Academic literature on the topic 'Creative activities and seat work'
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Journal articles on the topic "Creative activities and seat work"
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Yamtana, Yamtana, Heru Subaris Kasjono, and Adib Suyanto. "MINIMIZING THE RISK FACTORS FOR LOW BACK PAIN IN THE CREATIVE INDUSTRY WORKERS." Proceedings of the 1st International Conference on Social Science (ICSS) 2, no. 1 (February 1, 2023): 50–57. http://dx.doi.org/10.59188/icss.v2i1.83.
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Low back pain (LBP) felt in the anatomical area of ??a person's body is affected by a load or pressure outside the tolerance limit, with various variations in the length of time the pain complaint process occurs. This pain is felt in the lumbar or lumbo-sacral area. Workers in the batik industry may be at risk of LBP caused by work activities, such as bending, repetitive or monotonous movements, using work equipment and a non-ergonomic work environment. This study aims to minimize the risk factors for LBP in batik creative industry workers. The population of this study were all batik artisans in the written batik industry in Wukirsari Village, Imogiri District, Bantul Regency, Yogyakarta Special Region, totaling 1,021 people. The sample of this study was obtained by random sampling, to determine the sample using a lottery number and the name of the batik maker, totaling 60 batik people. The inclusion criteria for the sample of this study included female gender, writing batik work, working sitting using a chair. The sample consisted of a treatment group and a control group, each consisting of 30 batik makers, hereinafter referred to as respondents. The research instruments include: meter, microthoice, scales, chair, batik hurdle, and NBM questionnaire. Ergonomic work chair design for batik size: height of seat holder = 30 cm; length of seat holder = 40 cm; seat width = 37 cm; high back of chair = 43 cm; seat back width = 37 cm. Modification of batik gawangan is to redesign batik gawangan, material from bamboo diameter of about 3 cm, with size: height = 88 cm, width = 158 cm, 4-legged pieces, equipped with 3 watt LED lights. The results of the NBM in the treatment group decreased skeletal muscle complaints into criteria: low 96.7% and moderate 3.3%. The control group had skeletal muscle disorders criteria: low 23.3%, moderate 46.7%, high 20% and very high 10%. While the results of the t-test from the NBM data each of the 30 respondents between the treatment group and the control group, the value of p = 0.000 means that there are significant differences between respondents who use chairs and ergonomic modification modifications with respondents who use dingklik and gawangan which is old. The conclusion is that the use of chairs and modifications of the ergonomic batik wrestling can minimize the risk factors for LBP in the workers of the written batik creative industry
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Gołębiowski, Łukasz, Marcin Siwek, Marcin Ciesielski, Andrzej Zagórski, Sławomir Krauze, and Radosław Majewski. "Modelling and Validation of the Composite Shell of a Train Seat." Problemy Kolejnictwa - Railway Reports 64, no. 189 (December 2020): 75–84. http://dx.doi.org/10.36137/1891e.
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The subject of the modelling work and the conducted experiments is the composite shell of a train seat. The activities carried out involved designing the geometry, planning the material structure, and selecting the materials to be used. The shell was built using polymer matrix fibrous composites (i.e. FRP – Fibre Reinforced Polymer – composites), which are lighter than steel and comply with the relevant standards for strength and safety at the same time. This was followed by creating a computational model for the shell and conducting a strength analysis in accordance with the guidelines of the relevant industry standard and strength hypotheses adopted for FRP composites. The calculations were conducted using ANSYS Composite PrepPost software based on the finite element method. The article offers a strength analysis of an optimised composite shell of a train seat. Based on the guidelines obtained as a result of the conducted modelling work, a physical prototype (validation model) of the seat was created. Hot vacuum lamination technology was applied in the production process. The experimental validation of the model, producing a positive result, was conducted using a test stand owned by S.Z.T.K. TAPS – Maciej Kowalski. Keywords: train seat structure, FRP composite, FEM modelling, experimental validation
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Akhrianto, Akhrianto. "UPAYA PENINGKATAN HASIL BELAJAR SISWA DENGAN MENERAPKAN PEMBELAJARAN KONSTRUKTIVISTIK." Islamika : Jurnal Ilmu-Ilmu Keislaman 17, no. 2 (May 11, 2019): 152–63. http://dx.doi.org/10.32939/islamika.v17i2.353.
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The aims of this study is to improve the learning outcomes of economics, especially the results of learning about employment, develop economic learning activities in accordance with the desired curriculum 2013, and is an effort to innovate in learning according to the needs of the school, especially in improving the quality of learning outcomes. In cycle one student participation when learning begins to appear when compared to PTK, students discipline work on assignments (based on the recognition of students not infrequently still studying in lll Economics study hours to do group assignments), students appear to be happy during learning. This excitement has an impact on students' enthusiasm, so that the results of the posttest increase from the pretest (the average pretest is 43.31 to 73.22). In the second cycle the students were very enthusiastic about the learning activities (students did not seem to move from their seats even though the researchers had ordered to leave the classroom, students were more active during the learning process, students became more creative, this can be seen from the way they present scientific reports, compiling maps concepts, as well as in carrying out other group activities, Students become more communicative. The concentration of students in learning is quite high. This can happen because researchers always bring students into problem orientation before core learning begins, and student learning outcomes have increased from cycle I (from on average 73.22 to 81.89 and classical learning completeness from 81.08% to 88.89%. Thus it can be concluded that by applying constructivist learning can improve student learning outcomes.
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Chernykh, Vladimir V. "Law Scholars of the Russian Forest Legislation of the 19th Century." Herald of an archivist, no. 1 (2023): 275–85. http://dx.doi.org/10.28995/2073-0101-2023-1-275-285.
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The article analyzes the contribution of law scholars of forest legislation of the 19th century; highlights their creative and life path. No state can exist without laws in general and without development of legislation of specific institutions, industries, structures, clusters, etc. Long-standing underdevelopment of Russian forest legislation can be explained by vastness of forests, lack of access to the seas, and lack of market relations. Transition from artisan mode of production to manufacture, the country's need for a fleet, and awareness of the necessity of replenishing the treasury through timber trade radically changed the picture and drew attention to the forest. All these changes required development of forest legislation, which actually happened in the 18th – 19th centuries. There are certain people behind each phenomenon, and the forest legislation is no exception. Those people, who harmonized fragmented and overlapping forest laws and in part, narratively, gave the legislative forest process itself a problem-chronological and explanatory character, did a huge and very useful theoretical and practical work, fully deserving the good memory of their descendants and recognition of jurists and all engaged in forestry. The empirical basis of the research is sources, which can be divided into several groups: reference books and encyclopedias of forest legislation; works analyzing the formation and improvement of Russian forest legislation; normative legal acts concerning forests. The methodological basis of the study is general dialectical method of cognition contributing to progressive development from specific to the general, as well as method of hermeneutics, lore of understanding and interpretation of legal texts; and approach emphasizing the objective nature of a historical personality’s activities, revealed through causality and conformity of historical development. The approach proposed by the author to consider the formation of the issue and its development by superimposing it with the history of personalities who solved the issue provides a new look on the problem, a better understanding of reasons that prompted scientists to deal with it, and saturates scientific narrative with brighter colors. The peculiarity of biographical research conducted by the author consists in understanding their life path, creative credo, and the history of the Fatherland.
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Hilje, Emil. "Još jednom o datiranju poliptiha Vittorea Carpaccia iz zadarske katedrale: tragom dokumenta iz 1497. godine." Radovi Instituta za povijest umjetnosti, no. 47 (March 2024): 7–20. http://dx.doi.org/10.31664/ripu.2023.47.01.
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The polyptych for the altar of St Martin in the Zadar Cathedral, commissioned from Vittore Carpaccio by Canon Martin Mladošić, is one of those works from the painter’s oeuvre whose chronology is still not agreed upon. Various authors dated the Zadar polyptych to almost the entire range of the painter’s activities, from those who considered it a youthful work to those who considered it a late work, created at the very end of his career. The document that was recently found in the Zadar archive sheds a completely new light on the issue of dating the polyptych, excluding all dating in the early years of Carpaccioʼs work, but at the same time exposes the conditions and circumstances of its commission and creation. Namely, on September 12, 1497, in Zadar, Martin Mladošić appointed two representatives, who were supposed to demand from the painter Victor Scarpation (Vittore Carpaccio) in Venice to complete the work on the altarpiece for the altar of St Martin in the cathedral of St Anastasia in Zadar, in accordance with the contract he had previously concluded with the client. It was stated that, if the painter failed to do this, they should take from him the frame carved in Zadar and order the painting from other masters at his expense. However, if he completed and submitted the work, they should cancel the previously concluded contract. Considering Carpaccioʼs signature on the painting, it is obvious that the latter was ultimately achieved. And in the light of the fact that the client and the painter met in person, it can be assumed that the depiction of the donor in the painting is indeed a realistic portrait of a prominent Zadar canon. In combination with the previously known information from Mladošićʼs will, dated April 21, 1496, which referred to the making of the frame, it can be established that the polyptych was commissioned in 1496, and that the painting lasted until the end of 1497 or the beginning of 1498. Dated in this way, the Zadar polyptych can be precisely placed in the time between the two great Carpaccioʼs cycles, that is, after the completion of the Cycle of St Ursula and before starting work on the cycle at the Scuola di San Giorgio degli Schiavoni. The life of Martin Mladošić, in addition to his own notarial books, is witnessed by numerous archival documents, from which it is possible to partially reconstruct his biography, especially his career progression and position within Zadarʼs ecclesiastical circles, where he stood out as one of the most important and influential members of the cathedral chapter. Despite certain disagreements between the chapter and the archbishop, he remained the closest associate and confidant of Archbishop Maffeo Vallaresso. After Vallaressoʼs death, during the vacant episcopal seat, he seems to have been the head of the Zadar church hierarchy, and he retained a key role during the episcopate of Giovanni Robobello. The rise of his ecclesiastical career was accompanied by material prosperity, a luxurious house in the city, and extensive land holdings. So, investing in his own altar in the cathedral was a logical reflection of Mladošićʼs well-being and position. Also, we can assume that Mladošić, satisfied with Carpaccioʼs work, and still connected with the Vallaresso family, played a certain role in his engagement for the work in Scuola di San Giorgio degli Schiavoni.
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Scott, Karen N. "Conservation on the High Seas: Developing the Concept of the High Seas Marine Protected Areas." International Journal of Marine and Coastal Law 27, no. 4 (2012): 849–57. http://dx.doi.org/10.1163/15718085-12341243.
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Abstract This article explores developments in connection with marine protected areas (MPAs) on the high seas, beginning with a brief survey of existing high seas MPAs, recent initiatives such as the designation of the South Orkney Islands MPA, the creation of a network of OSPAR MPAs and the work undertaken by the UN General Assembly on developing a framework for oceans governance in areas beyond national jurisdiction. It considers: the absence of a clear legal basis for the creation of MPAs on the high seas; the relationship between MPA designation and traditional high seas freedoms; and the complex jurisdictional arrangements that govern activities on and in the high seas.
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Nikitin, Dmitry S. "To the History of the Formation of the Indian Parliamentary Committee in the British House of Commons." Vestnik Tomskogo gosudarstvennogo universiteta, no. 462 (2021): 142–47. http://dx.doi.org/10.17223/15617793/462/18.
