Thematische Bibliographien / Curriculum Studies not elsewhere classified

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Auswahl der wissenschaftlichen Literatur zum Thema „Curriculum Studies not elsewhere classified“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Curriculum Studies not elsewhere classified"

Wiemer-Hastings, Katja, und Joachim Funke. „The German psychology curriculum“. Psychology Teaching Review 7, Nr. 2 (September 1998): 21–26. http://dx.doi.org/10.53841/bpsptr.1998.7.2.21.

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This paper is an overview of the general study and examinations guidelines of German psychology programs. Information was compiled from the guidelines of 23 universities. The German curriculum in psychology is classified as fiveyear generalist training, which entails general education followed by specialization in the final years. In addition to the general structure of studies, we provide information about the required subjects, examinations, and other requirements. Information about psychology students is presented in a summary fashion.

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Isoyama, Kyoko. „Law Related Education in Japan - Developments and Challenges“. International Journal of Public Legal Education 3, Nr. 1 (31.05.2019): 96. http://dx.doi.org/10.19164/ijple.v3i1.836.

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<p>The purpose of this paper is to discuss the current state of and challenges facing Law-Related Education (LRE) in Japan. What follows defines the concept of LRE, the particular characteristics of LRE in Japan, curriculum developments in Japan and elsewhere (especially the United States of America) and, specifically, the subject of justice studies in elementary and junior high schools.</p>

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Haron, Muhammed. „Islam and the University Curriculum“. American Journal of Islam and Society 31, Nr. 3 (01.07.2014): 153–56. http://dx.doi.org/10.35632/ajis.v31i3.1067.

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This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences, Aston University), sought answers to the following questions:To what extent are higher education institutions responding to this relationship?How do Muslim students feel that Islam is represented in higher education?Does a Christianized curriculum still dominate the way these courses are designed?How do non-Muslim students respond to the content of courses thatmainly deal with Islam and Muslims? How do teachers respond to a more diversestudent body that hails from various socio-cultural backgrounds?Sociologists of religion have realized the importance of reflecting criticallyupon the study and teaching of religion. Publications such as Robert Orsi’s editedThe Cambridge Companion to Religious Studies (New York: CambridgeUniversity Press, 2012) has paid attention to these and related aspects. A qualitativeshift of scholary endeavors has been noted; scholars and researchershave now turned their lenses to specific religious traditions that have comeunder the spotlight because of their adherents’ apparent “violent” acts. Since9/11, Islam and Muslims have naturally become one of the targeted traditions(see “The Muslim World after 9/11,” Rand report at www.rand.org).This scholarly attention has resulted in the spread of Islamophobia in westernEurope and elsewhere, not to mention the gradual securitization of Muslimcommunities. This latter development seems to have enormous implicationsfor the academic arena where courses/modules on aspects of “Muslim extremism”in countries such as the United Kingdom have been closely watched and ...

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Nanayakkara, Janandani, Claire Margerison und Anthony Worsley. „Teachers’ perspectives of a new food literacy curriculum in Australia“. Health Education 118, Nr. 1 (02.01.2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Tonta, Yaşar. „Keynote 2: Developments in Education for Information: Will “Data” Trigger the Next Wave of Curriculum Changes in LIS Schools?“ Pakistan Journal of Information Management and Libraries 17 (01.12.2016): 2–12. http://dx.doi.org/10.47657/201617888.

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The first university-level library schools were opened during the last quarter of the 19th century. The number of such schools has gradually increased during the first half of the 20th century, especially after the Second World War, both in the USA and elsewhere. As information has gained further importance in scientific endeavors and social life, librarianship became a more interdisciplinary field and library schools were renamed as schools of library and information science/ information studies/ information management/information to better reflect the range of education provided. In this paper, we review the major developments in education for library and information science (LIS) and the impact of these developments on the curricula of LIS schools. We then review the programs and courses introduced by some LIS schools to address the data science and data curation issues. We also discuss some of the factors such as "data deluge" and "big data" that might have forced LIS schools to add such courses to their programs. We conclude by observing that "data" has already triggered some curriculum changes in a number of LIS schools in the USA and elsewhere as "Data Science" is becoming an interdisciplinary research field just as "Information Science" has once been (and still is).

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Leahy, Deana, Dawn Penney und Rosie Welch. „Schooling health: the critical contribution of curriculum in the 1980s“. History of Education Review 46, Nr. 2 (02.10.2017): 224–35. http://dx.doi.org/10.1108/her-03-2016-0016.

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Purpose Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s. Design/methodology/approach The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers. Findings School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace. Originality/value Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.

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Belkayali, Nur. „Effective use of water in the landscape architecture curriculum“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 6 (30.12.2017): 98–104. http://dx.doi.org/10.18844/prosoc.v4i6.2918.

