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Zeitschriftenartikel zum Thema "Principles for distance teaching of geography"
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Rosales-Asensio, Enrique, Carlos Sierra, Clara Pérez-Molina, Jesús Romero-Mayoral und Antonio Colmenar-Santos. „Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education“. Sustainability 13, Nr. 18 (18.09.2021): 10437. http://dx.doi.org/10.3390/su131810437.
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This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in electrical engineering, electronics and industrial control given at the National Distance Education University (UNED) in Spain. This practice was applied to a research project in which the private sector was interested in. We have been aiming at increasing academia–industry interaction while promoting active learning; both are principles advocated by the European Higher Education Area (EHEA). Having applied this strategy, the module learning outcomes were evaluated following the guideline standards set by the National Agency for Quality Assessment of Universities (ANECA) of the Spanish Government. The results from this evaluation indicated that CRP, even when carried out by using distance learning, has encouraged the students’ interest in both research and the module. It has also fostered collaboration between students and lecturers while increasing their degree of satisfaction. We highlight the difficulties in merging all the outcomes from the students’ research as the main drawback.
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Dinis, Raquel José de Jesus Vigário, João José Monteiro Mora Porteiro, Susana Goulart Costa und Rute Isabel Rodrigues Dias Gregório. „Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)“. Cadernos de Educação Tecnologia e Sociedade 11, Nr. 4 (29.12.2018): 594. http://dx.doi.org/10.14571/brajets.v11.n4.594-612.
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The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.
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Plieninger, Tobias, Nora Fagerholm und Claudia Bieling. „How to run a sustainability science research group sustainably?“ Sustainability Science 16, Nr. 1 (25.08.2020): 321–28. http://dx.doi.org/10.1007/s11625-020-00857-z.
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AbstractRigorous sustainability science includes addressing pressing real-world problems, weaving multiple knowledge systems, and striving for transformative change. However, these key attributes of sustainability science often conflict with university structures and established academic work practices, for instance with regard to frequent long-distance travel. Such contradictions between key principles of sustainability and everyday practices are experienced by many researchers not only at university level, but also in their individual behaviors. To help resolve this widespread divergence, we present ten principles to foster the sustainability of a research group working in sustainability science, based on our personal experiences and experiments as research group leaders. These principles comprise: (1) monitor the environmental footprint, (2) foster learning and innovation, (3) reduce the environmental footprint, (4) nurture campus sustainability, (5) embrace sustainability in private life, (6) constructively deal with environmental anxiety, (7) design research projects for sustainability impact, (8) engage with stakeholders, (9) capitalize on sustainability teaching, and (10) recognize biases and limits. Applying sustainability principles in everyday research practices can provide important social tipping points that may trigger the spreading of new social norms and behaviors.
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Boton, Conrad. „Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study“. Sustainability 12, Nr. 20 (19.10.2020): 8665. http://dx.doi.org/10.3390/su12208665.
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This article reports on a Building information modeling (BIM) distance learning experience in a pandemic context. Based on a description of the experience and a survey completed by the learners at the end of the course, the article presents and discusses various aspects of the training, including the overall satisfaction of the learners, their evaluation of the technical aspects and the practical work, as well as the proposals made to improve the course. The analysis shows that some elements of the teaching functioned well, while others were rated as being less satisfactory by the students. More specifically, the learners highlighted the need to find ways and means to improve the level of interaction, which is reduced by online education. The use of video clips as a support for practical work was recognized as being effective, but it seems useful also to resort to the use of collaborative platforms dedicated to the construction industry. A critical aspect is the remote access to computer labs with computers where the taught software is installed, as not all of the learners will always have the option of having it on their personal computers. Although the results of the experiment are difficult to generalize due to its particular context, they identify interesting avenues for improvement while paving the way to unique opportunities for the use of active pedagogy principles in BIM education.
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Soldatov, Boris, und Natalya Soldatova. „Distance education didactic principles application in teaching“. E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.
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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.
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Kraus, Kateryna, Nataliia Kraus, Petro Nikiforov, Galyna Pochenchuk und Ilona Babukh. „Information and Digital Development of Higher Education in the Conditions of Innovatyzation Economy of Ukraine“. WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 17 (07.07.2021): 659–71. http://dx.doi.org/10.37394/232015.2021.17.64.