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The aim of this article is to study the history of the formation of the Indian Parliamentary Committee (IPC) in the British House of Commons in 1893. To achieve this aim, the following objectives are envisaged: determination of reasons for establishing the IPC; analysis of the activities of the Indian National Congress and British liberals; analysis of the election campaign of Dadabhai Naoroji, which enabled him to get a seat in the House of Commons in 1892. The sources of the study are the pamphlets of the Indian National Congress members, which explain the need for Indian representatives to participate in the British Parliament; records of parliamentary hearings on the Indian issue; materials of the press describing the course of the election campaign of 1892 and the tasks of the Indian Committee in Parliament. In the course of the study, the author came to the following conclusions. The moderate branch in the Indian liberation movement considered the British Rule in India to be a progressive phenomenon in the Indian life. The defects of the British administration were due to the fact that the English people and Parliament did not understand the problems that the Indian population faced under the British Rule. The Parliamentary Committee dealing exclusively with the Indian issue could contribute to solving this problem. The main conductor of this idea in India was the National Congress, which, since its inception, began work on the formation of the IPC. In the late 1880s, an Indian political agency, which intensified attempts to organize an Indian committee in Parliament, was established in London. The interests of the Indians in the House of Commons at that time were defended by the Liberal MP Charles Bradlaugh. On the basis of the proposals of the National Congress, he prepared a bill on Indian councils, which came into force in 1892. Nevertheless, the creation of the Indian Parliamentary Committee became possible only in 1893, when Dadabhai Naoroji and William Wadderburn (founders of the British Committee of the Indian National Congress) were elected to the House of Commons as Liberal MPs. In general, the creation of the IPC was a progressive step in the development of the Indian liberation movement because the IPC gave the moderate nationalists and their British liberal supporters new tools of fighting for the rights of Indian subjects of the British Empire. The appearance of supporters of Indian reforms in Parliament was the evidence of the success of the IPC’s course of expanding political agitation in England, although it did not guarantee significant achievements in solving of the Indian question.
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Brandoburová, Petra, and Simona Adamovičová. "Creative life story work with seniors." Journal of Education Culture and Society 7, no. 1 (June 28, 2016): 54–63. http://dx.doi.org/10.15503/jecs20161.54.63.
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We summarize the theoretical background and basis for creative activities focused on the life story work with the seniors as realised in “Centrum MEMORY“, Bratislava, Slovakia. Older adult clients with various levels of cognitive functioning could benefit from the combination of creative and reminiscence activities. The importance of creativity and its benefits in senior life is outlined and emphasized
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Nedainova, Iryna V. "SKOPOS THEORY IN THE LIGHT OF FUNCTIONAL TRANSLATION." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 251–59. http://dx.doi.org/10.32342/2523-4463-2021-2-22-24.
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Today, the transfer of as much information as possible as quickly as possible is becoming the norm, with the accelerating development of the modern world, the social function of translation as an activity is also changing. At this time, the degree of the translation unit adequacy is under challenge. The postulate of the adequacy of translation known to all professionals in the field of translation, according to which every author's message should be translated as close to its meaning as possible and must accentuate its content, is taking a back seat. Skopos theory in 1978 authored by the German linguist and translator H. Vermeer pushed a reconceptualization of translation activity where the goal (skopos) conforming to which a translation piece is made and the function determined by the addressee are focused. The revolutionary idea of this theory lies in the fact that it decrowns the dominance of the source text and emphasizes the role of the translator as the creator of the translation text, giving priority to the skopos that was set to create this translation, and bringing the customer out of the shadow of the translation. The main ideas of this theory as well as the interest that is actively shown in foreign translation studies determine the urgency of this research. This article presents arguments for the foundations of this theory that may be used to reproduce modern functional translation, in particular in the scientific and technical field. The purpose of our investigation is to form specific procedures for translation activities in order to reproduce high-quality narrowly specialized translation from the perspective of the target direction of translation activities according to Skopos theory. A scientific and technical text, in terms of its functional characteristics, is best suited for the Skopos theory adaptation. Based on the study of this theory’s foundations, we tried to create some recommendations for translators that may be of interest for the development of specific procedures for the translation of scientific and technical texts. The methodology of comparing the generally accepted theory of adequacy and Skopos-theory makes it possible to identify those attractive features of the latter that add to the creation of high-quality translation text, which indicates the current direction of this work in the field of the Ukrainian scientific and technical translation studies. The given research includes general logical and general scientific methods such as analysis and synthesis, induction and deduction, descriptive and comparative methods to render our own conclusions regarding the analyzed theory. In the course of our research, it became possible to determine the paradigm of the main provisions of Skopos theory, which can guide scientific and technical translators in their activity, and on the basis of these provisions’ study to reproduce certain recommendations for professional translators regarding the translation of scientific and technical texts The overall intention of the paper was not to dictate mandatory rules to be followed by a translator, but rather to explain a new methodological approach and to form some appropriate techniques that can teach specialists in scientific and technical translation to evaluate their work as well as to take responsibility for a final translation product in face of both, the customer of the translation and the audience for which this translation is intended.
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Kim, M. N. "Blogs in Journalist Creative Work." Administrative Consulting, no. 4 (May 23, 2022): 71–78. http://dx.doi.org/10.22394/1726-1139-2022-4-71-78.
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In the article the author summarizes main stage of the blogosphere developing and its transformation from ordinary “network diaries” into brand-new social media. In pre-institutional period it was ordinary users, who mainly utilize. For them, blogs became convenient channel for establishing and maintaining interpersonal communication. In institutional period, journalists are beginning to exploited blogs as an efficient platform to spread relevant socially significant information for wider audience. The author identifies the main ways and methods of utilize blogs in journalists’ professional activities.
Dissertations / Theses on the topic "Creative activities and seat work"
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McCann, Jennifer. "Teacher made materials grant." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005mccannj.pdf.
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Vlismas, Wendy. "The effects of music and movement on mother-infant interactions." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/31918.
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A music and movement program that incorporated vocal, gestural and rhythmical movement activities was devised with the aim of promoting first-time mothers’ interactions with their infants from the age 2 to 6 months. For first-time mothers as primary caregivers, the early post-partum months of the transition to parenthood can be a stressful period, affecting communicative interactions with their infants and the early development of the dyadic relationship. Furthermore, if mothers are lacking a repertoire of activities that promote communicative interactions via the use of vocal, gestural and rhythmical movement activities the development of the mother-infant relationship may be inhibited.Considering factors that affect the early development of the mother in her role as primary caregiver and the developing relationship with her infant, the investigation of two studies are reported. Study 1 was aimed at investigating the effects music and movement and face-to-face social contact on the frequency of mothers’ interactions with their infants and maternal well-being. Face-to-face social contact was investigated as a factor (both independent of music and movement, and its interaction effect with music and movement) that could influence mothers’ communicative interactions with their infants and maternal well-being. Study 2 investigated behavioural outcomes within the mother-infant relationship in response to the communicative effects of music and movement as measured by change in the characteristics of mothers’ Infant-Directed Speech and dyadic reciprocity Results indicated that up-tempo play songs and rhymes which incorporated rhythmical movement were preferred by the mothers to engage with their infants. As an effect of the their use of the music and movement activities, mothers’ interactions with their infants increased together with their perceived mother-to-infant attachment, characteristics associated with their Infant-Directed Speech and the dyadic reciprocity. Without music and movement, mothers decreased their music and movement interactions with their infants together with their perceived mother-to infant attachment, characteristics associated with their Infant-Directed Speech and the dyadic reciprocity. It was concluded that mothers’ use of the music and movement program with their infants in the early post-partum months was a valuable stimulus that can enhance the mother-infant relationship.
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Vlismas, Wendy. "The effects of music and movement on mother-infant interactions." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/31918.
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Thesis (Ph.D.) -- University of Western Sydney, 2007."A thesis submitted to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories in fulfilment of the requirements for the degree of Doctor of Philosophy." Includes bibliography.
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Teles, Fabricia Pereira. "O brincar na educação infantil com base em atividades sociais, por um currículo não encapsulado." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21209.
