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Auswahl der wissenschaftlichen Literatur zum Thema „Didactic and play-Based contract“
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Zeitschriftenartikel zum Thema "Didactic and play-Based contract"
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Fuadiah, Nyiayu Fahriza. „Theory Of Didactical Situation (TDS), Kajian Karakteristik dan Penerapannya dalam Pembelajaran Matematika“. Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 4, Nr. 2 (25.12.2021): 160–69. http://dx.doi.org/10.31539/judika.v4i2.3054.
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This study aims to describe the characteristics of the Theory of Didactical Situation (TDS), especially in mathematics as an alternative information for educators to design learning according to the characteristics and needs of students and the learning objectives to be achieved. This study uses a literature review to explain the characteristics of TSD obtained from scientific papers and articles, relevant books, research reports, and other scientific sources. Based on the literature review, there are three characteristics of TDS, namely TDS' special attention to mathematics and its epistemology, epistemological characteristics, and students' cognitive dimensions. These three things are interrelated and support each other. This article also discusses the concept of adaptation through understanding adidactical situations and milieu and acculturation through understanding didactic situations and didactic contracts. In conclusion, through didactic situations that are built during learning and facilitated by the teacher, it is expected to be able to develop the potential of students, namely students can build their own knowledge to be achieved.
Keywords: Theory of Didactical Situation, epistemological barriers, milieu, didactic contract, didactic situation
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ALVES, Francisco Regis Vieira, Aline Maria da SILVA CAMILO, Francisca Cláudia Fernandes FONTENELE und Paula Maria Machado Cruz CATARINO. „Didactical Engineering in the Conception of a Teaching Situation Originated from Brazil´s SPAECE Assessment with the Support of the GEOGEBRA Software“. Acta Didactica Napocensia 14, Nr. 2 (30.12.2021): 84–98. http://dx.doi.org/10.24193/adn.14.2.7.
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"Abstract: This work presents a discussion about the Didactic Training Engineering (EDF) methodology, of French origin, emphasizing the role of the teacher, during his initial or continuous training, through the conception and structuring of a didactic situation, organized by such methodology and based on the Theory of Didactic Situations (TSD). Therefore, the objective of this work is to present a didactic situation, based on the research methodology of (EDF) and focused on the analysis of the teacher's role, through the application of the dialectical phases (action, formulation, validation and institutionalization) provided by the TSD. The mathematical problem chosen to compose such a situation, through preliminary and a priori analyzes by EDF, will be focused on Flat Geometry directed to the Permanent Evaluation System of Basic Education in Ceará (SPAECE). SPAECE (Brazil) is a large-scale assessment, held annually in the state of Ceará, Brazil, involving all elementary and high school students in public schools. In addition, the use of the GeoGebra software as a technological resource for carrying out a didactic transposition of the content covered in the proposed didactic situation stands out. For a better conduct of this teaching and learning process, it is suggested the adoption of a didactic contract between the characters involved and the consideration of possible epistemological obstacles and obstacles that may arise during this process."
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Cajo, Diego Patricio Hidalgo, Víctor Manuel Oquendo Coronado, Byron Geovanny Hidalgo Cajo, Iván Mesías Hidalgo Cajo, Byron Fernando Castillo Parra und Mercedes Gabriela Montenegro Chanalata. „Incidencia del Software Educativo en el proceso de enseñanza-aprendizaje de la Matemática“. European Scientific Journal, ESJ 14, Nr. 30 (31.10.2018): 72. http://dx.doi.org/10.19044/esj.2018.v14n30p72.
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The teaching-learning process of Mathematics is complex due to its level of abstraction, making it a challenge for the strategies and didactic resources used by teachers, since the goal is to achieve an adequate academic level in the students, for this it results evident the use of technology since nowadays they play a leading role in society, for that reason the research had as intent the improvement of the learning of the rational numbers of the students of the Educational Unit "Benito Juárez", through the technological resource didactic based on the application of a Mathematical Software. The design of the research is quasi-experimental, correlational-explanatory, the "t" test for independent samples was used to contrast the hypothesis. For data collection, the survey and a test were used that were validated to ensure reliability, the data were analyzed using descriptive statistics. The important results were: (a) better academic performance of the sayers of the experimental group as opposed to the group that did not use it, (b) acceptance and motivation by the didactic resource (c) put into practice their cognitive and motor skills. Therefore, the research provided evidence to use the Mathematical Software as a suitable didactic technological resource for a meaningful learning of Mathematics.
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Santiago, Paulo Vitor da Silva, José Rogério Santana und Maria José Costa Dos Santos. „Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students“. Journal of Instructional Mathematics 4, Nr. 2 (29.11.2023): 67–76. http://dx.doi.org/10.37640/jim.v4i2.1778.
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This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
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Rybska, Eliza, Renata Dudziak und Pascal Pollmeier. „Evidence-based practices in teaching“. Problemy Wczesnej Edukacji 56, Nr. 1 (30.06.2023): 89–108. http://dx.doi.org/10.26881/pwe.2023.56.06.
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This article presents the results of the implementation of the Erasmus Plus project (KA203 financed by the European Union, contract number 2019-1-NL01-KA203-060339) Research in Teacher Education (RiTE). The aim of the project was to promote and facilitate pre-service teachers to create and undertake evidence-based practices in teaching science, technology, engineering, and mathematics (STEM). In the RiTE project, pre-service teachers were encouraged to use evidence from educational and scientific research and to experiment and introduce didactic innovations in teaching and learning processes. Although it has its justification in the tradition of thinking about science, evidence-based practice is not yet consciously applied in school practice. In the article, we present both the theoretical framework for such practices, and the results of qualitative research – an analysis of interviews conducted with students, future teachers, and novice teachers involved in the project. The presented results show changes in the context of an understanding of evidence and what evidence-based practices are in the teaching process and the vision of such teaching presented by the respondents.
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Waldis, Monika. „«Gender as a useful category?» – Zum Stand der geschichtsdidaktischen Reflexion und empirischen Forschung“. Didactica Historica 8, Nr. 1 (2022): 23–31. http://dx.doi.org/10.33055/didacticahistorica.2022.008.01.23.
