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VAK Learning Style Although there is a variety of widely-accepted learning style theories, some research indicates that learners fall into one or more of three different styles or categories: visual, auditory, and kinesthetic This approach to learning is the VAK Learning Style (Clark, 2000; MacRae, 2004) Visual Learning Style Some individuals are visual learners, meaning that they learn best by seeing f an individual with a visual learning style sees a particular task being done, he or she is more likely to learn the task than if he or she is told how to accomplish the task For this type of learner, using reading materials, taking notes, drawing diagrams, or creating reference cards are the preferred methods of learning If they see it, they can learn it Auditory Learning Style Other individuals are auditory learners, meaning they learn best by hearing This type of learner can listen to a lecture or presentation and process the information well, meaning they can easily recall what they have heard For this type of learner, hearing lectures and presentations or listening to tapes are their preferred methods of learning If they hear it, they can learn it Tactile Learning Style The third learning style is the tactile learner, learners who learn by doing These individuals are hands-on learning They learn best in labs, in workshops, by typing, and by doing something creative If they do it, they can learn it Tactics to Reinforce Particular Learning Styles Although individuals tend to learn best by either seeing, hearing, or doing, information that is presented in a way that doesn t suit the primary learning style is not necessarily ineffective For example, if an individual is primarily a visual learner but listens to a trainer who writes on the chalkboard or whiteboard while he or she is talking, the learner benefits primarily from the seeing, but the hearing can reinforce that learning Using training tactics that integrate all three of the learning styles is more effective than trying to sort the learners into learning styles and teaching only to that style Training tactics that address visual learners would include: Use graphs, charts, illustrations, or other visual aids Use videos, movies, slides, or PowerPoint presentations Write notes on the chalkboard or whiteboard Distribute copies of the visual materials for future examination.

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The standard library relies heavily on iterators to make its algorithms data-structure independent Iterators are an abstraction of pointers, in that they provide operations that allow access to container elements analogous to what pointers allow on array elements The standard algorithms are written to assume that iterators meet requirements that the library classifies into iterator categories Every library algorithm that uses terators of a particular category can work with every library- or user-defined class that provides iterators that fall into that category Output: It is possible to use the iterator to advance through the container one element at a time, and to write each element visited once and only once Example: Class ostream_iterator is an output iterator; and the copy algorithm requires only the output-iterator properties for its third argument Input: It is possible to use the iterator to advance through the container one element at a time, and to read each element as often as needed before advancing to the next element Example: Class istream_iterator is an input iterator, and the copy algorithm requires only input-iterator properties for its first two arguments Forward: It is possible to use the iterator to advance through the container one element at a time, to revisit elements to which previously remembered iterators refer, and to read or write each element as often as needed Example: replace is an algorithm that requires forward-iterator properties Bidirectional: It is possible to use the iterator to move through the container one element at a time, either forward or backward Example: list and map provide bidirectional iterators, and reverse is an algorithm that requires bidirectional iterators Random access: It is possible to move through the container using all the operations supported by pointers Example: vector, string, and built-in arrays support random-access iterators The sort algorithm requires random-access iterators All iterator categories support testing for (in)equality Random-access iterators support all the relational operations Iterator categories can be thought of as cumulative, in the sense that every forward iterator is also an input iterator and an output iterator, every bidirectional iterator is also a forward iterator, and every random-access iterator is also a bidirectional iterator Thus, any algorithm that accepts any iterator type as an argument will accept a random-access iterator Class ostream_iterator and the insert iterator adaptors provide output iterators, and thus can be used only by algorithms that require only output-iterator operations All iterators support the following operations: ++p p++ Advances p to the next position in the container ++p returns p as an lvalue after advancing it; p++ returns a copy of p's previous value *p The element to which p refers For output iterators, *p may be used only as the left operand of =, and each distinct value of p may be used in this way only once For input iterators, *p may be used only for reading; and the act of incrementing p invalidates all copies that might have been made of p's previous value For all other iterator types, *p yields a reference to the value stored in the container element to which p refers, and p remains valid as long as the element to which p refers continues to exist p == p2 Yields true if p is equal to p2; false otherwise p != p2.

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