Relevant bibliographies by topics / Learning behaviour

Contents

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

Academic literature on the topic 'Learning behaviour'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learning behaviour"

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Areche, Franklin Ore. "Students learning Behaviour: Factors influencing Students learning Behavior." International Journal of Language, Literature and Culture 2, no. 3 (2022): 1–11. http://dx.doi.org/10.22161/ijllc.2.3.1.

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The purpose of the research is to identify the relevant aspects that will have a direct impact on students learning behaviour' perceptions of the most popular organized university. The advent of new retailing forms has become considerably more organized and different from traditional retailing forms. The hypothesis is that there is a positive relationship between students learning behaviour, which is a dependent component, and independent factors such as motivation, perception, learning, and attitude, which are independent factors. This paper was analyzed using a quantitative manner. A field survey of students learning behaviourwas conducted in Erbil's various retail university. The data was collected using a random sampling procedure. A total of 150 questionnaires were issued by the researchers. Although 129 questionnaires were received, only 117 of them were valid. The items on the questionnaire were in a multiple-choice format. The highest value for the attitude factor in this study was.708, indicating that there is a strong relationship between attitude and students learning behaviour.
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Murphy, Jack, and Sean Arkins. "Equine learning behaviour." Behavioural Processes 76, no. 1 (September 2007): 1–13. http://dx.doi.org/10.1016/j.beproc.2006.06.009.

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Turčaník, Michal. "Network User Behaviour Analysis by Machine Learning Methods." Information & Security: An International Journal 50 (2021): 66–78. http://dx.doi.org/10.11610/isij.5014.

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Head, George. "Better Learning – Better Behaviour." Scottish Educational Review 37, no. 2 (March 27, 2005): 94–103. http://dx.doi.org/10.1163/27730840-03702002.

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In our efforts to address the problem of pupil behaviour in Scottish schools, perhaps the least effectively supported members of the school community have been teachers. A range of programmes has been used to support pupils, principally through strategies aimed at behaviour modification. Moreover, policy guidelines have also suggested that, in order to minimise disruption to their own and others’ learning, the starting point to dealing with the learning of young people experiencing social, emotional or behavioural difficulties (SEBD) is to deal with their behaviour. In particular, the Report of the Discipline Task Group, Better Learning – Better Behaviour (SEED, 2001) might be seen as prioritising behaviour over learning. This paper argues that behaviour and learning are inextricably linked and that dealing with behaviour as a prerequisite to addressing learning, therefore, may be the wrong starting point, thereby placing unfair expectations on both pupils and teachers. Additionally, if there is such a thing as ‘inappropriate’ behaviour, then the ‘appropriate’ behaviour with which it should be replaced is learning behaviour. A pedagogical focus on learning allows a conceptualisation of SEBD as a learning difficulty, thereby reconsidering the rights of young people who may be experiencing SEBD as co-terminus with, rather than in competition with, the rights of other learners (Visser and Stokes, 2003). Finally, the paper examines one possible pedagogical approach, namely metacognition and a mediational style of teaching, as a way of supporting teachers to deal with SEBD as a learning difficulty.
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Pilling, R. "Learning disability: challenging behaviour." British Journal of Ophthalmology 92, no. 10 (September 24, 2008): 1436. http://dx.doi.org/10.1136/bjo.2008.147140.

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Richardson, Greg. "Child behaviour LEARNING DISABILITY." Early Years Educator 2, no. 4 (August 2000): 46–47. http://dx.doi.org/10.12968/eyed.2000.2.4.15462.

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Winwood, Jo. "Behaviour for Learning: Proactive approaches to behaviour management." Professional Development in Education 37, no. 1 (February 2011): 167–69. http://dx.doi.org/10.1080/19415250903457687.

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van der Sluis, Lidewey. "Learning behaviour and learning opportunities as career stimuli." Journal of Workplace Learning 14, no. 1 (February 2002): 19–29. http://dx.doi.org/10.1108/13665620210422406.

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Kapmeier, Florian. "Common learning and opportunistic behaviour in learning alliances." Systems Research and Behavioral Science 25, no. 4 (September 24, 2008): 549–73. http://dx.doi.org/10.1002/sres.910.

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Mathieson, Kay. "Learning to read children's behaviour." Nursery World 2014, no. 24 (December 2014): 32–33. http://dx.doi.org/10.12968/nuwa.2014.24.32.