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The article deals with key measures of establishing information and digital development of the Institute of Education in the conditions of innovativeness of Ukrainian economy. The reason that motivated the study was a number of pressing issues, such as the formation of a highly qualified specialist with new quality of digital competencies and skills based on an effective innovation and entrepreneurship university and the establishment of a quality institute of digital education in European digital educational environment, which remain little studied and need knowledge. Among the goals pursued by authors is to identify the prerequisites for accelerating the automation and digitization of the economy at different levels of economic aggregation and in terms of economic sectors; to present author’s visualization of the potential innovative ecosystem of digital business center of the university in which applicants will be able to acquire digital practical skills. The purpose of the article is to investigate the peculiarities of modern problems of higher education in Ukraine, to consider objective conditions and current tendencies of development of information society. Methods: generalization – in studying the nature of digital education; structuring – in explaining the prerequisites for reforming digital principles. Results. The scientific publication reviews the features of modern problems of higher education in Ukraine, including: lagging of scientific developments from needs of the economy, fragmentation of the use of distance learning technologies in economic specialties, inconsistency of the laboratory base of universities with a technical profile of the level of modern technologies. Scientific analysis of paradigm change in education of Ukraine is conducted. Authors’ opinion is: changes are caused by integration processes in higher education system, democratization of the process of obtaining education, introduction of tools of freedom of choice of resources, technologies. The originality of publication is that authors argue that a transformational change at the Institute of Education is a change from a passive system where learning is an audition, to an active learning system where students learn subjects/disciplines by sharing knowledge about these subjects. Value of the article is that authors outlined main areas of use of digital information technology in higher education, namely: development of educational websites and promising tools, teaching methods and technologies with a focus on development, promotion of personalized education. Conclusions. The article is devoted to the consideration of objective conditions and current tendencies of development of information society, which determine the course of automation and digitization of the provision of educational services in the conditions of innovativeness of Ukrainian economy.
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Ragan, Lawrence C. „Good Teaching is Good Teaching: The Relationship Between Guiding Principles for Distance and General Education“. Journal of General Education 49, Nr. 1 (2000): 10–22. http://dx.doi.org/10.1353/jge.2000.0006.
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Mironowicz, Izabela, und Martina Schretzenmayr. „Is This Distance Teaching Planning That Bad?“ disP - The Planning Review 56, Nr. 4 (01.10.2020): 107–21. http://dx.doi.org/10.1080/02513625.2020.1906064.
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Tolok, I. V., D. V. Zaitsev und V. V. Shvaliuchynskyi. „IMPLEMENTATION OF SOME DUAL-TECHNOLOGY TECHNOLOGIES IN REMOTE TEACHING OF MILITARY DISCIPLINES: ADVANTAGES AND PROBLEMS“. Collection of scientific works of the Military Institute of Kyiv National Taras Shevchenko University, Nr. 67 (2020): 54–61. http://dx.doi.org/10.17721/2519-481x/2020/67-06.
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The article reveals some remote technologies in teaching military training. The role of the introduction of distance learning in the system of training of reserve officers is determined. The main advantages and problems of development and implementation of distance technologies in the education of future reserve officers are listed. Distance learning is built according to the same purpose and content as face-to-face training, but the forms of material submission and the forms of interaction between the subjects of the educational process differ significantly. The didactic principles of distance learning (principles of scientific, systematic and systematic, activity, principles of developmental learning, clarity, differentiation and individualization of learning) are similar to face-to-face training, but their implementation is specific. The characteristic features of distance learning are defined, namely: interactivity of learning, flexibility of learning; modular principle in the relevant military specialty; individualization of training on the basis of an individual schedule; economics of distance learning; no problem with the acquisition of educational materials and textbooks; parallelism of distance learning; openness and objectivity of citizens' knowledge assessment; high self-organization of citizens. Some approaches to solving problems of introduction of distance education are defined: development of the concept of distance education in all sections of military training; further development and adaptation of the Military Institute's corporate network; development, placement of electronic textbooks and teaching materials on the website of the Military Institute and creation of a database of distance education; organization of interaction between all participants of the educational process; creation of a single corporate system of distance education and unified resources; organization of training and advanced training of teachers and technical staff in the field of information technology in distance education, taking into account the gradual transition in teaching, including the Tactical Training module, to NATO standards, etc.
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Kuznetsova, Olga Yu, Ludmila N. Degtyareva und Irina E. Moiseeva. „Innovative teaching methods. Problem-based learning and distance-learning technologies“. Russian Family Doctor 23, Nr. 2 (08.08.2019): 27–34. http://dx.doi.org/10.17816/rfd2019227-34.
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The article describes modern methods of education, the most effective in teaching of clinical disciplines. Outlines the basic principles of problem-oriented learning compared with traditional methods of teaching. The characteristic of distance learning technologies is given. The role of the student in the process of mastering knowledge and practical skills is emphasized. It justifies the need to use innovative technologies in medical education, especially when development of new competencies by doctors who have their own clinical experience, particularly, in geriatrics training.
Dissertationen zum Thema "Principles for distance teaching of geography"
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Crouse, Tricia Lynn. „Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics“. Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/10138.
