percentage of source title as computers education is 41.667%. The related research can be classified into evaluation part of the system and evaluation the whole E-Learning system.

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Gajovic, Vojkan. "Comparative analysis of different methods and obtained results for delineation of functional urban areas." Spatium, no. 29 (2013): 8–15. http://dx.doi.org/10.2298/spat1329008g.

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European Spatial Planning Observation Network (ESPON) recognizes Potential Urban Strategic Horizons (PUSH) and Potential Polycentric Integration Areas (PIA) as territory of one or more neighboring Functional Urban Areas (FUA). Delineation of FUA territory can be done by using general ESPON methodology, based on a 45-minute car travel time from the center of respective FUAs. This approach is based on network proximity by using shortest path in road network between two nodes. Later, results are approximated on administrative or statistical territorial units, so that PUSH areas are determined. However, other methods for delineation of FUA territory can be used. This paper deals with other methods that can be used for delineation of FUA territory. Some of those methods are based on machine learning, a branch of artificial intelligence which develops algorithms that take as input empirical data, such as that from sensors or databases. Created algorithms identify complex relationships thought to be features of the underlying mechanism that generated the data, and engage these identified patterns to make predictions based on new data. Clustering and artificial neural networks are some of approaches that can be undoubtedly used for delineation of FUAs territory, based on unsupervised learning and statistical data analysis. This is statistical approach, which clusters administrative or statistical territorial units based on statistical data, and not by network proximity. Such methods involve usage of Self Organizing Maps (SOM) which implies usage of neighborhood function to preserve the topological properties, or using k-means clustering, which partition observations into clusters by dividing space into Voronoi cells. Results obtained from both approaches will be analyzed in order to define the most appropriate method for FUAs territory delineation in Serbia.

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Karaoui, Lamis R., and Elias B. Chahine. "COVID-19 and Academic Pharmacy: Navigating Uncharted Territory." Senior Care Pharmacist 35, no. 11 (November 1, 2020): 487–93. http://dx.doi.org/10.4140/tcp.n.2020.493.

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The current COVID-19 pandemic with the associated social distancing measures has imposed unprecedented challenges on educational institutions around the globe. Schools and colleges of pharmacy across the United States have responded by offering distance learning options and are designing contingency plans to maintain operations. The pandemic has impacted all aspects of pharmacy education including didactic instruction, experiential education, interprofessional education, cocurricular activities, community service, scholarship, professional service, well-being, resilience, recruitment, admissions, and celebrating student success. Pharmacy faculty, staff, and students are subsequently trying to navigate a rapidly changing environment by taking advantage of opportunities as they arise while mitigating many threats that are affecting their professional and personal lives. Pharmacy faculty will need to remain flexible, embrace change, and create innovative solutions to help students progress through the curriculum while maintaining their contributions to society. Students will need to find creative ways to remain engaged with their courses and cocurricular activities.

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Karaoui, Lamis R., and Elias B. Chahine. "COVID-19 and Academic Pharmacy: Navigating Uncharted Territory." Senior Care Pharmacist 35, no. 11 (November 1, 2020): 487–93. http://dx.doi.org/10.4140/tcp.n.2020.493.

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Анотація:

The current COVID-19 pandemic with the associated social distancing measures has imposed unprecedented challenges on educational institutions around the globe. Schools and colleges of pharmacy across the United States have responded by offering distance learning options and are designing contingency plans to maintain operations. The pandemic has impacted all aspects of pharmacy education including didactic instruction, experiential education, interprofessional education, cocurricular activities, community service, scholarship, professional service, well-being, resilience, recruitment, admissions, and celebrating student success. Pharmacy faculty, staff, and students are subsequently trying to navigate a rapidly changing environment by taking advantage of opportunities as they arise while mitigating many threats that are affecting their professional and personal lives. Pharmacy faculty will need to remain flexible, embrace change, and create innovative solutions to help students progress through the curriculum while maintaining their contributions to society. Students will need to find creative ways to remain engaged with their courses and cocurricular activities.

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H. A., Apeh,, Gidado, B. K., and Iyiegbuniwe, O. A. "Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria." Sustainability in Environment 6, no. 1 (December 15, 2020): p19. http://dx.doi.org/10.22158/se.v6n1p19.

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The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.

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Page, Jane, Lisa Murray, Megan L. Cock, Patricia Eadie, Victor Nossar, Frank Niklas, Janet Scull, and Joseph Sparling. "Aboriginal children’s health, playgroup participation and early learning outcomes in two remote Northern Territory communities." Health Education Journal 80, no. 5 (March 9, 2021): 596–610. http://dx.doi.org/10.1177/0017896921994162.