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The article inquiries into the state of history didactic theory building and reflection on the category «gender». While newer feminist discourse and queer theory play a role in academic reference disciplines, current curricula and history textbooks still tend to be oriented towards the approach of women’s and gender history. Reflections on history didactics call for a normatively open discussion of gender-related identities. In contrast, empirical findings point to the need to promote critical, reflective gender awareness.
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Glauser-Abou Ismail, Nathalie, Angelika Pahl und Reinhard Tschiesner. „Play-Based Physics Learning in Kindergarten“. Education Sciences 12, Nr. 5 (23.04.2022): 300. http://dx.doi.org/10.3390/educsci12050300.
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This article highlights the importance of play as a learning approach in early physics education. It demonstrates the concept of an innovative didactic method that combines children’s free play with physics learning in kindergarten. This play-based learning approach enables children to experience and recognize physical laws in a self-directed, action-oriented, and playful manner. The article provides concrete insights into how kindergarten teachers can stimulate physics-related learning moments, starting from free-play situations. Moreover, it points out the teacher’s crucial role in creating suitable play environments, providing feedback in play, and facilitating sustained shared thinking after play. The article is based on the didactic development project “je-desto”, which aims to promote play-based science learning in kindergarten by familiarizing kindergarten teachers with this promising didactic approach. Accordingly, this article provides kindergarten teachers and experts in subject didactics an answer to what play-based physics learning can look in practice.
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Biedenbach, Jana, und Verena Spatz. „Using the Design-Based Research Approach to Develop and Evaluate a New Study Module about Knowledge Acquisition in Science“. Journal of Physics: Conference Series 2727, Nr. 1 (01.03.2024): 012007. http://dx.doi.org/10.1088/1742-6596/2727/1/012007.
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Abstract The research approach design-based research has become more popular in recent years, also in the field of science didactics. Representatives of this field usually explicitly distinguish themselves from evaluation. In contrast, we have formed a synthesis of both research approaches for our development and evaluation project. By conducting the development and evaluation according to a design-based research process, we are able to take advantage of the added value of the design-based research approach. This article describes the philosophy of our research with the image of the didactic engineer and gives an insight into the implementation through the concrete description of our project, the development and evaluation of a new study module on knowledge acquisition in science for pre-service teachers. Finally, we discuss the added value of the elements of design-based Research compared to a pure evaluation and where the limits lie regarding the claims of design-based research.
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Attoe, C., A. Vishwas und S. Cross. „Comparing the educational impact of simulation training to role play and didactic teaching for integrating mental and physical healthcare“. European Psychiatry 41, S1 (April 2017): S602—S603. http://dx.doi.org/10.1016/j.eurpsy.2017.01.941.
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IntroductionAddressing the interaction between mental and physical health to provide more integrated healthcare has been highlighted as an international priority for health and education systems. Educational interventions focusing on multi-disciplinary, interprofessional approaches to integrated mental and physical healthcare are an essential part of transforming health systems. Simulation training is one tool by which such training can be delivered, in contrast to traditional teaching methods. However, simulation training can be high-cost and clarity over the impact is required.AimTo compare simulation training for integrating mental and physical health to role-play and didactic teaching, on their effect on confidence, knowledge, and attitudes of participants.MethodsParticipants in simulation training (n = 24) and role play plus didactic teaching (n = 87) both completed self-report measures of confidence and knowledge in working with mental and physical health needs, as well as the Readiness for interprofessional learning scale (RIPLS) collecting attitudes towards interprofessional collaboration. All participants also completed post-course qualitative feedback form with open questions.ResultsT-tests found statistically significant increases in confidence and knowledge following both educational interventions. T-tests showed statistically significant increases in attitudes to interprofessional collaboration (RIPLS) following simulation training, while there were no statistically significant changes after role-play and didactic teaching. Thematic analyses of post-course open questions demonstrated differing learning outcomes.ConclusionsSimulation training appears to have a different and beneficial impact to role play and didactic teaching alone, when training participants on integrating mental and physical health.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Waitt, Peter, Shillah Nakato, Rodgers Ayebare, Umaru Ssekabira, Judith Nanyondo, Catriona Waitt, Stephen Okoboi und Mohammed Lamorde. „Onsite Mentorship Model for Isolation and Management of Viral Hemorrhagic Fever Syndromes at a Ugandan Hospital“. Infection Control & Hospital Epidemiology 41, S1 (Oktober 2020): s491—s492. http://dx.doi.org/10.1017/ice.2020.1167.
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Background:Uganda is prone to viral hemorrhagic fever (VHF) outbreaks. Infection prevention and control capacity is critical to supporting patient care, to preventing nosocomial transmission to health workers, and to limiting spread within the community. Offsite didactic training may increase healthcare worker knowledge, but this approach may be inadequate for assuring confident execution of practical clinical tasks in patient care settings. We aimed to develop a competency-based, onsite mentorship model for sentinel case isolation and management of viral hemorrhagic fever syndromes in Uganda. Methods: The Naguru Regional Referral Hospital (China Uganda Friendship Hospital) Kampala was selected as a site for training after its designation by the Uganda Ministry of Health (MoH) as facility for isolation of healthcare workers with suspected or confirmed VHF. The need for mentorships was determined from information from training providers, MoH assessments, hospital management, and key hospital staff. A list of skills was developed by reviewing WHO case management guidelines and Uganda-approved VHF trainings. The skills, exercised using scenario-based drills, focused on safety practices, identification and isolation of suspect cases, and delivery of optimized clinical care to suspected cases of VHF, among others. Trained facilitators (n = 2–4) supervised drills attended by staff from Naguru and other Kampala-based health facilities. Drills were scheduled weekly and were ordered to progressively increase in complexity. Specific drills could be repeated at the subsequent mentorship visit if gaps were identified. Results: Over 3 months, 12 drills were completed (Table 1). Cadres trained included 10 medical doctors, 12 nurses, 3 clinical officers, 5 laboratory technicians, 6 hygienists, 2 security officers, and 3 administrative officers. On average, 8 hospital staff attended weekly drills. During 3 months of the intervention, 1 suspected case of VHF and 3 cases with laboratory confirmed cholera were managed by the hospital team, and staff demonstrated the capacity for safe handling of patients with infectious bodily fluids. Barriers encountered included practice fatigue from repeated drills, challenges with team cohesion since members were from different institutions, limited personal protective equipment for repeated trainings, and competing routine hospital activities that reduced numbers of staff available for training. Repeated drills included clinical management, cadaver management, and infectious spills. Conclusions: This onsite mentorship project supported healthcare workers to gain confidence in the management of suspected VHF infection and other highly infectious diseases. Continued mentorship, hospital administration support and increase in exercise complexity are needed to consolidate on these gains.Funding: NoneDisclosures: Mohammed Lamorde reports contract research for Janssen Pharmaceutica, ViiV, and Mylan.