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Dissertations / Theses on the topic "Learning behaviour"

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Binz, Marcel. "Learning Goal-Directed Behaviour." Thesis, KTH, Robotik, perception och lärande, RPL, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-213015.

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Learning behaviour of artificial agents is commonly studied in the framework of Reinforcement Learning. Reinforcement Learning gained increasing popularity in the past years. This is partially due to developments that enabled the possibility to employ complex function approximators, such as deep networks, in combination with the framework. Two of the core challenges in Reinforcement Learning are the correct assignment of credits over long periods of time and dealing with sparse rewards. In this thesis we propose a framework based on the notions of goals to tackle these problems. This work implements several components required to obtain a form of goal-directed behaviour, similar to how it is observed in human reasoning. This includes the representation of a goal space, learning how to set goals and finally how to reach them. The framework itself is build upon the options model, which is a common approach for representing temporally extended actions in Reinforcement Learning. All components of the proposed method can be implemented as deep networks and the complete system can be learned in an end-to-end fashion using standard optimization techniques. We evaluate the approachon a set of continuous control problems of increasing difficulty. We show, that we are able to solve a difficult gathering task, which poses a challenge to state-of-the-art Reinforcement Learning algorithms. The presented approach is furthermore able to scale to complex kinematic agents of the MuJoCo benchmark.
Inlärning av beteende för artificiella agenter studeras vanligen inom Reinforcement Learning.Reinforcement Learning har på senare tid fått ökad uppmärksamhet, detta berordelvis på utvecklingen som gjort det möjligt att använda komplexa funktionsapproximerare, såsom djupa nätverk, i kombination med Reinforcement Learning. Två av kärnutmaningarnainom reinforcement learning är credit assignment-problemet över långaperioder samt hantering av glesa belöningar. I denna uppsats föreslår vi ett ramverk baseratpå delvisa mål för att hantera dessa problem. Detta arbete undersöker de komponentersom krävs för att få en form av målinriktat beteende, som liknar det som observerasi mänskligt resonemang. Detta inkluderar representation av en målrymd, inlärningav målsättning, och till sist inlärning av beteende för att nå målen. Ramverket byggerpå options-modellen, som är ett gemensamt tillvägagångssätt för att representera temporaltutsträckta åtgärder inom Reinforcement Learning. Alla komponenter i den föreslagnametoden kan implementeras med djupa nätverk och det kompletta systemet kan tränasend-to-end med hjälp av vanliga optimeringstekniker. Vi utvärderar tillvägagångssättetpå en rad kontinuerliga kontrollproblem med varierande svårighetsgrad. Vi visar att vikan lösa en utmanande samlingsuppgift, som tidigare state-of-the-art algoritmer har uppvisatsvårigheter för att hitta lösningar. Den presenterade metoden kan vidare skalas upptill komplexa kinematiska agenter i MuJoCo-simuleringar.
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Johnson, Neil. "Learning object behaviour models." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/1281/.

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The human visual system is capable of interpreting a remarkable variety of often subtle, learnt, characteristic behaviours. For instance we can determine the gender of a distant walking figure from their gait, interpret a facial expression as that of surprise, or identify suspicious behaviour in the movements of an individual within a car-park. Machine vision systems wishing to exploit such behavioural knowledge have been limited by the inaccuracies inherent in hand-crafted models and the absence of a unified framework for the perception of powerful behaviour models. The research described in this thesis attempts to address these limitations, using a statistical modelling approach to provide a framework in which detailed behavioural knowledge is acquired from the observation of long image sequences. The core of the behaviour modelling framework is an optimised sample-set representation of the probability density in a behaviour space defined by a novel temporal pattern formation strategy. This representation of behaviour is both concise and accurate and facilitates the recognition of actions or events and the assessment of behaviour typicality. The inclusion of generative capabilities is achieved via the addition of a learnt stochastic process model, thus facilitating the generation of predictions and realistic sample behaviours. Experimental results demonstrate the acquisition of behaviour models and suggest a variety of possible applications, including automated visual surveillance, object tracking, gesture recognition, and the generation of realistic object behaviours within animations, virtual worlds, and computer generated film sequences. The utility of the behaviour modelling framework is further extended through the modelling of object interaction. Two separate approaches are presented, and a technique is developed which, using learnt models of joint behaviour together with a stochastic tracking algorithm, can be used to equip a virtual object with the ability to interact in a natural way. Experimental results demonstrate the simulation of a plausible virtual partner during interaction between a user and the machine.
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Dahl, Torbjørn Semb. "Behaviour based learning : evolution inspired development of adaptive robot behaviours." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251543.

