Relevant bibliographies by topics / Inter-Learning

Contents

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

Academic literature on the topic 'Inter-Learning'

Author: Grafiati
Published: 3 June 2025
Last updated: 20 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Inter-Learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Inter-Learning"

1

Ravankar, Abhijeet, Ankit A. Ravankar, Yukinori Kobayashi, and Takanori Emaru. "Inter-Robot Learning in Multi-Robot System." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2017 (2017): 2P1—F04. http://dx.doi.org/10.1299/jsmermd.2017.2p1-f04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Halachmi, Arie, and Amy M. Woron. "Spontaneous inter-organizational learning." International Journal of Organization Theory & Behavior 16, no. 2 (2013): 135–64. http://dx.doi.org/10.1108/ijotb-16-02-2013-b001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schumacher, Thomas. "Linking action learning and inter-organisational learning: the learning journey approach." Action Learning: Research and Practice 12, no. 3 (2015): 293–313. http://dx.doi.org/10.1080/14767333.2015.1074886.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hannig, Jan, Qing Feng, Hari Iyer, C. M. Wang, and Xuhua Liu. "Fusion learning for inter-laboratory comparisons." Journal of Statistical Planning and Inference 195 (May 2018): 64–79. http://dx.doi.org/10.1016/j.jspi.2017.09.011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nyatanga, Brian. "The myth of inter-professional learning." International Journal of Palliative Nursing 8, no. 7 (2002): 316. http://dx.doi.org/10.12968/ijpn.2002.8.7.10670.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ishiguro, K., Y. Kuniyoshi, and N. Otsu. "Concept Acquisition through Inter-modal Learning." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2004 (2004): 177. http://dx.doi.org/10.1299/jsmermd.2004.177_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Aleksic-Miric, Ana. "Inter-organizational design fit in inter-organizational knowledge management." Sociologija 56, no. 3 (2014): 343–63. http://dx.doi.org/10.2298/soc1403343a.

Full text
Abstract:
The purpose of this paper is to analyze existing knowledge on how organizations learn using multilevel comparison perspective of intra- and inter-organizational learning and to offer deeper understanding of the role that organizational design properties have in inter-organizational learning. Using Argote and Ophir (2005) findings on similarity vs complementarity fit developed for intra-organizational learning as an anchor, we analyze the role similarity vs complementarity fit of organizational configuration and coordination properties in inter-organizational settings. Our intention is to explicitly express the role of interorganizational design fit in inter-organizational knowledge management. Framework developed here systematizes and explains how strategic objectives of network creation (exploration or exploitation) should be aligned with learning mechanisms (learning by doing or learning by listening/observing) and organizational design properties. From the point of organization theory, this paper advances knowledge about the influence organizational design as intra-organizational property has on knowledge transfer between organizations and inter-organizational learning. Our framework helps managers understand how inter-organizational design fit can influence inter-organizational learning within the network. With regard to policy making, knowledge networks are becoming increasingly important as a mechanism of industrial development support, economic growth, increase of employment and poverty reduction and this paper points to mechanisms of inter-organizational design that can be used in managing these networks.
APA, Harvard, Vancouver, ISO, and other styles
8

Mao, Fubing, Weiwei Weng, Mahardhika Pratama, and Edward Yapp Kien Yee. "Continual learning via inter-task synaptic mapping." Knowledge-Based Systems 222 (June 2021): 106947. http://dx.doi.org/10.1016/j.knosys.2021.106947.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nobeoka, Kentaro. "INTER-PROJECT LEARNING IN NEW PRODUCT DEVELOPMENT." Academy of Management Proceedings 1995, no. 1 (1995): 432–36. http://dx.doi.org/10.5465/ambpp.1995.17536713.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Xie, Ziwei, and Jinbo Xu. "Deep graph learning of inter-protein contacts." Bioinformatics 38, no. 4 (2021): 947–53. http://dx.doi.org/10.1093/bioinformatics/btab761.