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Recent advancements in the speed and availability of the Internet have catapulted distance education into the forefront of possible economic education alternatives. Distance learning courses are taught exclusively over the Internet. Economics distance courses provide alternatives for economics students to traditional classroom instruction, and also invite new students to the discipline who may not have otherwise enrolled. An increase in the number of distance courses in the economics field has sparked a debate over the ability of distance courses to provide equivalent educational outcomes as traditional in-class courses.
This study evaluates educational outcomes from a traditional section and two distance sections of introductory agricultural microeconomics courses, Economics of the Food and Fiber System (AAEC 1005), taught at Virginia Tech. The study compares student learning, attitudes and interests in economics, and perceptions of instructor effectiveness between traditionally taught students and those taught through distance education. Average exam scores, and common exam questions given to students in both course types, are the measures of student learning used in this study. Attitudes and interest are measured by student survey, and perceptions of instructor effectiveness are measured by student course evaluations. A variety of statistical tests are conducted comparing distance and traditional students in order to determine the influence of delivery method on educational outcomes. Results indicate that traditional students generally obtain higher grades on tests, and have a higher opinion of course instruction than distance students, suggesting that distance education is not an equivalent educational alternative to traditional classroom instruction.Master of Science
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Burridge, Christopher Alan. „An alternative approach to the teaching of Baptist history and principles at the Queensland Baptist College of Ministries“. Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.
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Brown, Bruce E. „Analysis of performance instruction delivery methods on student achievement in principles of marketing“. Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39560.
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This study investigated the use of alternative performance instruction delivery methods on student achievement in a Principles of Marketing course taught at New River Community College during the 1993 fall semester. The study sought to determine if alternative delivery methods of performance instruction would influence students'
achievement in the course.
The design of the study was quasi-experimental. Two treatment groups were engaged by this study. One group received performance instruction using group-directed lecture methods. The other group received performance instruction using distance-learning methods.
The planning and evaluation of course content goals were held constant utilizing an expert system, artificial intelligence (AI) application software suite developed by Instructional Performance Systems, Inc. Delivery of course content goals was controlled, in that, the same instructor taught both sections of the course. Student achievement in the course was measured with teacher developed criterion-referenced mid-term and final examinations.
The study tested the null hypothesis that performance instruction delivery methods have no significant effect on student achievement at the 0.05 level. The study was enhanced by the collection and analysis of qualitative student data. A Student Profile Data Survey was developed and piloted. The student data provided the basis to profile the student groups and accent study habits.
Descriptive statistics and unpaired t-tests were used to analyze student achievement on the mid-term and fmal examinations. The analysis found no significant difference in student achievement resulting from performance instruction delivery methods. Descriptive statistics and unpaired t-tests were also used to profile student groups and accent study habits.
It was concluded, if course syllabi and evaluation are held constant; and delivery is controlled, one can reasonably expect achievement will be the same for group-directed and distance learners.Ph. D.
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Hewitt, Julie E. „Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles“. NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom.
While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms.
The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators.
The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.
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Máslo, Jaroslav. „Distanční výuka zeměpisu na jaře 2020“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446671.
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The diploma thesis deals with distance teaching, in empiric part of the thesis specifically with distance teaching of geography in spring of 2020 at secondary schools and appropriate degree of grammar schools. The aim of this diploma thesis is to describe specifics of distance teaching of geography at secondary schools and appropriate degree of grammar schools in spring of 2020 and to make a list of principles which should be followed in distance teaching and which should help with adjustment of learning content. for needs of distance teaching. Another aim of this thesis is to describe distance teaching of geography in spring of 2020 and describe differences in terms of teachers' pactice length and type of school where they teach. Theoretical part of thesis describes specifics of distance teaching and main differences between distance teaching and full-time teaching. As the part of literature search, the list of principles for distance teaching was written down and these principles were divided into three groups. In empiric part of thesis distance teaching of geography in spring of 2020 was described from these point of view: changes durring distance teaching of geography, time spent by pupils studying geography, reduction of learning content, communication with pupils, their parents, colleagues,...
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Theron, Hans Jacob. „Didaktiese riglyne vir die afstandsonderrig van ouditkunde as deel van die professionele opleiding van rekenmeesters en ouditeure“. Diss., 1996. http://hdl.handle.net/10500/16192.
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Text in AfrikaansDie doel met hierdie studie was om didaktiese riglyne te formuleer waarvolgens die afstandsonderrig van ouditkunde, as deeldissipline in die opleiding van rekenmeesters en ouditeure, beplan, uitgevoer en deurlopend geevalueer kan word. Sodanige riglyne kan dien as rigtingwysers vir die verdere ontwikkeling van geskikte afstandsonderrigstrategiee. Ten aanvang is die leerinhoud van die ouditkunde vakgebied ontleed en afgebaken. Daarna is 'n didakties-gefundeerde onderrigmodel beskryf en op die ouditkunde vakinhoud, afstandsleerders en dosente toegepas. Hieruit is riglyne geformuleer wat gevolg kan word vir die wetenskaplike beplanning, uitvoering en evaluering van ouditkunde afstandsonderrig. Uit 'n evaluering van die huidige afstandsonderrigstrategiee vir ouditkunde aan Unisa het dit gebly~ dat sekere leemtes bestaan. Ten slotte is daar op grond van die didaktiese riglyne voorstelle gemaak om hierdie leemtes te oorbrug en is verskeie onderwerpe vir verdere navorsing ook geidentifiseer.
