Relevant bibliographies by topics / Changing learning environment

Contents

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

Academic literature on the topic 'Changing learning environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Changing learning environment"

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Mihai, Florin, Andrei Stanciu, and Ofelia Aleca. "Changing Learning Environment Through Technology." Annales Universitatis Apulensis Series Oeconomica 1, no. 13 (2011): 48–56. http://dx.doi.org/10.29302/oeconomica.2011.13.1.5.

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Speekenbrink, Maarten, and David R. Shanks. "Learning in a changing environment." Journal of Experimental Psychology: General 139, no. 2 (2010): 266–98. http://dx.doi.org/10.1037/a0018620.

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Watanabe, Hiroshi, Yoshinori Yoshii, Yasuhiro Masutani, and Fumio Miyazaki. "Learning in Changing Environment. "Hanetsuki" Task." Transactions of the Japan Society of Mechanical Engineers Series C 61, no. 586 (1995): 2514–20. http://dx.doi.org/10.1299/kikaic.61.2514.

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Henscheid, Jean M. "From the editor: Changing the learning environment." About Campus 14, no. 6 (2010): 1. http://dx.doi.org/10.1002/abc.20001.

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FAKHARI, PEGAH, KARTHIKEYAN RAJAGOPAL, S. N. BALAKRISHNAN, and J. R. BUSEMEYER. "QUANTUM INSPIRED REINFORCEMENT LEARNING IN CHANGING ENVIRONMENT." New Mathematics and Natural Computation 09, no. 03 (2013): 273–94. http://dx.doi.org/10.1142/s1793005713400073.

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Inspired by quantum theory and reinforcement learning, a new framework of learning in unknown probabilistic environment is proposed. Several simulated experiments are given; the results demonstrate the robustness of the new algorithm for some complex problems. Also we generalized the Grover algorithm to improve the rate of converging to an optimal path. In other words, the new generalized algorithm helps to increase the probability of selecting good actions with better weights' adjustments.
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Beck, Günter W., and Volker Wieland. "Learning and control in a changing economic environment." Journal of Economic Dynamics and Control 26, no. 9-10 (2002): 1359–77. http://dx.doi.org/10.1016/s0165-1889(01)00075-6.

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Hogan-Brun, Gabrielle, and Holger Laux. "Specialist gateways through chaos: a changing learning environment." System 29, no. 2 (2001): 253–65. http://dx.doi.org/10.1016/s0346-251x(01)00014-8.

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Henning, Marcus A., Boaz Shulruf, Susan J. Hawken, and Ralph Pinnock. "Changing the learning environment: the medical student voice." Clinical Teacher 8, no. 2 (2011): 83–87. http://dx.doi.org/10.1111/j.1743-498x.2011.00439.x.

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Raddon, Arwen E. "A changing environment: narratives of learning about research." International Journal for Researcher Development 2, no. 1 (2011): 26–45. http://dx.doi.org/10.1108/17597511111178005.

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Moore, William E. "Changing the Learning Environment at Historically Black Colleges." College Teaching 33, no. 2 (1985): 72–75. http://dx.doi.org/10.1080/87567555.1985.10532291.

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Dissertations / Theses on the topic "Changing learning environment"

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Ngai, Chi-kit, and 魏智傑. "Reinforcement-learning-based autonomous vehicle navigation in a dynamically changing environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39707386.

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Ngai, Chi-kit. "Reinforcement-learning-based autonomous vehicle navigation in a dynamically changing environment." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39707386.

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Bavaro, M. Tina. "Changing Pedagogy: The Introduction of Experiential, Cooperative Learning and Interactive Multimedia into the Statics Learning Environment." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/30530.