Full text
Abstract:
Abstract Motivation Inter-protein (interfacial) contact prediction is very useful for in silico structural characterization of protein–protein interactions. Although deep learning has been applied to this problem, its accuracy is not as good as intra-protein contact prediction. Results We propose a new deep learning method GLINTER (Graph Learning of INTER-protein contacts) for interfacial contact prediction of dimers, leveraging a rotational invariant representation of protein tertiary structures and a pretrained language model of multiple sequence alignments. Tested on the 13th and 14th CASP-CAPRI datasets, the average top L/10 precision achieved by GLINTER is 54% on the homodimers and 52% on all the dimers, much higher than 30% obtained by the latest deep learning method DeepHomo on the homodimers and 15% obtained by BIPSPI on all the dimers. Our experiments show that GLINTER-predicted contacts help improve selection of docking decoys. Availability and implementation The software is available at https://github.com/zw2x/glinter. The datasets are available at https://github.com/zw2x/glinter/data. Supplementary information Supplementary data are available at Bioinformatics online.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Inter-Learning"

1

Mäntysalo, R. (Raine). "Land-use planning as inter-organizational learning." Doctoral thesis, University of Oulu, 2000. http://urn.fi/urn:isbn:9514258444.

Full text
Abstract:
Abstract The aim of the study is to reveal the nature of learning in local land-use planning activity and to examine the possibilities for the development of planning as a form of learning activity. The theoretical approach draws on the pragmatist and dialectical reorientation of systems theory and the related theory of learning organizations. The traditional, positivist systems approach to land-use planning is considered both to depoliticize planning and to make it unreflective. Critical theory as a basis of planning theory is also shown to be inadequate. Communicative planning theories that draw on critical theory are rather theories of emancipation in the context of planning than theories of planning per se. An alternative systems-theoretical view to land-use planning activity is presented, where critical and constructive aspects as well as ethical and pragmatic aspects are interlinked in the dialectical dynamics of planning as organizational and inter-organizational learning activity. Three subsystems within the system of local land-use planning are identified: expertise, politics and economics. The subsystems of land-use planning build upon the basic distinction between legitimate and illegitimate conduct. For each subsystem, the context of its existence is formed by the interaction of all subsystems. By acting, each subsystem inevitably changes its dialectical relationship to this context. Harmful changes are felt within the subsystem as inner contradictions that interfere with its decision-making activity. If the subsystem is unable to face these contradictions but instead resorts to the use of pathological power, they may develop into paralyzing double bind situations. The resolution of a double bind situation requires expansive learning by the subsystem. However, there are also contradictions in land-use planning that the subsystems are unable to resolve by expansive learning. Such inter-systemic contradictions stem from the dialectical relationship between the overriding requirement of legitimacy on one hand and the basic goals of expert knowledge and economic profit on the other. In the study a hypothesis is formulated, according to which these basic - and, in the conditions of modern society, permanent - contradictions in local land-use planning require such inter-organizational learning, which enables the creation of planning solutions that provide means for their task-related harmonization, and, in the longer term, contributes to the emergence of a participative planning culture where the contradictions can be handled legitimately, if not resolved.
APA, Harvard, Vancouver, ISO, and other styles
2

Goussevskaia, Anna. "Learning and development processes in inter-organisational collaborations." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2629/.

Full text
Abstract:
It has long been recognised that inter-organisational collaborations have great potential for learning and knowledge creation, although there has been very limited attention paid to the way in which organisations actually create new knowledge jointly. The present study contributes to this area of research, and examines the processes that facilitate and constrain new knowledge creation in inter­-organisational collaboration. It draws upon five longitudinal case studies of inter-­organisational collaborations across different sectors: pesticides, biotechnology, life sciences, engineering manufacturing, and software development. The study conceptualises inter-organisational learning as production and re-production of inter-­organisational rules that govern inter-organisational relationship, and facilitate and shape joint knowledge creation. The study advances understanding of the mechanisms underlying inter-organisational learning which rely on such aspects of collaboration as the nature of inter-partner interactions, interdependency between collaborating organisations, and power balance among partners. The longitudinal analysis of inter-organisational learning in the course of collaboration development also contributes to understanding of the relationship between inter-organisational learning and collaboration dynamics. The findings indicate that inter-organisational learning can have positive, as well as negative, effects on collaboration development. The results also suggest that inter-organisational learning closely co­evolves with the developmental dynamics of collaboration, meaning that inter-­organisational learning is not only a product of collaboration development, but is also a force capable of shaping it.
APA, Harvard, Vancouver, ISO, and other styles
3

Shalabi, Kholood Matouq. "Motor learning and inter-manual transfer of motor learning after a stroke." Thesis, University of Newcastle upon Tyne, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768491.