Dissertationen zum Thema "Didactic and play-Based contract"
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Boissiere, Alix. „Jeux et apprentissages mathématiques : de la conception d’un jeu de société à un ingénierie didactique et ludique“. Electronic Thesis or Diss., Université de Montpellier (2022-....), 2023. http://www.theses.fr/2023UMONS075.
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La thèse porte sur l’usage des jeux de société dans l’enseignement des mathématiques en classe ordinaire. Elle vise à formaliser l’expérience acquise au sein du collectif Plaisir Maths, où nous avons développé des compétences et des outils pour créer des animations didactiques et ludiques et former des enseignants à l'utilisation du jeu en classe.Notre thèse s’inscrit dans le prolongement des travaux de recherche de Pelay* (2011) en didactique des mathématiques, en mettant la dialectique jeu-apprentissage au cœur de sujet de recherche. En effet, nos questions de recherche portent :- sur l’identification caractéristiques de jeux pouvant être utilisés à la fois en contexte purement ludique (en animations socio-culturelles, à la maison) et être inséré dans une ingénierie didactique en contexte scolaire, d’une part,-sur les conditions et contraintes de développement d’ingénieries didactiques permettant de faire cohabiter des enjeux didactiques et des enjeux ludiques, d’autre part.La thèse est divisée en cinq chapitres :- Le premier chapitre traite de la problématique de la recherche, examine l'état des recherches en didactique des mathématiques liées à la dialectique jeu-apprentissages, précise les questions de recherche, et présente les concepts et les outils méthodologiques utilisés dans l'étude.- Le deuxième chapitre revient sur le concept de contrat didactique et ludique développé par Pelay (2011) et présente la caractérisation des différents contrats ainsi qu’un exemple d'utilisation.- Le troisième chapitre décrit le développement du jeu de société "l'Atelier des potions" autour du concept de fraction, en mettant en évidence les considérations didactiques intégrées au jeu.- Le quatrième chapitre présente une ingénierie didactique et ludique sur la décomposition additive des fractions, conçue autour de "l'Atelier des potions", en expliquant comment les choix des valeurs des variables didactiques ont été influencés par des considérations à la fois didactiques et ludiques.- Le cinquième et dernier chapitre se consacre à la présentation de l'expérimentation de laboratoire et à son analyse ultérieure.Nous terminons par les résultats obtenus et les perspectives ouvertes par ce travail.* Pelay N. (2011). Jeu et apprentissages mathématiques: élaboration du concept de contrat didactique et ludique en contexte d’animation scientifique, thèse de l’université Claude Bernard Lyon 1This Ph.D. thesis focuses on the use of board games in the teaching of mathematics in ordinary classrooms. Its aim is to formalize the experience gained within the Plaisir Maths collective, where we have developed skills and tools for creating didactic and play-based animations and for training teachers in using games in the classroom.Our thesis builds upon the research work of Pelay* (2011) in didactics of mathematics by placing the dialectic of play and learning at the heart of the research subject. In fact, our research questions revolve around:- Identifying characteristics of games that can be used both in purely playful contexts (in socio-cultural events or at home) and integrated into didactic engineering in a school context.- Exploring the conditions and constraints for developing didactic engineering that allows the coexistence of didactic and play-based objectives.The thesis is divided into five chapters:- The first chapter addresses the research problem, examines the state of research in didactics of mathematics related to the play-learning dialectic, specifies the research questions, and introduces the concepts and methodological tools used in the study.- The second chapter revisits the concept of didactic and play-based contracts developed by Pelay (2011) and presents the characterization of different contracts along with examples of their usage.- The third chapter describes the development of the board game "l’Atelier des potion" centered around the concept of fractions, highlighting the didactic considerations integrated into the game.- The fourth chapter presents a didactic and play-based engineering approach for the additive decomposition of fractions, designed around "l’Atelier des potion", explaining how the choices of values for the didactic variables were influenced by both didactic and play-based considerations.- The fifth and final chapter is devoted to the presentation of the laboratory experimentation and its subsequent analysis.We conclude with the results obtained and the perspectives opened up by this work
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Chervenak, Rachel. „Play in Kindergarten: Perspectives of a Full- and Half-Day Kindergarten Teacher“. Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307916817.
Der volle Inhalt der QuelleBücher zum Thema "Didactic and play-Based contract"
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Mendelson, Paul. Thinking about Bridge: A Thought-Based Approach to Declarer Play, Defence and Bidding Judgement. Little, Brown Book Group Limited, 2018.
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Thinking About Bridge: A thought-based approach to declarer play, defence and bidding judgement. Robinson, 2018.
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Babor, Thomas F., Jonathan Caulkins, Benedikt Fischer, David Foxcroft, Keith Humphreys, María Elena Medina-Mora, Isidore Obot et al. Preventing illicit drug use by young people. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818014.003.0008.
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Amongst the plethora of school, education, and community-based prevention programmes, there is evidence that some approaches can delay the initiation of drug and alcohol use. A small number of high quality studies find evidence of protection from specific family-based or classroom-management programmes in preventing drug or alcohol use. It is notable that these programmes do not focus exclusively or specifically on drug or alcohol use per se. Rather, their aim is to improve behaviour and social skills more generally, within the family or classroom environment. These programmes also show evidence of wider effect beyond drugs or alcohol. In contrast, purely didactic prevention programmes have no evidence of effectiveness, whether delivered through the mass media, in the community, or in the classroom.