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Teacher change is about moving from thought, feelings and an understanding of teaching and learning into action and practice (Fullan, 1982). This naturalistic case study describes the initial phases of the teacher change process resulting from the implementation of a restructured undergraduate statics engineering course. The investigation focused on the broad research question of what happens when an educator undertakes the teacher change process to allow himself to move away from what is familiar and known (i.e., the traditional pedagogy) into an unknown, new pedagogy. More specifically, the three research questions investigated by this study were : (a) what were the teacher's intentions for changing his pedagogy? (b) what were the actual teaching events over the course of the semester? (c) what were the participant's (i.e., the instructor, students, undergraduate teaching assistant and researchers) perceptions of the pedagogical change? The collection and analysis of the data occurred simultaneously throughout the Fall semester of 1995, and continued into April 1996. Data were collected from transcribed audio recordings of interviews with the instructor, selected students and the undergraduate teaching assistant,written field notes from observations, questionnaires, electronic mail exchanges, student minute papers, and other documents. The data were summarized and coded according to recurring words, phrases, sentences and paragraphs about the instructor's intent for his change in pedagogy, then organized into categories of three change foci : (a) experiential learning, (b) cooperative learning, and (c) interactive multimedia in order to correspond with his intent for the new statics learning environment. Data were displayed in charts and tables to determine issues related to change. The results of this study are presented in terms of a descriptive analysis of the initial teacher change process portrayed through the "multiple realities" of the participants who experienced the pedagogical change. Three issues were evident : (a) the problem of the simultaneous introduction of three new innovations (experiential, cooperative learning and the interactive multimedia), (b) the frustrations of the teacher change process, and (c) difficulties of a paradigm shift in pedagogy when the instructor commences to relinquish control in the new learning environment. Articulation of these issues helps to increase our understanding of the teacher change process and the need to enact change over time. Moreover, lessons learned from this study can serve as guidelines for future researchers in their efforts to study the change process. This study increases our understanding of the teacher change process particularly when one undertakes a paradigm shift in pedagogy.<br>Ph. D.
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Forest, Jérémy. "Impact of adult neurogenesis versus preexisting neurons on olfactory perception in complex or changing olfactory environment." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE1326/document.

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L'olfaction est un sens clé dans l'adaptation du comportement. Pour permettre des actions appropriées le système olfactif doit effectuer des discriminations fines entre stimuli. Les performances de discrimination peuvent être améliorées via l'apprentissage perceptif et une structure cérébrale clé : le bulbe olfactif. Cette structure est cible d'une forme de plasticité particulière qui est la neurogenèse adulte. C'est là que des nouveaux neurones, majoritairement des cellules granulaires, régulent l'activité des cellules relais. Il a été montré que ces neurones sont requis pour un apprentissage perceptif.La question centrale de cette thèse est d'élucider le rôle et la spécificité des nouveaux neurones dans l'apprentissage olfactif complexe et changeant.Nous avons d'abord étudié l'effet d'un apprentissage perceptif complexe sur la neurogenèse adulte. Cette étude à démontré la nécessité et suffisance des nouveaux neurones dans l'apprentissage perceptif simple. Elle a aussi montré que lorsque l'apprentissage devient complexe, un réseau plus large est recruté, requérant les neurones préexistant.L'environnement olfactif est aussi changeant. Dans une seconde étude nous avons investigué comment la mémoire olfactive est altérée par nouvelle mémoire et le rôle de la neurogenèse adulte dans ce processus. Elle a montré le rôle des nouveaux neurones à sous tendre la mémoire olfactive et l'importance du délai entre apprentissages dans la stabilisation mnésique.Finalement, le recours aux neurosciences computationnelles a eu pour but de définir le rôle des nouveaux neurones granulaire au niveau du premier niveau de transformation de l'information et comment le raffinement des représentations sensorielles émerge par décorrelation.Pour conclure, la perception olfactive est changeante en fonction des modifications environnementales et cette plasticité est sous tendu par une plasticité du circuit du bulbe olfactif, due en grande partie à la neurogenèse adulte<br>Olfaction is a key player in behavioral adaptation. To perform tasks accurately, the olfactory system has to perform fine discrimination between very close stimuli. The discrimination performances can be enhanced through perceptual learning and a key cerebral structure in this is the olfactory bulb. This structure is the target of a specific form of plasticity that is adult neurogenesis. In this structure, adult-born neurons differentiate mostly in granule cells that regulate the activity of the relay cells. It has previously been shown that these neurons are required to perform perceptual learning. The central question of this thesis work is to elucidate both the role and the specificity of adult born neurons during complex or changing olfactory learning.We first studied the effect of complex perceptual learning on adult neurogenesis. This study demonstrated the necessity and sufficiency of adult-born neurons for simple olfactory learning. It also showed that when learning becomes complex, a larger neural network is involved requiring preexisting neurons.The olfactory environment is also changing. In a second study we investigated how the memory of an olfactory information is altered by the acquisition of a new one and what is the role of adult neurogenesis in this process. This second study highlighted the role of adult-born neurons in underlying olfactory memory and the importance of delay between learning for memory stabilization.Lastly, an approach relying on computational neurosciences aimed at outlining a computational framework explaining the role of adult-born granule cells in early olfactory transformations and how sharpened sensory representations emerge from decorrelation.To conclude, olfactory perception is changing according to environmental modifications and this plasticity is underlain by an important plasticity of the olfactory bulb circuitry due in large part to adult neurogenesis
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Gaskins, Whitney. "Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191.