Full text
Abstract:
Aims: 1) To measure automatically in stroke survivors and neurologically intact adults, learning, inter-manual transfer (ImT) and retention of learning (Ret.) of a task requiring two sequential actions embedded with-in a video game. 2) To assess the effect of age and side of stroke on learning, ImT, and Ret. of a motor task consisting of two sequentially linked actions. Participants: All participants were right hand dominant and included: A) 112 neurologically intact adults comprising: 72 younger adults (41 females), mean±SD age, 27.06±4.8 years, range 20-36 years and 40 older adults (26 females), mean±SD age 66.2±8.4 years, range 52- 86 years. B) 21 previously right-handed stroke survivors (7 females; 9 left hemiparesis), mean±SD age 66.7±9.3 years, range 54-82 years. Methods: We developed a video game that requires the player to perform two sequential actions to complete a task that mimics natural manipulation tasks. The players must first move a spaceship to a meteor (the Lock-in time phase), using isometric forces applied to game controllers using their hand muscles. The player must then track the trajectory of the meteor; (Hold/Track phase). The Lock-in time phase is assessed as the time from target presentation to achieving the target. The Hold/Track phase is assessed as the accuracy of Tracking within the meteor during the hold/Track phase. Performance is measured as the mean accumulative distance of the centre of the space ship from the outer edge of the target during periods when spaceship is outside the target. For both phases indicators, shorter distances represent higher performance. The Lock-in time and Hold/Track data were recorded for pre-training performance for the non-trained hand (nTH), pre-training performance for the trained hand (TH), training trials of the TH, reassessment after training of both the TH and the nTH, and a reassessment of both the TH and the nTH seven days after the baseline assessment. Statistical Analysis: Repeated-measures ANOVA was used; Time was the within-participant factor to examine learning. Two separate analyses were undertaken; to examine initial learning -Time (Pre, and Post Training) and to examine retention/consolidation - Time (Post- Training and Retention at one week). Age (Young, Older), Training Hand (right or left), and Group (neurologically intact or stroke survivors) were the between-participant factor. The dependent variables were Lock-in Time or Track.
APA, Harvard, Vancouver, ISO, and other styles
4

Tong, Michael K. L. "The management of inter-organisational relationships and project based learning." Thesis, Glasgow Caledonian University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547433.

Full text
Abstract:
The construction industry has in recent times undergone an unprecedented period of self-examination. Government and industry collaborations have attempted to bring about both political and structural change with the aim of rethinking the way it conducts business. Yet the implementation of management innovations (Ml) such as Supply Chain Management (SCM), common in other industries, has not materialised. This research proposes that the structural characteristics of the industry can be addressed through the management of Inter-organisational Relationships (lOR) and Project Based Learning (PBL). The aim of the thesis was to determine the significance of lORs and PBL in addressing the temporary and multi-organisational nature of project teams for the effective implementation of Ml for continuous improvement of construction projects. A mixed method approach was adopted for this research because it is flexible enough to incorporate different perspectives and allows different methods and practices to be used. Both quantitative and qualitative data was collected using a web based questionnaire and case studies to examine lOR and PBL. The analyses involved a mixture of descriptive, mean response ranking and Pearson's chi-square (i) tests using the software packages SPSS and Minitab. Findings from the web based questionnaire analyses involving 74 Demonstration projects highlighted the significance of both lOR and PBL on the implementation of MI. Critical success factors such as partner selection, project relationships, learning promoters and inhibitors were established and ranked. One of the main findings is the role of psychological safety for learning. The review of projects and formalised learning were seen as key areas for learning improvement. The analyses of two case studies added an additional dimension and helped explore how practitioners had to expend more effort to make sense of new ways of working and adapting to unfamiliar roles. Although learning was prevalent in projects, it was associated with problems rather than a potential benefit that can be formalised and exploited collectively by the team. Until the perennial contextual issues of construction like poor integration of design and construction, low bidding and unrealistic timescales are addressed, the implementation of management innovations and the potential of lOR and PBL will not be fulfilled.
APA, Harvard, Vancouver, ISO, and other styles
5

Choi, Sun-Hea. "Facilitating teaching and learning of programming with inter-active multimedia." Thesis, Edinburgh Napier University, 2004. http://researchrepository.napier.ac.uk/Output/5681.