Buchteile zum Thema "Didactic and play-Based contract"
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Huntjens, Patrick. „Towards a Natural Social Contract“. In Towards a Natural Social Contract, 27–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67130-3_3.
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AbstractIn this chapter I will explain why and how the sustainability transition is humankind’s search for a new social contract: a Natural Social Contract (conceptualization by author). I will start with a brief introduction on the origins of the social contract (Sect. 3.1), followed by a debate on the question whether there can be human progress without economic growth (Sect. 3.2) and a section on redesigning economics based on ecology, including circular and regenerative economies and cultures (Sect. 3.3). This chapter includes a debate on the role and scope of the free market (Sect. 3.4), as well as an examination of how the Anglo-Saxon and Rhineland models fare in this debate (Sect. 3.5). This chapter will also describe why we need a new social contract and what it should entail (Sect. 3.6). In doing so, I will embark on a quest for a Natural Social Contract (Sect. 3.7) and its theoretical foundations with multiple dimensions and crossovers (Sect. 3.8). This section concludes with an overview of fundamentals and design principles for a societal transformation towards a Natural Social Contract (see Table 3.4), which is a summary of Sect. 3.8 shaped as a course of action and is intended to help readers to grasp the core rationale of this book. For a better understanding of, and advancing the process towards, a Natural Social Contract this chapter presents a conceptual framework for Transformative Social-Ecological Innovation (Sect. 3.9), and how this will play out at various governance levels (Sect. 3.10).
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Moos, Lejf. „Operating in an Outcomes-Based and a Democratic Bildung Discourse“. In Non-affirmative Theory of Education and Bildung, 285–301. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30551-1_13.
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AbstractThis chapter presupposes that educational practices should build on multiple sources, theories, and influences: educational philosophy, didactics, culture, policy, power, and governance, to mention the most important. A concept of discourse is introduced in order to analyse and discuss the contemporary situation. Discourses allow us to organise and structure our knowledge and apply fundamental perspectives. Two main perspectives that emerge from diverse forms of societal governance and policy are introduced and discussed: A Democratic Bildung Discourse and an Outcomes-based Discourse, which emerge in a social democratic welfare state and a neoliberal competitive state, respectively. Governance is often supported by social technologies. Governance through contracts is used increasingly often. Its operation through soft power, standards, measurement, and strategy are discussed and criticised with concepts of general education and democratic Bildung. This is also the basis for criticism of the fast-growing use of online digital technologies such as learning platforms. In light of this new situation, we need to seriously reflect on appropriate theories and practices of education.
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Connor, Melanie, Arelene Julia B. Malabayabas, Phoebe Ricarte, Matty Demont, Pham Thi Minh Hieu, Rica Joy Flor, Donald B. Villanueva, Valerian O. Pede, Annalyn H. de Guia und Martin Gummert. „Incentive Mechanisms, Monitoring and Evaluation, and Communication of the CORIGAP Project“. In Closing Rice Yield Gaps in Asia, 205–59. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37947-5_7.
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AbstractIn this chapter, we propose a framework of market-based incentive mechanisms for the adoption and scaling of sustainable production standards throughout rice value chains and review evidence of two mechanisms that have been piloted in Vietnam: “internalizing” and “embodying.” The evidence suggests that sustainable production standards can be successfully “internalized” in rice value chains through policies (public governance) that provide an enabling environment for vertical coordination and private governance of standards (e.g., through contract farming). However, the major challenge policymakers and value chain actors face for this mechanism to succeed is to reconcile differences in contract preferences between contracting parties and solve trust and coordination issues (e.g., contract breach and side-selling). Market evidence suggests that sustainable production standards can be successfully “embodied” in rice products through certification and labeling. Vietnamese consumers were found to put significant price premiums on sustainable production certification and even more so if supplemental information is provided on certification and traceability. Both examples highlight the role policymakers can play in the adoption and scaling of sustainable production standards throughout rice value chains by creating an enabling environment for vertical coordination and private sector investment in certification and information campaigns. We conclude by discussing how policymakers can overcome the challenges for these mechanisms to succeed and identifying areas for future research. Furthermore, we provide a detailed description of the monitoring and evaluation process of CORIGAP activities. We explain the development from paper-based to computer-assisted survey tools, the evaluation of changes that farmers perceive and provide a case study on impact evaluation using econometric analysis. It becomes clear that a multidimensional project like CORIGAP needs a variety of means to assess the changes on different levels. We found that farmers in all CORIGAP countries perceive positive changes. Their yields and profits have increased, and the project has exceeded its target reach in all countries. This was also due to other funding schemes that supported CORIGAP technologies and practices, such as the rollout of 1M5R in Vietnam and the 3CT in China. The project used a variety of dissemination strategies to communicate the outputs and outcomes to a plethora of different stakeholders. Among the most successful were social media campaigns, including informative videos about CORIGAP technologies and practices. The chapter closes with some anecdotal evidence of how, especially postharvest technologies, influenced policies in the CORIGAP countries. We provide lessons learned from the project to be taken care of in future projects that aim to introduce sustainable agricultural practices and technologies to improve natural resource management.
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Tiberghien, Andrée, und Patrice Venturini. „Characterisation of the didactic contract using the video of the classroom as primary data“. In Video-based Research in Education, 158–75. Routledge, 2018. http://dx.doi.org/10.4324/9781315109213-12.
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Hoyos, Veronica. „Distance Technologies and the Teaching and Learning of Mathematics in the Era of MOOC“. In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 137–64. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch006.