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Water is an indispensable life source for all living creatures, and such a vital source is being increasingly polluted and running out due to lack of effective use. Aridity is on the rise due to water cycle issues caused by global warming and, as such, water is becoming more and more a limited resource for the future. Necessary measures should be taken immediately to prevent this outcome. Training and awareness raising campaigns for effective use of water play a significant role in this respect. Striving to ensure the sustainable use of natural resources for improving the living quality of humans, landscape architects take various courses on the effective use of water throughout their education from the preservation, planning, design and management aspects of such endeavor. Topics such as xeriscape landscape designs, effective irrigation methods, choice of right vegetation, effective use of water resources and assessment of water resources on ecological level are considered to be significant elements of landscaping studies in tackling water scarcity issues brought on global warming and aridity. The present study aims to emphasise the place and significance of landscape architects and landscape architecture, as an academic study, in tackling the issue of water scarcity, which is an important issue on a global scale. With this aim in mind, the courses and syllabuses concerning the effective use of water included in the landscape architecture programs teach in both Turkey and around the world have been identified. The case studies on the effective use of water resources in Turkey and elsewhere have been studied and the things to be done in this respect have been presented. Keywords: Water, climate change, xeriscape landscaping, landscape architecture programs.

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Mangeya, Hugh. „Graffiti as a site for cultural literacies in Zimbabwean urban high schools“. International Journal of Cultural Studies 22, Nr. 3 (19.07.2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.

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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.

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Bazerman, Charles. „A? Developmental? Path? To? Text? Quality?“ Journal of Literacy Research 51, Nr. 3 (15.07.2019): 381–87. http://dx.doi.org/10.1177/1086296x19858152.

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Writing development in early schooling can reveal much about the bigger picture of writing development. As any epoch in life, it presents its own dynamics that intersect with wider social, psychological, and language processes; follows on early epochs; and leads to later accomplishments. In addition, it is particularly strategic to untangle complex relations between technical and communicative abilities, and between curriculum and personal development. But to untangle these puzzles, we need to be careful in not assuming particular solutions implied in our terms. To place the studies here and elsewhere in relation to the broader and more complex investigation of writing development, this essay interrogates each term in the thematic title of this special issue.

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Waling, Andrea, Roz Bellamy, Paulina Ezer, Lucille Kerr, Jayne Lucke und Christopher Fisher. „‘It’s kinda bad, honestly’: Australian students’ experiences of relationships and sexuality education“. Health Education Research 35, Nr. 6 (15.09.2020): 538–52. http://dx.doi.org/10.1093/her/cyaa032.

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Abstract Relationships and sexuality education for young people in Australia and elsewhere is a controversial topic. Numerous studies in Australia have focused on curriculum, policy, teachers, schools, sexting and other behaviours, and knowledge regarding sexually transmitted infection (STI)/human immunodeficiency virus (HIV) and pregnancy prevention. Few large-scale national studies have engaged with young people about what they want out of their sex education, and what they suggest would be most valuable for future programs in Australia. Data for the study included qualitative comments about experiences of sex education (n = 2316) provided in a national survey of adolescent sexual health. An initial thematic inductive analysis identified comments falling into two dominant themes: positive and negative experiences of their sex education. Results indicate that young people in Australia are articulate and understanding of the gaps in their sex education. A majority of comments highlighted negative experiences. These comments primarily discussed issues of delivery (timing, environment, person) and content quality (comprehensiveness). A minority highlighted positive commentary also around delivery (environment, person) and content quality (comprehensiveness). The findings of this study illuminate contemporary adolescent concerns regarding their experiences of education. Understanding these experiences can inform future curriculum development, teacher training and the design and implementation of policy.

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Dissertationen zum Thema "Curriculum Studies not elsewhere classified"

Tom-Lawyer, Oris Oritsebemigho. „An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education“. Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.

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This thesis was conducted to examine the adequacy of the skills and preparation of the Nigeria Certificate in Education (NCE) English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014). The NCE is the basic qualification for teaching in Nigeria. The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized a problem with the training of teachers at the NCE level in 2010 and proposed to abolish the colleges and phase out the NCE (Idoko, 2010). The Context, Input, Process and Product (CIPP) Evaluation model is used as a theoretical framework in the study. The research questions were: What is the context of the English language programme of the Nigeria Certificate in Education? How does the implementation of the curriculum equip students to develop the four language skills? What are the lecturers and students’ perceptions of the implementation of the curriculum and how have the objectives of the curriculum been achieved? In examining these issues, a mixed methods approach was adopted within the framework of the CIPP model, while utilizing a case study. The study showed the ineffective implementation of the curriculum as a factor for the failure of Nigerian students in external English language examinations. The research established the deficiency of the students in the basic skills of the language. The process and product evaluations noted failures in the procedural design of the curriculum and demonstrated a lack of achievement of the objectives of the curriculum. The recommendations arising from the research emphasized an immediate review of the admission policy and an extensive involvement of the lecturers in the future reform of the curriculum. Future research is concerned with an investigation of the measures that will curb systemic failures in the colleges.

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Shorrock, Sarah. „Protecting vulnerable people : an exploration of the risk factors and processes associated with Lancashire's Multi-Agency Safeguarding Hubs (MASH)“. Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/23075/.