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Mannion, Gregory B. "Children's participation in changing school grounds and public play areas in Scotland." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/88.

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The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children’s participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children’s experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority’s efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children’s participation and their places of learning, work, and play are described. Children are found to be ‘positioned’ between adult desires to increase children’s participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children’s participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children’s experience of participation appeared to be constructed out of ‘essential beliefs’ about the relations between children and adults, the nature of the child and the child’s ‘place’ in society.
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Poyo, Susan Ricke. "Transforming traditional practices of teacher preparation to meet changing needs of digital learners| A first step intervention by assessing and addressing needs of pre-service teachers in a dual learning environment." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109526.

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<p> Changes in the field of education require teachers&rsquo; acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning.</p><p> This research is an examination of pre-service teachers&rsquo; needs relevant to integrating technology in an online learning environment. It is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, thus providing pre-service teachers with opportunities and experiences to become fluent in the technological pedagogical content knowledge (TPACK) required for online learning environments as well as the traditional face-to-face instruction. </p><p> The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers&rsquo; towards technology integration in an online learning environment. A mixed-methods concurrent triangulation design procedure was utilized to measure characteristics of pre-service teachers in a teacher preparation program. A two-way within-subjects analysis of variance was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains. Participants began the intervention with limited knowledge and skills of technology integration and online learning environments; however, they made statistically significant gains upon completion of the intervention. The implementation of an intervention such as this online instruction module may support other teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers and provide valuable information necessary to guide program goals.</p>
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Gritsenko, Artem. "Learning From Demonstrations in Changing Environments: Learning Cost Functions and Constraints for Motion Planning." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-theses/1246.

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"We address the problem of performing complex tasks for a robot operating in changing environments. We propose two approaches to the following problem: 1) define task-specific cost functions for motion planning that represent path quality by learning from an expert's preferences and 2) using constraint-based representation of the task inside learning from demonstration paradigm. In the first approach, we generate a set of paths for a given task using a motion planner and collect data about their features (path length, distance from obstacles, etc.). We provide these paths to an expert as a set of pairwise comparisons. We then form a ranking of the paths from the expert's comparisons. This ranking is used as training data for learning algorithms, which attempt to produce a cost function that maps path feature values to a cost that is consistent with the expert's ranking. We test our method on two simulated car-maintenance tasks with the PR2 robot: removing a tire and extracting an oil filter. We found that learning methods which produce non-linear combinations of the features are better able to capture expert preferences for the tasks than methods which produce linear combinations. This result suggests that the linear combinations used in previous work on this topic may be too simple to capture the preferences of experts for complex tasks. In the second approach, we propose to introduce a constraint-based description of the task that can be used together with the motion planner to produce the trajectories. The description is automatically created from the demonstration by performing segmentation and extracting constraints from the motion. The constraints are represented with the Task Space Regions (TSR) that are extracted from the demonstration and used to produce a desired motion. To account for the parts of the motion where constraints are different a segmentation of the demonstrated motion is performed using TSRs. The proposed approach allows performing tasks on robot from human demonstration in changing environments, where obstacle distribution or poses of the objects could change between demonstration and execution. The experimental evaluation on two example motions was performed to estimate the ability of our approach to produce the desired motion and recover a demonstrated trajectory."
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Marković, Dimitrije, and Stefan J. Kiebel. "Comparative Analysis of Behavioral Models for Adaptive Learning in Changing Environments." Frontiers Research Foundation, 2016. https://tud.qucosa.de/id/qucosa%3A30009.