Full text
Abstract:
This thesis investigates effective ways of designing and integrating Interactive Multimedia (IMM) to facilitate teaching and learning of programming. Drawing on a preliminary investigation in IMM and learning, an initial design and integration approach was developed. The architecture and design features of IMM courseware and its integration were modelled to suppOli the learning activities defined by Laurillard's conversational and Mayes' learning frameworks and to accommodate the needs for the domain identified at two UK Universities. The approach aimed to improve the quality of student learning with IMM courseware through creating a learning context which supports the teaching and learning processes; encourages students to use the courseware for learning; and increases their motivation and interests in the subject matter they study. The primary emphasis of this approach lies in integrating IMM for lectures and tutorial. Sequent case studies were conducted to evaluate the effectiveness of the approach in supporting teaching and learning. Two IMM courseware, consisting of resource-oriented and task-oriented materials, were developed and integrated into four programming modules at Napier and BruneI Universities. To explore the effects of hyperlinks in problem-solving contexts, three different variations of the task-oriented material were developed: one without hyperlinks, the second with questions (static), and the third with model answers when the questions were answered incorrectly (dynamic). The results suggested that student learning experience was enhanced by the use of the IMM courseware for teaching and learning: their performance and perceptions of the subject matters improved. Using the IMM courseware in lectures and tutorials enhanced the teaching and learning processes, promoted active learning and reflective thinking, and created collaborative learning environment. However, weaknesses were also identified in supporting student learning with different knowledge levels. As for the hyperlinks effects, the results showed that the 'dynamic' hyperlinks improved students' performance most effectively. They helped students become aware of their misconceptions and correct them through revisiting the resource-oriented material; and in the process reflect on what they learnt in lectures. The 'static' hyperlinks were found to be beneficial when students did not have sufficient knowledge to test. In addition, the results revealed various factors affecting student learning with IMM. Among them was students' familiarity with IMM, which emphasised the importance of integrating IMM courseware in a way that encourages students to use it for learning. The thesis presents a design and integration approach informed by the findings from the case studies, and proposes a design and integration process with IMM. The process consists of three phases (designing and integrating IMM, and facilitating learning with IMM) and the factors affecting the phases, and illustrates the relationship between them.
APA, Harvard, Vancouver, ISO, and other styles
6

Psimas, Lynnae L. "Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/71.

Full text
Abstract:
The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices, perceptions were obtained from university, community agency, and K-12 school representatives through 12 individual and 2 group interviews. Data were collected and analyzed using Moustakas’s (1994) transcendental phenomenology methodology. Findings indicated that participants perceived collaborative processes in the areas of collaborative structure, communication practices, characteristics of collaborators and organizations, and group dynamics. Participants also described outcomes of the collaboration in the areas of general impact on professional learning participants, learning, evolution of behaviors and beliefs, relationship development, emotional impact, sustainability, and generalizability. Comparison of the current results to Hord’s (1986) model of inter-organizational collaboration and the literature on inter-organizational collaboration revealed strong support for a synthesis model of inter-organizational collaboration. Furthermore, the findings suggest implications for practice in the areas of goal alignment, communication, perceptions of collaborative involvement, system entry and assimilation, and personal characteristics.
APA, Harvard, Vancouver, ISO, and other styles
7

Takerkart, Sylvain. "A multi-source perspective on inter-subject learning : Contributions to neuroimaging." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM4039.