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Clarke, Michael Douglas. „Dynamic response and noise of recording media“. Thesis, University of Central Lancashire, 1992. http://clok.uclan.ac.uk/20346/.

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A study of medium noise and Neutron Depolarisation in recording media has been made as a function of remanent magnetisation along the isothermal remanence and dc demagnetisation remanence curves. The measurements are discussed in relation to VSM measurements of the remanent characteristics. Medium noise measurements are presented for commercial particulate media, experimental barium ferrite media and commercial metal evaporated thin film media, while Neutron Depolarisation measurements are presented for commercial particulate media alone. The results show that medium noise is not a unique function of magnetisation, but is also dependent upon the magnetic rnicrostructure brought about through its magnetic history; a microstructure which is in turn also dependent upon the physical microstructure. This is seen through asymmetry in the observed noise during dc demagnetisation, and also in observed differences in noise between the two remanence curves In particular, a distinct difference is seen between the dc erased and ac erased states, where efficient flux closure and lower energy configurations are attributing factors to the lower ac erased noise. An effect which is also supported by Neutron Depolarisation results in these states. Through the choice of samples with distinctly different physical microstructures within each media type studied, the medium noise measurements show how important a role the physical rnicrostructure has in its effect on the magnetic microstructure, illustrating that the sensitivity of medium noise measurements as a natural probe of the magnetic and physical microstructures is an important source of information towards the general characterisation and understanding of magnetic recording materials.

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Lee, Chang Hee. „Synaesthesia materialisation : approaches to applying synaesthesia as a provocation for generating creative ideas within the context of design“. Thesis, Royal College of Art, 2019. http://researchonline.rca.ac.uk/3756/.

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For the past three decades, research on the topic of synaesthesia has been largely dominated by the field of psychology and neuroscience, and has focused on scientifically investigating its experience and causes to define the phenomenon of synaesthesia. However, the scientific research on this subject is now enquiring into potential future implementations and asking how this subject may be useful to wider audiences, and is attempting to expand its research spectrum beyond the mere scientific analysis. This PhD research in design by practice attempts to contribute and expand this scope: it shares a creative interpretation of synaesthesia research and questions its existing boundary. The past synaesthesia research in design has been largely focused on the possibility and potentials of sensory optimisation and cross-modal sensory interaction between users and artefacts. However, this research investigates the provocative properties and characteristics of synaesthesia and shares different approaches to its application for generating creative ideas in design. This PhD research presents nine projects, and they consist of approaches to synaesthesia application, toolkits and validations. Synaesthesia is one of those rare subjects where both science and creative context intersect and nurture each other. By looking into this PhD research, readers may gain insights of how a designer tries to discover a new value within this interdisciplinary context. This research contributes three types of new knowledge and new perspectives. Firstly, it provides a new interpretation and awareness in and of synaesthesia research, and expands its research boundaries, moving from analysis based research to application based research. Secondly, it outlines three approaches, a range of themes and toolkits for using synaesthesia as a provocation in generating creative ideas in the design process. Thirdly, it identifies the differences between previous synaesthesia application research and current application research within the context of design. Research on the topic of synaesthesia has been boosted significantly since the technological innovations (e.g. fMRI brain scanning and neuroimaging) in the early 1990s. However, this research was somewhat limited to scientific analysis analysis in order to understand the nature of the phenomenon. This research paradigm and the scientific focus have now shifted, and they are attempting to discover the potentials of synaesthesia's usefulness through different disciplines and channels. How can we apply the provocative qualities of synaesthesia within the context of design? This research journey begins by investigating this foundational question from a designer's point of view.

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Deffor, Sally Selase. „An evaluation of the impact of the digital platform on hard news storytelling at the BBC and SABC online news sites“. Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16637/.

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Digital technologies are impacting news cultures across the globe in various ways. In this thesis, I explore specifically how the digital platform is influencing hard news reporting practices at the online news websites of the British Broadcasting Corporation (BBC) and the South African Broadcasting Corporation (SABC). I investigate how the formats of the news reports, as well as the techniques and practices adopted for producing them are changing within these institutions. I also investigate the extents to which the role and identity of newsmakers are seen to be shifting in response to specific influences of digital technologies. These analyses are grounded on the theory that media convergence is a significant influencer in this changing space. This thesis finds that the context within which a news organisation operates is a strong influence on how it adapts digital techniques into the existing newsmaking practice. Consequently, the BBC as a PSB (Public Service Broadcaster) from a developed world is seen as having experiences that differ significantly from its counterpart, the SABC which is from the global South. Together, they are both being impacted in ways that are significantly different from private-sector mainstream or alternative news organisations across the two contexts. It also finds that the norms that govern the production of hard online news are deeply rooted in the old media platforms of print, radio and television such that significant continuities can be seen with respect to specific techniques and practices. Further, it finds that some of the hypothesised affordances of the space with regards to the combined use of multimedia, hypertextuality and interactivity to engage the audience are not fully experienced. This thesis therefore concludes that though the digital platform is evolving and hard to predict, its impact on hard news reporting practices is not particularly revolutionary at this present time within these two contexts. However, it is acknowledged that the web does have the immense capacity to support highly innovative interactive forms of storytelling demonstrated through news platforms, formats, and genres such as mobile, live blogs, and multimedia magazine-style soft news projects. Hence, this thesis’ deficiency is that it does not explore the significance of these newest and growing forms. However, in addition to drawing out specific nuances of the British and the South African digital media space, it contributes to providing a non-Western standard for measuring how the online news space is evolving, and fills the perceived gap about how under-researched contexts are appropriating specific digital techniques.