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Probabilistic models of decision making under various forms of uncertainty have been applied in recent years to numerous behavioral and model-based fMRI studies. These studies were highly successful in enabling a better understanding of behavior and delineating the functional properties of brain areas involved in decision making under uncertainty. However, as different studies considered different models of decision making under uncertainty, it is unclear which of these computational models provides the best account of the observed behavioral and neuroimaging data. This is an important issue, as not performing model comparison may tempt researchers to over-interpret results based on a single model. Here we describe how in practice one can compare different behavioral models and test the accuracy of model comparison and parameter estimation of Bayesian and maximum-likelihood based methods. We focus our analysis on two well-established hierarchical probabilistic models that aim at capturing the evolution of beliefs in changing environments: Hierarchical Gaussian Filters and Change Point Models. To our knowledge, these two, well-established models have never been compared on the same data. We demonstrate, using simulated behavioral experiments, that one can accurately disambiguate between these two models, and accurately infer free model parameters and hidden belief trajectories (e.g., posterior expectations, posterior uncertainties, and prediction errors) even when using noisy and highly correlated behavioral measurements. Importantly, we found several advantages of Bayesian inference and Bayesian model comparison compared to often-used Maximum-Likelihood schemes combined with the Bayesian Information Criterion. These results stress the relevance of Bayesian data analysis for model-based neuroimaging studies that investigate human decision making under uncertainty.
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Marković, Dimitrije, and Stefan J. Kiebel. "Comparative Analysis of Behavioral Models for Adaptive Learning in Changing Environments." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-214867.

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Probabilistic models of decision making under various forms of uncertainty have been applied in recent years to numerous behavioral and model-based fMRI studies. These studies were highly successful in enabling a better understanding of behavior and delineating the functional properties of brain areas involved in decision making under uncertainty. However, as different studies considered different models of decision making under uncertainty, it is unclear which of these computational models provides the best account of the observed behavioral and neuroimaging data. This is an important issue, as not performing model comparison may tempt researchers to over-interpret results based on a single model. Here we describe how in practice one can compare different behavioral models and test the accuracy of model comparison and parameter estimation of Bayesian and maximum-likelihood based methods. We focus our analysis on two well-established hierarchical probabilistic models that aim at capturing the evolution of beliefs in changing environments: Hierarchical Gaussian Filters and Change Point Models. To our knowledge, these two, well-established models have never been compared on the same data. We demonstrate, using simulated behavioral experiments, that one can accurately disambiguate between these two models, and accurately infer free model parameters and hidden belief trajectories (e.g., posterior expectations, posterior uncertainties, and prediction errors) even when using noisy and highly correlated behavioral measurements. Importantly, we found several advantages of Bayesian inference and Bayesian model comparison compared to often-used Maximum-Likelihood schemes combined with the Bayesian Information Criterion. These results stress the relevance of Bayesian data analysis for model-based neuroimaging studies that investigate human decision making under uncertainty.
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Books on the topic "Changing learning environment"

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Sinha, Samita. Pandits in a changing environment: Centres of Sanskrit learning in nineteenth century Bengal. Sarat Book House, 1993.

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Brooks, Rachel. Changing spaces of education: New perspectives on the nature of learning. Routledge, 2012.

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Meyer, Pamela. From workplace to playspace: Innovating, learning, and changing through dynamic engagement. Jossey-Bass, 2010.

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Changing spaces of education: New perspectives on the nature of learning. Routledge, 2012.

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Stepans, Joseph. Changing the classroom from within: Partnership, collegiality, constructivism : a guide and reference book for professional development and improvement of the teaching-and-learning process. Saiwood Publications, 1995.

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Salford), Inaugural and Teaching Research Conference (2003. Education in a changing environment: Scholarship, educational research and development at the University of Salford : proceedings of the University of Salford's Inaugural Learning and Teaching Research Conference, 17-18 September 2003. University of Salford, 2003.

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Richardson, John. Changing courses: Strategies for changing the HE learning environment. Open Learning Foundation, 1996.

