scholarly journals Undergraduates Writing Publishable Cases: The Trials, The Tribulations, And The Real-World Learning

2011 ◽  
Vol 4 (12) ◽  
Author(s):  
Jason Smith ◽  
Josh Edwards ◽  
Patricia C. Kelley

If given the chance, undergraduates have the ability to write excellent case studies worthy of being published.  This essay describes the benefits, challenges, and process of undergraduate case writing. 

2021 ◽  
pp. 027836492098785
Author(s):  
Julian Ibarz ◽  
Jie Tan ◽  
Chelsea Finn ◽  
Mrinal Kalakrishnan ◽  
Peter Pastor ◽  
...  

Deep reinforcement learning (RL) has emerged as a promising approach for autonomously acquiring complex behaviors from low-level sensor observations. Although a large portion of deep RL research has focused on applications in video games and simulated control, which does not connect with the constraints of learning in real environments, deep RL has also demonstrated promise in enabling physical robots to learn complex skills in the real world. At the same time, real-world robotics provides an appealing domain for evaluating such algorithms, as it connects directly to how humans learn: as an embodied agent in the real world. Learning to perceive and move in the real world presents numerous challenges, some of which are easier to address than others, and some of which are often not considered in RL research that focuses only on simulated domains. In this review article, we present a number of case studies involving robotic deep RL. Building off of these case studies, we discuss commonly perceived challenges in deep RL and how they have been addressed in these works. We also provide an overview of other outstanding challenges, many of which are unique to the real-world robotics setting and are not often the focus of mainstream RL research. Our goal is to provide a resource both for roboticists and machine learning researchers who are interested in furthering the progress of deep RL in the real world.


2021 ◽  
Vol 2021 (169) ◽  
pp. 65-77
Author(s):  
Jennifer Brown Urban ◽  
Miriam R. Linver ◽  
Lisa M. Chauveron ◽  
Thomas Archibald ◽  
Monica Hargraves ◽  
...  

2005 ◽  
Vol 60 (11) ◽  
pp. 2505-2514 ◽  
Author(s):  
Natasha Palmer ◽  
Anne Mills

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Bohuslav Binka ◽  
Jan Činčera ◽  
Martin Černý

The paper analysis how the Schwartz’ theory of universal values promoted in the Real World Learning Model might be applied in educational practice. In its first part it introduces the Schwartz’ theory and its basic assumptions. In the second part it presents its critical reflection based on works of Pareto and Sorel. As they argue, the theory is too “optimistic” as it does not presuppose the ability of value of power to “mask” itself for other values. On the basis of this criticism, the paper discusses possible risks of non-reflected effort to force values of univerzalism or benevolence in education by the means of power discourse, and recommends an open self-reflection of a teacher as a prevention of such a risk.


2020 ◽  
pp. 147447402091888
Author(s):  
Benedikt Schmid ◽  
Gerald Taylor Aiken

This article emerges from the simple observation that community-based social and environmental activists often engage with practices of mindfulness, either personally or collectively. It draws on two case studies, a UK-based Transition initiative and a community of social entrepreneurs in Germany. On the surface, social and environmental activists, committed to change in the ‘real world’, outward facing and public, jar with practices of ‘mindfulness’: personal and interior actions –‘private’. We argue that post-foundationalist understandings of community, particularly Nancy’s being-in-common – popularised within geography as ‘community economies’ – and the philosophical and spiritual roots of mindfulness are two lines of thought that provide clues to this co-occurrence. Going beyond understandings of collectivity that build on the coming together of preformed individuals or presuppose a common substance, we set the (Westernised) Buddhist influences on mindfulness, specifically the notion of interbeing, side by side with Nancy’s being-in-common. This article argues that both the political and spiritual aspects of activism are integral parts of social change. It concludes that post-foundational and Buddhist-inspired lines of thought cross-fertilise and chart a course towards transformative mindfulness.


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