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Scanlon, Thomas Joseph. „Work and non-work stress among solicitors : modelling the work-home interface“. Thesis, University of Central Lancashire, 2005. http://clok.uclan.ac.uk/22005/.

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Focusing upon solicitors working in private law firms in England and Wales, the study investigates the interrelationships between domain-specific and work-home interference factors and their predictive value in relation to different categories of strain symptomatology and satisfaction outcomes. The research also examines the moderating influences of gender and family type on the interface between work and home, and their differential impacts on well-being. Data were gathered in two stages. Stage one involved 20 interviews that allowed respondents to identify sources of work and home pressures for themselves. Content analysis of the interview transcripts facilitated the development of separate work and home pressure inventories. In addressing the difficulties associated with construct measurement, stage two developed an unorthodox approach for measuring both forms of work-home interference, which was part of an extensive survey instrument that included established outcome measures. The sample group was devised using a cluster sampling strategy whereby legal firms were grouped according to their size and then by regional cities. Nearly 2,500 surveys were distributed with a return rate of nearly 30%. The data set was split into two sub-sets via a cluster sampling strategy based on gender and family type to allow for a series of exploratory and confirmatory analyses in the development and testing of structural equation models of the work and home domain. A distinguishing feature of this study is its examination of the work-home interface at the microlevel, which involved developing a series of structural equation models relevant to the most salient sources of work-home interference and domain-specific pressures experienced by solicitors. Through a series of exploratory and confirmatory analyses, the study' tested three differing sets of explanatory relations as to the interplay between specific aspects of the two domains, and the implications of this interplay for a range of outcomes. The findings provide strong empirical support to assert that work-to-home interference (e. g., concerns over ability) and home-to-work interference (e. g., unfulfilled domestic responsibilities) represent two distinct dimensions of individuals functioning with different rates of prevalence and different role related antecedents and outcomes that indicate that solicitors are being stretched in both domains. The empirical evidence indicates an increasing convergence in the public and private roles of male and female solicitors, highlighting the importance of both sexes having the opportunity to attain a balance between the domains of work and home. The study also demonstrates that work-home interference is not exclusively a problem for employees located in traditional nuclear families and shows that solicitors within differing familial situations (e. g., single persons) experience high levels of work-home interference that can exacerbate domainspecific pressures resulting in a poor state of health and low levels of work and home satisfaction.

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Milner, S. E. „The French Confederation Generale du Travail and the International Secretariat of National Trade Union Centres (1900-1914) : French syndicalist attitudes towards internationalism and the International Labour Movement“. Thesis, Aston University, 1987. http://publications.aston.ac.uk/10269/.

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This thesis examines relations between the French Confederation Generale du Travail (CGT) and the labour movements of other countries in the years leading up to the First World War. The aim of the study is to examine the CGT's policy of internationalism in practice, both in relations with other labour movements and in its membership of the International Secretariat of National Trade Union Centres (between 1900 and 1914). In particular, the relationship between the French and German labour movements is explored in the light of the events of August 1914. This study shows that the relationship was a reflection of the respective positions of the French and German labour movements in the international movement. It also subjects to close scrutiny the assumption, widely made before 1914, that workers had more in common with each other than with the ruling classes of their own country, by analysing the extent of, and the reasons for internationalism and international cooperation in the labour movement. As a study of the International Secretariat of National Trade Union Centres, an organisation about which very little has previously been written, this thesis complements existing work on the international labour movement prior to 1914. It also provides new insights into the French CGT by concentrating on the fundamental areas of internationalism and opposition to war, and offers fresh contributions to the continuing debate on the international labour movement and its response to the outbreak of war.

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Wharton, Steve. „Au service du marechal? : French documentary under German occupation“. Thesis, Aston University, 1991. http://publications.aston.ac.uk/10272/.

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Following the fall of France in June 1940 and the installation of the Vichy Regime, government set about establishing its own New Order. A reprogramming of national consciousness was attempted through an emphasis on a return to traditional values which was disseminated in various fora. Despite publications on divers aspects of Vichy's propaganda machine, work on film production of the period has merely touched on mainstream documentary without further analysis. Such a lacuna appears inexplicable in light of the production of 550 or so documentaries between 1940 and 1944, especially in view of a 1948 comment by the film writer Roger Régent that documentary in many ways provided a focal point for the regime's wishes for "moralisation collective". This thesis sets out the first steps of a new evaluation of the role of documentary during the Occupation. After an overview of the changes to the industry and the ideological framework of the Révolution nationale, the thesis discusses theories of propaganda together with direct examples of Vichy propaganda documentary. The 'control' thus established is then applied to an examination of the 'Arts, Sciences, Voyages' series of documentary screenings (1941-43) and the Premier congrès du film documentaire (1943), tracing thematic and ideological consonances and evaluating the use of documentary film of the Occupation in the Service of the Marshal.