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Stettinius, Wallace. Winning in a changing environment: Learning to manage in a changing environment which means learning to think strategically. Distributed by the Printing Industries of America, 1995.

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Davies, Graeme. Teaching and learning in the changing higher education environment$eGraeme Davies. 1994.

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Changing the Classroom from Within: Partnership, Collegiality, Constructivism. Saiwood Publications, 1999.

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Book chapters on the topic "Changing learning environment"

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Dragoni, Aldo Franco, Germano Vallesi, and Paola Baldassarri. "A Continuous Learning in a Changing Environment." In Image Analysis and Processing – ICIAP 2011. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24088-1_9.

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Hirashima, Tsukasa, Sho Yamamoto, and Hiromi Waki. "An Interactive Learning Environment for Problem-Changing Exercise." In Intelligent Tutoring Systems. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13437-1_65.

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Tempelaar, Dirk T., Bart Rienties, and Bas Giesbers. "Student Learning Preferences in a Blended Learning Environment: Investigating the Relationship Between Tool Use and Learning Approaches." In Building Learning Experiences in a Changing World. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0802-0_12.

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Visser, Jan. "Constructive Interaction with Change: Implications for Learners and the Environment in Which They Learn." In Learners in a Changing Learning Landscape. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8299-3_2.

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Asselborn, Jean-Claude, and Jean-Marie Jans. "The Self-learning Organization in a Changing Professional Environment." In Corporate Training for Effective Performance. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0667-2_13.

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Quoy, Mathias, Philippe Gaussier, Sacha Leprêtre, Arnaud Revel, and Jean-Paul Banquet. "A Planning Map for Mobile Robots: Speed Control and Paths Finding in a Changing Environment." In Advances in Robot Learning. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-40044-3_7.

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LeClair, Daniel R. "Prospects for Fusing Liberal Learning and Business Education in the Changing Environment of Higher Education." In Shaping the Future of Business Education. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137033383_22.

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Lisenbee, Peggy S., Jodi Pilgrim, and Sheri Vasinda. "Changing Learning Environments." In Integrating Technology in Literacy Instruction. Routledge, 2020. http://dx.doi.org/10.4324/9780429340154-11.

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Hepworth, Mark. "The changing teaching and learning environment." In Web 2.0 and Libraries. Elsevier, 2010. http://dx.doi.org/10.1016/b978-1-84334-346-2.50001-6.

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Stone, David E., and Guangzhi Zheng. "Learning Management Systems in a Changing Environment." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch056.

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Learning Management Systems (LMS) have evolved from simple delivery and management systems to key pieces of modern organizational learning and performance improvement capabilities. In a changing and globally competitive world, a LMS can allow for improved access and tracking of learning activities as well as support organizational growth and development. The next generation of LMS will need to be open, personal, social, flexible, support learning analytics, and properly support the move to mobile computing. This new generation of LMS must be able to meet the need of the changing environments of business and education to allow these institutions to reach their potential. The chapter provides a description of the past, present, and future of learning management systems in a changing environment.
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Conference papers on the topic "Changing learning environment"

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Valentis, Guillaume, and Quentin Berthelot. "Intelligent Adaptive Learning in a Changing Environment." In First International Conference on Computer Science & Information Technology. Academy & Industry Research Collaboration Center (AIRCC), 2014. http://dx.doi.org/10.5121/csit.2014.4921.

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Goldberg, Fred. "Constructing physics understanding in a computer-supported learning environment." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53098.

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Peuscher, Willem, Douglas David Clark, Sebastian Graeb-Koenniker, and Rob De Rijke. "Changing Gear - The Need for a Different Way of HSSE Learning." In SPE International Health, Safety & Environment Conference. Society of Petroleum Engineers, 2006. http://dx.doi.org/10.2118/98555-ms.

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Sokoloff, David R., and Ronald K. Thornton. "Using interactive lecture demonstrations to create an active learning environment." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53109.

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Boyarinov, Dmitry. "The Pedagogical Interaction In The Digital Learning Environment." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.24.