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This chapter reviews conceptual elements expanding study of recent theoretical frameworks for analyzing online courses for mathematics teaching and learning. A critical analysis is conducted about the peculiarities of the current online teaching and learning courses called Massive Open Online Courses (MOOC) available for supporting teachers in the teaching of mathematics with technologies. Analysis is based on the extension and implementation of key concepts of the didactic theory of mathematics, namely didactic transposition and teaching contract. Theory extensions, as computational transposition and epistemological and didactic validity, support reflections of online professional development of mathematics teachers from results of innovative experiences in distance education. The overall analysis highlights problems associated with the physical distance between actors involved in online educative modalities related to teaching and learning of mathematics with technologies and the virtual character of educational Internet resources and its impact on the type of acquired knowledge.
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Arvind, TT. „16. Compensatory remedies“. In Contract Law, 467–505. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198829263.003.0016.
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This chapter considers compensatory damages, the primary remedy for breach of contract which an affected party can seek in English law. It first examines how the courts assess and award damages based on two approaches: expectation interest and reliance interest. In particular, it looks at the various measures of damages such as the loss of profit measure, the ‘cost of cure’ and ‘difference in value’ measures, loss of amenity and disappointed expectations, and the loss of chance measure. The chapter also discusses the various ways in which compensatory remedies can be limited in law by focusing on the principles of causation, mitigation, and remoteness. Finally, it evaluates the role damages play in contract law and suggests that English law gives the parties a good deal of freedom to design remedies, which parties can use when designing contracts.
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Arvind, TT. „16. Compensatory remedies“. In Contract Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198703471.003.0016.
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This chapter considers compensatory damages, the primary remedy for breach of contract which an affected party can seek in English law. It first examines how the courts assess and award damages based on two approaches: expectation interest and reliance interest. In particular, it looks at the various measures of damages such as the loss of profit measure, the ‘cost of cure’ and ‘difference in value’ measures, loss of amenity and disappointed expectations, and the loss of chance measure. The chapter also discusses the various ways in which compensatory remedies can be limited in law by focusing on the principles of causation, mitigation, and remoteness. Finally, it evaluates the role damages play in contract law and suggests that English law gives the parties a good deal of freedom to design remedies, which parties can use when designing contracts.
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Arvind, TT. „16. Compensatory remedies“. In Contract Law, 468–506. Oxford University Press, 2022. http://dx.doi.org/10.1093/he/9780198867777.003.0016.
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This chapter considers compensatory damages, the primary remedy for breach of contract which an affected party can seek in English law. It first examines how the courts assess and award damages based on two approaches: expectation interest and reliance interest. In particular, it looks at the various measures of damages such as the loss of profit measure, the ‘cost of cure’ and ‘difference in value’ measures, loss of amenity and disappointed expectations, and the loss of chance measure. The chapter also discusses the various ways in which compensatory remedies can be limited in law by focusing on the principles of causation, mitigation, and remoteness. Finally, it evaluates the role damages play in contract law and suggests that English law gives the parties a good deal of freedom to design remedies, which parties can use when designing contracts.
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Clare, David. „Mary Balfour’s Kathleen O’Neil (1814)“. In The Golden Thread, 85–96. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800859463.003.0007.
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While the Derry-born Anglican writer Mary Balfour may have championed the culture of the Irish Gaelic majority of Ireland in her work, her Ulster Scots background manifests itself in various ways in her only play, the 1814 melodrama Kathleen O’Neil. This play is set in a Gaelic kingdom in Ulster in the Middle Ages. Although she is highly critical of Scotland and Scots throughout the script, she demonstrates an awareness of the persistent connection that has existed between Ulster and Scotland throughout recorded history. This stands in sharp contrast to Balfour’s Church of Ireland contemporaries who were not from Ulster Scots backgrounds; they either damn Ulster as a thoroughly “Scottish colony” or regard all Ulster Scots as uncomplicatedly Irish. Balfour’s Ulster Scots background is also apparent in the didactic passages about religion in the script. She uses characters to voice anachronistic “Protestant” critiques of aspects of Catholicism she finds worrying.
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McKendrick, Ewan. „23. Damages“. In Contract Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198808169.003.0023.
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This chapter examines the entitlement of a claimant to recover damages in respect of a breach of contract committed by the defendant, and is organized as follows. Section 2 discusses the different measures of damages that can be awarded, while Section 3 analyses the performance interest. Section 4 examines the circumstances in which a claimant can seek damages based on his ‘reliance’ losses rather than his performance interest, while Section 5 discusses the circumstances in which damages may be awarded to protect the claimant’s ‘restitution’ interest. Section 6 examines the entitlement of a claimant to recover damages in respect of non-pecuniary losses, particularly ‘mental distress’. Section 7 considers the general rule that damages are assessed as at the date of breach and the exceptions to that rule, while Section 8 considers the various doctrines which the courts use in order to keep liability within acceptable bounds. These include remoteness, mitigation, and contributory negligence. Section 9 examines the circumstances in which a defendant can be ordered to account to a claimant for the profits that he has made from his breach of contract. Section 10 looks at the possibility that exemplary damages might play a role in breach of contract cases. The chapter concludes, in Sections 11 and 12, with a discussion of agreed damages clauses (and related clauses) and their legal regulation.
Konferenzberichte zum Thema "Didactic and play-Based contract"
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Ceconello, Mauro Attilio, Davide Spallazzo und Martina Scianname'. „Taking students outside the classrooms. Location-based mobile games in education“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9257.
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The contribution aims at corroborating location-based mobile games as models for the integration of digital technologies in the educational field. They demonstrated to be valid alternatives to formal education in the applied research project: Play Design!, which addressed to high school students, interested in design-related matters, and intends to valorise the Italian design culture, transforming Milan into the stage of a double-sided story. Design is here highlighted both as a cultural heritage and a discipline, inducing the development of two different games sharing a common didactic aim: D.Hunt and D.Learn. The first one is a mobile treasure hunt illustrating the excellences of the creative production of the country, and the renowned protagonists and places of Italy- and Milan-based design: a cultural background to be preserved and valorised. The second one, instead, is a role-play, cooperative and competitive game which depicts the city as a hub for schools and universities, where design is considered a subject for didactic courses, a combination of theories and practices to be transmitted and implemented. Then, the two mobile, location-based serious games exploit this copious and multifaceted material for evident learning purposes, joining the examples of informal education to increasingly follow in future technology developments.