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Wiggs, Luci. "Sleep problems and daytime behaviour in children with severe learning disabilities." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320113.

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Morales, Siles Antonio Jose. "Learning, imitation and economic rationality." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313824.

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Logan, Nicola I. "Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.

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Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that of non-learning disabled children. In this study, it was hypothesised that parents would have different attributional, emotional and behavioural responses to aggressive challenging behaviour in a learning disabled child in comparison to a non-learning disabled child, on account of the child's learning disability. Design: A questionnaire method was used to analyse within-subjects and betweensubjects differences on measures of attributional, emotional and behavioural responses to vignettes of aggressive challenging behaviour in learning disabled and non-learning disabled children. Method: Fifty-four parents of children with aggressive challenging behaviour (20 with a learning disabled child and 34 with a non-learning disabled child) took part in the study. Participants read two vignettes depicting a learning disabled and a non learning-disabled child with aggressive challenging behaviour. They were then asked to complete questionnaire measures of attributional, emotional and behavioural response in relation to each vignette. Results: In comparison to aggressive behaviour in the non-learning disabled child, participants rated the learning disabled child's aggressive behaviour as being due to more global, more stable and less controllable causes, and reported that they would respond with less negative emotion and less punitive discipline strategies. No group differences (i.e. comparing parents with a learning disabled child and parents with a non-learning disabled child) were found in attributional, emotional or behavioural responses to the two vignettes. The results are discussed with reference to previous research findings and clinical implications. Consideration is also given to the methodological shortcomings of the current study and suggestions for future research are made.
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Trudel, Carol-Ina. "Exploratory learning of an interactive device." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287039.

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McKenzie, Ian W. "Educational principles for engineering behaviour learning strategies." Thesis, Heriot-Watt University, 1990. http://hdl.handle.net/10399/1480.

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Allen, David. "Challenging behaviour in people with learning disabilities." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388791.

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Bilakhia, Sanjay. "Machine learning for high-level social behaviour." Thesis, Imperial College London, 2016. http://hdl.handle.net/10044/1/59041.

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The ability to recognize and interpret the complex displays of nonverbal behavioral cues that arise in social interaction comes naturally to humans. Indeed, the survival and flourishing of early groups of homo sapiens may have depended on this ability to share implicit social information. It is a process so innate that complex social behaviours can occur without conscious awareness, even in young babies. Though we would benefit from artificial devices having the ability to understand these nonverbal cues, it has proven an elusive goal. In this thesis we are primarily motivated by the problem of recognizing and exploiting displays of high–level social behavior, focusing on behavioural mimicry. Mimicry describes the tendency of individuals to adopt the postures, gestures and expressions of social interaction partners. We first provide a background to the phenomenon of behavioural mimicry, disambiguate it from other related phenomena in social interaction, and survey its surprisingly complex dependencies on the broader social context. We then discuss a number of methods that could be used to recognize mimicry behaviour in naturalistic interaction. We list some publicly available databases these tools could be trained on for the analysis of spontaneous instances of mimicry. We also examine the scarce prior work on recognition of naturalistic mimicry behaviour, and we discuss the challenges in automatically recognizing mimicry in spontaneous data. Subsequently we present a database of naturalistic social interactions, designed for analysis of spontaneous mimicry behaviour. This has been annotated for mimicry episodes, low-level non-verbal behavioural cues, and continuous affect. We also present a new software package for web-based annotation, AstAn, which has been extensively deployed for temporal event segmentation and continuous annotation. Collecting annotation data for high-level social affect is a difficult problem. This is due to inter-annotator variance, dependent on a variety of factors including i) the content of the data to annotate ii) the complexity of the variables to annotate, and iii) the annotators' cultures and personality traits. AstAn is the first software package to enable large-scale collection of annotations relevant to affective computing, without the costly manual distribution and management of (perhaps sensitive) data. Large-scale and cost-effective data collection can significantly help to overcome the aforementioned difficulties. We present experiments showing that prevailing methods for mimicry recognition on posed data, generalize suboptimally to spontaneous data. These include methods based on cross-correlation and dynamic time warping, which are prevalent in current work on recognition of interpersonal co-ordination, including mimicry and synchrony. We also show that popular temporal models such as recurrent neural networks, when applied in a straightforward classification approach, also find it challenging to discriminate between mimicry and non-mimicry. We expand upon these baseline results using methods adapted from work on multimodal classification. Nonlinear regression models are used to learn the relationships between the non-verbal cues from each subject. Namely, for mimicry and non-mimicry classes, we learn a set of neural networks to forecast the behaviour of each subject, given the behaviour of their counterpart. The set of networks that produces the best behavioural forecast corresponds to the predicted class. Subsequently, we investigate whether high-level social affect like mimicry, conflict, valence and arousal are uniquely displayed between individuals. Specifically, we show that for episodes of a given behavioural display such as mimicry or high-conflict, the spatiotemporal movement characteristics are unique enough to construct a "kinematic template" for that behaviour. Given an unseen episode of the same behavioural display, we can compare it against the template in order to verify identity. This is useful in verification contexts where facial appearance and geometry can change due to lighting, facial hair, facial decoration, or weight loss. We present a new method, Multi-Sequence Robust Canonical Time Warping (M-RCTW), in order to construct this subject- and behaviour-specific template. Unlike prior methods, M-RCTW can warp together multiple multivariate sequences in the presence of large non-Gaussian errors, which can occur due to e.g. tracking artefacts in naturalistic behaviour, such as those resulting from occlusions. We show on two databases of natural interaction that identity verification is possible from a number of high- and low-level behaviours, and that M-RCTW outperforms existing methods for multiple sequence warping on the task of subject verification.
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Books on the topic "Learning behaviour"

