Substance of lectures on the ancient Greeks, and on the revival of Greek learning in Europe.

Preface signed: John Dalzel.

Phonograph records as an aid to learning in rural elementary schools; a handbook for teachers and supervisors,

"Suggested minimum bibliography for teachers and children": p. 159-160.

Die idee in drama : bei Goethe, Schiller, Grillparzer, Kleist /

Mode of access: Internet.

A poem on the restoration of learning in the East;

Shaw-Shoemaker, 12668.

Experiences and practices of placement offices of institutions of higher learning in Illinois with regard to job placement of members of minority groups.

Mode of access: Internet.

Sketches of the history of literature and learning in England ; with specimens of the principal writers /

v.1-2 (1st ser.). From the Norman conquest to the accession of Elizabeth.--v.3-4 (2nd ser.). From the accession of Elizabeth to the revolution of 1688.--v.5-6 (3rd ser.). From the revolution of 1688 to the present day.

The life of Samuel Johnson, D.D. : the first president of King's College, in New York. Containing many interesting anecdotes; a general view of the state of religion and learning in Connecticut during the former part of the last century; and an account of the institution and rise of Yale College, Connecticut; and of King's (now Columbia) College, New-York /

Microfilm. Ann Arbor, Mich., University Microfilms [n.d.] (American culture series, Reel 257.3)

A view of the system of education pursued in the public schools and University of Edinburgh; with remarks on the present state of learning in Scotland.

Mode of access: Internet.

Science and learning in France, with a survey of opportunities for American students in French universities;

Mode of access: Internet.

Success stories of adult learning in America.

December 1978.

Graph-based Semi-Supervised Learning in Acoustic Modeling for Automatic Speech Recognition

Thesis (Ph.D.)--University of Washington, 2016-06

Evaluative learning in human Pavlovian conditioning: Extinct, but still there?

Previous studies of human affective learning, the acquisition of likes and dislikes, provided evidence that extinction training does not affect changes in conditional stimulus (CS) valence as indexed by paper/pencil ratings. Experiment 1 (N = 32) investigated whether this is an artifact of the CS valence assessment, which is taken in test sessions before and after training. Pleasantness ratings were collected in pre/post training tests and, for half of the participants, on-line during training. Rated unpleasantness of the CS that preceded the aversive US (CS+) increased during acquisition and decreased during extinction back to neutral. However, as in previous studies, post extinction paper/pencil ratings revealed the maintenance of rated CS+ unpleasantness. Experiment 2 (N = 34) replicated this finding for two measures of CS valence, paper/pencil and the continuous measure used during training. The present results indicate that previous reports of failures to find extinction of affective learning may reflect renewal rather than maintenance of acquired CS valence across extinction training. (C) 2003 Elsevier Science (USA). All rights reserved.

Listening to the 'voices' of students with severe learning difficulties through a task-based approach to research and learning in physical education

In this article, Hayley Fitzgerald, Anne Jobling and David Kirk consider the physical education and sporting experiences of a group of students with severe learning difficulties. Their study is thought provoking, not only because of the important and somewhat neglected subject matter, but equally for the research approach adopted. The way in which the study engaged with the students and the insights gained from that engagement will be of particular interest to practitioner researchers.

Enhancing student performance through cooperative learning in physical sciences

Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer- and self-assessment system was successfully adapted to account for individual performance in cooperative learning group assignments. The results suggest that cooperative learning was very well received by students, and they expressed willingness to join cooperative learning groups in other courses. In addition, cooperative learning offered many benefits to students in terms of graduate attributes such as teamwork, communication, lifelong learning and problem-solving.