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González-Gracia, Elena, und Francisco Pinto Puerto. „Comunicación y dibujo“. In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11565.
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Learning autonomy involves the student as an active agent, makes them assume a dynamic role in the classroom and take responsibility for their learning. Their ideas are the protagonists of the sessions and the teacher limits himself to the prior construction of the experience and its coordination. In this way, students take advantage of their potential development, use their prior knowledge, their intuitive-reflective capacity and the feedback they receive in the classroom. This communication presents a teaching innovation model based on this didactic principle, put into practice in the subject of Drawing 1. Geometry and perception, with students who have just arrived at the Seville School of Architecture. This model includes compare and contrast activities, problem-based learning, and actions to evaluate and verify results. La autonomía de aprendizaje conlleva que el estudiante sea un agente activo, asuma un papel dinamizador en el aula y se responsabilice de su aprendizaje. Sus ideas juegan un papel protagonista en las sesiones y el profesor se ciñe a la construcción previa de la experiencia y a coordinarla. De esta forma se exprime el desarrollo potencial de los estudiantes, que aprovechan al máximo sus conocimientos previos, su capacidad intuitivo-reflexiva y la retroalimentación que se produce en el aula. En esta comunicación se presenta un modelo de innovación docente basado en este principio didáctico, puesto en práctica en la asignatura de Dibujo 1. Geometría y percepción con los estudiantes recién llegados a la Escuela de Arquitectura de Sevilla. Este modelo incluye actividades de contraste, el aprendizaje basado en problemas y la programación de acciones para evaluar y verificar los resultados.
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Ionita, Mirela, Veronica Pastae und Ciprian Pripoaeserbanescu. „COMMON VISUALITY PRACTICES IN E-LEARNING“. In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-016.
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Despite the fact that images have always been an important part of our daily lives, many contemporary didactic approaches stem from the view that verbal communication is the primary source of information. Given this deeply rooted belief, methodologists (designers of educational content) continue to act as if visual elements could only play a secondary role in the teaching process. Nonetheless, these specialists admit that the perceptions of present-day students, who belong to the digital native generation are inclined to the visual, especially due to the popularity of the digital media, which mainly rely on images. Ever since the 17th century pedagogue Comenius, it has been known that images arouse one’s curiosity and enhance students' pleasure to learn. Whether spoken or written, bulk texts are tedious and tiring if they lack illustrations. Now that we live in an image-based society, researchers should be concerned with how to use the huge potential of visuality in the teaching-learning process. Behavioral psychology studies have shown that images are processed by the brain quicker than text and they are retained more easily than words. Furthermore, research results have proved that with both preschoolers and adults, learning is more effective if images are used as memory aids to acquire information. In the present article we shall reassess the didactic importance of visuality in the context of an image-dominated society. First, we shall define visuality from several pedagogy-related perspectives in order to reveal its usefulness for didactic approaches, based on the inventory of visual typology in the digital environment. Thus, we shall explain the concept of image, starting from the polysemy of the term (which includes optical, mental, sociological, psychological aspects, etc.) and we shall deal with “visual language”. We shall emphasize the intentionality behind images, namely that they are designed to carry information, social values and representations. Then, we shall provide a basis for further analysis by reviewing image typology and the principles of visual representations. The socio-communicative functions of images will provide us with the premises for reconsidering the use of visual elements in contemporary didactic approaches, in the context of the multimedia trend. Next we shall deal with the contextual significance of image as a visual argument in the didactic approach. Finally, we shall highlight the role of visuality in learning, starting from the explicit vs. implicit nature of images, and we shall put forward some criteria for assessing image use in order to prove the effectiveness of the visual component in contemporary pedagogy.
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Prandner, Dimitri, und Katrin Hasengruber. „Embracing the digitalization of research education? How social science research education was influenced by the COVID-19 pandemic“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12984.
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The COVID-19 pandemic led to a strong digitalization push at university level teaching. The latter had to be converted to distance modes quickly. This paper discusses the consequences of these developments for the field of social science research education, a discipline where the personal interaction between lecturers and students traditionally plays a major role in the transfer of knowledge and competences. Accordingly, we ask whether lecturers accepted distance learning as part of their work and if they will implement the associated digital teaching modalities into their regular teaching repertoire in the future. Furthermore, indicators shaping the acceptance of future distance teaching are explored. The article is based on a continuous online survey of lecturers (n = 169) who teach social science methods and methodology at Austrian public universities. The results of this study show that more than 40 % of the sample with or after the experience of distance teaching will retain some aspects of it in their teaching due to the CODIV-19 pandemic. In particular, the evaluation of the preparation effort, the interaction with students and the attitude toward new didactic methods play a central role in the acceptance of distance teaching.
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Oprescu, Claudia, und Bogdan Tiganoaia. „STUDENTS' PERCEPTIONS TOWARD THE QUALITY OF ONLINE EDUCATION DURING COVID-19 PANDEMIC“. In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-127.
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COVID-19 pandemic has not only impacted human life but also impacted quality of online education, right after the shift from traditional face-to-face to e-learning. This study was conducted to investigate the perception of this type of learning amongst UPB students, being focused around the following areas: number of students taking online courses and the geographic areas served, quality standards for online learning and supportive services, planning and leadership in online learning.This study utilized quantitative methods and was conducted by distributing an online questionnaire to UPB's students. A total of 231 valid unduplicated responses were used to investigate the perceptions of online course-management, underlying factors that contribute to those perceptions (positive or negative), reconsidering the overall online learning activities initiated by university teachers. The following independent variables were investigated in this survey, based on students own online learning experiences, in contrast to traditional learning: interactivity, teacher facilitation, structure, learning style and self-motivation. The findings of this research revealed that electronic learning, the core method of teaching the curriculum due to the wide worldwide spread the COVID-19 pandemic, requires an improvement of online instructional practices, in terms of a more interactive active approach, a well-thought-out strategy, a conceptual framework of online education combining knowledge from different domain: Pedagogy, Didactic, Computer Assisted Instruction (CAI), IT and Psychology - as potential determinants of a successful online learning. The observations captured in this report reflect the measure of satisfaction of UPB's students regarding the educational services offer of the learning program, adapted to the online environment, taking into account the specificities of this organization and communication environment.