Full text
Abstract:
L’apprentissage inter-sujet consiste à fournir des prédictions sur des données d'un sujet humain non présent dans la base d’apprentissage, comme dans l’aide au diagnostic où un ordinateur doit prédire si un sujet inconnu est sain ou malade. Dans cette thèse, nous défendons le point de vue que ce problème doit être formalisé dans le cadre multi-source, où chaque sujet d’apprentissage fournit une source de données. Nous présentons ensuite trois contributions destinées à des applications en neuroimagerie.La première est une méthode de prédiction inter-sujet pour données d'IRM fonctionnelle. La variabilité inter-sujet fait que les espaces d’entrée sont tous différents. Nous construisons un espace commun à l'aide de graphes et d'un noyau de graphe, qui projette ces données dans un espace de hilbert à noyau reproduisant. Nous démontrons l’efficacité de cette approche sur des données de tonotopie enregistrées dans le cortex auditif.La deuxième est une méthode de morphométrie corticale. Nous construisons des graphes à partir des extrema de profondeur du cortex, que nous projetons dans un espace commun grâce à un noyau de graphe. Une méthode d’inférence spatiale permet l’identification des zones du cortex qui présentent des différences entre populations. Nous étudions avec cette méthode les asymétries corticales et les différences inter-sexe.La troisième est une méthode d’adaptation de domaine multi-source. Nous décrivons une extension du kernel mean matching au cas où l’ensemble d’apprentissage se compose de plusieurs sources de données et des résultats préliminaires sur une tâche de classification inter-sujet dans une expérience de magnéto-encéphalographie<br>Inter-subject learning consists in giving predictions on data from a subject not present in the training database, as with computer-aided diagnosis where the computer has to guess wether an unknown individual is healthy or sick. In this thesis, we argue that inter-subject learning should be handled in the multi-source framework where each subject is a different source of data. We then introduce three original contributions for neuroimaging applications.The first one is a method for inter-subject predictions of fMRI data. Because of the inter-subject variability, the original feature spaces are all different. Using graphs and a graph kernel, the input patterns are implicitly projected into a common reproducing kernel hilbert space. We show the effectiveness of this method on tonotopy data recorded in the auditory cortex.The second one is a cortical morphometry method. We design graphs from the deepest points of cortical sulci, and we project them into a common space using a graph kernel. A spatial inference method is then proposed to perform the detection of cortical zones where populations are different. Using this method, we study cortical asymmetries and gender differences.The third contribution of this thesis is a multi-source domain adaptation technique. Our method is an extension of the kernel mean matching for the multi-source case. We present preliminary results on a inter-subject prediction task used to analyse data from a magneto-encephalography experiment
APA, Harvard, Vancouver, ISO, and other styles
8

Brannan, Tessa. "A bounded rationality approach to inter-organisational learning : comparing local authority learning schemes around community engagement." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512189.

Full text
Abstract:
This thesis examines the rationales and processes of inter-organisational learn ing by conducting a comparative analysis of two local authority learning schemes around community engagement. In so doing, it constitutes a challenge to dominant assumptions about how and why such learning takes place. Learning from others is predominantly portrayed as a rational, systematic and largely unproblematic process with obvious benefits in stimulating improvement. Alternatively, it may be rejected on the basis of issues of transferability of knowledge or practices between contexts; or for its failure to comply with the rational model. Two aspects of th is research are central in challenging these assumptions. The first is the application of an alternative analytical framework - bounded rationality - as a means to understand inter-organisational learning. The second is the utilisation of broadly interpretive methods of empirical research in which the focus is on the perspectives and experiences of the actors engaged in learning processes. This approach reveals learning processes which diverge markedly from the prescribed rational approach. They are instead characterised by apparently 'nonrational' behaviours; and by ad hoc and incremental processes which are difficult to link to behavioural change. However, it is argued that such learning is generally valued by participants and, indeed, may be more appropriate to the way in which human minds and organisations operate. Bounded rationality offers both a means of identifying the way in which learning takes place, and a framework for understanding why. Bounded rationality's central notion of 'frames of reference' enables learning to be conceived as an activity entailing the interaction of various actors and processes. Considering learning in terms of a relationship draws attention to the potential role of learning mechanisms in determining the processes and outcomes of learning. This forms the basis for the comparative study between two contrasting learning schemes. Differences between the schemes are identified: some of which relate to the mechanisms used for learning and the relationships between people and processes; others of which are dependent upon how the schemes are set up and run, and the attitudes and behaviours of participants. However, fundamentally the nature of learning appears to be very similar across the two schemes; albeit perhaps better aligned with the network approach than to the Beacon Scheme's 'best practice' model. By combining a bounded rationality analytical approach with an in-depth empirical study, this research constitutes a valuable contribution to the previously circumscribed debate on inter-organisational learning.
APA, Harvard, Vancouver, ISO, and other styles
9

Fridriksson, Helgi-Valur. "Learning processes in an inter-organizational context : A study of krAft project." Doctoral thesis, Jönköping : International Business School, 2008. http://www.gbv.de/dms/zbw/565790633.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ayres, Dorothy Lucille. "Promises and Pitfalls of Machine Learning Classifiers for Inter-Rater Reliability Annotation." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1622487666348687.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Inter-Learning"