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Objectives: This study aimed to explore the impact of early health risks on young Aboriginal children’s attendance in playgroups and their early learning outcomes. Design: The study used a cross-sectional design to identify associations between children’s early health characteristics, their attendance at a Families as First Teachers (FaFT) playgroup and their early learning outcomes. Setting: A total of 128 Aboriginal children from two remote Northern Territory (NT) communities attending FaFT playgroups participated in the study. Method: Health data were coded as risk factors and associated with children’s attendance and learning outcome data. Results: Children in the cohort experienced relatively high rates of health risks: ear infections (otitis media, 57%), anaemia (37%), skin infections (28%), low birthweight (22%), low weight for age (19%) and a high proportion were born to teenage mothers (26%). However, these rates were lower than previously recorded rates for Aboriginal children in remote NT communities. Despite the presence of multiple health risks, low weight for age was the only risk factor found to be negatively associated with children’s learning outcomes (language skills) and only two health risks (teenage motherhood and lower child haemoglobin levels) were negatively associated with children’s attendance at playgroup. Most children (65%) experienced one or two health risks during the study and no significant associations were found between the number of health risks experienced and children’s attendance or learning outcomes. Conclusion: The study highlights the importance of culturally responsive, evidence-based and integrated health and education programmes within remote Aboriginal Australian communities as a means to mitigate risks to poor learning and development outcomes.

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Roth, George L., and Peter M. Senge. "From theory to practice: research territory, processes and structure at an organizational learning centre." Journal of Organizational Change Management 9, no. 1 (February 1996): 92–106. http://dx.doi.org/10.1108/09534819610107349.

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Min, Daiki, and Yuncheol Kang. "A learning-based approach for dynamic freight brokerages with transfer and territory-based assignment." Computers & Industrial Engineering 153 (March 2021): 107042. http://dx.doi.org/10.1016/j.cie.2020.107042.

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Hiroko, Taguchi. "Problems of secondary history learning dealing with the territory in Japan: Focusing on view of controversy and method of learning." Society of History Education 57 (November 30, 2015): 3–36. http://dx.doi.org/10.17999/sohe.2015.57.01.

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Hernández-Salinas, Alberto, María Viota, Miren Onaindia, Ibone Ametzaga-Arregi, Lorena Peña, Beatriz Fernández, Jasone Unzueta, et al. "Promoting the Co-Creation of Knowledge under Physical Distancing Conditions through the Participation of Youth in the Bunaken-Tangkoko-Minahasa Biosphere Reserve (North Sulawesi, Indonesia)." Environmental Sciences Proceedings 5, no. 1 (December 1, 2020): 21. http://dx.doi.org/10.3390/iecg2020-08740.

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Biosphere Reserves are laboratories of sustainability that provide local solutions to global challenges. They promote research, education and the creation of communities of practice that jointly generate knowledge that may be applicable in decision-making. The context of the global COVID-19 pandemic posed a great challenge to all teaching and learning processes and so to the co-creation of knowledge. In response, we developed an online teaching environment (webinar) to enhance the value of ecosystems and analyze the perception of youth, a key interest group in participatory governance of the territory, in relation to the provision of ecosystem services in the Biosphere Reserve in Indonesia. We took the experience of the Project “Ecosystem Services Assessment of the Basque Country” as a reference and developed a questionnaire on the perception of the provision of local ecosystem services. Our results contribute to establishing a baseline to understand the relationship of youth with the territory and to setting up an international scientific cooperation. This experience showed that the promotion of online solutions can help counteract the negative effects of the global pandemic on teaching and learning processes and also empower local actors in sharing local management in the territory.

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Mishra, Chandrahas, and D. L. Gupta. "Deep Machine Learning and Neural Networks: An Overview." IAES International Journal of Artificial Intelligence (IJ-AI) 6, no. 2 (June 1, 2017): 66. http://dx.doi.org/10.11591/ijai.v6.i2.pp66-73.

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Deep learning is a technique of machine learning in artificial intelligence area. Deep learning in a refined "machine learning" algorithm that far surpasses a considerable lot of its forerunners in its capacities to perceive syllables and picture. Deep learning is as of now a greatly dynamic examination territory in machine learning and example acknowledgment society. It has increased colossal triumphs in an expansive zone of utilizations, for example, speech recognition, computer vision and natural language processing and numerous industry item. Neural network is used to implement the machine learning or to design intelligent machines. In this paper brief introduction to all machine learning paradigm and application area of deep machine learning and different types of neural networks with applications is discussed.