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Tombolato, Monica. „RENEWING THE CURRICULUM TO PROMOTE EPISTEMIC COGNITION IN THE KNOWLEDGE SOCIETY: SOME PROCEDURAL PRINCIPLES“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end087.
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"In our Knowledge Society, the division of cognitive labor, the specialization of knowledge and the brisk growth of new information and communication technologies provide a complex challenge for those tasked with selecting what is worth teaching and how to do it. The ease of access to information due to advanced and user-friendly technologies often gives us the illusion to know more than we actually do. This “epistemic disease” is a danger to both democracy and public health. The educational system must therefore encourage good epistemic habits consistent with responsible citizenship. From a didactic perspective, this requires updating the curriculum in the light of the educational challenge of the 21st century: making students aware of what knowledge is and what knowing means by fostering their epistemic cognition. Since epistemic cognition is concerned with the acquisition of a habitus, that is, a durable disposition to act in a certain way under certain circumstances (second-level curriculum objective), curriculum updating should not be reduced to a mere quantitative increase in the knowledge to be taught. On the contrary, this revision should address, on a qualitative level, how the selected disciplinary content is didactically transpose. In this contribution, we intend to propose some procedural principles – conceived as pragmatic patterns of behavior – that can help teachers design instructional activities consistent with the goal of promoting students’ epistemic cognition. These procedural principles will be formulated based on a conception of discipline as a correlated system of epistemic products and expert practices of knowledge construction, validation, evaluation and justification."
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Munteanu, Dan, und Nicoleta Munteanu. „COMPARISON BETWEEN ASSISTED TRAINING AND CLASSICAL TRAINING IN NONFORMAL LEARNING BASED ON AUTOMATIC ATTENTION MEASUREMENT USING A NEUROFEEDBACK DEVICE“. In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-041.
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The non-formal education consists in the expression of personal interests through the voluntary participation of the young person in activities that are of interest or attract him directly in order either to spend free time in a constructive manner, or to develop personality or to grasp special talents in - an institutionalized framework. Attention is the process that ensures the active orientation of the body to the message selection, the anticipatory reception and executory adjustment, as well as the intermittent focusing. In general, in the educational instructive process, attention is monitored by direct observation of students. A neurofeedback device (mini-electroencephalograph) has been used in our study to measure attention, a Neurosky device called MindWave Mobile 2 designed to record the electrical impulses emanating from different brain areas (areas G for ground and A1/FP1 of the 1020 system - on standardized placement of electrodes on the head for EEG measurements). With the help of the device and its related software, the level of attention has been recorded from several students over multiple lessons for Logic Games subject, first using a classical teaching method, and then using predominantly didactic play, the transmission of learning contents in interdisciplinary ways through computer-assisted instruction or using musical background. The MindWave Mobile 2 headset connects wireless to computer through Bluetooth and, using the built-in electrode, raw EEG power spectrum is analyzed and an integer value per second in interval 0 and 100 is delivered for attention. Distraction, lack of focus, or anxiety can reduce the level attention. To facilitate further input data analysis, we considered the following reference intervals: - under 40 = lack of concentration; - between 40-60 = diffuse attention; - between 60-80 = state of concentration; - between 80-100 = state of maximum concentration. To complete the experiment, we counted, analyzed, and compared the total number of minutes with different levels of attention within each lesson type - classical and computer-assisted instruction - per student, and the resulted data was illustrated in a graph. As a result, it was observed that the average level of attention was increased on the use of assisted training. Through this device, the teacher will know exactly what each student's intellectual effort curve is, when, how, and how much to intervene to resuscitate students' interest in the lesson.
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Wamuziri, Sam. „Honour codes and their influence on academic integrity in engineering education“. In World Construction Symposium - 2023. Ceylon Institute of Builders - Sri Lanka, 2023. http://dx.doi.org/10.31705/wcs.2023.45.
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The subject of academic dishonesty at colleges and universities is an old one. However, it is now increasingly believed to be an area of discussion and concern world-wide. Academic dishonesty takes many forms. These include plagiarism, cheating in examinations, contract cheating, etc. The causes of academic dishonesty include lack of awareness particularly in relation to plagiarism, student perceptions of peer behaviour, failure to integrity students into the academic community and financial, time or academic pressures, etc. Honour codes have for long been developed and implemented at colleges and universities in the USA. Honour codes include traditional or modified honour codes. Honour codes underline the core values of an institution and enable students to play a much bigger role to influence peer behaviour and to police academic misconduct. Honour codes promote holistic growth and development of students rather than focussing on the punitive nature of academic integrity policies per se. The work reported in this paper is based on a literature review and concludes that tackling academic dishonesty effectively at colleges and universities require a multi-pronged approach including implementation of the academic integrity policies, the honour code, creative pedagogical practices and a supportive approach to learning and development of students’ skills.
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Welch, Michael, und Rajan Patel. „Can Propane Displace Diesel as a Fuel for Power Generation?“ In ASME 2017 Power Conference Joint With ICOPE-17 collocated with the ASME 2017 11th International Conference on Energy Sustainability, the ASME 2017 15th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2017 Nuclear Forum. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/power-icope2017-3078.