1

Hua, Zhu, Paul Seedhouse, Li Wei, and Vivian Cook, eds. Language Learning and Teaching as Social Inter-Action. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591240.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

1970-, Hua Zhu, ed. Language learning and teaching as social inter-action. Palgrave Macmillan, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Millard, Debbie. Inter-organisational learning networks and waste minimisation projects. Business School, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Millard, Debbie. Inter-organisational learning networks and waste minimisation projects. Manchester Metropolitan University, Business School, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Millard, Debbie. Inter-organisational learning networks and waste minimisation projects. Manchester Metropolitan University, Business School, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Millard, Debbie. Inter-organisational learning networks and waste minimisation projects. Manchester Metropolitan University, Business School, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nooteboom, B. Inter-firm collaboration, learning and networks: An integrated approach. Routledge, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Anne, Edwards. Improving inter-profesional collaborations: Learning to do multi-agency work. Routledge, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1946-, Edwards Anne, ed. Improving inter-profesional collaborations: Learning to do multi-agency work. Routledge, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

David, Keeble, and ESRC Centre for Business Research., eds. Collective learning processes and inter-firm networking in innovative high-technology regions. ESRC Centre for Business Research, University of Cambridge, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Inter-Learning"

1

Boerner, Christopher. "Inter-organizational Learning." In The Palgrave Encyclopedia of Strategic Management. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-00772-8_488.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Boerner, Christopher. "Inter-organizational Learning." In The Palgrave Encyclopedia of Strategic Management. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-94848-2_488-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Taylor, Matthew E. "Learning Inter-Task Mappings." In Transfer in Reinforcement Learning Domains. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01882-4_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kaswan, Kuldeep Singh, Jagjit Singh Dhatterwal, and Anand Nayyar. "Learning Inter-Task Mapping." In Digital Personality: A Man Forever. CRC Press, 2025. https://doi.org/10.1201/9781003530701-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Saenz, Maria Jesus, Eduardo Ubaghs, and Alejandra Isabel Cuevas. "Inter-organizational Learning and Collaboration." In Enabling Horizontal Collaboration Through Continuous Relational Learning. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08093-2_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tibaut, Andrej, Danijel Rebolj, Karsten Menzel, and Ricardo Jardim-Goncalves. "Inter-university Virtual Learning Environment." In E-Learning Paradigms and Applications. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41965-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zhang, Cheng, Hedvig Kjellström, and Carl Henrik Ek. "Inter-battery Topic Representation Learning." In Computer Vision – ECCV 2016. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46484-8_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Altmeyer, Stefan. "Competences in Inter-religious Learning." In International Handbooks of Religion and Education. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9260-2_38.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dochy, Filip, Yrjö Engeström, Annalisa Sannino, and Niel Van Meeuwen. "Inter-organisational Expansive Learning at Work." In Theories of Workplace Learning in Changing Times, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003187790-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gopal, Sharan, Rishabh Mathur, Shaunak Deshwal, and Anil Singh Parihar. "Learning Summarised Messaging Through Mediated Differentiable Inter-Agent Learning." In Multi-Agent Systems and Agreement Technologies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66412-1_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Inter-Learning"