The aim of this study was to formulate didactic guidelines according to which the distance teaching of auditing, as part-discipline in the training of accountants and auditors, can be p 1 an ned, imp 1 emented and continually evaluated. These didactic guidelines can serve as guidelines for the further development of suitable distance education strategies. First, the auditing syllabus was analysed and delineated. Next, a didactically founded instructional model was described and applied to the subject matter of auditing, distance students and tutors. From this, guidelines were formulated which can be followed to scientifically plan, implement and evaluate the distance teaching of auditing. An evaluation of the existing distance teaching strategies for auditing at Unisa indicated that certain shortcomings exist. Finally, recommendations based upon the didactic guidelines were made to overcome the shortcomings. identified.
Auditing
M. Com. (Auditing)
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Simões, João Paulo Albuquerque. „O uso das TIC e de amostras dos recursos do subsolo“. Master's thesis, 2020. http://hdl.handle.net/10316/93687.
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Relatório de Estágio do Mestrado em Ensino de Geografia no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de LetrasO relatório tem como objetivo elaborar um apanhado geral sobre todas as atividades letivas e extracurriculares realizadas durante o estágio pedagógico, que decorreu ao longo do ano letivo de 2019/2020, na Escola Básica Nº2 e a Escola Secundária da Mealhada. Para além disso, destaca-se uma estratégia de ensino, no âmbito da unidade temática “Os recursos do subsolo”, pertencente ao Tema II - “Os recursos naturais de que a população dispõe: usos, limites e potencialidades” do 10º ano, com o objetivo de motivar a aprendizagem dos conteúdos de uma forma dinâmica e intuitiva.A estrutura deste relatório está dividida em seis capítulos. No primeiro, é feito uma introdução, enquadrando o tema e as tarefas realizadas ao longo do ano letivo. O segundo capítulo está destinado à caracterização geral da escola, da turma e o enquadramento geográfico. De seguida, destaca-se a dimensão científica, abordando os recursos do subsolo, introduzindo a distinção entre recurso renovável e não renovável, os diferentes recursos minerais classificados por diferentes critérios, o estado geral da indústria extrativa em Portugal e as diferentes unidades geomorfológicas. No quarto capítulo, abordar-se-á a estratégia didática baseada num trabalho de grupo com a utilização das TIC (Tecnologias de Informação e Comunicação) conjugando com outras estratégias, como o uso de amostras, a fotografia, o Google Earth (Websig), o incrementar da capacidade crítica dos alunos através da abordagem de uma ou mais notícias relativas ao seu recurso e a análise crítica geral ao trabalho de investigação. São também abordados, resumidamente, os Domínios de Autonomia Curricular (DAC) e o Perfil dos Alunos à Saída da Escolaridade Obrigatória, no penúltimo capítulo.Por fim, sendo algo inédito, um capítulo destinado à caracterização geral do ensino à distância face à pandemia de Covid-19, abordando as dificuldades, potencialidades e uma reflexão acerca desta nova metodologia de ensino, permitindo o distanciamento social para que fosse salvaguardada a saúde pública em Portugal.
The report aims to provide an analysis of the academic and extracurricular activities carried out during the pedagogical internship, which took place throughout the academic year 2019/2020, at Escola Básica Nº2 and Escola Secundária da Mealhada. In addition, there is a teaching strategy, within the scope of the thematic unit "The subsoil resources", belonging to 2nd Theme - "The natural resources available to the population: uses, limits and potentialities" of the 10th grade, with the goal of motivating the learning of these contents in a dynamic and intuitive way.The structure of this report is divided in six chapters. I the first chapter, takes place with an introduction, framing the theme and the tasks performed throughout the school year. The second chapter approaches the general characterization of the school, the class and the geographic setting. Then, stands out the scientific dimension, addressing the resources of the subsoil, introducing the distinction between renewable and non-renewable resources, the different mineral resources classified by different criteria, the general state of the extractive industry in Portugal and the different geomorphological units. The fourth chapter explains the teaching strategy based on group work with the use of ICT (Information and Communication Technologies) in conjunction with other strategies, such as the use of samples, photography, Google Earth (Websig), the increase of student´s judgment through the approach of one or more news related to their resource and the general review of the research work. The Domains of Curricular Autonomy (Domínios de Autonomia Curricular - DAC) and the Profile of Students Leaving Mandatory Schooling (Perfil dos Alunos à Saída da Escolaridade Obrigatória) are also briefly covered.Lastly, being something unprecedented, a chapter that addresses the general characterization of distance learning due to Covid-19 pandemic, addressing the difficulties, potentialities and a reflection on this new teaching methodology, allowing social distance to protect public health in Portugal.
