Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES

Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.

Tas-de-charge – An Essential Part of Gothic Vault

Gothic architecture can be viewed from several perspectives, including stylistic aspects, architectural theory, and structural analysis.As Gothic architecture is a skeletal construction, it is essential to achieve an equilibrium with the multiple loads and forces. Medieval master masons' architectural knowledge was firmly based on empirical learning, which stimulated the dynamic development of structural innovations.This paper emphasises and describes a particular type of vault springer, one of the most complicated and sensitive parts of Gothic construction. Known as tas-de-charge, it became especially characteristic of high Gothic architecture. According to its principle, the springer's lower courses contain the merged vault nerves and are carved from one single stone block in each course. The beds of these courses are not radial as those of the average voussoirs, but horizontal. Without the concept of tas-de-charge, the development of late Gothic vaults could not be imaginable. This particular solution made possible the creation of elegantly narrow imposts supporting the vault ribs, the double arch and the formerets. So far, tas-de-charge has not been a focus of interest in the historiography of Hungarian medieval architecture; however, it appears that it was commonly applied in our late Romanesque and early Gothic monuments.

The Development of Learning Strategies in Pesantren Studies on the Transformation of the Teaching System in Pesantren

The fundamental question of the research is how the learning strategies are developed in pesantren. follow the development of modern learning strategies or survive with his salafiah learning system. This research uses a case study. and research tends to be explanatory. Collecting data through observation, interviews and documentation. The data is taken in general, then sorted, selected, selected and reduced only in relation to the problems of this research. To maintain the validity of the data, there were three things done, namely extending the stay and interacting with respondents; make observations seriously and diligently; and tested by triangulation adopting the interactive model from Miles and Huberman. The findings from the data obtained are compiled by categories and themes, analyzed inductively conceptually and then made narrative explanations so that they are arranged into certain propositions and developed into new theories based on data analysis and narrative theoretical interpretation. The results of this research is that pesantren develop all types of learning strategies, namely direct learning strategies, learning indirect strategies, interactive learning strategies, empirical learning strategies and active learning strategies. This fact is reasonable because the education and learning process in pesantren is 24 hours. These findings indicate that pesantren accept all developments while maintaining their characteristics, so that the findings of this study lead to a theory of pesantren flexibility while maintaining their identity. The findings of this study can be continued in research on learning in certain pesantren, because it can be different from a pesantren compared to other pesantren.

Flexibility

Activities such as ballet and other dance and rhythmic and artistic gymnastics are often recommended in childhood and adolescence. Among the many required motor capabilities to perform the activities above is flexibility. However, there is a gap between flexibility in scientific production and the proper use of this knowledge in dance classrooms. One of the reasons might be due to dance culture, which regards its knowledge to empirical learning. Many dancers believe that to improve their flexibility, the longer and the more intense they stretch, the better. The excess in the flexibility training might cause acute or even chronic injuries that may preclude dancers' performance without proper treatment. Although the range of motion represents flexibility, understanding how flexibility improves requires understanding how the muscle-tendon unit behaves to the stretches. This chapter aims to assess the flexibility; improve this capability; and explore differences in training, stretch technique, and some other variables that may affect flexibility performance in dance.

The Impact of Internship on the Employability of Business Management Graduates: the Indian context

The Business Management Graduates who undertake internship training are empowered to transform into a job meritoriously sooner than those who don’t pursue it earnestly. The internship is a channel to prove to the future employer of his or her KSA (knowledge, skills and abilities) along with their behavioral aspects and thereby a platform to exhibit the graduate’s potential to perform in a job. In this empirical learning, the author explored the feasibility of the graduates’ internship outcomes which are ‘conversion to job’ and the ‘confidence level’ gained which gives an edge in the career domain. The study had examined the student’s internship experience and its impact to expedite the predicted outcomes of the internship program. This article also investigates the student’s perceptions of the significance of the internship in terms of the confidence built in the intern to attain a job and the added benefits augmented out of it. The predicted outcomes of the internship program are analyzed with the help of correlation and regression analysis. The results show a strong statistical correlation between conversion to a job and the attained skills through internship such as ‘decision making’, ‘potential to manage’, ‘experiential learning’ etc. The findings also provide a basis for evaluating the importance of a successful internship program in business management education. The results of the analysis indicated that the improvement in the graduates’ attributes is dissimilar with three paths of acquiring the entry into internship viz., ‘through institution’, ‘through candidate reference and the self-initiated internship.

Polynomial-Time Probabilistic Reasoning with Partial Observations via Implicit Learning in Probability Logics

Standard approaches to probabilistic reasoning require that one possesses an explicit model of the distribution in question. But, the empirical learning of models of probability distributions from partial observations is a problem for which efficient algorithms are generally not known. In this work we consider the use of bounded-degree fragments of the “sum-of-squares” logic as a probability logic. Prior work has shown that we can decide refutability for such fragments in polynomial-time. We propose to use such fragments to decide queries about whether a given probability distribution satisfies a given system of constraints and bounds on expected values. We show that in answering such queries, such constraints and bounds can be implicitly learned from partial observations in polynomial-time as well. It is known that this logic is capable of deriving many bounds that are useful in probabilistic analysis. We show here that it furthermore captures key polynomial-time fragments of resolution. Thus, these fragments are also quite expressive.

Mediated education in early modern travel stories: How travel stories contribute to children’s empirical learning

ArgumentLinking up with recent studies on the experience of space and place in modern youth literature, this article analyzes how the “journey” as a narrative line and motif transformed Dutch early modern travel books for children from classical teaching instruments into explorative knowledge places. In the popular seventeenth-century Glorious and Fortunate Journey to the Holy Land, young readers were invited to travel within the book, which was presented as a place that covers material pages to observe as well as imagined places to read about. Eighteenth-century travel books, for example written by Joachim Heinrich Campe, shifted from an inner to an empirical mode of travelling. They raised the suggestion that they offered unmediated observations and travel experiences, as if reading about places was equal to seeing places. Since travel literature facilitated active knowledge quisition among youngsters, but also left little room for autonomous innovations or different interpretations, this article reveals the emancipatory as well as restrictive character of such places of learning. By turning reading into a kind of travelling, travel books served as a substitute for travel.

Governance and Degrowth. Lessons from the 2008 Financial Crisis in Latvia and Iceland

This paper investigates the role of governance dimensions in socio-economic transitions in line with degrowth, i.e., an equitable downscaling of the economy. Our focus is on experiences from the 2008 economic crisis in Latvia and Iceland. Although these cases are not in themselves examples of degrowth, we see them as important sources of empirical learning from major socio-economical transitions; furthermore, we see crises as possible starting points for future degrowth transitions. This paper applies a governance framework to explore the vast differences in management strategies and crisis outcomes in Latvia and Iceland. In Iceland, public resistance led to a shift in policy measures such that economic inequality and the negative social consequences of the crisis decreased. In Latvia, public resistance existed but had no strong influence. The outcome in Latvia included none of the elements of equitable downscaling found in the case of Iceland. These two cases show how differences in formal institutional arrangements, political culture and societal trust affect different governance dimensions during a time of crisis. The analysis illustrates the importance of institutional and governance dimensions in major socio-economical transitions, and demonstrates how they influence the kind of transition that can be realized.