1

Ganguly, Priyam, and Akhilbaran Ghosh. "Inter-layer Recurrent Neural Networks Learning Algorithms." In 2024 4th International Conference on Computer, Communication, Control & Information Technology (C3IT). IEEE, 2024. https://doi.org/10.1109/c3it60531.2024.10829473.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sharara, Mahdi, Sahar Hoteit, and Véronique Véque. "Reinforcement Learning for Inter-Operator Sharing in Open-RAN." In IEEE INFOCOM 2024 - IEEE Conference on Computer Communications Workshops (INFOCOM WKSHPS). IEEE, 2024. http://dx.doi.org/10.1109/infocomwkshps61880.2024.10620880.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhao, Yanchen, Wenhong Duan, Chuanmin Jia, Shanshe Wang, and Siwei Ma. "Advanced Learning-Based Inter Prediction for Future Video Coding." In 2024 IEEE International Conference on Visual Communications and Image Processing (VCIP). IEEE, 2024. https://doi.org/10.1109/vcip63160.2024.10849787.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zhou, Fangtong, Zhibin Wang, Yuanming Shi, and Yong Zhou. "Decentralized Satellite Federated Learning via Intra- and Inter-Orbit Communications." In 2024 IEEE International Conference on Communications Workshops (ICC Workshops). IEEE, 2024. http://dx.doi.org/10.1109/iccworkshops59551.2024.10615752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shi, Jinming, Dedong Lv, Te Chen, and Yinqiao Li. "Learning-Based Inter-Satellite Computation Offloading in Satellite Edge Computing." In 2024 9th International Conference on Signal and Image Processing (ICSIP). IEEE, 2024. http://dx.doi.org/10.1109/icsip61881.2024.10671510.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Huang, Shibin, and Yihao Zhang. "Inter-Session Feedback Modeling with Contrastive Learning for Sequential Recommendation." In 2024 8th Asian Conference on Artificial Intelligence Technology (ACAIT). IEEE, 2024. https://doi.org/10.1109/acait63902.2024.11022209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ren, KaiYi, Guannan Liu, Xu Ji, Shengqi Kan, Yikun Zhang, and Yang Chen. "Deep learning-based ring artifact removal algorithm with inter-slice complementarity." In Optics in Health Care and Biomedical Optics XIV, edited by Qingming Luo, Xingde Li, Ying Gu, and Dan Zhu. SPIE, 2024. http://dx.doi.org/10.1117/12.3035254.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zou, Dexu, Xu Hou, Hao Quan, et al. "Transformer Inter-Turn Short-Circuit Fault Recognition Based on Deep Learning." In 2024 5th International Conference on Clean Energy and Electric Power Engineering (ICCEPE). IEEE, 2024. https://doi.org/10.1109/iccepe62686.2024.10931402.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Van Huynh, Nguyen, Diep N. Nguycn, Lorenzo Mucchi, et al. "Defeating Eavesdropping Attacks with Inter-Cell Interference and Deep Reinforcement Learning." In 2025 IEEE Wireless Communications and Networking Conference (WCNC). IEEE, 2025. https://doi.org/10.1109/wcnc61545.2025.10978354.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Galada, Sarang, Tanurima Halder, Kunal Deo, Ram P. Krish, and Kshitij Jadhav. "Prism: Privacy-Preserving Inter-Site MRI Harmonization via Disentangled Representation Learning." In 2025 IEEE 22nd International Symposium on Biomedical Imaging (ISBI). IEEE, 2025. https://doi.org/10.1109/isbi60581.2025.10980997.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Inter-Learning"

1

Kellogg, Ryan. Learning by Drilling: Inter-Firm Learning and Relationship Persistence in the Texas Oilpatch. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Giuffrida, Antonio. Learning from the Experience: The Inter-American Development Bank and Pharmaceuticals. Inter-American Development Bank, 2001. http://dx.doi.org/10.18235/0008956.

Full text
Abstract:
The IDB has supported the governments of Latin America and the Caribbean in their efforts to improve their pharmaceutical systems. The objectives of this paper are twofold. First, it intends to present a brief description of the characteristics of the pharmaceutical sector in the region and discuss the rationale for Bank involvement. The second aim is to carry out a systematic review of IDB activities in this sector, analyzing the scale and scope of these activities during the last decade. Section 2 describes the pharmaceutical sector in Latin America and the Caribbean and discusses the characteristics that make medicines different from standard commodities. Section 3 describes Bank activities in the pharmaceutical sector and its evolution through time and by regions. Section 4 provides a detailed analysis of Bank interventions in the various areas of the pharmaceutical sector. Section 5 concludes with a discussion of future challenges for IDB activities in this sector.
APA, Harvard, Vancouver, ISO, and other styles
3

Barron, Ian. Refugees and Resiliency An Inter-professional Planning and Learning Tool: A Trauma-Informed Lens. University of Dundee, 2016. http://dx.doi.org/10.20933/10000104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Santiago, Ana, Marcelo Cabrol, and Mariana Alfonso. Aligning Learning Incentives (ALI). Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008047.