Bücher zum Thema "Principles for distance teaching of geography"
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Distance and direction. 2. Aufl. Leamington Spa: Scholastic, 1995.
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David, Hollister C., und McGahey Lawrence, Hrsg. Distance learning: Principles for effective design, delivery, and evaluation. Thousand Oaks, Calif: Sage Publications, 2001.
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Principles and Methods of Teaching Geography. Franklin Classics, 2018.
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Making Every Geography Lesson Count: Six Principles to Support Great Geography Teaching. Crown House Publishing, 2019.
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Principles and methods of teaching. Arnell Bernabe, 2010.
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Vargas, Malcolm. Teaching and Learning: Principles, Approaches and Impact Assessment. Nova Science Publishers, Incorporated, 2016.
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Naidu, Som. Learning and Teaching with Technology: Principles and Practices (Open and Distance Learning Series). RoutledgeFalmer, 2002.
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1944-, Rees P. H., Hrsg. E-learning for geographers: Online materials, resources, and repositories. Hershey, PA: Information Science Reference, 2009.
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The Expected Knowledge: What can we know about anything and everything? Tiruchirappalli: Sivashanmugam Palaniappan, 2012.
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Din, Roshidi, Siti Sakira Kamaruddin, Angela Amphawan und Mohd Nizam Omar. Basic discrete structures. UUM Press, 2015. http://dx.doi.org/10.32890/9789670876177.
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Digital technology has pervaded almost all spheres of life.Due to the importance of discrete information in our increasingly digital world, familiarity with the underlying principles, concepts and operations on discrete information is inevitable.This book is intended as a basic course for introducing students to abstract mathematical structures to represent discrete information and relationships between them.These discrete structures include sets, sequences, permutations, combinations, functions, trees and finite-state machines which are predominantly used in computer science and data networking, and extended to fields which involve the organization, computation or optimization of objects from a large data set such as to botany, geography, chemistry, genetics, zoology, finance and linguistics. While the book is light, a good balance is struck between the teaching of basic concepts and the exposure to practical applications to demonstrate the relevance and practicality of discrete structures in modeling and solving real-world problems.
Buchteile zum Thema "Principles for distance teaching of geography"
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„Principles of pupil assessment“. In Teaching and Learning Geography, 271–81. Routledge, 2002. http://dx.doi.org/10.4324/9780203439050-31.
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Khadimally, Seda. „Evolution of Distance Learning in History“. In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 79–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch006.
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In the conundrum of what type of learning and teaching environments have a better impact on student learning and academic achievement or whether or not traditional learning and teaching setting surpass the emerging computer technology-rich education in today's digital era, scholars in the field of educational technology rather turn to history, focusing on what, how, and who as perceived change factors that tend to lead to long-lasting educational changes. With the emergence of the millennials, much of research conducted today ties to the importance of learning and teaching activities designed and delivered with appropriate media as vehicles for reaching positive learning outcomes. Current instructional practices are often tailored towards the specific learning needs of students that are diverse in many aspects (e.g., culturally, linguistically, technologically, etc.). Compared to learners back in the 1800s, it is undoubtable that today's local and distant learners need and prefer more different, progressive media tools for effective learning due to the exponentially changing demographics and social contexts, rapid growth in science, advances in information and communication technologies (ICTs), developing global economies, revision of educational policies, reassessment of media and technology tools, in addition to various instructional design principles and theories related to them, changing politics, and other subcomponents within this macro-system, all of which Moore and Kearsley view with a systems approach.
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Rockman, Deborah A. „Spatial Thinking and Visualization: Teaching the Essential Principles of Perspective Drawing“. In The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.003.0008.