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Mazur, James E. Learning and behaviour. 2nd ed. Englewood Cliffs: Prentice Hall, 1990.

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Besag, Frank. Epilepsy: Learning and behaviour. Leicester: BPS, 1989.

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Ellis, Simon. Behaviour for learning: Proactive approaches to behaviour management. Abingdon, Oxon: Routledge, 2009.

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Morris, Stephen. Speculative investor behaviour and learning. Philadelphia: Federal Reserve Bank of Philadelphia, Economic Research Division, 1996.

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Challenging behaviour: A fresh look at promoting positive learning behaviours. London: Network Continuum Education, 2006.

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Felce, D. Challenging behaviour and severe learning difficulties. Kidderminster: BIMH, 1991.

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P, Vecchio Robert, ed. Organizational behaviour: Learning guide/experiential exercises. Chicago: Dryden Press, 1988.

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Madhu Bala. Classroom interaction: Learning behaviour and achievement. Delhi: S.S. Publishers, 1995.

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Kemelgor, Bruce. Organizational behaviour: Learning guide/experiential exercises. Chicago: Dryden Press, 1988.

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Wolfendale, Sheila. Managing behaviour: A practical framework for schools. Stafford: NARE, 1989.

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Book chapters on the topic "Learning behaviour"

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Tudor-Hart, Beatrix. "Social Behaviour." In Learning to Live, 65–73. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003355632-5.

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Bell, William J. "Learning to forage efficiently." In Searching Behaviour, 131–63. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-011-3098-1_10.

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Malim, Tony, Ann Birch, and Sheila Hayward. "Learning and Behaviour." In Comparative Psychology, 77–120. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13776-3_3.

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Malim, Tony, and Ann Birch. "Learning and behaviour." In Introductory Psychology, 124–41. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14186-9_7.

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Smith, Hilary. "Behaviour for Learning." In NQT: The Beginning Teacher's Guide to Outstanding Practice, 66–81. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714661.n6.

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Bargiota, Stavroula I., Vasilis P. Bozikas, and Ioannis Nimatoudis. "Learning and Memory." In Psychobiology of Behaviour, 49–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18323-3_2.

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Neenan, Michael, and Windy Dryden. "Learning Self-Acceptance." In Cognitive Behaviour Therapy, 239–42. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-104.

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Colbert, François, and Alain d’Astous. "Learning." In Consumer Behaviour and the Arts, 49–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429263118-7.

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Bratton, John. "Learning." In Introduction to Work and Organizational Behaviour, 182–208. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-43206-3_7.

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Gong, Shaogang, and Tao Xiang. "Learning Behavioural Context." In Visual Analysis of Behaviour, 233–49. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-670-2_10.