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Mugglestone, Hilda. „Peer assisted learning in the acquisition of musical composition skills“. Thesis, University of Lincoln, 2006. http://eprints.lincoln.ac.uk/2471/.

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The purpose of the study was to discover the effects of using peer assisted learning in acquiring skills in music composition. The ten criteria used for assessing the effects of peer assisted learning comprised six concerning social qualities and four relating to cognitive aspects of what might be learned from working and learning together. The research used both qualitative and quantitative methods, encompassing interviews with the teacher, questionnaires for the students and observation. The latter included a quantitative element. The research took place in the natural settings of timetabled music lessons in Year Seven at an English comprehensive secondary school. This peer assisted learning research is believed to be the only such project conducted entirely in the unadulterated classroom settings. The lessons followed the teacher’s choice of lesson material and the length of time normally allowed for lessons in that school. No changes in classroom organisation, timing, or for any other reason were requested by, or made for, the researcher. Each class was divided into groups whose size, ability and gender were determined by the teacher. From these groups, the teacher selected the three which were the focus of this research. All three of the sample groups showed some evidence of the beneficial effects of peer assisted learning socially and cognitively although this varied according to the children’s different ability levels. Peer assisted learning was found to be most successful where children were able to work together cohesively and communicate well, either verbally or musically. Most children either acquired new musical skills or enhanced those they already possessed through the use of peer assisted learning.

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Mendelson, Zoë. „Psychologies and spaces of accumulation : the hoard as collagist methodology (and other stories)“. Thesis, University of the Arts London, 2014. http://ualresearchonline.arts.ac.uk/11730/.

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Taking hoarding as a model for amassing materials within art practice, this research questions the borders of a productive or rational relationship to collation and the development of pathology. In practice, I focus on how materials can be manipulated to reflect or imply attachments and value systems within disorder, collection and their interpretations/ analyses. Using historical examples, I question how disorder is formed, spatially, aesthetically and through clinical record-keeping, making specific reference to written/visual case-studies from Charcot and Freud. I question whether disorder can ever be seen as a culturally produced phenomenon in parallel to its clinical counterpart and suggest its uses to knowledge production within the fields of Fine Art and critical theory. I suggest hoarding – and the cultural construction of disorder - as collagist and create works, which reflect on the borders of psychopathological attachments to ‘stuff’; psychologies inherent to accumulation; and conscious and unconscious spaces occupied by both object and analysis. Creating new collagist and fictive methodologies out of the construction of case histories, and through the cooption of diagnostic tools and narratology used in psychoanalysis, I write about the work and within the work. This research questions how psychological disorder is re-narrated through fictive and visual forms within culture and via collective understandings of psychoanalytic subjectivities. I suggest how these fictions connect, accumulate and reflect back on themselves, affecting research and crossovers within psychoanalytic, spatial and cultural fields. I make links between the modern city and psychological disorder, drawing on the psychical affects of changes in urban space. Examining collation, the construction of psychological spaces and temporality in art practice (from Kurt Schwitters’ Merzbau to Michael Landy’s Break Down and Tomoko Takahashi’s collation of objects) alongside new clinical research into Hoarding Disorder, I relate compulsion and space to a rationalisation of clutter in contemporary practice.

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Buchteile zum Thema "Curriculum Studies not elsewhere classified"

Naorem, Anandkumar, Shiva Kumar Udayana, Jaison Maverick und Sachin Patel. „Soil Microbe-Mediated Bioremediation: Mechanisms and Applications in Soil Science“. In Industrial Applications of Soil Microbes, 133–50. BENTHAM SCIENCE PUBLISHERS, 2022. http://dx.doi.org/10.2174/9789815039955122010013.

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Bioremediation is a prominent and novel technology among decontamination studies because of its economic practicability, enhanced proficiency, and environmental friendliness. The continuously deteriorating environment due to pollutants was taken care of by the use of various sustainable microbial processes. It is a process that uses microorganisms like bacteria and fungi, green plants, or their enzymes to restore the natural environment altered by contaminants to its native condition. Contaminant compounds are altered by microorganisms through reactions that come off as a part of their metabolic processes. Bioremediation technologies can be generally classified as in situ or ex situ. In situ bioremediation involves treating the pollutants at the site, while ex situ bioremediation involves the elimination of the pollutants to be treated elsewhere. This chapter deals with several aspects, such as the detailed description of bioremediation, factors of bioremediation, the role of microorganisms in bioremediation, different microbial processes and mechanisms involved in the remediation of contaminants by microorganisms, and types of bioremediation technologies such as bioventing, land farming, bioreactors, composting, bioaugmentation, biofiltration, and bio-stimulation.

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Farrington, David P. „Psychosocial causes of offending“. In New Oxford Textbook of Psychiatry, 1908–17. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0253.

