This study aims at furthering our understanding of the early Jewish sapiential composition 4QInstruction which was found in fragmentary manuscripts at Qumran. The first part focuses on the reading and joining of the fragments, and gives an approximate reconstruction of the manuscripts and the composition. The second part discusses some disputed sections and themes in more detail, especially the beginning of the composition (4Q416 1), its relation to the Community Rule and the Hodayot, alleged sacerdotal fragments (4Q415 1 ii-2 I and 4Q418 81), as well as fragments describing fate after death (4Q418 55 and 69 ii). The first part is intended as a supplement to the official DJD edition, whereas the second part is of a more general interest.

Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. Metacognition and Successful Learning Strategies in Higher Education is a detailed resource of scholarly perspectives that discusses current trends in learning assessments. Featuring extensive coverage on topics such as spiritual intelligence strategies, literacy development, and ubiquitous learning, this is an ideal reference source for academicians, graduate students, practitioners, and researchers who want to improve their learning strategies using metacognition studies.

As much as adult learners can absorb in a classroom, they learn and retain a lot more on the job. Action Learning, or AL, can be based on any of several different schools of thought, and there is much debate as to which is ideal. The authors advocate tailoring the best attributes of each approach to the specific purpose and the learning environment. Drawing on theory from Self-Directed Learning, Learning from Experience, and Transformative Learning, Understanding Action Learning enables the reader to make an informed decision about which approach or combination to use in his or her organization, and provides: * a theoretical model that explains the different approaches to AL, and a framework for identifying which approach to use * a focus on co-design in creating Action Learning programs * practical tools, assessments, and exercises * illuminating stories and case studies from the field Combining top-shelf research with real-world experience, Understanding Action Learning is a crucial resource for adult educators everywhere.

Software product lines are emerging as a critical new paradigm for software development. Product lines are enabling organizations to achieve impressive time-to-market gains and cost reductions. With the increasing number of product lines and product-line researchers and practitioners, the time is right for a comprehensive examination of the issues surrounding the software product line approach. The Software Engineering Institute at Carnegie Mellon University is proud to sponsor the first conference on this important subject. This book comprises the proceedings of the First Software Product Line Conference (SPLC1), held August 28-31, 2000, in Denver, Colorado, USA. The twenty-seven papers of the conference technical program present research results and experience reports that cover all aspects of software product lines. Topics include business issues, enabling technologies, organizational issues, and life-cycle issues. Emphasis is placed on experiences in the development and fielding of product lines of complex systems, especially those that expose problems in the design, development, or evolution of software product lines. The book will be essential reading for researchers and practitioners alike.

The third edition of Patricia Cranton’s Understanding and Promoting Transformative Learning brings a wealth of new insight from the tremendous growth in the field during the decade since the previous edition. As in the previous editions, the book helps adult educators understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The first part of the book is dedicated to clarifying transformative learning theory and relating it to other theoretical frameworks. The author examines transformative learning from the learner’s perspective, and discusses individual differences in how learners go through the process. In the second half of the book, the focus is squarely on strategies for promoting transformative learning in a wide variety of adult and higher education contexts. Practitioners will be able to take ideas from the text and apply them directly in their teaching.Since 1975, transformative learning has become a core theoretical perspective in adult and higher education, and research has proliferated. In the past decade, adult education and especially transformative learning grew into a noticeably larger field. The numbers of undergraduate and graduate programs in adult education have increased and continue to increase as more and more individuals are seeking the expertise, skills, and training necessary to work with adult learners in higher education, business, industry, government, health professions, non-profit organizations, and community development. In addition, the number of programs in higher education (both undergraduate and graduate) that include courses in transformative learning has grown dramatically. These academic audiences use the book to further their understanding of transformative learning theory and practice.Drawing on the latest research as well as the author’s own teaching experience in both online and face-to-face courses, this new edition will be a vital resource for members of the transformative learning community, as well as those encountering the topic for the first time.

The research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching–learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education. Explains the origins, meanings, and relevance of "deep" and "surface" approaches to learning Introduces an array of concepts derived from the specific contexts of university education Illustrates how in-depth interviewing can be used to explore students’ ways of thinking Provides a series of heuristic models to guide thinking about the influences on student learning Includes an inventory on approaches to studying and experiences of teaching for use by teachers

This book provides a critical examination of the myths surrounding adult education and its practice.

Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues and challenges in the philosophy and practice of education.

Guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher.

With the recent advances in remote sensing technologies for Earth observation, many different remote sensors are collecting data with distinctive properties. The obtained data are so large and complex that analyzing them manually becomes impractical or even impossible. Therefore, understanding remote sensing images effectively, in connection with physics, has been the primary concern of the remote sensing research community in recent years. For this purpose, machine learning is thought to be a promising technique because it can make the system learn to improve itself. With this distinctive characteristic, the algorithms will be more adaptive, automatic, and intelligent. This book introduces some of the most challenging issues of machine learning in the field of remote sensing, and the latest advanced technologies developed for different applications. It integrates with multi-source/multi-temporal/multi-scale data, and mainly focuses on learning to understand remote sensing images. Particularly, it presents many more effective techniques based on the popular concepts of deep learning and big data to reach new heights of data understanding. Through reporting recent advances in the machine learning approaches towards analyzing and understanding remote sensing images, this book can help readers become more familiar with knowledge frontier and foster an increased interest in this field.