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The ability to learn from experience is a fundamental requirement
for intelligence. One of the most basic characteristics of human
intelligence is that people can learn from problem solving, so that
they become more adept at solving problems in a given domain as
they gain experience. This book investigates how computers may be
programmed so that they too can learn from experience.
Specifically, the aim is to take a very general, but inefficient,
problem solving system and train it on a set of problems from a
given domain, so that it can transform itself into a specialized,
efficient problem solver for that domain. on a knowledge-intensive
Recently there has been considerable progress made learning
approach, explanation-based learning (EBL), that brings us closer
to this possibility. As demonstrated in this book, EBL can be used
to analyze a problem solving episode in order to acquire control
knowledge. Control knowledge guides the problem solver's search by
indicating the best alternatives to pursue at each choice point. An
EBL system can produce domain specific control knowledge by
explaining why the choices made during a problem solving episode
were, or were not, appropriate.
Residential Schools and Indigenous Peoples provides an extended
multi-country focus on the transnational phenomenon of genocide of
Indigenous peoples through residential schooling. It analyses how
such abusive systems were legitimised and positioned as benevolent
during the late nineteenth century and examines Indigenous and
non-Indigenous agency in the possibilities for process of truth,
restitution, reconciliation, and reclamation. The book examines the
immediate and legacy effects that residential schooling had on
Indigenous children who were removed from their families and
communities in order to be 'educated' away from their 'savage'
backgrounds, into the 'civilised' ways of the colonising societies.
It brings together Indigenous and non-Indigenous authors from
Aotearoa/New Zealand, Australia, Greenland, Ireland, Norway, the
United Kingdom, and the United States in telling the stories of
what happened to Indigenous peoples as a result of the interring of
Indigenous children in residential schools. This unique book will
appeal to academics, researchers, and postgraduate students in the
fields of Indigenous studies, the history of education and
comparative education.
The ability to learn from experience is a fundamental requirement
for intelligence. One of the most basic characteristics of human
intelligence is that people can learn from problem solving, so that
they become more adept at solving problems in a given domain as
they gain experience. This book investigates how computers may be
programmed so that they too can learn from experience.
Specifically, the aim is to take a very general, but inefficient,
problem solving system and train it on a set of problems from a
given domain, so that it can transform itself into a specialized,
efficient problem solver for that domain. on a knowledge-intensive
Recently there has been considerable progress made learning
approach, explanation-based learning (EBL), that brings us closer
to this possibility. As demonstrated in this book, EBL can be used
to analyze a problem solving episode in order to acquire control
knowledge. Control knowledge guides the problem solver's search by
indicating the best alternatives to pursue at each choice point. An
EBL system can produce domain specific control knowledge by
explaining why the choices made during a problem solving episode
were, or were not, appropriate.
Residential Schools and Indigenous Peoples provides an extended
multi-country focus on the transnational phenomenon of genocide of
Indigenous peoples through residential schooling. It analyses how
such abusive systems were legitimised and positioned as benevolent
during the late nineteenth century and examines Indigenous and
non-Indigenous agency in the possibilities for process of truth,
restitution, reconciliation, and reclamation. The book examines the
immediate and legacy effects that residential schooling had on
Indigenous children who were removed from their families and
communities in order to be 'educated' away from their 'savage'
backgrounds, into the 'civilised' ways of the colonising societies.
It brings together Indigenous and non-Indigenous authors from
Aotearoa/New Zealand, Australia, Greenland, Ireland, Norway, the
United Kingdom, and the United States in telling the stories of
what happened to Indigenous peoples as a result of the interring of
Indigenous children in residential schools. This unique book will
appeal to academics, researchers, and postgraduate students in the
fields of Indigenous studies, the history of education and
comparative education.
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