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Perspective drawing is a system for creating a two-dimensional illusion of a three-dimensional subject or three-dimensional space. Information, whether observed (empirically based) or imagined (theoretically based), is translated into a language or system that allows three-dimensional forms and space to be illusionistically represented on a two-dimensional surface. Although Brunelleschi is credited with the discovery or creation of perspective theory during the Renaissance in Italy, it is Albrecht Dürer, a German artist, who is best known for his exploration of perspective theory in his prints and drawings. Perspective theory is often separated into two parts: TECHNICAL OR MECHANICAL PERSPECTIVE,which is based on systems and geometry and is the primary focus of this chapter; and FREEHAND PERSPECTIVE, which is based on perception and observation of forms in space and is a more intuitive exploration of perspective theory. Freehand perspective relies to a significant degree on the process of sighting to judge the rate of convergence, depth, angle, etc. Technical or mechanical perspective utilizes drafting tools such as T-squares, compasses, and triangles, while freehand perspective generally explores perspective principles without the use of technical tools. While it is useful to study perspective in its most precise form with the aid of drafting tools and a simple straight-edge, it is also useful to explore these same principles in a purely freehand fashion, which allows for a more relaxed application of perspective principles. In studying perspective, it also becomes important to make a distinction between linear perspective and atmospheric perspective. LINEAR PERSPECTIVE addresses how the shapes, edges, and sizes of objects change in appearance when seen from different positions relative to the observer—off to one side, directly in front, close or far away, above or below, or any number of infinite variations. ATMOSPHERIC PERSPECTIVE describes other characteristics seen in objects that are some distance from the observer. A veil of atmospheric haze affects and decreases clarity, contrast, detail, and color. Atmospheric perspective, which is not mathematically or geometrically based, is a powerful complement to linear perspective, and when used together the illusion of three-dimensionality and space can be powerful.
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Cleveland-Innes, Martha. „Teaching in an Online Community of Inquiry“. In Educational Communities of Inquiry, 389–400. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2110-7.ch019.
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Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or face-to-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.
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Laksov, Klara Bolander, Charlotte Silén und Lena Engqvist Boman. „Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program“. In Cases on Professional Distance Education Degree Programs and Practices, 258–95. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch010.
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In this case, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.
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Horne, R., und J. Kellett. „Problem-Based Learning at a Distance“. In Enhancing Learning Through Human Computer Interaction, 222–37. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-328-9.ch013.
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A case study approach is taken to illustrate a design approach to the development of a Masters course. Over a 10-year period, the course was developed from traditional delivery and teaching modes, through the introduction of problem-based learning, and the incorporation of human computer interaction (HCI) elements. The latter development coincided with a shift from classroom-based teaching to distance learning mode, and the resource and design issues in this dual transformation are discussed. Pedagogic principles of problem-based learning were applied along with a range of other case conditions in framing the design intent. It is concluded that the design process in HCI and problem-based learning applications is central in ensuring that appropriate learning environments are established. While there is no single formula for designing problem-based learning or integrating HCI into learning programmes, the application of appropriate principles and methods is essential.
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Dixon, Ed. „Building a Model for Online Distance Courses through Social Media and Networks“. In Pedagogical Considerations and Opportunities for Teaching and Learning on the Web, 71–88. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4611-7.ch005.
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This chapter describes the affordances of social media and networks for online Elementary German courses that have been taught at the University of Pennsylvania (Penn) since 2010. These online courses were created to provide students the opportunity to take Elementary German as part of the language requirement or Penn credit during the summer months when students are away from campus. Like their face-to-face counterparts, the online courses are grounded on the principles of communicative language teaching and learning but clearly reveal the potential of these principles to maximize participation, promote learner autonomy, and influence learning outcomes when applied to collaborative online learning spaces. This chapter illustrates the pedagogical principles behind the online courses, outlines their relationship to the face-to-face language classroom, and describes how student interactions are key to the learning process in the online class. It considers the importance of electronic and digital literacy (Warschauer, 2006) to the growth of new approaches, materials development, assessment, articulation, intercultural pragmatic competence, and linguistic progress. This chapter also compares the instructor’s experiences of teaching in the online environment with those of the face-to-face classroom and discusses how these distinct and separate learning spaces are in many ways related and can inform each other. Finally, the author discusses potential implications for future language teaching and learning through emerging technologies.
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Moore, Maria Hruby, und Belinda G. Gimbert. „The Case of e-Tutorials for Test Preparation for New Teachers Transitioning and Transforming into the Education Profession“. In Cases on Distance Delivery and Learning Outcomes, 131–48. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-870-3.ch009.
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This chapter describes the Ohio Transition to Teaching Project, which assisted adult learners pursuing an alternative license to teaching in Ohio with preparation support for the Praxis II: Principles of Learning and Teaching test. It addresses the challenges these nontraditional teachers face in becoming both “content” and “pedagogically qualified.” The case describes the rationale and process for the development of an interactive online learning community that provided electronic test preparation, virtual collaboration with peers, e-coaching, and resources. The authors present the advantages of a hybrid or blended approach to instructional design, which combines the best features of both face-to-face and online formats to enable self-paced learning and appropriate levels of interaction. The case concludes with discussion of a new initiative, Project KNOTtT, which is expanding the Ohio Transition to Teaching model to Kansas, Nevada, and Texas.
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Adaktilou, Nektaria, Costas Cartalis und George Kalkanis. „A Learning Platform For The Introduction Of Remote Sensing Principles In Higher Education In A Blended Learning Collaborative Environment“. In Dynamic Advancements in Teaching and Learning Based Technologies, 142–61. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch008.