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Offending is part of a larger syndrome of antisocial behaviour that arises in childhood and tends to persist into adulthood. There seems to be continuity over time, since the antisocial child tends to become the antisocial teenager and then the antisocial adult, just as the antisocial adult then tends to produce another antisocial child. The main focus of this chapter is on types of antisocial behaviour classified as criminal offences, rather than on types classified for example as conduct disorder or antisocial personality disorder. In an attempt to identify causes, this chapter reviews risk factors that influence the development of criminal careers. Literally thousands of variables differentiate significantly between official offenders and non-offenders and correlate significantly with reports of offending behaviour by young people. In this chapter, it is only possible to review briefly some of the most important risk factors for offending: individual difference factors such as high impulsivity and low intelligence, family influences such as poor child rearing and criminal parents, and social influences: socio-economic deprivation, peer, school, community, and situational factors. I will be very selective in focussing on some of the more important and replicable findings obtained in some of the more methodologically adequate studies: especially prospective longitudinal follow-up studies of large community samples, with information from several data sources (e.g. the child, the parent, the teacher, official records) to maximize validity. The emphasis is on offending by males; most research on offending has concentrated on males, because they commit most of the serious predatory and violent offences. The review is limited to research carried out in the United Kingdom, the United States, and similar Western industrialized democracies. More extensive book length reviews of antisocial behaviour and offending are available elsewhere.

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Ethel Khuzwayo, Mamsi. „Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective“. In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.101287.

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This chapter presents views, opinions, and perceptions about the curriculum theories that propagate educational perspectives of social injustice, cultural exclusion, supremacy, socio-economic inequality, and inequity. The data collection method was question and answer and deductive reasoning conducted in small groups in education studies classes. Pieces of information recorded in video clips during the COVID-19 lockdown were analysed through qualitative procedures, transcribing verbal data, and sorting coded categories of data. First, the frequencies of statements indicating trends in thoughts form themes classified as convergent and divergent perspectives. The interpretation of themes identified during data analysis seeks to address the problem statement in this chapter, which is the paradigm shift for a conceptualised decolonised curriculum in South Africa. Thus, the research question asked in the study is “what principles should underpin pedagogical content knowledge (PCK) of pre-service teacher education and training?” The source of data was interviews and document analysis. The synthesis of the results drawn from the raw data was based on the theoretical and conceptual framework established from the works of scholarship researchers on decolonised education. The interpretation of the findings addressing the problem statement and the research question was presented through convergent and divergent perspectives that characterise the beliefs and thoughts of students about curriculums for decolonised education in South Africa. The study highlights uncertainties about the concepts, divergent conceptual stances on decolonised education, and the lack of uniformity in the perceptions of philosophical principles or foundations of perspectives on decolonised education.

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Darwall-Smith, Robin. „In the Centre and on the Periphery“. In History of Universities: Volume XXXV / 1, 39–63. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192867445.003.0003.

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Abstract Georgian members of Oxford generally had an excellent command of Latin, and their knowledge of Greek improved during the century. However, this linguistic skill is not the same as a command of classical scholarship, be it in textual criticism or other fields. Case studies of some undergraduates’ reading matter shows how classics was one among several subjects studied by the more intellectually adventurous. In particular, science professors, for all that their subjects lay outside the curriculum, were regularly able to attract undergraduates to their lectures, because their subjects were not taught in Colleges. Oxford classical scholarship had its share of successes and failures, the former from Thomas Burgess, Samuel Musgrave, Peter Elmsley and others, the latter from John Shaw and Thomas Falconer. The University Press, meanwhile, was attracting classicists from abroad like Daniel Wyttenbach to publish with them. Contrasts are drawn with universities elsewhere, showing that in France and Italy the classics were much less studied than in Dutch and German universities. Another difference is that, whereas a scholar like Daniel Wyttenbach would devote his whole career to classics, in Oxford the study to classics was seen as a prelude to the higher study of theology, and many promising scholars at Oxford chose to give up classics in favour of theology.

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Singer, Donald, und W. David Menzie. „Delineation of Permissive Tracts“. In Quantitative Mineral Resource Assessments. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195399592.003.0010.

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The nonuniform global distributions of metals discussed in chapter 2 are also evident within most countries. Knowledge of the spatial distributions of mineral resources is invaluable in planning. In order to be able to consistently assess the undiscovered mineral resources of regions, as the second part of three-part assessments, areas should be delineated where geology permits the existence of deposits of one or more specified types. These areas, called permissive tracts, are based on geologic criteria derived from deposit models that are themselves based on studies of known deposits outside and perhaps within the study area. Thus, deposit models play the central role in identifying relevant information and in integrating the various kinds of information to delineate permissive tracts. Permissive boundaries are defined such that the probability of deposits of the type delineated occurring outside the boundary are negligible, that is, less than 1 in 100,000. Areas are excluded from these tracts only on the basis of geology, knowledge about unsuccessful exploration, or the presence of barren overburden exceeding some predetermined thickness. A geologic map is the primary local source of information for delineating tracts and identifying which are permissive for different deposit types. Map scales affect the quality and nature of information available for delineations and determine the extent to which geologic units are combined and how cover is represented. Probably the second most important kind of information is an inventory of known deposits and prospects in and near the region being assessed. Tracts may or may not contain known deposits. Because of incomplete deposit descriptions, it often is difficult to identify deposit types for many prospects, occurrences, and some deposits, but those that can be identified increase confidence in domains delineated for the deposit type. Typed prospects may indicate the possibility of some deposit types where the type had not been expected or place limits on the kinds and sizes of deposits that could occur elsewhere. The map of deposits and occurrences classified into deposit types then serves as a check on the accuracy of the delineation of tracts permissive for types rather than a determinant of the delineation.