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This doctorate dissertation, in general, investigates play in the reorganization of the curriculum of a school of early childhood education, located in the city of Parnaíba-PI, before and during the development of a project organized based on social activities (LIBERALI, 2009, 2012, 2015). The research discusses the development of teachers and children’s new ways of acting at school, based on early childhood education central concepts and actions, addressing, in a central way, the play and the social activities in which the children participate, and in this context, approppriate of their culture, take positions and become agents (STETSENKO; HO 2015). The Social Activities curriculum enables teachers and children to grasp historically produced knowledge, as well as new ways of acting that (re) signify life in school and in society. In view of this, two main axes are basic to the theoretical and theoretical-methodological discussion of this essay: playing in the curriculum of early childhood education and the proposal of curricular reorganization through social activities. The discussions about the concept of curriculum are based on Apple (1982), Sacristán and Pérez Gómez (1998), Silva (2011), Kuhlmann Jr (2003), Kramer (2014) Oliveira (2010, 2015), Barbosa and Horn (2008), Barbosa et al. (2016). The concept of play considers the references of Brougère (1998, 2003) and Kishimoto (1994, 1996) to the dialogue centered on the theories of Vigotski (1933/2007), Elkonin (1978/2009) and discussions of Newman and Holzman (2014), Stetsenko (2015, 2016), among others of vigotskiana base. The first axis focuses on the curriculum in relation to the conceptions and values present in the models of practices adopted at school about play in childhood. The second proposal is to overcome a traditional curriculum based in early childhood education presenting a new proposal based on social activities, supported by the assumptions of Socio-Historical-Cultural Theory (VIGOTSKI, 1930/2004, 1934/2007, LEONTIEV, 1972/2004, ENGESTRÖM, 2002, 2013, among others. This study - inserted in the area of Applied Linguistics, which understands language as implicated in social life (MOITA LOPES, 2006), specifically in the school life of adults and children - has the methodological choice of Critical Collaboration Research because it understands the research as an intentional process of understanding and transformation, organized by the contradiction and collaboration movements, which focus on the creation of proximal development zones (VIGOTSKI, 1930/2007). The research data, produced at training meetings, planning, classes and performances (jokes), photographs and videos were analyzed based on the argumentative perspective of language (LIBERALI, 2013) articulated to multimodality (KRESS, 2010). In an attempt to explain and understand the organization and movement of the activity of play, both before and during the project by social activities, the analyzes revealed that the implementation of the project at the Parnaíba-PI early childhood institution provided new ways of acting, conceiving and living the play by adults and children. These aspects guided the transformation of educational practices, made possible by the new understandings about the right to play in school, not as a leisure, but as an important element for purposes of teaching-learningdevelopment with primordial relevance to the respect of childhood. The transformations subsidized, afterwards, the strengthening of the curricular proposal of the institution, context of the research
Esta tese, de modo geral, investiga o brincar na reorganização do currículo de uma escola de Educação Infantil, localizada na cidade de Parnaíba-PI, antes e durante o desenvolvimento de um projeto organizado com base em Atividades Sociais (LIBERALI, 2009, 2012, 2015). A pesquisa discute o desenvolvimento de novos modos de agir de professoras e crianças, na escola, a partir de conceitos e ações centrais para a Educação Infantil, abordando, de modo central, o brincar e as atividades sociais em que as crianças participam e, nesse contexto, apropriam-se da cultura, assumem posições e tornam-se agentes (STETSENKO; HO 2015). O currículo por Atividades Sociais (AS) possibilita que professores e crianças apreendam conhecimentos historicamente produzidos, bem como, novos modos de agir que (re)significam a vida na escola e na sociedade. À vista disso, dois grandes eixos são basilares à discussão teórica e teórico-metodológica desta tese: o brincar no currículo da Educação Infantil e a proposta de reorganização curricular por meio de Atividades Sociais. As discussões quanto ao conceito de currículo são feitas com base em Apple (1982), Sacristán e Pérez Gómez (1998), Silva (2011), Kuhlmann Jr (2003), Kramer (2014) Oliveira (2010, 2015), Barbosa e Horn (2008), Barbosa et all (2016). O conceito de brincar considera as referências de Brougère (1998, 2003) e Kishimoto (1994, 1996) para o diálogo centrado nas teorias de Vigotski (1933/2007), Elkonin (1978/2009) e discussões de Newman e Holzman (2014), Stetsenko (2015, 2016), entre outros de base vigotskiana. O primeiro eixo enfoca o currículo em relação às concepções e valores presentes nos modelos de práticas adotadas, na escola, acerca do brincar na infância. O segundo propõe a superação de uma base tradicional de currículo, na Educação Infantil, ao apresentar uma nova proposta organizada com base em Atividades Sociais, apoiada nos pressupostos da Teoria da Atividade Sócio-Histórico-Cultural (VIGOTSKI, 1930/2004; 1934/2007, LEONTIEV, 1972/2004; ENGESTRÖM, 2002, 2013, entre outros). Este estudo - inserido na área da Linguística Aplicada, que entende a linguagem como implicada na vida social (MOITA LOPES, 2006), especificamente, na vida escolar de adultos e crianças, - tem como escolha metodológica a Pesquisa Crítica de Colaboração (PCCol) (MAGALHÃES, 2012; 2007, 2014), por entender a investigação como um processo intencional de compreensão e transformação, organizada pelos movimentos de contradição e colaboração, que incidem na criação de Zonas de Desenvolvimento Proximal (VIGOTSKI, 1930/2007). Os dados da investigação, produzidos a partir de encontros de formação, planejamentos, aulas e performances (brincadeiras), fotografias e vídeos foram analisados com base na perspectiva argumentativa da linguagem (LIBERALI, 2013) articulada à multimodalidade (KRESS, 2010). Ao buscar explicitar e compreender a organização e o movimento da atividade do brincar, antes e durante o projeto por AS, as análises revelaram que a implementação do projeto, na instituição de Educação Infantil de Parnaíba-PI, propiciou novos modos de agir, conceber e viver o brincar de adultos e crianças. Tais aspectos foram orientadores de práticas educacionais transformadas, viabilizadas pelas novas compreensões sobre o direito de brincar na escola, não exclusivamente como um lazer, mas de relevância primordial à infância e ao processo de ensino-aprendizagemdesenvolvimento humano. As transformações subsidiaram, posteriormente, o fortalecimento prático-teórico da proposta curricular da instituição, contexto da pesquisa
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Abe, Mirtes Iamani. "O brincar no processo de ensino-aprendizagem nas aulas de inglês no ciclo de alfabetização de uma escola." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/19744.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The purpose of this research was to find out the role of playing during the teachinglearning process while teaching English as a Foreign Language for young learners (first graders) in a public elementary school. This research relies on children’s language development (DEWEY, 1934), and ZPD (VYGOTSKY, 1978); in orality (CAMERON, 2001), in the structured and unstructured approaches to play (MOYLES, 2002) and teaching-learning of young learners (PINTER, 2013; SCOTT & YTREBERG, 2011; REILLY & WARD, 2016). The methodology chosen to develop this research was qualitative, interpretative, action-research (DENZIN & LINCOLN, 2008; BOGDAN & BIKLEN, 1994; BORTONI-RICARDO, 2013; GREENWOOD & LEVIN, 2010; PERROTTA, 2004). One of the advantages of working with actionresearch is being able to solve a particular problem and to produce guidelines for best practices in real life. The focal group participants were first grade students of a municipal school located in the south of the city of São Paulo. Classes were video/audio-recorded in 2015, then some excerpts of ludic activities were selected, analyzed and interpreted. This study was analyzed and categorized according to their themes (BARDIN, 2011). The results showed that English classes for young learners can broaden students’ horizons and hence create new possibilities
O objetivo deste estudo foi compreender o papel do brincar no processo de ensinoaprendizagem das aulas de inglês no ciclo de alfabetização em uma escola pública municipal de São Paulo. O estudo se fundamenta no desenvolvimento da linguagem da criança (DEWEY, 1934) e na ZDP (VYGOTSKY, 1978); no conceito de oralidade (CAMERON, 2001), no brincar livre e dirigido (MOYLES, 2002) e no ensinoaprendizagem de língua inglesa para criança (PINTER, 2013; SCOTT & YTREBERG, 2011; REILLY & WARD, 2016). A metodologia escolhida para o desenvolvimento deste estudo foi uma pesquisa qualitativa interpretativista, uma pesquisa-ação (DENZIN & LINCOLN, 2008; BOGDAN & BIKLEN, 1994; BORTONIRICARDO, 2013; GREENWOOD & LEVIN, 2010; PERROTTA, 2004). Uma das vantagens de se trabalhar com a pesquisa-ação é que ela busca soluções para problemas que estejam no âmbito da vida real e é responsável pela geração de conhecimento e melhorias sociais prometidas pelas ciências sociais convencionais (GREENWOOD & LEVIN, 2010). Os participantes focais foram os alunos de uma turma do 1º ano de uma escola municipal, localizada na zona sul de São Paulo. O objeto de minha investigação foram as análises de recortes das atividades lúdicas realizadas durante as aulas. Os dados foram coletados em gravações de áudio e vídeo, durante as aulas de inglês ao longo do ano letivo de 2015. O estudo foi analisado, por meio da análise de conteúdos (BARDIN, 2011), que consistiu em descobrir os “núcleos de sentidos”. Os resultados apontam que as aulas de inglês no ciclo de alfabetização podem expandir os horizontes dos educandos e consequentemente criar novas possibilidades e sair do lugar comum
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Estonlho, Regina Maria. "Atividade social como base para o aprender brincando em aulas de inglês: um processo colaborativo-crítico em construção." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21260.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
English teaching has been characterized by methodological proposals oriented towards standardization and convenience with recipes of how to approach teaching-learning through prescriptive methods and materials, not providing experiences that prepare students to act consciously and critically in the world. This research aims to critically understand playing based on Social Activities in the re-elaboration and implementation of Didactic Units for English classes, as well as its role in the reorganization of teaching-learning and in the strengthening of bonds between school and life. Specifically, it focus on understanding if, how and why play brought opportunities of learning and development to the participants, not only in the appropriation of the English language, but also in new ways of being and acting in the world. This investigation is inserted in the field of Critical Applied Linguistic (MOITA LOPES, 2006, PENNYCOOK, 2006, 2014, FABRICIO, 2006), grounded on the Socio-Historical-Cultural Activity Theory - TASCH (VYGOTSKY, 1934, LEONTIEV, 1977, ENGESTRÖM, 1999; LIBERALI, 2009), as well as on the play-based curriculum (VAN OERS, 2013). Methodologically, it is anchored in the Collaborative Critical Research (PCCol) - (MAGALHÃES, 2011), characterized as interventionist, since it focus on understanding and transforming participants' actions in school contexts. This study was conducted with children between ten and eleven years old at a language school in the interior of São Paulo. Data collection happened through the application of a questionnaire which aimed at discovering the social activities the children were involved in. The corpus is composed by excerpts of audio and video recordings produced during the period of a semester. Data were analyzed and interpreted through enunciative-discursive-linguistic categories (LIBERALI, 2013). The results revealed the importance of creating possibilities for rethinking, re-elaborating and reorganizing the teaching-learning of English through playing in Social Activities in order to constitute, in the classroom, critical-collaborative participants in the appropriation of new repertoires in situations of interaction in English. This dissertation allowed the construction of an approach to teaching English which establishes a relation between school and real life. In other words, the construction of non-encapsulated teaching-learning which relates school contents to their use beyond school walls
A área de ensino de inglês tem sido marcada por propostas metodológicas orientadas para a padronização e conveniência, com receitas de como abordar o ensino-aprendizagem por meio de métodos e materiais prescritivos, não proporcionando vivências que prepararem o aluno para atuação crítica e consciente no mundo. Nesse cenário, esta pesquisa objetivou compreender criticamente o brincar em Atividades Sociais na reelaboração e implementação de Unidades Didáticas para aulas de língua inglesa, bem como seu papel na reorganização do ensino-aprendizagem e no estabelecimento das relações entre a escola e a vida. O foco está em discutir se, como e por que o brincar, nas experiências vividas em sala de aula de inglês, trouxe oportunidades de aprendizagem e desenvolvimento aos participantes, não apenas quanto à apropriação da língua inglesa, mas quanto aos novos modos de ser e agir. Este trabalho está inserido no campo da Linguística Aplicada Crítica (MOITA LOPES, 2006; PENNYCOOK, 2006, 2014; FABRICIO, 2006) e apoiado na Teoria da Atividade Sócio-Histórico-Cultural – TASCH (VYGOTSKY, 1934; LEONTIEV, 1977; ENGESTRÖM, 1999; LIBERALI, 2009), assim como nos estudos sobre o currículo baseado no brincar (VAN OERS, 2013). Situa-se no quadro teórico-metodológico da Pesquisa Crítica de Colaboração - PCCol (MAGALHÃES 2009, 2011, 2012), caracterizando-se como intervencionista, visto o foco encontrar-se na compreensão e na transformação de modos de agir dos participantes nos contextos escolares. Este estudo foi desenvolvido com crianças entre dez e onze anos de idade em uma escola de idiomas no interior de São Paulo. A coleta de dados foi realizada por meio da aplicação de um questionário e uma conversa informal com as crianças, visando o levantamento das Atividades Sociais diariamente vivenciadas. O corpus é formado por excertos de áudio e vídeo gravações produzidos em um semestre. Os dados foram descritos, analisados e interpretados com base em categorias enunciativo-discursivo-linguísticas da Argumentação (LIBERALI, 2013). Os resultados revelaram a importância da criação de possibilidades de repensar, reelaborar e reorganizar o ensino-aprendizagem da Língua Inglesa pelo Brincar em Atividades Sociais, a fim de formar, em sala de aula, participantes crítico-colaborativos na apropriação de novos repertórios em situações de interação de uso do inglês. Esta dissertação possibilitou a construção da relação escola e vida real na abordagem de ensino desse idioma. Em outras palavras, a construção de um ensino-aprendizagem não encapsulado dos saberes escolarizados, mas que relaciona esses conteúdos ao uso fora dos muros da escola
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Pereira, Carolina Cesarino. "Sentidos atribuídos ao brincar em um processo de ensino-aprendizagem de língua inglesa." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21292.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research has as main objective to understand the senses attributed to a teacher of English as a second language for children while playing with them. In order to reach our purpose, we intended to answer the question: What are the senses attributed to play and how are they rebuilt along a process of reflective discussion with the coordinator of this school? Guiding this survey lies vygotskian’s theory concerning play as well as studies focused on the teachers’ education of English in Brazil and the main theories of teaching-learning traditionally applied to teaching the English language. Concerning the Critical Collaborative Research, we herein state that it was chosen to convey this research since we truly believe it acts as a facilitator when creating opportunities for critical reflection which lead to a transformation by getting collaborative elements from all those who took part in this process. The research was done with an active focal member, a teacher of English, together with the school coordinator who is the researcher of this study. Not only were data collected through a semi-structured interview, but also through both reflective discussions performed after classes had been observed and the continuation of the interview. Data were analyzed following specific thematic contents about which we can state that assertions about what is said were made from the semantic universe, thus trying to answer the question as well as understanding the senses attributed to play and its implications in the teaching-learning process. Data suggest an alteration in the construction of senses felt by the participant concerning the meaning of playing and its objective in the teaching-learning process of the English Language
Esta pesquisa objetivou compreender sentidos atribuídos ao brincar por uma professora de inglês que leciona um grupo de crianças em um instituto de idiomas. Para cumprir o proposto, buscamos responder à pergunta de pesquisa: Quais os sentidos atribuídos ao brincar e como eles são reconstruídos no decorrer de um processo de conversas reflexivas com a coordenadora da escola? Norteando o trabalho, está a teoria vygotskyana sobre o brincar, estudos acerca da formação do professor de inglês no Brasil e principais teorias de ensino-aprendizagem tradicionalmente utilizadas no ensino de inglês. A Pesquisa Crítica de Colaboração foi escolhida para a condução desta pesquisa, pois acreditamos que ela favorece a criação de espaços de reflexão crítica que levam à transformação por meio da colaboração entre os participantes. A pesquisa foi realizada em um instituto de idiomas com uma participante focal, professora de inglês, juntamente com a coordenadora da escola, aqui pesquisadora. A coleta de dados se deu por meio de uma entrevista semiestruturada, intermediada por conversas reflexivas que aconteceram após a observação das aulas. Os dados foram analisados segundo os conteúdos temáticos em que, a partir do universo semântico, são feitas asserções sobre o que é dito, buscando responder à pergunta de pesquisa e compreender sentidos atribuídos ao brincar e suas implicações no processo de ensino-aprendizagem. Os dados sugerem uma mudança na atribuicao de sentidos da participante acerca do que é o brincar e qual sua finalidade no processo de ensino-aprendizagem de língua inglesa
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Lima, Francielle da Silva de. "Estratégias de educação ambiental em duas escolas municipais de Campo Magro - PR." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/995.
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Os princípios básicos na educação ambiental como as ações de sensibilização, compreensão e responsabilidade, tornam-se cada vez mais necessários para possibilitar reflexões sobre práticas cotidianas em prol da melhoria geral da qualidade de vida. Neste aspecto, a temática de resíduos sólidos inserida na educação ambiental pode representar uma valiosa contribuição para despertar a comunidade. O presente trabalho teve como objetivo sensibilizar alunos de ensino fundamental de escolas municipais de Campo Magro – PR, sobre a importância da segregação e destinação correta de resíduos sólidos urbanos. Após a realização de entrevista com diretores e de diagnóstico dos ambientes das nove escolas municipais, foram definidas duas escolas para dar continuidade ao trabalho. Foi elaborado e aplicado um questionário para os alunos do 4º e 5º anos das escolas para avaliar as concepções e atitudes em relação à temática dos resíduos sólidos, ainda no mesmo dia foi solicitado a eles que realizassem uma representação (desenho) sobre o tema “lixo”. Através de análises destes instrumentos pôde-se fazer algumas considerações sobre o entendimento que os alunos têm da temática proposta, e traçar estratégias de educação ambiental de forma lúdica, como rodas de conversas e plantio de árvores, envolvendo as turmas de 4º e 5º anos. Também foram realizadas atividades de educação ambiental com os alunos dos 1°, 2° e 3° anos de ambas as escolas, além de diálogos com funcionários de limpeza, professores e os pais dos alunos. Após esta etapa, foram desenvolvidas e aplicadas atividades envolvendo as duas escolas, como confecções de cartazes (desenhos e frases) e de brinquedos, utilizando material reciclável. Todo o material produzido foi exposto nas escolas em um evento denominado “Reciclando Ideias”. No desenvolvimento das estratégias notou-se curiosidade e empenho bem como, trabalho e cooperação entre equipes. Em diálogo com os alunos, os mesmos opinavam de forma positiva sobre a continuidade das estratégias em outros momentos, mostrando interesse pelo assunto proposto e pela forma com que estávamos realizando o trabalho. Durante a realização dessas atividades pôde ser notado o envolvimento da comunidade escolar referente a questões ambientais em ambas as escolas, sendo relevante destacar a participação dos professores que sempre junto com seus alunos participaram e colaboraram para as atividades. Através desse projeto, pode ser confirmado que a temática ambiental para as séries iniciais da educação básica, deve ser trabalhada através de atividades diferenciadas e envolvendo alunos, professores, corpo técnico e a comunidade onde residem os alunos, pois somente com a ação dos multiplicadores ambientais é que será possível haver mudanças no cenário em que o meio ambiente encontra-se hoje.The basic principles in environmental education as awareness, understanding and responsibility become actions are increasingly necessary to provide reflections on everyday practices on overall quality of life. In this regard, solid waste topic insertion in environmental education may represent a valuable contribution to awaken the community. The present study aimed to sensitize primary school students of municipal schools in Campo Magro - PR, of segregation and proper disposal of solid waste importance. After conducting interviews with directors and diagnostic environments of the nine public schools, two schools were established to continue the work. A questionnaire was elaborated and applied to students in 4th and 5th years of schools to assess views and attitudes towards solid waste topic, and they was prompted to stage a representation (drawing) on the topic "junk" on the same day. Through analysis of these instruments it was possible to make some considerations on the understanding that students have of the proposed topic, and design strategies for environmental education in a playful way, like wheels conversations and planting trees, involving groups of 4 and 5 years. Environmental education activities with students of 1st, 2nd and 3rd years of both schools were also performed, as well as dialogues with cleaning staff, teachers and parents of students. After this step, were developed and applied activities involving the two schools, as clothing, posters (drawings and phrases) and toys, using recyclable material. All material produced was exposed in schools in an event called "Recycling Ideas". The development of strategies was noted curiosity and commitment as well as work and cooperation between teams. In dialogue with the students, they opined positively about the continuity of the strategies at other times, showing interest in the proposed issue and by the way we were doing the work. While performing these activities could be noted the involvement of the school community regarding environmental issues at both schools, being relevant to highlight the participation of teachers who always together with their students participated and contributed to the activities. Through this project, it can be confirmed that the environmental issue in the early grades of elementary education, must be worked through differentiated activities and involving students, teachers, staff and community where students reside, because only with the action of environmental multipliers is that current environment scenario can be changed.
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Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.
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The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.
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Ambra, Karen. "A avaliação da brincadeira de faz de conta por meio do ChIPPA: perspectivas para a prática pedagógica na Educação Infantil." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21256.
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Fundação São Paulo - FUNDASP
ChIPPA, on the play of “make-believe”, are perceived as pedagogically relevant to Early Childhood Education. For this purpose, twelve children, attending this level of education, participated in the study, as well as four teachers who worked there, in this level of education, and one primary school literacy teacher, all of them from a private school, located in the south of São Paulo (SP), Brazil. The literature review showed that play is a difficult concept to define, still seen in the daily school life as a natural phenomenon. It has also been demonstrated that, on the contrary, it has a social character, which is why it should be understood as a child right and, thus, intentionally implemented in schools too. The theoretical perspective adopted was Socio-historical Psychology, especially the Vygotskian concepts that deal with the relations of learning and development, of language and thought, of meanings and significance, of mediation and zone of proximal development, and the role of play in the child development. The method consisted in the application of the Children's Initiated Assessment Tool (ChiPPA) to the participating children and the use of two questionnaires, addressed to the teachers: one focused on their initial ideas about playing and their presence in the daily life of the Early Childhood Education, and another, after having made available the information on the ways of playing of each child, to verify if this data could guide the teaching planning and improve the educational practices. The results show that the ChIPPA can guide the elaboration of pedagogical objectives, since they indicate the different levels of abilities of the children in “make-believe” play. In addition, the teaching discourses that initially defended the play, but did not implement it in the quantity and quality expected in the daily school life, pointed out that, knowing the children's abilities in the games proposed, new pedagogical perspectives were unveiled, that is, the need to extend the frequency of play and its duration; to propose situations of “make-believe” play and symbolic play, and also to analyze carefully the play to, based on this, propose better planned pedagogical interventions. It was suggested that ChIPPA is an important tool for teachers in the service of learning and child development
Esta pesquisa teve como objetivo investigar se (e como) os dados oferecidos pelo ChIPPA, sobre a brincadeira de faz de conta da criança, são percebidos como pedagogicamente relevantes para a Educação Infantil. Para tanto, participaram do estudo doze crianças que frequentavam este nível de ensino, quatro professoras que nele atuavam e uma alfabetizadora do 1º ano do Ensino Fundamental de uma escola particular, situada na zona sul da cidade de São Paulo (SP), Brasil. A revisão de literatura mostrou que a brincadeira é um conceito de difícil definição, visto ainda no cotidiano escolar como um fenômeno natural. Foi também demonstrado que, ao contrário, ela possui caráter social, razão pela qual deve ser entendida como um direito infantil e, deste modo, implementada intencionalmente também nas escolas. A perspectiva teórica adotada foi a Psicologia Sócio-histórica, em especial os conceitos vigotskianos que tratam das relações da aprendizagem com o desenvolvimento, da linguagem com o pensamento, de sentidos e significados, de mediação e zona de desenvolvimento proximal e o papel da brincadeira no desenvolvimento infantil. O método consistiu na aplicação do Instrumento de Avaliação do Faz de Conta Iniciado pela Criança (ChiPPA) junto às crianças participantes e no emprego de dois questionários, dirigidos às professoras: um voltado às suas ideias iniciais sobre o brincar e a presença dele no cotidiano da Educação Infantil e, outro, após ter disponibilizado as informações sobre as formas de brincar de cada criança, para verificar se estes dados poderiam orientar o planejamento docente e aprimorar as práticas educativas. Os resultados mostram que o ChIPPA pode orientar a elaboração de objetivos pedagógicos, por indicarem os diferentes níveis de habilidades das crianças no brincar de faz de conta. Adicionalmente, os discursos docentes que defendiam inicialmente o brincar, mas sem o implementar na quantidade e qualidade esperada no cotidiano escolar, apontaram que, conhecidas as habilidades das crianças nas brincadeiras propostas, novas perspectivas pedagógicas foram descortinadas, ou seja, a necessidade de ampliar a frequência das brincadeiras e seu tempo de duração; de propor situações de faz de conta em torno do brincar convencional e do brincar simbólico e, também, de analisar criteriosamente a brincadeira para, com base nisso, propor intervenções pedagógicas mais bem planejadas. Sugeriu-se, portanto, que o ChIPPA constitui uma importante ferramenta para as professoras, a serviço da aprendizagem e do desenvolvimento infantil
Books on the topic "Creative activities and seat work"
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Moore, Jo Ellen. Fall activities. Carmel, CA: Evan-Moor, 1986.
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Dellinger, Annetta E. Creative games for young children. Elgin, Ill: Child's World, 1986.
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Gress, ed Jonna. Old-fashioned family fun: Activities from Current customers. Colorado Springs, Colo: Current, Inc., 1987.
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Bill, Stephani, ed. Year 'round fun. Iola, WI: Krause, 1999.
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Tanennbaum, Noga. Sefer ha-peʻiluyot ha-gadol shel Ḳenguru: Le-khol ʻonot ha-shanah. Ramat-Gan: Horim ṿi-yeladim, 1996.
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Wakan, Naomi. Sadako teachers' guide. Victoria, BC: Pacific-Rim Publishers, 1995.
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Colombo, Luann. Truth or dare. [S.l.]: Troll, 1998.
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Spizman, Robyn Freedman. Lollipop grapes and clothespin critters: Quick, on-the-spot remedies for restless children 2-10. Reading, Mass: Addison-Wesley, 1985.
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Martin, Sidney. Learning ideas through the year. Palo Alto, Calif: Monday Morning Books, 1989.
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Rogovin, Anne. 1001 wonderful wonders: Activites for all children. Nashville: Abingdon Press, 1992.
Find full textBook chapters on the topic "Creative activities and seat work"
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Geman, Oana, Emanuela Motrescu, and Johan Magnus Elvemo. "Unit 6 Lesson: Coordination Techniques of Instructive-Educational Activities in the Field of Neuroaesthetics Using Problem-Based Learning (PBL)." In Neuroaesthetics, 247–63. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-42323-9_18.
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AbstractAll creative processes begin by establishing an end goal, the realization of a vision to be. This intended purpose is the one directing a creator’s (or an author’s) experience of immersion in a thorough process of exploration. This process establishes the author’s ontological positioning and their relationship to the desired end result. Moreover, immersion in exploration creates space for identifying the best methods for uncovering and acquiring the knowledge to help refine this ontological positioning. Beliefs and attitudes in relation to the process of bringing the vision to life begin to more clearly emerge, building the grounds for epistemological inquiry. These personalized learning tools help inform the decisions made in the selection of the instruments and methods deemed appropriate for creative production. Alternatively, they can equally help in the selection of the right tools for scientific analysis and subsequent theory building. Thus, the scope of the intended result becomes more visibly delineated, regardless of its scientific or artistic nature. Finally, the ensuing strengths and limitations of these final products create a direct line of communication between the creator and the intended audience. Critiques and interpretations of the works are then issued by the public, in a dialogue that can continuously assess and reappraise these visions over time. In other words, differences in the work of creators and researchers, artists and academics begin to blur. Their projects, ideas or theories are meant to be sent out into the world in the hopes of either revealing something novel or in the hope of offering solutions to an existing predicament. Sometimes, the intended result is to spark inspiration. Other times, the work is meant to merely soothe, to offer relief of some kind. Hopefully, all proposed goals take place concurrently.
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Chassang, Gauthier, Michael Hisbergues, and Emmanuelle Rial-Sebbag. "Research Biobanking, Personal Data Protection and Implementation of the GDPR in France." In GDPR and Biobanking, 257–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-49388-2_14.
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AbstractSince 1978 and the initial French data protection law (Loi n°78-17 du 6 Janvier 1978), consecutive modifications regarding the protection of personal health data, especially in 2004, 2016 and 2018, set up a strict legal regime for processing sensitive personal data, including for research purposes. In recent years, French law has evolved proactively and in parallel with the work of the European Union (EU) on the preparation of what became the General Data Protection Regulation (GDPR), which has been in force since May 2018. This Chapter performs a state-of-art analysis (as of 1 July 2019) of the French legal framework for research biobanks and data protection rules applying to biobanking, in particular those related to data subjects’ rights and Article 89 of the GDPR. Firstly, it provides updated information about the national landscape of active research biobanks in France (Sect. 1). Secondly, it explores how the French law embodies the developments brought by the GDPR and how it envisages individuals’ rights in the context of research biobanking (Sects. 2 and 3). Thirdly, this Chapter analyses existing and potential national exemptions to individuals’ rights, including with regard to Article 89 GDPR, and how France conceives of processing activities of ‘public interest’ (Sect. 4). Finally, the authors address ongoing debates around bioethics law in France and argue for the creation of a specific Act focused on biobanking as a means of integrating, clarifying and developing not only data protection rules but also other activities related to samples, human or not, in a unique, operational and compact act (Sect. 5).
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Espedal, Gry, and Oddgeir Synnes. "A Narrative Approach to Exploring Values in Organisations." In Researching Values, 189–204. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90769-3_11.
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AbstractValues are often part of tacit and taken-for-granted knowledge in organisations. As such, investigating values as part of organisations and their members’ work on values can be difficult. In this chapter, we suggest a narrative approach to exploring values and values work. A narrative approach can be used to gain in-depth information on organisational activities, identity, sense-making and change. The analytical approaches of narrative research are not standardised and are instead dependent on the narratives involved and the content, aim and structure of the narratives. An organisational study is provided as an illustrative case to identify sacred stories as a form of values work manifested in creative acts of storytelling in everyday practice.
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Semple, Tara. "Overview." In Kultur und gesellschaftliche Praxis, 1–34. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39536-0_1.
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AbstractYoung adults and their conceptions and reactions to modernity, capitalism and consumerism constitute a fundamental building block to understanding society. Little sociological work has been done in the field of Hipsterism, although it can function as a paradigm for western, affluent societies. Drawing on qualitative research from two subsequent field stays in Berlin, this work utilizes Hipsterism to demonstrate contradictions of modernity, progress and counter culture in highly individualised societies, analysed through the lens of Modernity (Bauman/Giddens), Consumerism (Bauman), the New Spirit of Capitalism (Boltanski/Chiapello), and shows contradictions of urban space in reference to Lefebvre. Hipsterism demonstrates modes of identity, conceptions and a whole spectrum of activities with varying degrees of commitment. With tools such as conscious consumption, conversations and ethical or creative work within an intentional lifestyle, Hipsterism emerges as an attempt to navigate between individualism and collectivity and thus forms a kind of citizenship based on an imagined global 15 community that individuals empathize with and feel solidarity towards. Resulting from these circumstances are a variety of forms of action, while searching for better ways to contribute and engage at the same time. Attempts to try to construct spaces where milieus dissolve might fail in spatial practice, but the practices in sum still leave a trace in (consumer) culture. All these activities hint at the potential of transformative and negotiating power that Hipsterism could have.
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Lee, Kai-Fu. "A Human Blueprint for AI Coexistence." In Robotics, AI, and Humanity, 261–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54173-6_22.
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AbstractThe positive coexistence of humans and AI is possible and needs to be designed as a system that provides for all members of society, but one that also uses the wealth generated by AI to build a society that is more compassionate, loving, and ultimately human. It is incumbent on us to use the economic abundance of the AI age to foster the values of volunteers who devote their time and energy toward making their communities more caring. As a practical measure, to protect against AI/robotics’ labor saving and job displacement effects, a “social investment stipend” should be explored. The stipend would be given to those who invest their time and energy in those activities that promote a kind, compassionate, and creative society, i.e., care work, community service, and education. It would put the economic bounty generated by AI to work in building a better society, rather than just numbing the pain of AI-induced job losses.
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Ali, Omar H., and Tiera C. Moore. "Lenora B. Fulani." In A Seat at the Table, 148–70. University Press of Mississippi, 2023. http://dx.doi.org/10.14325/mississippi/9781496847515.003.0010.
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A bold and courageous independent political leader, an innovator in the psychological field of human development, and an exceptionally effective educator and community organizer, Lenora B. Fulani has spent her life creating activities, organizations, and approaches to help develop and empower ordinary people, with particular attention to the poor. Her developmental/empowering practice of building new ways of being with others is inspired by the Black Power movement and grounded in the work and methodological insights of Frantz Fanon, Lev Vygotsky, Lois Holzman, and Fred Newman, while her practical-critical activity is simultaneously postmodern (challenging the tenets of modernism, and its over-determining categories and epistemological modes of being) and revolutionary (the building of environments that are developmental, where people do things ahead of knowing how to do them).
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Kryvylova, Olena, and Olga Kurylo. "METHODOLOGICAL APPROACHES TO THE TRAINING OF FUTURE ENGINEERS-TEACHERS OF THE FOOD INDUSTRY FOR CREATIVE PROFESSIONAL ACTIVITIES." In Scientific space: integration of traditional and innovative processes. Publishing House “Baltija Publishing”, 2023. http://dx.doi.org/10.30525/978-9934-26-310-1-12.
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The success of the professional activity of food industry engineers-teachers depends on their ability to creatively solve professional problems. Training of competitive food industry professionals, in particular, engineers-teachers, is possible only if educational institutions and food enterprises cooperate fruitfully, when higher education institutions understand the needs of modern production and are able to train young professionals for further professional careers, and enterprises, in turn, are ready to work with graduates Educational institutions face the task of educating mobile, professionally and socially adapted specialists in the food industry, capable of working in various positions under various forms of labor organization and production in conditions of competition, which requires a rethinking of methodological approaches and their role in the preparation of future engineers-teachers of the food industry to creative professional activity in changing working conditions. The goal of this study is to highlight the methodological approaches to training of future food industry engineers-teachers for creative professional activity. In accordance with the goal, the following tasks have been defined: to identify the main methodological approaches to training future food industry engineers-teachers for creative professional activity; to reveal the features of the implementation of systemic, synergistic and creative approaches to the training of future food industry engineers-teachers for creative professional activity. To achieve the goal and solve the tasks, a set of interrelated theoretical research methods was used: analysis of scientific psychological and pedagogical literature to identify the essence of methodological approaches and the possibility of their use in the educational field; generalization and systematization of scientific and theoretical provisions to identify the main methodological approaches to the preparation of future food industry engineers-teachers for creative professional activity. The conducted research made it possible to determine the main methodological approaches of training future food industry engineers-teachers for creative professional activity, in particular, systemic, synergistic and creative, taking into account the peculiarities of the creative professional activity of the food industry engineers-teachers. The use of a systemic approach made it possible to interpret the readiness of future food industry engineers-teachers for creative professional activity and the model of its formation as a complete system, the relatively independent components of which are analyzed not in isolation, but in relationship, in combination with others. The use of a synergistic approach in the research contributed to the study of the subject of the pedagogical system, in particular the future food industry engineer-teacher, as a system that is constantly self-organizing, from the standpoint of openness, co-creation and orientation to creative self-development. This approach made it possible to reveal the essence, meaning and role of readiness of future food industry engineers-teachers for creative professional activity in the process of professional training based on the disclosure of their creative potential. The use of a creative approach in the organization of the creative activity of future food industry engineers-teachers contributed to the mastery of knowledge and means of their use based on the latest technologies, methods and types of activities; the formation of the ability to creatively and consciously choose optimal methods of transformative activity, plan own and collective activity, forecast and predict its results, evaluate work efficiency, think systemically and comprehensively, independently update information, carry out project activities. The creative approach stimulates future food industry engineers-teachers to form a creative individuality, a creative style of activity, non-standard solutions to specialized tasks and practical problems in a certain field of activity, and the ability to innovate.
