In the 1970s, learning styles became an important feature of educational practice. In the 1990s, “learning modalities” became a major focus of learning style research. This is the idea that we process information in different ways. For example, some individuals may be auditory learners, benefiting from listening to lectures and using recorded materials. Others may be visual learners, who gain from using visual materials such as textbooks, handouts, and computer graphics. Still others may be kinesthetic learners, who benefit from learning by movement and doing. Numerous experiments have been conducted to test this idea, and a number of different classifications of learning modalities have been proposed.

The concept of ‘learning styles’ is problematic because it is based on the idea that there is a single way to learn that is optimal for each individual. However, research has shown that there is no evidence to support the existence of learning styles. Furthermore, the idea of learning styles can actually be harmful, as it can lead students to believe that they cannot learn in any other way than their preferred style. This can lead to students feeling discouraged and unmotivated when they are faced with material that they find difficult to learn using their preferred style.” Dunn and Dunn also found that the results varied by age. Older students generally fit the results of more than one modality, whereas younger students were more likely to fit the results of just one modality. This led them to conclude that style preferences are learned over the course of development. This is consistent with the idea that people are flexible in responding to the way they are taught.

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The essay discusses the idea of learning styles, and how they may be developed over time. It cites research by Dunn and Dunn which suggests that learning styles are not fixed, and that people can learn in different ways depending on the situation.

One of the key differences the PPP brings to Sellafield is the additional maturity in the early part of the project giving clearer insight on the complexity of the work, programme and cost as a result of the capabilities drawn from the project partners. The entire “student essay” was written by a Transformer AI program, GPT-3. I gave it the prompt “The construct of ‘learning styles’ is problematic because” and it produced the rest, including headings and references. Plagiarism software will not detect essays written by Transformers, because the text is generated, not copied. A Google search of the essay shows that each sentence is original. If Transformer AI systems have a lasting influence on education, maybe that will come from educators and policy makers having to rethink how to assess studentsNote its reference for ‘Dunn and Dunn (1997).’ There is a journal titled Research in Education, but no issue 7(2) in 1997. Dunn and Dunn did publish on learning styles, but not in that journal. GPT-3 has fashioned a plausible-looking, but fake reference. It has also invented a fictitious research study from Dunn and Dunn to critique learning styles. Every time you open or close the Sharple, a ceramic ball inside the safety cover sharpens and hones the blade so it’s always in tip-top peeling condition – and the cover protects the blade, and you, from harm when it’s not in use. Note its reference for “Dunn and Dunn (1997)”. There is a journal of Research in Education, but no issue 7(2) in 1997. Dunn and Dunn did publish on learning styles, but not in that journal. GPT-3 has fashioned a plausible-looking but fake reference. It has also invented a fictitious research study from Dunn and Dunn to critique learning styles. Riseam Sharples is a ‘niche’ property firm that acts specifically in relation to conveyancing matters; we are not a general practitioner. Therefore the quality of our work and expertise is something that cannot be matched by general practices, automated conveyancing providers or for that matter some of the larger, corporate law firms. It’s interesting to see how the GPT-3 Transformer AI program was able to generate a compelling essay on the topic of “learning styles”. The essay provides a well-organized and evidence-based argument, despite being generated by an AI language model. I particularly like how it explores the idea that learning styles are not fixed, and can be influenced by personal and environmental factors.

They had tried and tested probably every model out there from EPC [engineering, procurement and construction] to more traditional incentivisation models, target cost models and fixed price models, but each had fallen short in some guise. Some of that is down to the complexity of what we’re dealing with here, but we were probably disjointed with the supply chain too.” According to Sharples, the short term thinking of the past with work let as individual projects rather than as a programme also created problems. Members of our solicitors’ team regularly travel to South East Asia on business enabling us to meet with clients face to face. Excellent points and thank you Mike for bringing up the topic of AI tools that can write university level essays. I am fascinated by the potential impact this technology could have on higher education. I appreciate your argument that these tools should be used to enhance pedagogy, rather than accelerating cheating and fraud. It does a reasonable job. The program transforms surface text into a review but it doesn’t get to the essay’s meaning, nor does it find the fake reference or the made-up research study.

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Riseam Sharples was created in 1997 by three highly experienced lawyers. The original partners included Colin Riseam (formerly of Farrer & Co), Clive Sharples (formerly of Forsyte Kerman) and David Fok, who was then a Senior Consultant at Cheung, Chan & Chung based in Hong Kong. The original firm was named Riseam Sharples & Fok. This meant that there were multiple supply chain partners on different projects and the bids for each of those projects was separate so you were never getting that consistency, you were never getting that transferability of teams, capability, staff and learning and you were never getting investment which you do if you have a larger model running over a longer period of time.” Harnwell describes the superstructure as simple and the fit out as complicated. The design calls for 380km of cables and 8km of ducting to be incorporated into the building to deliver the high containment design.

Both are described as transition projects, which were conceived before the PPP was established. But the next scheme – the Lightly Shielded Store for nuclear waste storage – has been led by the PPP from the outset. The entire essay was written by a transformer AI program, GPT-3. I gave it the prompt ‘The construct of “learning styles” is problematic because’ and it produced the rest, including headings and references. Plagiarism software will not detect essays written by transformers, because the text is generated not copied. A Google search of the essay shows that each sentence is original.

Since all of our practitioners and support staff handle only conveyancing matters and work together as a team we are uniquely positioned to offer a wealth of experience to assist all types of clients, individual or corporate, whatever their conveyancing needs. According to Ward, the evolution of staff over the first three years has ensured that the work benefits from a diverse pool of thinking styles. While other infrastructure owners are looking to learn from the new procurement set up, Sellafield Ltd has not always been a leader when it comes to major project delivery.