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The purpose of this study was the creation of a pedagogy inclusive electronic platform for the introduction of Remote Sensing principles to University students. In Universities throughout the world, there is a constant research about new and more flexible ways of teaching and organizing learning in all thematic areas. Environmental Remote Sensing is the measurement from a distance, of all the spectral features of the Earth’s surface and the atmosphere. These measurements are usually made by instruments carried by satellites and they are processed to create information concerning regional and global environmental issues. Remote Sensing is an interdisciplinary thematic area that evolves in a very fast manner. This course has been taught at the Physics Department of the University of Athens in the traditional lecture-based manner until now. This study describes the design, development, pilot application and formative evaluation of the learning platform proposed. The indices derived for the educational proposal’s evaluation demonstrated that the platform has a very good potential to support learning in the area of Remote Sensing and act as an interactive digital repository of knowledge that may enhance students’ learning and facilitate the organization and management of the course.
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Nunes, Ingrid Kleist Clark, und Elena Maria Mallmann. „A Framework to Analyze Teaching-Learning Objects (T-LO)“. In Cases on Interactive Technology Environments and Transnational Collaboration, 303–22. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch016.
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The pedagogical mediation in Distance Education (DE) is sustained by hypermediatic didactic materials, which are marked by principles of autonomy, interaction, interactivity, motivation and cooperation. The main thought in this article is to know if the developed Teaching-Learning Objects (T-LO) are potentially meaningful answering these principles. The planning and elaboration of the T-LO are highlighted processes in Brazil. Therefore, the authors present the conceptual singularities of the T-LO; the Instructional Design (ID) processes and the importance of the Instructional Project (IP) elaboration to guarantee a meaningful potentiality of the T-LO. As a research result, the authors center attention on the contribution of a framework (called the T-LO List), which is used to analyze the T-LO developed, implemented, and evaluated in a specific context of a didactic module elaboration. In conclusion, it is important to realize that the usage of a framework to analyze the T-LO can orient theoretical methodological steps of planning, developing, implementing, observing, reflecting, and re-planning, all carried out by multidisciplinary teams.
Konferenzberichte zum Thema "Principles for distance teaching of geography"
1
Novikov, A. N., und M. S. Novikova. „МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ“. In Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.35735/tig.2019.20.67.004.
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География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.
2
Novikov, A. N., und M. S. Novikova. „МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ“. In Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.33833/tig.2019.20.67.004.
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География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.
3
Zamyatina, Irina Vitoldovna. „APPLICATION OF DISTANCE EDUCATION TECHNOLOGIES IN TEACHING GEOGRAPHY“. In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-186.
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4
Reprintseva, Julia S. „PSYCHOLOGICAL AND PEDAGOGICAL BASES OF TEACHING SCHOOL GEOGRAPHY (ON THE EXAMPLE OF «INITIAL COURSE OF GEOGRAPHY»)“. In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-126-127.
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5
Owoc, Mieczyslaw, Leszek A. Maciaszek und Krzysztof Hauke. „On Principles of Course Evaluation in Distance Learning Environment“. In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2371.
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Distance learning improves access to education and - in most cases - advances the quality of education delivery. Its key attributes are: openness, interactiveness and using multimedia teaching materials allowing: learning by anybody, at any place and anywhere. In order to assure high quality of learning, the offered courses should satisfy audience expectations and should convey knowledge in modern ways. To analysing teaching effectiveness we have evaluated a number of distance education courses. The paper describes evaluation aspects of distance learning environment and proposes the following criteria useful for this task: knowledge completeness, consistency and adequacy. Apart from knowledge passing, we have to deliver courses in an attractive form. We propose guidelines useful for evaluation of courses prepared in the LearningSpace (Lotus Notes application) environment s. The quality of education can be greatly improved by following these guidelines Two of the courses designed for MBA studies: "Business Plan Preparation” and " Management Decision Support Systems" illustrate the usability of the course evaluation method.
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Luferov, A. N., und D. N. Luferov. „Innovation and technological learning in teaching of elective courses "The geography of medicinal plants" in the I.M. Sechenov First Moscow State Medical University“. In Растениеводство и луговодство. Тимирязевская сельскохозяйственная академия, 2020. http://dx.doi.org/10.26897/978-5-9675-1762-4-2020-128.
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The article shows that the traditional approaches to the teaching of elective "Geography of medicinal plants" (lectures, practical training, excursions) are actively complemented by elements of electronic education based on information and electronic technologies (distance learning, the use of electronic textbooks, plant photos ("Virtual herbarium"), video lectures, remote testing). Knowledge gained by students in the classroom "Geography of medicinal plants" during classroom sessions and on excursions, as well as independently as a result of distance interactive learning, will make a significant intellectual contribution to the development of modern specialists-pharmacists.
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Machar, Ivo, Marián Halás und Zdeněk Opršal. „Regional biogeographical model of vegetation zones in doctoral programme Regional Biography in Olomouc (Case study for Norway spruce)“. In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-11.
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Regional climate changes impacts induce vegetation zones shift to higher altitudes in temperate landscape. This paper deals with applying of regional biogeography model of climate conditions for vegetation zones in Czechia to doctoral programme Regional Geography in Palacky University Olomouc. The model is based on general knowledge of landscape vegetation zonation. Climate data for model come from predicted validated climate database under RCP8.5 scenario since 2100. Ecological data are included in the Biogeography Register database (geobiocoenological data related to landscape for cadastral areas of the Czech Republic). Mathematical principles of modelling are based on set of software solutions with GIS. Students use the model in the frame of the course “Special Approaches to Landscape Research” not only for regional scenarios climate change impacts in landscape scale, but also for assessment of climate conditions for growing capability of agricultural crops or forest trees under climate change on regional level.
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Melikyan, A. A., und A. K. Babloyan. „BASIC METHODOLOGICAL PRINCIPLES OF WORK ORGANIZATION IN THE FORMAT OF DISTANCE LEARNING AT THE UNIVERSITY“. In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.222-225.
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The work describes the methods and forms of the distance teaching format. The authors of the article analyze the basic methodological principles of distance learning in the system of higher education. Taking the principle of teacher-student communication as a basis for classifying distance learning methods, they propose to distinguish the main four types of distance learning methods, each of which is analyzed in this article.
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Parilov, Sergey, Anatoly Nesterov und Denis Zemlyansky. „3 years of experience in distance teaching for doctors of forensic experts in general human pathology“. In Issues of determining the severity of harm caused to human health as a result of the impact of a biological factor. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/conferencearticle_5fdcb03aa15537.51697912.
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The trends in the development of education include the trend of informatization of education and the trend of innovative education.
In forensic medicine, the competence to learn to cognize compulsorily includes understanding of general pathological processes, and only through this prism should the ability to verify particular pathological changes occurring in the human body as a result of various types of injuries and diseases arise.
To implement these trends, we use distance educational technologies, taking into account the following criteria: for an individual trajectory of professional formation and development of a cadet doctor; for the development of thinking in the process of professional development; of objectivity; of productive communication; of information support for the co-creation of teachers and cadets; feedback. In order to apply the indicated criteria in full, the process of perception and processing of visual information was divided into three stages. The first stage is the analysis of the structure of the information supplied. At the second stage, new images are created. The third stage is a search activity. The above-described structuring of the content of educational information and the principles of organizing the educational process using distance educational technologies have successfully taught doctors of forensic experts to apply knowledge of general human pathology in the production of examinations.
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Jaques, Susan. „Same Yet Different: A Comparison of Pipeline Industries in Canada and Australia“. In 2000 3rd International Pipeline Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/ipc2000-106.
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Canada and Australia are remarkably similar countries. Characteristics such as geography, politics, native land issues, and population are notably similar, while the climate may be considered the most obvious difference between the two countries. The pipeline industries are similar as well, but yet very different in some respects too. This presentation will explore some of the similarities and differences between the pipeline industries in both countries. The focus of the discussion will be mainly on long-distance, cross-country gas transmission pipelines. The author of this paper spent 4 years working for TransCanada PipeLines in Calgary in a pipeline design and construction capacity, and has spent 2.5 years working for an engineering consultant firm, Egis Consulting Australia, in a variety of roles on oil and gas projects in Australia. Topics to be addressed include the general pipeline industry organisation and the infrastructure in both countries. The history of the development of the pipeline industry in each country provides insight as to why each is organised the way it is today. While neither system is “better” than the other, there are certain advantages to Canada’s system (nationally regulated) over Australia’s system (currently state-regulated). The design codes of each country will be compared and contrasted. The pipeline design codes alternate in level of detail and strictness of requirements. Again, it cannot be said that one is “better” than the other, although in some cases one country’s code is much more useful than the other for pipeline designers. Construction techniques affected by the terrain and climate in each country will be explored. Typical pipeline construction activities are well known to pipeliners all over the globe: clear and grade, trench, string pipe, weld pipe, coat welds, lower in, backfill and clean up. The order of these activities may change, depending on the terrain and the season, and the methods of completing each activity will also depend on the terrain and the season, however the principles remain the same. Australia and Canada differ in aspects such as climate, terrain and watercourse type, and therefore each country has developed methods to handle these issues. Finally, some of the current and future opportunities for the 21st century for the pipeline industry in both countries will be discussed. This discussion will include items such as operations and maintenance issues, Canada’s northern development opportunities, and Australia’s national gas grid possibilities.