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Ivanova, Liliia. "Complex Automated Competitiveness Diagnostic System of Future IT-Specialists." In Modern Information Technologies in Scientific Research and Educational Activities, 89–119. Iowa State University Digital Press, 2024. http://dx.doi.org/10.31274/isudp.151.03.
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Description The article presents an automated computer system for diagnosing the competitiveness of future specialists in information technology, which consists of a set of tests for determining the psychological, creative and personal qualities of an education seeker. It was determined that the application of a complex approach to system diagnostics using multi-directional tests allows obtaining a systematic assessment of the components of the competitiveness of future specialists in dynamics. The use of an automated computer system for the diagnosis of the student’s personality for the assessment and attestation of the psychological state of students of educational institutions of various accreditation levels, the identification of personal and professional characteristics, which will allow quantifying the level of competitiveness of future information technology specialists and greatly simplifies the recording and processing of the respondent’s answers while simultaneously reducing the probability of errors at a certain stage of diagnosis. The functions of an automated computer system for diagnosing the competitiveness of future information technology specialists are considered. The structure of the blocks of the automated computer system for the diagnosis of competitiveness is presented. The results of an experimental study of the competitiveness of students of the Odesa Technical Vocational College using an automated computer system for diagnosing the competitiveness of future information technology specialists are presented. It is proposed to use an automated system for diagnosing and evaluating the creative, psychological and personal components of students’ competitiveness for the work of structural divisions of the educational, psychological and educational direction in educational institutions of different levels of accreditation to determine the level of formation of key personal qualities of education seekers.
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Troshyna, Svitlana, and Olena Bespartochna. "THE PROJECT METHOD IS AN EFFECTIVE INTERACTIVE TECHNOLOGY FOR THE FORMATION OF KEY COMPETENCIES OF FUTURE SPECIALISTS." In Pedagogical concept and its features, social work and linguology (1st ed.), 39–47. Primedia eLaunch LLC, 2020. http://dx.doi.org/10.36074/pcaifswal.ed-1.04.
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The project method is considered as a pedagogical technology that involves a set of creative methods: research, exploration, and problem solving. The article emphasizes that the chief principle of learning with the help of the project method – “learning through the action”, according to which the essence of the learning process is discovery, a constant, real embodiment of something new. The essence of the project technology is to stimulate students’ interest in certain problems, involving the possession of a certain amount of knowledge, and through project activities that include solving one or a number of problems, show the practical application of acquired knowledge from theory to practice, harmoniously combining academic knowledge with pragmatic, adhering appropriate balance at each stage of training. It was researched that implementation of the project technologies in the educational the process may face certain problems but the active participation of students in the project work opens opportunities in an interesting form to develop their abilities and, most importantly, their personality.
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Bullivant, Deborah. "Where I come from and where I’m going to: exploring identity, hopes and futures with Roma girls in Rotherham." In Re-Imagining Contested Communities. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447333302.003.0016.
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This chapter discusses the ‘I come from’ project, one of the strands within the ‘Imagine’ project, which set out to work with a group of Rotherham's young women, defined as Roma by their school and the communities around them. The project aimed to explore their experiences and visions of an imagined future and their fused identities and shared sense of belonging. In the very midst of the project's creative activities, however, the Jay Report into child sexual exploitation was released, letting loose formerly suppressed fears and anxieties about the population growth and perceptions of Roma communities in parts of Rotherham, especially around the town centre. Immediately upon the report's release, Rotherham's once suppressed racial and cultural tensions came to the surface. Perspectives across the communities changed quickly and significantly, and the growing differences between ethnicities and cultures became the focus of both individual actions and media attention.
Conference papers on the topic "Creative activities and seat work"
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Leon Delgado, Alexis, Alex Carmona Peña, Yi Qiang Ji Zhang, Arnau Torrent Duch, Jordi Grau Rifà, and Adrià Barja Peláez. "A multi-project student space association." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.060.
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The aerospace sector has always been a challenge. The complex nature of the field requires for talented, skilful engineers. And while the university does great on the development of the theoretical background, it barely gets into the practical application. This is why embracing educational activities is critical to help students develop their technical and teamwork skills in the professional sector. UPC Space Program is an engineering student association based in the Terrassa campus of the Polytechnical University of Catalonia (Spain), and formed by 5 missions and 80 members. Each mission targets a field of interest in the space sector: rocketry, UAVs for space exploration, High Altitude Balloons, rovers and CubeSats. The sharing of the common spaces by such a number of people who are working on so many and diverse projects creates a vibrant and creative environment that incites learning. Our work is aligned with the current activities in the space sector. As the exploration of the terrestrial bodies of the Solar System highly benefits from the use of rovers, our Grass mission is focused on the development of planetary exploration rovers. After achieving 10th place in the European Rover Challenge 2021, the objective is to further upgrade the vehicle for the next edition. But currently, a new exploration focus is appearing as flying vehicles are entering the stage. In this context, our Aldora mission is based around a concept mission to Titan via an autonomous plane capable of deploying scientific probes. Obviously, space exploration is not possible without the presence of space transport vehicles. In this matter, Ares mission is focused on the development of High Power amateur rockets. Currently, Ares is developing a supersonic rocket set to participate in EUROC 2022 competition. But most of the payloads carried by rockets are satellites. In this field, the Horus mission aims to investigate and optimize the manufacture of a CubeSat, along with mission performance, to create a fully operational satellite, currently set to participate in the Europe to Space competition. Finally, there is yet another way to perform space science. Our Zephyros mission works in the development of High Altitude Balloons, also developing a set of experiments to test in near-space conditions. The next objective is to achieve the first student-developed zero pressure balloon in Spain
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Motta, Martina, and Delia Dumitrescu. "The role of teaching advanced technological knowledge to enhance experimental creativity in knit design." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001531.
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Digitalization is one of the main grounds for discussion in the textile manufacturing industry. As in other creative fields, digitalization in textile design has brought craftsmanship together with work using digital tools and mechanical processes to creatively embed advanced knowledge in structural design and this dualism is even stronger in the field of knitwear design. For years, knitting technologies have been considered far from creativity and entirely delegated to the expertise of technicians, and design education has often focused on fostering artistic expression by teaching highly creative manual/mechanical processes. In the ongoing shift towards digitalization and the challenges of Industry 4.0, research and education in knitting design must redefine the programming of industrial machines as a tool for designers to push their experimental creativity together with their technical knowledge. This article reports an investigation made by the authors in the two different contexts of the School of Design of Politecnico di Milano and of the Swedish School of Textile in Borås. Using the method of constructive alignment (Biggs, J. B. & Tang, C. S., 2011), the investigation set up a comparison of two practice-based methods for training designers in programming industrial knitting machines. The authors mapped the teaching, learning activities and expected learning outcomes specific for each course and analysed quintessential aspects that occur in the learning process in the transition from manual to digital tools. The research had the aim of understanding what kind of knowledge should be transferred, in which way and with which purpose, to make programming an integral and effective part of the learning process for knit designers. The data collected have been used to highlight similarities and differences between the two programmes, identify impactful items and open future research that could foster improvements with shared solutions.
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Power, Nigel. "You Can’t Get There from Here: Discovering Where to Begin a Practice-led Inquiry – Notes and Reflections from Thailand." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.79.
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In Thailand, it is common for art and design students to select a research topic prior to beginning their Masters studies. On the basis of this choice, students are – if accepted – then expected to research, produce and defend a substantial body of creative work about their topic. Underlying this approach is an assumption that topic selection is a relatively unproblematic moment in the development of a creative project. In this study I argue that the opposite is the case and that investing time, energy and resources in helping students to discover a relevant, meaningful and original topic – rather than conjure one from thin air or fall back on habitual approaches to creative practice – lays the foundations for relevance, meaning and originality in the project itself. This is, I believe, true of all summative postgraduate projects in art and design but is particularly so in practice-led inquiries where greater weight is necessarily given to producing insight into the complex and often troubled relations between creative practice and knowledge production. Our MfA in Visual Communication addresses this issue through a one semester period of intensive intellectual and practical labour that precedes topic selection. At the heart of this is a series of studio exercises that set up and structure critical and material encounters between research and practice. We begin with critical reflection on the things that matter to the student within and beyond their practice – their ‘concerns’. Drafting and crafting concerns is, surprisingly for many, a difficult and sometimes troubling task. Yet when done well it produces a delicate linguistic and conceptual tissue that connects the personal, the social and the professional and, in so doing, establishes a field of ideas within which points of departure for meaningful practice-led inquiry might begin to disclose themselves. With a small set of working concerns in hand, we invite students to develop two cross-fertilizing lines of inquiry. Transforming concerns into questions, invites discussion of a variety of forms and means of answer seeking and through this consideration of different epistemological and methodological traditions or ways of knowing. Likewise, asking ‘who else seeks answers to these questions’, invites the identification of theorists and practitioners who might figure in the conceptual apparatus that will frame inquiry. Above all, responding to concerns and questions through experimental creative production, invites students to confront the implications of reimagining their creative practices as forms of inquiry and, in particular to engage directly with a problematique at the heart of practice-led approaches to research: that is, the relative epistemological status of linguistic (propositional) and material (affective-aesthetic) operations – the relations between words and works. These activities serve to nurture meaningful research topics and directions of inquiry that are grounded in engagement with fundamental ideas and processes central to practice-led and practice-based research. I illustrate this approach by discussing two student responses to and reflections on working towards a starting point in this way.
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Salgado de la Rosa, Maria Asunción, Javier Fco Raposo Grau, and Belén Butragueño Díaz-Guerra. "Dibujando el espacio." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11517.
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The return to face-to-face teaching has served to value those social dynamics that foster a climate of collaborative learning within the classroom. We defined collaborative learning as a set of activities that transcend the practice of work in group, committing the collaboration of students and teachers in achieving common goals. After many years of putting into practice a teaching methodology focused on the creative learning of architectural drawing, we discovered that this collaborative model could be extrapolated to other learning environments. Throughout this text, it is tried to demonstrate how the teaching experience experienced after several years of teaching in degree, has been consolidated as a pedagogical procedure supported by verified teaching approaches that are transportable to other university areas as advanced as the teaching of Master. La vuelta a la docencia presencial, ha servido para poner en valor aquellas dinámicas sociales que fomentan un clima de aprendizaje colaborativo dentro del aula. Entendemos como aprendizaje colaborativo, un conjunto de actividades que trascienden la práctica del trabajo grupal, comprometiendo la colaboración de alumnos y profesores en la consecución de unos objetivos comunes. Después de muchos años de puesta en práctica de una metodología docente enfocada al aprendizaje creativo del dibujar arquitectónico, descubrimos que este modelo colaborativo era extrapolable a otros entornos de aprendizaje. A lo largo de este texto, se trata de demostrar como la experiencia docente experimentada tras varios años en grado, se ha consolidado como un procedimiento pedagógico apoyado en aproximaciones docentes verificadas que son transportables a otros ámbitos universitarios tan avanzados como la docencia de Máster.