Full text
Abstract:
Mexican students score low in international learning assessments, particularly in math. To help remedy this situation, the Inter-American Development Bank is supporting a pilot study to identify to what extent performance based incentives for students, teachers and principals in upper-secondary schools can improve students¿ mathematical skills, as measured by their scores in curriculum-based mathematics tests.
APA, Harvard, Vancouver, ISO, and other styles
5

Cabrol, Marcelo, Pablo Ibarrarán, and Emma Näslund-Hadley. Beyond Chalk and Talk: Experimental Math and Science Education in Argentina. Inter-American Development Bank, 2009. http://dx.doi.org/10.18235/0008581.

Full text
Abstract:
Primary-school students in Argentina score low in international assessments of learning, particularly in math and science. To help remedy this situation, the Inter-American Development Bank is supporting a pilot study to identify pedagogical models that will enhance learning.
APA, Harvard, Vancouver, ISO, and other styles
6

Näslund-Hadley, Emma. IDB Briefly Noted: No. 9 : June, 2011: Less Talk, More Play: Bolstering Math Learning in Argentina. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0008215.

Full text
Abstract:
Argentina and the Inter-American Development Bank (IDB) joined forces to test a new math education model called Mathematics for All (MAT). After just one academic year, learning increased in schools using the model, with particularly dramatic improvements among underperforming students. This brief describes how MAT improved learning by focusing on the development of mathematical thinking rather than on the memorization of formulas.
APA, Harvard, Vancouver, ISO, and other styles
7

Arias Ortiz, Elena, Carolina González-Velosa, and Gregory Elacqua. Appendix to "Adulthood: Formal Post-Secondary Education," Chapter 9 of Development in the Americas 2017. Inter-American Development Bank, 2017. http://dx.doi.org/10.18235/0009366.

Full text
Abstract:
This technical note contains figures and tables cited in "Adulthood: Formal Post- Secondary Education," Chapter 9 of the Inter-American Development Bank's 2017 Development in the Americas report, Learning Better: Public Policy for Skills Development.
APA, Harvard, Vancouver, ISO, and other styles
8

Williams, Sarah. Silos and Systems. Auckland University of Technology, 2023. http://dx.doi.org/10.24135/10292/16947.

Full text
Abstract:
Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internationally. In New Zealand, however, the education and health sectors work in silo with no formal directive to do otherwise. Achieving and maintaining inter-sectoral collaboration is therefore challenging, piecemeal, and time-consuming. It is further complicated by system structure, competing priorities, and differing perspectives of the two sectors and those working within them. This multicase study of three urban primary schools explored the relationship between school staff and health services and the influences on this relationship. The study focused on the experiences and perspectives of participant principals, teachers, teacher aides, administrative staff, and Special Educational Needs Co-ordinators (SENCO) working with health services. Data were collected through semi-structured interviews, observations, and reviews of staff professional development and other related learning opportunities. The findings highlighted the uncoordinated working relationship between the health and education sectors in New Zealand and the current barriers to achieving workable, inter-sectoral collaboration. This study has confirmed the need for better inter-sector alignment while acknowledging the interdependence of both sectors. Collaborative inter-sectoral work between education and health is critical. The findings from this study recommend developing and implementing a national policy enabling these sectors to work together to achieve optimal education and health outcomes for children and young people in New Zealand.
APA, Harvard, Vancouver, ISO, and other styles
9

Santiago, Ana, Marina Bassi, and Mariana Alfonso. An Alternative Pathway into Teaching: Placing Top University Graduates in Vulnerable Schools in Chile. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008048.

Full text
Abstract:
Chilean students perform poorly in international learning assessments, and the achievement gap between income groups is large. To remedy this situation, the Inter-American Development Bank is supporting a program, Enseña Chile, that recruits top university graduates and places them for two years in the most vulnerable schools.
APA, Harvard, Vancouver, ISO, and other styles
10

Yamamoto, Chiaki, Luisa Riveros, Stefania De Santis, Oliver Peña-Habib, and Julie King. OVE’s Review of Project Completion Reports (PCRs) and Expanded Supervision Reports (XSRs): The 2022 Validation Cycle. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004661.

Full text
Abstract:
This report summarizes the results of the Office of Evaluation and Oversight's (OVE's) annual validation of Project Completion Reports (PCRs) and Expanded Supervision Reports (XSRs). PCRs are self-assessments of project performance by the Inter-American Development Bank (IDB); XSRs are their equivalent for IDB Invest. Both PCRs and XSRs are intended to serve as accountability and learning tools.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Inter-Learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography