Книги: "Theory of applied learning of competencivism"

1

Railean, Elena. Handbook of research on applied learning theory and design in modern education. Hershey PA: Information Science Reference, 2016.

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2

E, Hunt David. Beginning with ourselves: In practice, theory, and human affairs. Cambridge, MA: Brookline Books, 1987.

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3

Bednyĭ, G. Z. The Russian theory of activity: Current applications to design and learning. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

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4

Fay, Fransella, and Thomas Laurie F, eds. Experimenting with personal construct psychology. London: Routledge & Kegan Paul, 1988.

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5

University of North London. Faculty of Environmental and Social Studies. BSc Applied social science SP 301 Theory and practice of organisations: Learning resource pack and study guide. [London]: University of North London, 1993.

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6

Ashwin, Ram, and Leake David B, eds. Goal-driven learning. Cambridge, Mass: MIT Press, 1995.

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7

Cziko, Gary. Without miracles: Universal selection theory and the second Darwinian revolution. Cambridge, Mass: MIT Press, 1995.

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8

APPLIED LEARNING THEORY: STUDENT RESOURCE MANUAL: Student Resource Manual. Kendall-Hunt, 2003.

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9

Understanding Applied Learning: Theory and Practice for Teachers and Lecturers. Taylor & Francis Group, 2017.

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10

Blandford, Sonia, and Tanya Ovenden-Hope. Understanding Applied Learning: Theory and Practice for Teachers and Lecturers. Taylor & Francis Group, 2017.

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11

Lantolf, James P. Sociocultural Theory and Second Language Learning (Oxford Applied Linguistics). Oxford University Press, USA, 2000.

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12

Cucker, Felipe, and Ding Xuan Zhou. Learning Theory: An Approximation Theory Viewpoint (Cambridge Monographs on Applied and Computational Mathematics). Cambridge University Press, 2007.

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13

Smith, Carl, and David Kueker. Learning Geometry (Progress in Computer Science & Applied Logic). Birkhauser Verlag AG, 1995.

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14

Meister, David, and Gregory Bedny. Russian Theory of Activity: Current Applications to Design and Learning. Taylor & Francis Group, 2014.

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15

Meister, David, and Gregory Bedny. Russian Theory of Activity: Current Applications to Design and Learning. Taylor & Francis Group, 2014.

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16

Meister, David, and Gregory Bedny. Russian Theory of Activity: Current Applications to Design and Learning. Taylor & Francis Group, 2014.

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17

Meister, David, and Gregory Bedny. Russian Theory of Activity: Current Applications to Design and Learning. Taylor & Francis Group, 2014.

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18

Walker, Gabriela, Atilla Elçi, and Elena Railean. Handbook of Research on Applied Learning Theory and Design in Modern Education, VOL 1. Information Science Reference, 2015.

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19

Walker, Gabriela, Atilla Elçi, and Elena Railean. Handbook of Research on Applied Learning Theory and Design in Modern Education, VOL 2. Information Science Reference, 2015.

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20

Ganguly, Santanu. Quantum Machine Learning : an Applied Approach: The Theory and Application of Quantum Machine Learning in Science and Industry. Apress L. P., 2021.

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21

Bedny, Gregory. The Russian Theory of Activity: Current Applications To Design and Learning. Psychology Press, 2015.

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22

Meister, David, and Gregory Bedny. The Russian Theory of Activity: Current Applications To Design and Learning (Series in Applied Psychology). Lawrence Erlbaum, 1997.

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23

(Editor), David Kueker, and Carl Smith (Editor), eds. Learning and Geometry:Computational Approaches (Progress in Computer Science and Applied Logic (PCS)). Birkhauser, 1995.

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24

A Cognitive Approach to Language Learning (Oxford Applied Linguistics). Oxford University Press, USA, 1998.

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25

Jewitt, Carey, Jon Ogborn, Tsatsarelis Charalampos, and Charalampos Tsatsarelis. Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Advances in Applied Linguistics). Continuum International Publishing Group, 2001.