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Conference papers on the topic "Learning behaviour"

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Hanlon, Susannah, and Julie McLeod. "Human information behaviour in conversation: understanding the influence of informal conversation on learning in a political party." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2031.

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Introduction. This paper explores information behaviour in the underrepresented but increasingly important area of informal conversations and their influence on learning within political parties. The application of an extended model on information behaviour in conversation, which arose from the initial research analysis, enabled more granulated interpretation of results. This facilitated greater understanding, through the information behaviour lens, of informal conversations and how they contribute to learning. Method. Qualitative case-study of a political party. Analysis. Template analysis was used, followed by the application of the emergent extended model of human information behaviour in conversation. Results. Characteristics of informal conversation reflected the unique nature of the organisation. The extended model provided additional insights into context, information seeking and knowledge sharing during the conversations including motivations and affective factors, and outcomes from the conversations. Conclusions. A key reason for engaging in informal conversation was the need to strengthen capacity to influence. Self-efficacy was increased through mutual support and engaging in information behaviours. Application of the extended information behaviour model confirmed that learning occurred during informal conversations at individual and group level. Additional research is needed to test the model further with political parties and their members before extending it to wider applications.
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Gruetze, Toni, Gary Yao, and Ralf Krestel. "Learning Temporal Tagging Behaviour." In WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2741701.

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Wyatt, J. "Investigating the behaviour of Q()." In IEE Colloquium on Self Learning Robots. IEE, 1996. http://dx.doi.org/10.1049/ic:19960147.

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Nel, Marguerite. "Information behaviour and information practices of academic librarians: a scoping review to guide studies on their learning in practice." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2020.

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Introduction. This paper reports on a scoping review of the literature on the information behaviour and information practices of academic librarians to determine how their information activities are linked to knowledge and skills development (i.e., their learning). Method. A scoping study of peer reviewed scholarly papers published in English between 2000 and 2019 was conducted. Over 5600 papers, retrieved from seven scholarly databases, were screened, based on title, keywords and abstract, resulting in 126 papers for analysis. Analysis. Data were extracted to provide an overview of the extent, range and scope of the selected literature. MS Excel and MS Word was used to sort, group and thematically analyse the data. Results. The review provided valuable insight into the information behaviour and information practices of academic librarians. It also identified several information activities librarians engage in to ensure they have sufficient knowledge and skills (i.e., to learn) to cope with challenges in their work environment. Conclusions. The scoping review served as a useful tool to get a notion of the scope of studies on the topic, addressing the research questions, and identifying opportunities for further investigation.
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Tome, Jose Alberto, and Joao Paulo Carvalho. "Fuzzy Boolean Networks Learning Behaviour." In Seventh International Conference on Intelligent Systems Design and Applications (ISDA 2007). IEEE, 2007. http://dx.doi.org/10.1109/isda.2007.4389720.

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Tome, Jose Alberto, and Joao Paulo Carvalho. "Fuzzy Boolean Networks Learning Behaviour." In Seventh International Conference on Intelligent Systems Design and Applications (ISDA 2007). IEEE, 2007. http://dx.doi.org/10.1109/isda.2007.72.

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de Chambrier, Guillaume, and Aude Billard. "Learning search behaviour from humans." In 2013 IEEE International Conference on Robotics and Biomimetics (ROBIO). IEEE, 2013. http://dx.doi.org/10.1109/robio.2013.6739521.

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Palenickova, Libuse. "ATTITUDES TO UNETHICAL BEHAVIOUR." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1437.

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Bowler, Leanne, and Manuela Aronofsky. "Teen engagements with data in an after-school data literacy programme at the public library." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2015.

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Introduction. The study presents a preliminary model of teen engagement with data in the context of data literacy activities at the public library. The model contributes to knowledge in the area of human data interaction, specifically as relates to the affective domain, to data literacy, and to the special context of informal learning at the public library. Method. The study takes a critical data literacy stance and is framed by theory about interest and engagement drawn from the field of informal learning. Analysis. Data analysis was inductive and iterative, proceeding through multiple stages. Open coding of feedback forms and the observation notes from twenty-seven data literacy workshops for teens revealed facets of teen engagement with data in the public library. Results. Feedback forms completed by teen participants suggest high interest and engagement with data during the data literacy activities. Themes derived from analysis help to tell the story of youth engagement with data literacy at the public library, including: personal connections to data, embodied learning, interactions with data through facilitation techniques (analogy as one such example), opportunities for inquiry and discovery, social arrangements that encourage interaction, and adopting a playful attitude to learning. Conclusions. Future research in youth data literacy programmes at the public library should further explore the variables of engagement identified in this study.
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Wu, Chi-Hui, Jing Li, Reed-Joe Chang, and Tung-Jung Lin. "Determinants Affecting Online Learning Behaviour and Learning Effectiveness." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007734703750382.