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„make a telephone call once a day for 5 days when they the two paradigms. Specifically, the exact motoric re-associated the activity with other routine daily events quirements of many naturally occurring intentions (so-called "conjunction" cues) than when internal or (e.g., "buy birthday present") may not be sufficiently other external cues (e.g., diaries) were used. The exact well specified at encoding (or throughout the role of daily structure in the fulfilment of delayed retention interval), to allow the representation of these intention tasks in young and older adults remains to be activities to benefit from the kind of preparatory established, however, particularly as Maylor's study did processing that we have argued supports the not include a comparison of the use and effectiveness representation of more well-defined (laboratory-based) of conjunction cues between these two age groups. It actions. Indeed, not all naturally occurring intentions is interesting to note in this regard that an attempt has involve action-based responses. Some of the activities been made to enhance older adults' prospective memory generated by participants in the prospective and performance in a laboratory setting by using tasks that retrospective fluency tasks, for example, could be are intended to mimic the richness and structure of daily classified as involving primarily verbal responses life events (e.g., Rendell & Craik, 2000). Age-related (e.g., to have a conversation with someone or to pass declines have still been obtained under these conditions, on a message), while others represent purely thought-however, perhaps because the tasks are not readily able based or cognitive tasks (e.g., "choose holiday to capture or recreate the familiarity and personal destination"). The exact role of preparatory motoric relevance of the individuals' own routines. processing in successful prospective remembering remains to be established, however, as laboratory Intention-superiority effects for naturally studies of the ISE have typically used experimenter-occurring and laboratory activities initiated retrieval, which removes the need for participants to remember to carry out the actions for The current findings reveal a clear age-associated themselves when a designated retrieval context impairment in the ability to access naturally occurring arrives. intentions in a speeded fluency task undertaken during the retention interval between intention formation and Conclusion completion. This is in contrast to the findings of Freeman and Ellis (in press-b), which demonstrated an equivalent In summary, this study revealed a clear age-related de-advantage for to-be-enacted laboratory-based actions cline in the ability to access intention representations over actions not intended for enactment in young and prior to completion, with more intended activities failing healthy older adults. We have argued elsewhere (e.g., to come to mind in the prospective fluency task for older Freeman & Ellis, in press-a) that there may be similarities adults than for young adults. There was no apparent between the advantage for to-be-enacted laboratory-age difference in the inaccessibility (or inhibition) of based actions and the advantage that is frequently already completed intentions, however, with both age observed for verbally presented action words that have groups demonstrating evidence of an intention-been enacted during encoding (the subject-performed completion effect. Despite reduced intention task effect; Cohen, 1981). More specifically, the accessibility during the retention interval, older adults intention-superiority effect for simple motor actions reported having carried out more of their intended intended for enactment after a short delay might reflect activities during the week than did young adults. the operation of covert motoric or SPT-type encoding Interestingly, this appeared to be the case primarily for or rehearsal operations aimed at preparing these actions intentions for which no specific retrieval aids had been for imminent execution. These could include operations used. One possibility is that older adults may for setting the parameters of the action schema to be compensate for impaired intention accessibility by executed in terms of its duration, direction, and force. relying more on the ongoing sequence of daily routine The absence of an age difference in the accessibility of events to support intention retrieval and execution. This laboratory-based intentions mirrors the finding of is consistent with the observation of an age-related reduced age-related declines in memory for SPTs and increase in the temporal organization of activities pro-suggests that covert motoric processing may be duced in the prospective fluency task. In line with this, undertaken relatively automatically for this type of while there was a correlation between intention acces-material. sibility and intention completion in young adults, sug-The apparent discrepancy between age differences gesting a role for the intention-superiority effect in in the ISE for naturally occurring and experimental prospective memory performance in this population, intentions might therefore reflect a fundamental there was no evidence of this relationship among older difference in the nature of the activities involved in adults.“ In Prospective Memory: The Delayed Realization of Intentions, 34. Psychology Press, 2003. http://dx.doi.org/10.4324/9780203506752-9.

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Konferenzberichte zum Thema "Curriculum Studies not elsewhere classified"

Kim, Euiyoung, Vivek Rao, Bart Bluemink, Barend Klitsie und Sicco Santema. „Examining a Trajectory of Complex System Design Processes: Airport Eco-System Case Studies by Novice Student Teams“. In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-89901.