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Access to electricity is a key necessity in today’s World for economic growth and improvements in quality of life. However, the global challenge is addressing the so-called Energy Trilemma: how to provide secure, affordable electricity while minimizing the impact of power generation on the environment. The rapid growth in power generation from intermittent renewable sources, such as wind and photovoltaics, to address the environmental aspect has created additional challenges to meet the security of supply and affordable electricity aspects of this trilemma. Fossil fuels play a major role in supporting intermittent renewable power generation, rapidly providing the security of supply needed and ensuring grid stability. Globally diesel or other fuel oils are frequently used as the primary fuel or back-up fuel for fossil-fueled power generation plants at all scales, from a few kiloWatts to hundreds of MegaWatts, and helps provide millions of people with secure electricity supplies. But diesel is a high polluting fuel, emitting high levels of carbon dioxide (CO2) per unit of fuel input compared to natural gas, as well as high levels of combustion contaminants that are potentially hazardous to the local environment and human health. Additionally, diesel can be a high cost fuel in many countries, with imports consuming significant portions of sometimes scarce foreign currency reserves. Most observers consider that natural gas is the ‘fuel of choice’ for fossil power generation due to its reduced CO2 emissions compared to coal and diesel. However, access to gas supplies cannot be guaranteed even with the increased availability of Liquefied Natural Gas (LNG) and Compressed Natural Gas (CNG). Additionally where natural gas is available, operators may opt for an interruptible gas supply contract which offers a lower tariff than a firm gas supply contract, therefore there is a need for a back-up fuel to ensure continuous power supplies. While traditionally diesel or Heavy Fuel Oil (HFO) has been used as fuel where gas is not available or as a back-up fuel, propane offers a cleaner and potentially lower cost alternative. This paper compares the potential economic, operational and environmental benefits of using propane as a fuel for gas turbine-based power plants or cogeneration plants.
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Barone, Inese, und Baiba Kaļķe. „Parents’ Expectations about Children’s Education Targets in the Future Perspective in Latvia“. In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.65.
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Parents are important educational partners in schools as they are the first educators of their children and play an important role in their children’s education, educational targets, and future professions for their children. Parents have their expectations about their children’s educational targets but are these expectations connected with targets defined in education documents, and more important – are these expectations aimed at the future perspective of education? The purpose of the study was to compare the educational targets of parents with educational targets defined in education documents – Latvia education system change project “School 2030” (Skola 2030), Sustainable Development Strategy of Latvia until 2030, and UNESCO new social contract for education for 2050. The methodology used in this study was an express – survey for parents, in May 2022, with the open question “What do you expect for your child’s educational targets?”; literature and source analysis with mapping review strategy, documents detecting the perspective of the education; finding educational target keywords, analysing data, and synthesising categories with data collected in express – survey; data analysis was done using data identifying method by selected keywords. Analysing three educational documents with the future perspective, 7 educational targets as keywords were found and analysed – curricula and skills, cooperation and collaboration, digitalization, inclusion, sustainability, research and innovations, and globalisation. 240 respondents participated in the express survey, detecting the problem of the research, that parents’ expectations only partly overlap educational targets defined in education documents. Analysing survey data, family and parents cannot be considered as educational partners in the educational process as is shown in literature and document analysis. There are two main survey answer tendencies – child-centred education and education based on knowledge and achievements. Parents’ behaviour is customer – centred, what is that school can provide for a child’s education.
Berichte der Organisationen zum Thema "Didactic and play-Based contract"
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Finkelshtain, Israel, und Tigran Melkonyan. The economics of contracts in the US and Israel agricultures. United States Department of Agriculture, Februar 2008. http://dx.doi.org/10.32747/2008.7695590.bard.
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Research Objectives 1) Reviewing the rich economic literature on contracting and agricultural contracting; 2) Conducting a descriptive comparative study of actual contracting patterns in the U.S. and Israeli agricultural sectors; 3) Theoretical analysis of division of assets ownership, authority allocation and incentives in agricultural production contracts; 4) Theoretical analysis of strategic noncompetitive choice of agricultural production and marketing contracts, 5) Empirical studies of contracting in agricultural sectors of US and Israel, among them the broiler industry, the citrus industry and sugar beet sector. Background Recent decades have witnessed a world-wide increase in the use of agricultural contracts. In both the U.S. and Israel, contracts have become an integral part of production and marketing of many crops, fruits, vegetables and livestock commodities. The increased use of agricultural contracts raises a number of important economic policy questions regarding the optimal design of contracts and their determinants. Even though economists have made a substantial progress in understanding these issues, the theory of contracts and an empirical methodology to analyze contracts are still evolving. Moreover, there is an enormous need for empirical research of contractual relationships. Conclusions In both U.S. and Israel, contracts have become an integral part of production and marketing of many agricultural commodities. In the U.S. more than 40% of the value of agricultural production occurred under either marketing or production contracts. The use of agricultural contracts in Israel is also ubiquitous and reaches close to 60% of the value of agricultural production. In Israel we have found strategic considerations to play a dominant role in the choice of agricultural contracts and may lead to noncompetitive conduct and reduced welfare. In particular, the driving force, leading to consignment based contracts is the strategic effect. Moreover, an increase in the number of contractors will lead to changes in the terms of the contract, an increased competition and payment to farmers and economic surplus. We found that while large integrations lead to more efficient production, they also exploit local monopsonistic power. For the U.S, we have studied in more detail the choice of contract type and factors that affect contracts such as the level of informational asymmetry, the authority structure, and the available quality measurement technology. We have found that assets ownership and decision rights are complements of high-powered incentives. We have also found that the optimal allocation of decision rights, asset ownership and incentives is influenced by: variance of systemic and idiosyncratic shocks, importance (variance) of the parties’ private information, parameters of the production technology, the extent of competition in the upstream and downstream industries. Implications The primary implication of this project is that the use of agricultural production and marketing contracts is growing in both the US and Israeli agricultural sectors, while many important economic policy questions are still open and require further theoretical and empirical research. Moreover, actual contracts that are prevailing in various agricultural sectors seems to be less than optimal and, hence, additional efforts are required to transfer the huge academic know-how in this area to the practitioners. We also found evidence for exploitation of market powers by contactors in various agricultural sectors. This may call for government regulations in the anti-trust area. Another important implication of this project is that in addition to explicit contracts economic outcomes resulting from the interactions between growers and agricultural intermediaries depend on a number of other factors including allocation of decision and ownership rights and implicit contracting. We have developed models to study the interactions between explicit contracts, decision rights, ownership structure, and implicit contracts. These models have been applied to study contractual arrangements in California agriculture and the North American sugarbeet industry.