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Reports on the topic "Learning behaviour"

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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Clark, Louise. The Diamond of Influence: A Model For Exploring Behaviour in Research to Policy Linkages. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/apra.2020.011.

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This learning paper presents an initial analysis of the emerging research to policy linkages within the Agricultural Policy Research in Africa (APRA) programme of the Future Agricultures Consortium, which is funded by the Foreign, Commonwealth & Development Office (FCDO). APRA has an innovative monitoring, evaluation and learning approach known as the ‘Accompanied Learning on Relevance and Effectiveness’ (ALRE), which is being delivered by a small team of embedded evaluation specialists. This paper discusses how ALRE has applied the COM-B (Capability, Opportunity, Motivation and Behaviour) (Mayne 2018; Mayne 2016; Michie, van Stralen and West 2011) model of behaviour change to explore the interactions and influencing strategies between researchers and policymakers in the context of agricultural policy research in Africa. These insights have produced the Diamond of Influence, a new ALRE-adapted model, which applies each of the COM-B elements to discuss the different aspects of research to policy processes, drawing on examples of how researchers in each of the APRA focus countries (Ethiopia, Ghana, Malawi, Nigeria, Tanzania and Zimbabwe) are engaging in policy spaces.
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Wan Brown, Jackie, Katherine Rogers, and Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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Roelen, Keetie, and Karol Rodriguez. Comprehensive Social Protection Programming: What is the Potential for Improving Sanitation Outcomes? Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/ids.2022.001.

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Millions of people around the world do not have access to adequate sanitation facilities, undermining progress towards Sustainable Development Goal 6.2 that calls for adequate and equitable sanitation for all. Efforts to improve sanitation outcomes have been rapidly accelerated in the past decade alongside an expansion of different financial incentives or subsidies to promote access to services and motivate sanitation behaviour. In parallel, social protection has become part and parcel of development policy, with many low- and middle-income countries now offering some form of cash transfers to those most vulnerable. Comprehensive interventions that couple financial transfers with complementary support such as behaviour change communication, training, or coaching have also grown increasingly popular. Despite similarities between water, sanitation, and hygiene (WASH) subsidy schemes and social protection interventions, these policy areas have largely developed in silos and limited cross-sectoral learning has taken place. This paper begins to fill this knowledge gap by assessing the potential for comprehensive social protection in addressing sanitation outcomes and drawing out policy implications for the social protection and WASH communities. It does so by focusing on a social protection programme in the context of extreme poverty in rural Haiti.
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Lee, J. B., and Ronald C. Arkin. Adaptive Multi-Robot Behavior via Learning Momentum. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada443160.

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Peden, Martha. The effect of attending behavior training upon learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2120.

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Davoudi Kakhki, Fatemeh, and Maria Chierichetti. Exploring the Relationship Between Mandatory Helmet Use Regulations and Adult Cyclists’ Behavior in California Using Hybrid Machine Learning Models. Mineta Transportation Institute, October 2021. http://dx.doi.org/10.31979/mti.2021.2024.

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In California, bike fatalities increased by 8.1% from 2015 to 2016. Even though the benefits of wearing helmets in protecting cyclists against trauma in cycling crash has been determined, the use of helmets is still limited, and there is opposition against mandatory helmet use, particularly for adults. Therefore, exploring perceptions of adult cyclists regarding mandatory helmet use is a key element in understanding cyclists’ behavior, and determining the impact of mandatory helmet use on their cycling rate. The goal of this research is to identify sociodemographic characteristics and cycling behaviors that are associated with the use and non-use of bicycle helmets among adults, and to assess if the enforcement of a bicycle helmet law will result in a change in cycling rates. This research develops hybrid machine learning models to pinpoint the driving factors that explain adult cyclists’ behavior regarding helmet use laws.
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