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26

Stockwell, Glenn, and Mike Levy. Call Dimensions: Options and Issues in Computer Assisted Language Learning (ESL & Applied Linguistics Professional). Lawrence Erlbaum Associates, 2006.

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27

Victoria, Oscar Otero, Ingrid Johana Otero Muriel, and Joan Sebastián Otero Muriel. Synapse Therapeutic Learning Theory Stress Cognition Chronic Pain Neuromuscular Rehabilitation: Applied Neuroscience Education Health Sport Everyday Life Brain and Spinal Cord Repotentiation. Independently Published, 2020.

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28

Cziko, Gary. Without Miracles: Universal Selection Theory and the Second Darwinian Revolution. The MIT Press, 1997.

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29

Niv, Amittai, and Dan Bar-On. The Dilemma of Size from a System Learning Perspective: The Case of the Kibbutz (Contemporary Studies in Applied Behavioral Science). Jai Pr, 1992.

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30

Ali, Moonis, Hamido Fujita, Philippe Fournier-Viger, and Jun Sasaki. Trends in Machine Learning Theory and Applications. Machine Learning Practices: 33rd International Conference on Industrial, Engineering and Other Applications of Applied Intelligent Systems, IEA/AIE 2020, Kitakyushu, Japan, September 22-25, 2020, Proceedings. Springer International Publishing AG, 2020.

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31

Back, Kerry E. Learning. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190241148.003.0023.

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Continuous‐time filtering is explained, including the Kalman filter and filtering for a Markov chain with hidden states. Filtering theory is applied to analyze portfolio choice and equilibrium asset prices. When the expected return of an asset is unknown and is estimated from past returns, the myopic demand is a momentum strategy. When investors learn expected consumption growth from realized consumption growth, equilibrium prices are more sensitive to consumption shocks and the equity premium is higher. When the consumption growth rate follows a Markov chain with hidden states, return volatility tends to be higher when investors are less certain about which state the economy is in.

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32

Holland, James, and Julian Webb. Learning Legal Rules. 11th ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/he/9780192849090.001.0001.

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Learning Legal Rules brings together the theory, structure, and practice of legal reasoning in order to help the reader to develop both their knowledge and reasoning skills. It provides techniques of legal research, analysis, and argument, and explains the operation of precedent as well as effective statutory interpretation. When studying law, it is easy to become focused on the substantive aspects of the subject—the concepts, rules, and principles that go to make up contract, tort, crime, etc. In order to study and practise law effectively, it is essential not only to understand what the legal rules are, but also why they are as they are, and what consequences they might have. This requires that you develop the abilities that are the core focus of this book: to find and make sense of the primary and secondary sources of law; to interpret and apply authorities; to construct arguments both about the facts of a case, and as to how and why a particular authority should or should not be applied in a given situation, and to write clearly, and in an appropriate legal style, making reference to authority as necessary, in the proper academic form.

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33

Holland, James, and Julian Webb. Learning Legal Rules. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198799900.001.0001.

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Learning Legal Rules brings together the theory, structure, and practice of legal reasoning in order to help the reader to develop both their knowledge and reasoning skills. It provides techniques of legal research, analysis, and argument, and explains the operation of precedent as well as effective statutory interpretation. When studying law, it is easy to become focused on the substantive aspects of the subject—the concepts, rules, and principles that go to make up contract, tort, crime, etc. In order to study and practise law effectively, it is essential not only to understand what the legal rules are, but also why they are as they are, and what consequences they might have. This requires that you develop the abilities that are the core focus of this book: to find and make sense of the primary and secondary sources of law; to interpret and apply authorities; to construct arguments both about the facts of a case, and as to how and why a particular authority should or should not be applied in a given situation, and to write clearly, and in an appropriate legal style, making reference to authority as necessary, in the proper academic form.

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34

Walker, Stephen G., and Mark Schafer. Operational Code Theory: Beliefs and Foreign Policy Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.411.

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The process of foreign policy decision making is influenced in large part by beliefs, along with the strategic interaction between actors engendered by their decisions and the resulting political outcomes. In this context, beliefs encompass three kinds of effects: the mirroring effects associated with the decision making situation, the steering effects that arise from this situation, and the learning effects of feedback. These effects are modeled using operational code analysis, although “operational code theory” more accurately describes an alliance of attribution and schema theories from psychology and game theory from economics applied to the domain of politics. This “theory complex” specifies belief-based solutions to the puzzles posed by diagnostic, decision making, and learning processes in world politics. The major social and intellectual dimensions of operational code theory can be traced to Nathan Leites’s seminal research on the Bolshevik operational code, The Operational Code of the Politburo. In the last half of the twentieth century, applications of operational code analysis have emphasized different cognitive, emotional, and motivational mechanisms as intellectual dimensions in explaining foreign policy decisions. The literature on operational code theory may be divided into four general waves of research: idiographic-interpretive studies, nomothetic-typological studies, quantitative-statistical studies, and formal modeling studies. The present trajectory of studies on operational code points to a number of important trends that straddle political psychology and game theory. For example, the psychological processes of mirroring, steering, and learning associated with operational code analysis have the potential to enrich our understanding of game-theoretic models of strategic interaction.

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35

McNamara, T., and K. O'Loughlin. Experimenting with Uncertainty: Essays in Honour of Alan Davies: Studies in Language Testing. Cambridge University Press, 2001.

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36

C, Elder, and Davies, Alan, 1931 Feb. 17-, eds. Experimenting with uncertainty. Cambridge: Cambridge University Press, 2001.

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37

McNamara, T., and K. O'Loughlin. Experimenting with Uncertainty: Essays in Honour of Alan Davies: Studies in Language Testing. Cambridge University Press, 2001.

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38

Ryan, Richard M., ed. The Oxford Handbook of Human Motivation. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195399820.001.0001.

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Motivation is that which moves us to action. Human motivation is thus a complex issue, as people are moved to action by both their evolved natures and by myriad familial, social, and cultural influences. The Oxford Handbook of Human Motivation aims to capture the current state-of-the-art in this fast developing field. The book includes theoretical overviews from some of the best-known thinkers in this area, including articles on Social Learning Theory, Control Theory, Self-determination Theory, Terror Management Theory, and the Promotion and Prevention perspective. Topical articles appear on phenomena such as ego-depletion, flow, curiosity, implicit motives, and personal interests. A section specifically highlights goal research, including chapters on goal regulation, achievement goals, the dynamics of choice, unconscious goals and process versus outcome focus. Still other articles focus on evolutionary and biological underpinnings of motivation, including articles on cardiovascular dynamics, mood, and neuropsychology. Finally, articles bring motivation down to earth in reviewing its impact within relationships, and in applied areas such as psychotherapy, work, education, sport, and physical activity.

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39

Brooker, Paul, and Margaret Hayward. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198825395.003.0009.

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The Conclusion points out that the preceding seven chapters’ examples and case studies have revealed some expected, and some unexpected conclusions. The six main cases revealed some expected uniformity in the leaders’ selection of rational methods. There was less uniformity, however, in the choice of the methods they emphasized, whether due to their personal preferences or to the circumstances they were facing. Two unexpected findings were the addition of a seventh appropriate rational method—learning—and the prevalence of dual-leadership teams. The conclusion goes on to suggest that this book’s theory and approach should be applied to versions of military leadership and to the political leadership of contemporary democracies.

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40

Ryding, Karin Christina. Second-Language Acquisition. Edited by Jonathan Owens. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199764136.013.0017.

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This article begins with an overview of Arabic second-language acquisition (SLA) research. It discusses some SLA theories; the distancing of SLA research and theory from the traditional applied linguistics fields of methodology and teacher training; and major issues in current Arabic SLA research, which center on the development of skills in both primary and secondary discourses and efforts to balance these in formal and informal learning environments. The article then reviews published studies in Arabic SLA. This is followed by a discussion of five strands of research that distinguish themselves in the analysis of Arabic SLA: (1) studies on reading comprehension and word recognition; (2) listening comprehension; (3) learning strategies; (4) attitude and motivation; and (5) acquisition order of morphosyntactic features.

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41

Rees, Carter, and L. Thomas Winfree. Social Learner Decision Making. Edited by Wim Bernasco, Jean-Louis van Gelder, and Henk Elffers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199338801.013.13.

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Social learning theory is one of the leading theories in the field of criminology. This chapter provides an overview of the role of choice and human agency within the theoretical framework of social learning and their integrative importance for understanding delinquency and crime. Emphasis is placed on research stemming from Herrnstein’s matching law, choice allocation, and statistical models of social learning as applied to social networks. The chapter provides a unifying discussion of choice-based theories of behavior, elaborates on existing statistical models used to test these choice-based and social learning theories, and suggests topics for an innovative research agenda grounded in the relevant literature. In addition, the chapter articulates a research agenda that will help researchers further promote empirical and theoretical advancements in the social learning tradition of criminology.

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42

Byers, Terri, and Alex Thurston. Understanding Sport Organizations. Edited by Trevor Slack. 3rd ed. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718214132.

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The classic groundbreaking text for understanding organizational theory in the sport industry is back in an extensively revised new edition. With an added emphasis on organizational behavior and practical applications of the theory, Understanding Sport Organizations: Applications for Sport Managers, Third Edition, provides a logical progression to understanding the many components of and processes in sport organizations. Readers will gain a strong theoretical foundation while learning how it applies within the context of the ever-changing field of sport management. In this third edition, new chapters incorporate critical concepts that sport managers in the current era must be familiar with: • Different policy types and the responses of sport organizations to policy • Perspectives of marketing of sport and marketing through sport • Control in sport organizations • Sex and gender in sport organizations • Volunteer management in sport • Dimensions and assessment of governance in sport organizations • Mental health difficulties and management strategies within sport environments • Applying statistical analysis to support analytic decision making in sport • Corporate social responsibility • Procurement and sport organizations To facilitate comprehension and application, each chapter opens with a list of key concepts and a real-world, contemporary scenario to demonstrate the relevance of theory and behavior in the sport industry. Time Out sidebars offer accounts from actual sport organization situations or from research findings to further illustrate issues being discussed. Chapter summaries and review questions are provided to stimulate discussion about the central issues from each chapter. Key Issues for Sport Managers boxes highlight how chapter content is applied at the level of sport manager, and closing Case for Analysis examples allow readers to directly apply information from each chapter. Real-world examples throughout the text provide opportunities for additional exploration and application of relevant concepts. Every chapter references key articles that build on the foundational framework presented and includes suggestions for further reading within general management and sport management literature. This thorough presentation of subject matter will guide readers to a greater and more practical understanding of core issues. Synthesizing modern conceptual and empirical research from many fields of management into a practical, engaging look at the sport management field, Understanding Sport Organizations: Applications for Sport Managers, Third Edition, is an invaluable resource for students and current practitioners alike.

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43

Bowman, Judith. The Music Professor Online. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197547366.001.0001.

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The book provides a window onto online music instruction in higher education with the aim of helping music professors successfully integrate online teaching into their pedagogical repertoire. It highlights commonalities between online and face-to-face teaching, presents a theoretical framework for online learning, and provides practical models and techniques from professors teaching online in various music disciplines. Part I reviews the status of online learning in general and in music, identifies some similarities and differences between face-to-face and online teaching, presents standards and principles for online instruction, explores the development of an online teaching persona, and examines pedagogical characteristics of effective online teaching, including signature pedagogies of the music disciplines. Part II focuses on the lived online curriculum. It features online teaching experiences in applied music, music theory, music history/musicology, music appreciation, and music education provided by professors teaching online in those disciplines. Part III summarizes lessons from online practitioners, presents an action plan for moving forward with online music instruction, and looks to the future of online instruction in music.

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44

Moran, Bruce T., ed. A Cultural History of Chemistry in the Early Modern Age. Bloomsbury Publishing Plc, 2022. http://dx.doi.org/10.5040/9781474203753.

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A Cultural History of Chemistry in the Early Modern Age covers the period from 1500 to 1700, tracing chemical debates and practices within their cultural, social, and political contexts. This era in the history of chemistry was notable for natural philosophy, scientific discovery, and experimental method, and also as the high point of European alchemy – exemplified by the immensely popular writings of Paracelsus. Developments in the chemistry of metallurgy, medicine, distillation, and the applied arts encouraged attention to materials and techniques, linking theoretical speculation with practical know-how. Chemistry emerged as an academic discipline – supported by educational texts and based in classroom and laboratory instruction – and claimed a public place. The 6 volume set of the Cultural History of Chemistry presents the first comprehensive history from the Bronze Age to today, covering all forms and aspects of chemistry and its ever-changing social context. The themes covered in each volume are theory and concepts; practice and experiment; laboratories and technology; culture and science; society and environment; trade and industry; learning and institutions; art and representation.

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45

Clarke, Victoria, and Andrew Walsh, eds. Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.001.0001.

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In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development

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46

Button, Chris, Ludovic Seifert, Jia Yi Chow, Duarte Araújo, and Keith Davids. Dynamics of Skill Acquisition. 2nd ed. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718214125.

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Dynamics of Skill Acquisition, Second Edition, provides an analysis of the processes underlying human skill acquisition. As the first text to outline the multidisciplinary ecological dynamics framework for understanding movement behavior, this heavily updated edition stays on the cutting edge, with principles of nonlinear pedagogy and methodologies from the constraints-led approach. Students and practitioners across a variety of professions—including coaches, physical educators, trainers, and rehabilitation specialists—will appreciate the applied focus of this second edition. Movement models throughout the text provide examples for visualizing task constraints and enhancing the study and understanding of movement behavior. Athletes and sports teams are presented as specific complex adaptive systems, with information on designing learning environments and adapting programs to foster skill development. Readers will learn the historical evolution of dynamical systems theory and the ecological dynamics framework. These foundational concepts illustrate the integration between intentional action, cognition, and decision making and their effects on performance and behavior. Complex theoretical concepts are explained in simple terms and related to practice, focusing on the implications of the work of pioneering researchers such as Nikolai Bernstein, Egon Brunswik, James Gibson, Scott Kelso, and Karl Newell. Case studies written by practitioners contain specific examples of the ecological dynamics framework in action, bringing theory to life. By learning how to identify and manipulate key constraints that influence learning skilled behavior, readers will gain insight into practice designs for creating positive learning experiences that enable individuals to develop and learn functional movements. Throughout the book, learning features guide readers through material with clear direction and focus to improve understanding. Spotlight on Research sidebars provide detailed descriptions of important studies to connect theory, research, and application. Lab activities teach application skills beyond the content, ensuring reader understanding. In addition, chapter objectives, self-test questions, and Key Concept sidebars highlight important concepts in each chapter. With the study of human movement now bridging many disciplines, including motor development, psychology, biology, and physical therapy, Dynamics of Skill Acquisition, Second Edition, provides a timely analysis of the ecological dynamics framework and presents a comprehensive model for understanding how coordination patterns are assembled, controlled, and acquired. The theoretical roots and development of the ecological dynamics framework provide application strategies for all people with an interest in movement coordination and control. AUDIENCE An upper-level undergraduate or graduate textbook for courses in human movement and skill acquisition. A professional reference for movement practitioners and scientists, including teachers, coaches, trainers, physical educators, physical therapists, rehabilitation specialists, sport scientists, psychologists, biomechanists, sport analysts and physiologists.

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47

Frierson-Campbell, Carol, Clare Hall, Sean Robert Powell, and Guillermo Rosabal-Coto, eds. Sociological Thinking in Music Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197600962.001.0001.

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Sociological Thinking in Music Education: International Intersections presents sociological thinking about music teaching and learning as important social, political, economic, ecological, and cultural ways of being. At the book’s heart is the intersection between theory and practice where readers gain glimpses of intriguing social phenomena as lived through music learning and teaching. The vital roles played by music and music education from various societies around the world are illustrated through pivotal intersections between music education and sociology: community, schooling, and issues of decolonization. In this book, emerging as well as established authors mobilize the links between applied sociology, music, education, and music education in ways that intersect the scholarly and the personal. These interdisciplinary vantage points fulfill the book’s overarching aim to move beyond mere descriptions of what is by analyzing how social inequalities and inequities, conflict and control, and power can be understood in and through music teaching and learning at both individual and collective levels. The result is not only encountering new things regarding the social construction of music education practices in specific places but also seeing and hearing familiar things in fresh ways. Digital assets enable readers to meet the authors and the points of their inquiry via various audiovisual media including videos, a documentary music film, and multilingual video précis for each chapter in English and in each author’s language of origin.

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48

Cook, Nicholas. Music as Creative Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199347803.001.0001.

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Until recently, ideas of creativity in music revolved around composers in garrets and the lone genius. But the last decade has witnessed a sea change: musical creativity is now overwhelmingly thought of in terms of collaboration and real-time performance. Music as Creative Practice is a first attempt to synthesize both perspectives. It begins by developing the idea that creativity arises out of social interaction—of which making music together is perhaps the clearest possible illustration—and then shows how the same thinking can be applied to the ostensively solitary practices of composition. The book also emphasizes the contextual dimensions of musical creativity, ranging from the prodigy phenomenon, long-term collaborative relationships within and beyond the family, and creative learning to the copyright system that is supposed to incentivize creativity but is widely seen as inhibiting it.Music as Creative Practice encompasses the classical tradition, jazz and popular music, and music emerges as an arena in which changing concepts of creativity—from the old myths about genius to present-day sociocultural theory—can be traced with particular clarity. The perspective of creativity tells us much about music, but the reverse is also true, and this fifth and last instalment of the Studies in Musical Performance as Creative Practice series offers an approach to musical creativity that is attuned to the practices of both music and everyday life.

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49

Costa, Maria Adélia da. Formação de Professores para Educação Profissional: normatizações, metodologias e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-160-8.

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The teacher training in Professional and Technologic Education (PTE) has been done by streamlined, fragmented and discontinuous government programmes. Notwithstanding, law No. 13415/2017 has established notorious knowledge, which the trend is to consolidate the precarious policies of teacher training for PTE. In this paper, I have the purpose of discussing the norms for teaching method considering the recurrent and historical gap in the effective policies of the obligation of training for the degree level or pedagogy complementation for the practice of the teacher profession. Moreover, my experience in the training and development of teachers of PTE substantiated the debate about teaching and learning methodologies and provided testimonies which might be appreciated for interested in deepening their knowledge in this subject. After the discussion about norms aspects, we will board to the education and its nuances station. The first stop is in the applied neurosciences station, where the passengers can do a fast visit to cognitive aspects important for understanding how young people learning. The driver whistles announcing the departure and soon he arrives in the station of active methodologies of learning (AML). Although it is not the end, might the passengers give up to continue the trip because in this station the tour is prolonged and interesting, thus take more time and dedication of tourists. The guide announces that the guided tour starts by theoretical concepts of AML and will finish by testimonies which collaborate for the interaction of the theory and practice.

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Bindemann, Markus, ed. Forensic Face Matching. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198837749.001.0001.

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Person identification at passport control, at borders, in police investigations, and in criminal trials relies critically on the identity verification of people via image-to-image or person-to-image comparison. While this task is known as ‘facial image comparison’ in forensic settings, it has been studied as ‘unfamiliar face matching’ in cognitive science. This book brings together expertise from practitioners, and academics in psychology and law, to draw together what is currently known about these tasks. It explains the problem of identity impostors and how within-person variability and between-person similarity, due to factors such as image quality, lighting direction, and view, affect identification. A framework to develop a cognitive theory of face matching is offered. The face-matching abilities of untrained lay observers, facial reviewers, facial examiners, and super-recognizers are analysed and contrasted. Individual differences between observers, learning and training for face recognition and face matching, and personnel selection are reviewed. The admissibility criteria of evidence from face matching in legal settings are considered, focusing on aspects such as the requirement of relevance, the prohibition on evidence of opinion, and reliability. Key concepts relevant to automatic face recognition algorithms at airports and in police investigations are explained, such as deep convolutional neural networks, biometrics, and human–computer interaction. Finally, new security threats in the form of hyper-realistic mask disguises are considered, including the impact these have on person identification in applied and laboratory settings.

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