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Petersen, Lesley, Suja Premchandran, and Garry Clayton. "Mentoring as a Mechanism for Organisational Development in a Globally Changing Environment." In 2016 Global Conference on Teaching and Learning with Technology (CTLT 2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813148826_0014.

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Wang, Xiao-Bin. "Profit variety for inventory decision changing in supply chain under fuzzy demand environment." In 2010 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2010. http://dx.doi.org/10.1109/icmlc.2010.5580981.

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Ngai, D. C. K., and N. H. C. Yung. "Double action Q-learning for obstacle avoidance in a dynamically changing environment." In IEEE Proceedings. Intelligent Vehicles Symposium, 2005. IEEE, 2005. http://dx.doi.org/10.1109/ivs.2005.1505104.

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Armstrong, Alice, and Peter Bock. "Using Tactic-Based Learning (formerly Mentoring) to Accelerate Recovery of an Adaptive Learning System in a Changing Environment." In 2007 36th IEEE Applied Imagery Pattern Recognition Workshop (AIPR 2007). IEEE, 2007. http://dx.doi.org/10.1109/aipr.2007.18.

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Nakaoka, Sadao, Sadao Nakaoka, Yasunori Kozuki, et al. "ENVIRONMENTAL EDUCATION: LEARNING THE CYCLE OF LIFE BY CONNECTING SEA AND SOIL OF AMAGASAKI." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b43161d851e.

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In order to remove the excessive nutrient salt at Port of Amagasaki, we have established the method to utilize the cycle of life: by cultivating seaweed at the port, removing shellfish from the upright sea walls, and turning them into compost. In cooperation with the local junior high school students, local citizens, experts, and administration, the junior high schools of Amagasaki provided the environmental study through this activity, based on the theme of “Cycle of Life”. In this report, we describe about the effects of this study. 1) Before the study, a survey showed that most of the students had bad impression toward Amagasaki Sea, such as “dirty” and “smelly”. However, after the study, the impression turned into better impression such as “fun” and “more familiar”. 2) In the Technology class, the students successfully cultivated more than 50 kinds of vegetation. As the students cooked and ate the vegetables and fruits they grew, the study also developed into “Food Education”-learning the connection between their health, environment, and food. 3) The students cooked using the oil extracted from the seeds of rape blossoms cultivated with their compost. Then they watched waste oil being refined and turned into bio diesel fuel, which activated car engine. Through such experiences, many students realized the cycle of life as “the life continues in different forms”, and the respect for life as well as developing their awareness to improve the natural environment.
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Reports on the topic "Changing learning environment"

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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&amp;A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&amp;A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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LaFlamme, Marcel. Affiliation in Transition: Rethinking Society Membership with Early-Career Researchers in the Social Sciences. Association of Research Libraries, 2020. http://dx.doi.org/10.29242/report.affiliationintransition2020.

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This paper by Marcel LaFlamme explores new forms of connection and community for early-career researchers in less formal structures, often facilitated by social media and other communication technologies. By learning from these loosely institutionalized spaces, LaFlamme contends, scholarly societies as well as research libraries and their parent institutions can adapt to a changing environment and take steps to make scholarship more open and accessible.
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Hodgdon, Taylor, Anthony Fuentes, Jason Olivier, Brian Quinn, and Sally Shoop. Automated terrain classification for vehicle mobility in off-road conditions. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/40219.

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The U.S. Army is increasingly interested in autonomous vehicle operations, including off-road autonomous ground maneuver. Unlike on-road, off-road terrain can vary drastically, especially with the effects of seasonality. As such, vehicles operating in off-road environments need to be in-formed about the changing terrain prior to departure or en route for successful maneuver to the mission end point. The purpose of this report is to assess machine learning algorithms used on various remotely sensed datasets to see which combinations are useful for identifying different terrain. The study collected data from several types of winter conditions by using both active and passive, satellite and vehicle-based sensor platforms and both supervised and unsupervised machine learning algorithms. To classify specific terrain types, supervised algorithms must be used in tandem with large training datasets, which are time consuming to create. However, unsupervised segmentation algorithms can be used to help label the training data. More work is required gathering training data to include a wider variety of terrain types. While classification is a good first step, more detailed information about the terrain properties will be needed for off-road autonomy.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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