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Sukarso, Aa, Ari Widodo, Diana Rochintaniawati, and Widi Purwianingsih. "Building creative disposition and creative thinking skills of high school students through biological laboratory work activities based on creative research projects." In PROCEEDING OF INTERNATIONAL CONFERENCE ON FRONTIERS OF SCIENCE AND TECHNOLOGY 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0107385.
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Stolbova, Irina, and Olga Pichkaleva. "Managing Graphics Training in Digitalized Environment." In 31th International Conference on Computer Graphics and Vision. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/graphicon-2021-3027-629-636.
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The article is devoted to the management of subject learning based on the principle of individualization in the context of the digital transformation of the educational process. Individualized learning technologies help increase student interest in achieving better results. The expediency of using such learning technologies that are focused on individualization has been proven, since individually oriented learning helps to stimulate students to achieve better results. Basic graphic preparation of students is used as an example of subject preparation. There is an example of a prepared educational resource-an electronic workshop, which presents a database of geometric problems with creative content. The necessity of using a practice- oriented project task for the purpose of introducing to professional creativity and mastering methodology of independent work with maximum disclosure of their individual potential is shown. The scheme of working at a project in a digital environment is considered. The target settings of subject-based learning are highlighted. The network schedule of planning individual work of students taking into account different levels of immersion in project activities is discussed. The authors demonstrate a set of tasks for the design of 3d models of objects of varying complexity, contributing to the formation of competencies in the practical implementation of algorithms for geometric constructions. It is concluded that the use of electronic educational resources in the process of basic geometric and graphic training makes it possible to bring the training support closer to the real professional design environment as well as introduces students to the latest innovative technologies.
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Gabureanu, Simona, and Petre Botnariuc. "AN ANALYSIS OF THE VIRTUAL COMMUNITIES SUPPORTING THE "GOOGLE FOR EDUCATION" PROGRAMME IN ROMANIA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-087.
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Authors: Petre Botnariuc Institutul de ?tiin?e ale Educa?iei Stirbei Vod?, 37, 010102, Bucure?ti. Email: bpetre[at]ise.ro Simona G?bureanu Universitatea Politehnica Bucure?ti Splaiul Independen?ei Str. No 313, Bucharest 060042, Romania E-mail: simona.gabureanu[at]upb.ro This article aims to complement through an content analysis endeavour the quantitative approach adopted by a programme evaluation, research that was conducted in 2015 by a team of researchers. The evaluation has addressed the training programme ,,Google for education" which aimed to develop teachers skills in employing in ones own activity of the different Google applications (Gmail, Calendar, Drive, sheets, forms, sites, Google+). The investigation aimed to reveal the added value of the training programme. The quantitative data set was collected through a questionnaire distributed through the ,,Google for education" communities and through the iTeach platform addressed to the professional development of teachers in preuniversitary education. For the analysis 159 answers were validated as attendants to the formal training session in using the Google apps in education from the total of 161 teachers who have actually filled in the questionnaire. The content for the qualitative analysis consists in the discussions taking place in 13 counties from Romania, which could be identified online. In this paper we will explore the trainees preferences and difficulties encountered in applying the Google tools in the process of resources and learning management, with a focus on the way in which the google groups are used as a mean of communication and collaboration in the professional communities of teachers from din 13 counties (Arge?, Bistri?a-N?s?ud, Boto?ani, Bra?ov, Br?ila, Bucure?ti, Constan?a, D?mbovi?a, Giurgiu, Hunedoara, Mehedin?i, Mure?, Timi?). We have used a mixed methodology of analysis with quantitative and qualitative treatment of the collected data (questionnaire applied to the trainees of the training programme and content analysis of the online discussions forums). The focus of analysis was on the effectiveness of the training programme and on building a teachers learning community as well as to provide a set of suggestions for improving the future training activities. The quantitative results are analysed and further explained against the qualitative results taking into account different factors: type of training provider type, trainees preferences for training, opportunities, difficulties and factors of success in application in preparation activity and actual classes, areas, extent and frequency of application, participants estimated training impact on educational design and classes, teaching experiences. The analysed effects of training include: use of Google apps for management and school-family collaboration, better integration of google apps in the teaching, integration of google apps in the learning tasks, use of state of the art teaching methodologies (pupil and competence centeredness), introducing creative methods and strategies in the learning situations, relevance and practicality of the learning activities, opportunities for collaborative learning and team work, personalised and individualised learning, as well as interactive and participative learning, adequate, varied evaluation methods and tools, exploitation of received feedback for ones own improvement and professional development. In what the outcome of the training is concerned the following topics will be analysed: increased learning performance for pupils, attractiveness of learning activities, facilitation of retention, comprehension and higher order thinking skills, encouragement of both demanding students and high performing students, facilitation of creative approaches in learning, better and increased use of google apps for individual study, better communication with the students, increased individual involvement in collaborative projects, more effective resource management.
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Golosay, A. V. "IMPROVEMENT OF STUDENTS PROFESSIONAL COMPETENCIES IN EDUCATIONAL AND CREATIVE ACTIVITIES." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/87.
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The article raises the problem of the formation of students' general professional and professional competencies in educational and creative activities of artistic and pedagogical orientation in teaching. The definitions and concepts of the basic didactic terms necessary for the development of scientific and practical content of academic and artistic-creative forms of work in a higher education institution are given. The solution to this problem lies in the analysis of pedagogical research in the field of art academic disciplines, the formulation of possible methods for improving academic art, and the creative training of students of the Faculty of Arts and Design.
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Kharisov, Firaz, and Chulpan Kharisova. "INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.
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INNOVATION IN NON-NATIVE LANGUAGE EDUCATION Education system both in Russia and abroad has its own traditions and customs established throughout the centuries. In some educational institutions there were used non-conventional teaching methods along with traditional ones. However we are aware of the fact that both in those old times and now educational and pedagogic work was founded on the Jan Amos Comenius teaching, that was published in Didactica Magna (1638) that contains 'universal art of teaching everyone everything...'. Despite the fact that every country establishes specific educational systems which capture the peculiarities of socio-political framework and national and cultural differences, there is a certain degree of commonality among them. We understand 'innovation' as a certain novelty that was specifically developed or accidentally discovered through the pedagogical practice. Authors give different meanings to 'novelty' and 'innovation'. Novelty is a new means (new method, new methodology, technology etc.), while Innovation is the process of adopting that means. Innovational teaching is focused on developing an individual who is adaptable to constant changes in society, living conditions, to effective and durable acquisition of science basics by means of developing creative capabilities, thinking, and communication skills through new technology. When using innovation technologies, there occurs transition from lesson (task) systems as a teaching process to a lesson as 'a leading form of living' (lesson-creation, lesson-labor, lesson-communication, lesson-friendship, lesson-meeting, lesson-concerto, lesson-conversation, integrated lesson, lesson-roundtable, lesson-craft, etc.), Innovative approaches when teaching non-native language can be considered from the point of view of innovation-modernization of the teaching process, whereby the result is guaranteed as in traditional reproductive orientation. Technological approach to teaching concerns communicating certain knowledge to a student, forming a certain set of actions based on an example offered by a teacher; innovation-transformation which changes traditional understanding of the educational process and supports the research nature of the cognitive activity. Exploratory approach has an ability to transform traditional learning based on productive activity, which guarantees meeting certain goals and results. Teaching languages by using innovative technologies implies organizing the teaching process in a new, oriented at foreseeing the end results, stimulating students to dynamic communicative activities dialogue which fully leverages the emotional and intellectual potential. By 'technology' we mean a set of methods and techniques, which are used by teachers, as well as educational materials that are used when teaching Tatar language (educational-methodical system, computer technologies, video and audio, etc.). Educational-methodological systems that have been developed in recent years are communication-oriented and contain multiple tests that allow for self-control and teacher-control. Essentially, they bring communication in a non-native language close to natural environment. There are several goals of using modern technologies for teaching non-native languages, o Increasing motivation and interest in studying; o Strengthening cognitive activity; o Creating comfortable environment, the atmosphere of mutual understanding and support when communicating in non-native language; o Developing creative potential and skills, developing initiative. Using new educational technologies implies that the teacher should act in numerous roles: be a producer, a teacher, a student, an organizer of certain type of activity (e.g. games), a consultant, etc. Dr. Firaz F. Kharisov, Professor, Doctor of Pedagogical Sciences, Kazan Federal University Chulpan M. Kharisova, Professor, Doctor of Pedagogical Sciences, Kazan Federal University
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Macías, Roger, Antonio Marzoa Domínguez, Oriol Casamor, Joan Soler, and Daniel Fernández. "3D printed telescopes: an interesting tool for teaching Astronomy, Science and Technology." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.104.
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3D printing technologies experienced a huge evolution both in techniques and applications since its invention in the early 1980s. Fused Deposition Modelling (FDM) was the first term used to describe an additive manufacturing technique and from that point on, many different ways of 3D printing have been developed to fulfil a variety of needs.
Nowadays, 3D printing has become more accessible to the general public because of the big drop in prices caused by the big technical developments. As a result of that, a community of “makers” has been taking shape internationally making access to designs and advice easier.
3D printing is without a doubt one of the key developments of the last decades and covers from highly technical research fields (like medicine-related investigations) to individual makers or even educational programs to encourage young people to create.
As a result of that, it can be seen daily that the so-called 3D printing has gained a big amount of fame between fabrication processes for its accessibility and ease of use, it only takes a computer, a 3D printer and time. On behalf of that, an idea for a final degree thesis was
proposed: designing and printing using fused deposition modelling a telescope for astronomical and educational purposes.
The main goal of the project is to, first check the capabilities of the 3D printing technology to build telescopes for amateur astronomers, comparing its performance with the current commercial products, and secondly, to develop a set of educational resources that permit the
easy construction of low-cost custom instruments for the teaching and diffusion of Astronomy and Space Science. The set of resources derived from this project will be an interesting tool for Astronomy beginners, Engineering and Science students, teachers, and makers.
In this work, we summarise the current status of the project and the results obtained with the first built prototype, as well as the design and choices made to fulfil our needs in a practical and feasible way. Last but not least, a list of possible educational activities to be carried out
with the developed resources will be exposed.
Reports on the topic "Creative activities and seat work"
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Cameron, Amy, Ali Floyd, Erin Hardee, Ailsa Mackintosh, Nicola Stanley-Wall, and Emma Quinn. Using An Evaluation Framework to Direct Public Engagement Work: 2017-2022 with Case Studies. University of Dundee, September 2023. http://dx.doi.org/10.20933/100001290.