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Abstract As the aviation industry has become more complex and uncertain, we need to teach aviation topics with different pedagogical approaches: making the educational setting interdisciplinary and more design- and user-driven. We developed a design curriculum to address emerging complexity around air travel journeys and piloted the curriculum at a major research university in the Netherlands. Novice students in engineering, design, and social science programs in the Future of Airport minor on campus engaged in a quarter-long design course centered on the seamless air travel experience. The course aims to teach students how to approach the complexity of an airport and the stakeholders involved and design for people in transit. Data were collected from the results of work in document format (project progress reports and final deliverables) from thirty-five student teams who collaborated with aviation industry sponsors to develop solutions to address complex system-level industry design challenges. We classified the detailed project brief and outcomes by different innovation levels (product, service, system, or socio-technical), and examined the design methods implemented by each team over the design process. Our discussion is divided into (D1) trajectory of levels of innovation traveled during the project execution, (D2) descriptive reflection on overall selecting design methods, (D3) design method selection dynamics over design phases in complex problem domains, and (D4) challenges of offering a design approach to novice engineering students, drawn from the reflection by course coordinators and coaches on the course structure and contents.

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Atiqullah, Mir M., Aaron R. Cowin, Ed M. Ising, Terrance K. Kelly und K. Ravindra. „Development of a Sophomore Manufacturing Laboratory Course to Streamline the Manufacturing Education Within Mechanical Engineering Curriculum“. In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61935.

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A basic shop course was typical in the early days of mechanical engineering studies. However, in the late seventies, the shop course was dropped from the engineering curriculum in most schools for various reasons. The need for a preparatory manufacturing course became apparent after recognizing the lack of modest shop skills exhibited by our students in design-build projects which are routinely assigned in several junior and senior level courses. The traditional manufacturing course, that all students are required to take during the senior year, requires higher-level prerequisites. In addition, being a senior level course, it provides very little opportunity for the students to utilize those skills in other courses. To address this void, a new engineering workshop course has been objectively designed and implemented for the sophomore mechanical and aerospace engineering students, beginning fall 2003. The goals of the course are to develop an appreciation for manufacturing in engineering design, prepare students for follow-up manufacturing course, and develop necessary skills for design-build projects at various levels of the curriculum. The engineering shop course is designed around nine laboratory content modules that introduce the students to the fundamentals of shop safety, measurement, and manufacturing. The present paper describes the development and implementation of the course. The effectiveness of the course in meeting the goals is also assessed through surveys conducted both before and after the course is completed. Long-term success will be measured in the future by a survey of graduating seniors to assess the effectiveness of the engineering shop course in the students’ ability to successfully complete design-build projects assigned in other courses. The modular design would allow this course to be adapted for achieving similar objectives elsewhere.

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Hinds, T., J. Sticklen, M. Urban-Lurain, M. Amey und T. Eskil. „First Steps Toward Curricular Integration of Computational Tools“. In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79956.

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Calls for new paradigms for engineering education are widespread [1-3]. Yet, major curricular change is difficult to accomplish for many reasons, including having the necessary faculty buy-in [4]. Generally, efforts can be classified as either top-down/structural, in which faculty assess an entire program of study and address needs in each component before implementation begins; or bottom-up/individual, a more traditional approach that implements change in one course at a time. Faculty buy-in, consensus, and resources (unit and institutional) needed for the top-down approach make it difficult to accomplish. On the other hand, the bottom-up model is slow; the assumption that curricular reform can be affected by an accumulation of individual course adaptations is unproven, and the change goals need to have a more systemic focus. Unless the curriculum helps students integrate material across their courses, they have difficulty seeing how the material they learn in one course will connect to the next. We have performed a pair of initial studies using an evolutionary approach to curricular reform that capitalized on the strengths of both the top-down and bottom-up models, which was built on the science, technology, engineering, and mathematics (STEM) reform literature. This approach developed a pairwise linkage among strategic courses in the engineering curricula to promote curricular integration and helped students see connections between their first-year courses and subsequent courses. Vertically integrated problem-based learning scenarios that link across courses are crucial to this model. Pre-reform data collected in the first study showed that students taking an introductory computing course did not see the importance of learning a particular software tool (MATLAB), because they did not see connections to their future courses. This had negative impacts on student motivation, learning, and retention. In our recent work, which was our first vertical effort, we focused on MATLAB with integration of the learning of this engineering tool in an introductory computing course with the solution of statics problems in an introductory mechanical engineering course. Our recent study set out to determine if joint team efforts would enhance student perceptions of the set learning goal for the introductory computing students while enhancing learning outcomes for both the introductory computing and introductory mechanical engineering students. The paper outlines this pairwise linkage model, the goals of this project, the framework for evaluating the linkage, and the types of data we collected as part of the evaluation effort. Results from the initial study confirmed that problem-based teamwork enhanced student attitudes towards MATLAB. We also describe how results here will enable us to reach our long-term goal of curricular integration.

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Berichte der Organisationen zum Thema "Curriculum Studies not elsewhere classified"

Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.

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