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Birzenieks, Linda, Lisa Hivers, Naomi Cole, Eleisha Smyth, Lena Hoffman Raap, Jane Smith, Justin Wood, Sue Roche, Andrew Wrigley, and Michael Arthur-Kelly. "A Collaborative Approach to Meeting the Requirements of the Nationally Consistent Collection of Data: An Action Research Approach." Australasian Journal of Special and Inclusive Education 44, no. 2 (July 7, 2020): 129–40. http://dx.doi.org/10.1017/jsi.2020.8.

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AbstractThis paper describes a collaborative approach to professional learning that has provided an opportunity for refreshed practices and growth in capacity in schools supporting students with various learning needs in several schools that are part of the Association of Independent Schools in the Australian Capital Territory. An action research approach to professional learning for school staff was facilitated with the participating schools in 2018/2019, centred on the Nationally Consistent Collection of Data on School Students with Disability.

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Torres, Rocio Nahime, and Piero Fraternali. "Learning to Identify Illegal Landfills through Scene Classification in Aerial Images." Remote Sensing 13, no. 22 (November 10, 2021): 4520. http://dx.doi.org/10.3390/rs13224520.

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Illegal landfills are uncontrolled disposals of waste that cause severe environmental and health risk. Discovering them as early as possible is of prominent importance for preventing hazards, such as fire pollution and leakage. Before the digital era, the only means to detect illegal waste dumps was the on site inspection of potentially suspicious sites, a procedure extremely costly and impossible to scale to a vast territory. With the advent of Earth observation technology, scanning the territory via aerial images has become possible. However, manual image interpretation remains a complex and time-consuming task that requires expert skill. Photo interpretation can be partially automated by embedding the expert knowledge within a data driven classifier trained with samples provided by human annotators. In this paper, the detection of illegal landfills is formulated as a multi-scale scene classification problem. Scene elements positioning and spatial relations constitute hints of the presence of illegal waste dumps. A dataset of ≈3000 images (20 cm resolution per pixel) was created with the help of expert photo interpreters. A combination of ResNet50 and Feature Pyramid Network (FPN) elements accounting for different object scales achieves 88% precision with an 87% of recall in a test area. The results proved the feasibility of applying convolutional neural networks for scene classification in this scenario to optimize the process of waste dumps detection.

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Moscheni, Margarita. "Metalliferous mining: a learning territory. A case study of the province of San Juan, Argentina." Población & Sociedad 28, no. 1 (June 1, 2021): 162–87. http://dx.doi.org/10.19137/pys-2021-280108.

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Osborne, Sam. "Learning Versus Education: Rethinking Learning in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 171–81. http://dx.doi.org/10.1017/jie.2013.24.

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In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent ‘Gonski review’ (Review of Funding for Schooling – Final Report 2011) also strongly advocates the need to increase investment and effort into remote education across Australia in order to address the concerns of under-achievement, particularly of Indigenous students. Large-scale policies designed to improve access to services have caused a significant increase in services delivered from external sources, policy development at all levels of government, and tight accountability measures that affect remote communities and in turn, schools in various ways. Remote educators find themselves caught in the middle of this systemic discourse and the voices and values that exist in the remote communities where they live. Within this complex environment, the purpose of this article is to amplify Indigenous community voices and values in the discourse and by doing so, challenge ourselves as educators and educational leaders to examine the question: ‘While we're busy delivering education, is anybody learning anything?’ This article focuses on the Anangu (Pitjantjatjara/Yankunytjatjara) context of the North-West of South Australia, southern regions of the Northern Territory and into Western Australia. This region is referred to as the ‘tri-state’ region. Using a qualitative methodology, this article examines three Pitjantjatjara language oral narrative transcripts where Anangu reflect on their experiences of growing up and learning. By privileging these Anangu voices in the dialogue about learning in the remote Aboriginal community context, key themes are identified and analysed, highlighting important considerations for remote educators in understanding the values and cultural elements that inform Anangu students in their engagement with a formal education context.

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González-Weil, Corina, Cristian Merino-Rubilar, Germán Ahumada, Andoni Arenas, Victor Salinas, and Paulina Bravo. "The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education." Procedia - Social and Behavioral Sciences 116 (February 2014): 4199–204. http://dx.doi.org/10.1016/j.sbspro.2014.01.916.

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Niculescu, Irina. "A foray into the territory of training in the arts of puppetry: teaching and learning." Móin-Móin: Revista de estudos sobre teatro de formas animadas 2, no. 14 (April 5, 2018): 23–25. http://dx.doi.org/10.5965/2595034702142015023.

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