Full textAbstract:
We are the School of Life Sciences Public Engagement team. This team encompasses the Schools Outreach Organiser and Public Engagement and Communications Officer as well as the WCAIR Public Engagement Manager and Public Engagement Officer and the Academic Lead. We provide support for the staff and students within the School of Life Sciences in engaging with the public, including training, resource development, administrative support, and specialist expertise. We have staff and student development, and social purpose at the heart of all that we do. In 2017 we defined four main aims as part of our new Public Engagement with Research Strategy: → Build on our creative partnerships to deliver a high-quality, innovative engagement programme. This will inspire participation in and understanding of our research, making science relevant for everyone. → Engage a diverse range of people with our research. → Consult with our local communities to widen our reach and meet their needs. → Promote and support a culture of active participation in public engagement within our life sciences community. In 2018, we worked with Evaluation Support Scotland to set up our evaluation framework. Some of the evaluation outcomes, and their associated indicators, were set to evidence the good work we were already doing. Some were set to drive us to improve our practice. Over the past five years, we have used the framework to monitor our work. Each annual reflection gave us confidence in some areas but also pushed us to re-examine some of our long-standing practices and assumptions and refine the framework to meet changing needs. Here we showcase how we used the evaluation framework to guide our work and in doing so, provide a flavour of the public engagement activities the School of Life Sciences undertakes. We demonstrate how we knew if we were being successful, where we had more work to do, and where we were unrealistic with our expectations.
2
Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.
Full textAbstract:
Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.
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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Albury-Wodonga. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206966.
Full textAbstract:
Albury-Wodonga, situated in Wiradjuri country, sits astride the Murray River and has benefitted in many ways from its almost equidistance from Sydney and Melbourne. It has found strength in the earlier push for decentralisation begun in early 1970s. A number of State and Federal agencies have ensured middle class professionals now call this region home. Light industry is a feature of Wodonga while Albury maintains the traditions and culture of its former life as part of the agricultural squattocracy. Both Local Councils are keen to work cooperatively to ensure the region is an attractive place to live signing an historical partnership agreement. The region’s road, rail, increasing air links and now digital infrastructure, keep it closely connected to events elsewhere. At the same time its distance from the metropolitan centres has meant it has had to ensure that its creative and cultural life has been taken into its own hands. The establishment of the sophisticated Murray Art Museum Albury (MAMA) as well as the presence of the LibraryMuseum, Hothouse Theatre, Fruit Fly Circus, The Cube, Arts Space and the development of Gateway Island on the Murray River as a cultural hub, as well as the high profile activities of its energetic, entrepreneurial and internationally savvy locals running many small businesses, events and festivals, ensures Albury Wodonga has a creative heart to add to its rural and regional activities.
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Desai, Jairaj, Rahul Suryakant Sakhare Sakhare, Justin Mahlberg, Jijo K. Mathew, Howell Li, and Darcy M. Bullock. Implementation of Enhanced Probe Data (CANBUS) for Tactical Workzone and Winter Operations Management. Purdue University, 2023. http://dx.doi.org/10.5703/1288284317643.
Full textAbstract:
For over a decade, segment-based probe data has been extensively used by transportation stakeholders for monitoring mobility on Indiana roadways. However, enhanced probe data from connected vehicles includes a richer dataset that can provide more detailed real-time and after-action reviews. This enhanced data includes detailed vehicle trajectories, at 3s resolution, and “event data.” This event data is near real-time and includes hard-braking events, hard-acceleration events, weather-related data, including wiper activations and some seat belt usage data. This project developed a set of methodologies and resulting visualizations that enables the use of emerging connected vehicle data in operational decision-making on work zone management and winter operations activities. Each month approximately 13 billion connected vehicle records are ingested for Indiana. During peak periods, approximately 625,000 records per minute are ingested. Without substantial processing, this large data set is “data-rich, information-poor.” This study developed techniques to rapidly assign relevant data to interstate segments so that visual graphics could be efficiently generated. This provided the ability for both real-time monitoring as well as after action assessment to identify opportunities to improve both work zone operations and winter operation activities. The summaries derived from these datasets have helped promote effective actionable dialog among agencies, contractors, and public safety colleagues towards the overarching goal of improving interstate safety and mobility.
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West, George, Marco Velarde, and Alejandro Soriano. IDB-9: Operational Performance and Budget. Inter-American Development Bank, March 2013. http://dx.doi.org/10.18235/0010526.
Full textAbstract:
In IDB-9 the Board of Governors of the Inter-American Development Bank (IDB) mandated the adoption of a results-based budgeting process (RBB) that would be aligned to and would help achieve the key performance targets of the Corporate Results Framework (CRF), as well as improve accountability and transparency. In addition, they mandated the use of a Balanced Score Card Performance Management System (BSC) that would incorporate the results from an External Feedback System (EFS). The Governors also requested that the Bank continue its efforts to improve organizational efficiency. The IDB has made significant progress in improving the quality and availability of information related to the budget and the associated work program, and in developing and enhancing the systems to support the budget planning and monitoring process. Many of the actions defined in the RBB Framework document can be considered complete from a technical perspective, but the RBB is still a work in process. One major area that RBB planners underestimated was the effort and time it would take to create an organization that uses data to manage for results. This effort must involve all levels of Management and be accompanied by appropriate incentives. Work on this cultural change has started but will extend beyond the planned three-year RBB implementation period. The BSC effort resulted in organizational learning and the development of a number of performance indicators, but it failed to achieve its objective of implementing a BSC that would provide the Bank with a Strategic Planning and Management system to help ensure the alignment of business activities with organizational strategy and provide a focused, comprehensive perspective of the Bank¿s organizational performance.The EFS is just being restarted, and preliminary results are expected in early 2013. Work is under way to improve operational efficiency, but the RBB data provide limited support to this activity, as most of the efficiency indicators are related to cycle times and not budget. OVE provides several suggestions for future work: (i) increase the focus, attention, and resources devoted to the RBB change management process to help achieve the culture change needed to create an organization that "manages for results"; (ii) plan for the involvement of all levels of Management, use internal and external experts in this process, and recognize that the process will take time; (iii) with Human Resources, create and implement incentives to recognize and reward behavior and good practices that can change the Bank¿s culture; (iv) consider raising the sponsorship level of the RBB, possibly combining it with the Program Optima governance structure; (v) focus on creating a limited set of performance indicators that drive the Bank¿s business and that link to its strategy, objectives and priorities; and (vi) reexamine the budget process to identify key constraints (for example, the head count ceiling) and reexamine the timing of performance reporting and budget allocations/reallocations to ensure alignment.
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Shaw, Jackie, and Mary Wickenden. Insights from Inclusive Participatory Fieldwork with Learners with Deafblindness and Other Marginalised Impairments. Institute of Development Studies, November 2023. http://dx.doi.org/10.19088/ids.2023.014.
Full textAbstract:
This paper describes and discusses a piece of inclusive and participatory fieldwork carried out at two sites in Bangladesh in close collaboration with local and international NGOs working on disability as part of the UK government (FCDO) funded Disability Inclusive Development (DID) programme. Our research fieldwork engaged two small groups of learners with specific identities (deafblind or young women) in workshops aiming to gather examples of and understand their experiences as young people with disabilities, both in general terms and about a work-focussed programme. Creative, visual and arts based multi-modal methods were used to encourage maximum participation, including from those with little or no spoken language or literacy. Some were accompanied by carers or supporters who also shared their perspectives. Local staff teams from collaborating INGOs and Organisations of People with Disabilities (OPDs) supported, participated in and learnt from the process. Detail about the workshop activities and data from the participants are presented and discussed. Recommendations from the participants and reflections on the methodological aspects are provided. We concluded that using inclusive, participatory and creative research methods generates rich insights into people’s experiences, which can increase understandings about marginalised people’s lives and inform future interventions to promote their inclusion.
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Bohuslavskyj, Oleh. UKRAINIAN-CANADIAN NEWSPAPER “NEW PATHWAY”: WINNIPEG PERIOD (1941-1977). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11391.
Full textAbstract:
The subject of the study is the ideological, financial, economic and socio-social conditions of the publishing house and the editorial board of the magazine “New Pathway” Winnipeg period 1941-1977. The main objectives is to determine the peculiarities of the conditions of publishing a Ukrainian magazine in exile, which provides for the systematization and introduction into scientific circulation of factual material on creative and material activities of the “New Pathway” and socio-political environment that influenced the information and ideological and business policy of the publication. The basis of the research methodology is axiological, cultural, systemic approaches; methods of historicism, analysis, synthesis, generalization were used. The study provides not only a description of the historical path of the publication in this period, but also the reasons for miscalculations and successes, both financial and economic and socio-political, which allowed not only to stay in the information field and market for more than ninety years, technical circumstances of its existence, the political struggle in the new wave of emigration after World War II, changes in demographic and linguistic situation among the Ukrainian diaspora in Canada. The reasons for the situational increase and decrease in the activity of the publication’s subscribers were identified; the mechanisms of expanding the readership, attracting new readers and authors are analyzed; confirmed that the efforts of editors and directors of the publishing house at the initial stage of the Winnipeg period created and strengthened the material and technical base of the publishing house, conducted advertising campaigns and direct work to attract new subscribers and readers; The significance of the study is that for the first time in Ukraine the information about the Winnipeg period of the Ukrainian-Canadian weekly “New Pathway”, its financial and financial problems and creative and editorial successes was analyzed and summarized, thus filling another page in the history of Ukrainian diaspora periodicals.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.
Full textAbstract:
The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.
Full textAbstract:
The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Sembler, Jose Ignacio, Regina Legarreta, Ernesto Cuestas, Roni Szwedzki, Sumiko Andrade Sakaguchi, Damian Galinsky, Fernando Barbosa, et al. Approach Paper: Evaluation of IDB Invest. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004463.
Full textAbstract:
This approach paper defines the objectives, scope, and methodology for the evaluation of IDB Invest by the Office of Evaluation and Oversight (OVE). At the 2015 annual meeting in Busan, the Boards of Governors of the Inter-American Development Bank (IDB) and the Inter-American Investment Corporation (IIC) decided to consolidate the IDB Group's private sector operations into the IIC. This decision was accompanied by a US$2.03 billion capital increase for the IIC over a 10-year period (2016-2025). This process of consolidation and capitalization, known as the private sector merge-out, took effect on 1 January 2016. In 2017, OVE completed a midterm review of implementation of the private sector merge-out to identify emerging lessons that might be helpful in completing the merge-out. In November 2017, the IIC was rebranded as IDB Invest. At the request of the Boards of Executive Directors of the IDB and IDB Invest, this evaluation was included in OVE's 2021-2022 work program. The Busan Resolution set forth a “Renewed Vision” for promoting development through the private sector. This Renewed Vision provides a long-term framework (2016-2025) for IDB Invest and focuses on strengthening development effectiveness, development impact, and additionality of operations, as well as maximizing the efficient use of resources and synergies between the IDB Group's public and private sector activities. The merge-out was selected as the way to implement this Renewed Vision. The challenges posed by the COVID-19 health crisis, as well as current discussions on the need to pursue a new business model for the institution and its financial and operational implications, make this an ideal moment to take stock of lessons learned and provide input for future discussions at the corporate level. Against this backdrop, this evaluation seeks to report independently to the Boards of Executive Directors of the IDB and IDB Invest on the effectiveness of the implementation to date of the Renewed Vision that gave rise to the creation of IDB Invest. This evaluation will also use the findings of OVE's 2017 midterm review of implementation of the merge-out to further analyze areas that had not yet matured at that time (e.g., finance, operations management, development effectiveness, etc.). The evaluation will cover the period from January 2016 (when the merge-out took effect) to December 2021.