Relevant bibliographies by topics / Education facilities

Academic literature on the topic 'Education facilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Education facilities"

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Elkins, John. "Evaluating Special Education Facilities∗." Exceptional Child 34, no. 2 (July 1987): 143–48. http://dx.doi.org/10.1080/0156655870340207.

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Raichel, Daniel R. "Designing acoustic facilities for education." Journal of the Acoustical Society of America 109, no. 5 (May 2001): 2328. http://dx.doi.org/10.1121/1.4744167.

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Harutyunian, Hayk, and Areg Mickaelian. "Modern facilities in astronomy education." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 263–64. http://dx.doi.org/10.1017/s1743921307007119.

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AbstractAstronomical education is entering a new stage of development which is closely connected with the development of new technologies for communication, computing and data visualization. We discuss this evolution in the context of astronomy education in Armenia. As students spend only a short time in Byurakan Observatory for training in observations, they are not able to carry out systematic astronomical observations. Hence their training places emphasis on the use of astronomical archives and analysis of observational data obtained previously with the Byurakan telescopes and other ground-based and space telescopes. Thus, one of the aims of the Armenian Virtual Observatory is to support the training of students in this modern context.
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Hasanah, S. Nor. "MONITORING DALAM MANAJEMEN SARANA DAN PR." al-Iltizam: Jurnal Pendidikan Agama Islam 3, no. 2 (December 4, 2018): 202. http://dx.doi.org/10.33477/alt.v3i2.604.

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Abstract: Monitoring in school and security asset of education system of facilities and infra structures management based on vision and mission, therefore education institution needs to develop a management system includes planning, procurement, utilization, maintenance, deletion and updating all facilities and infrastructures. Education Institution must have special guidance about completeness and adequacy the needs of facilites and infrastructures, includes inventary classification system and information of existence. Besides that, education institution must have management system that guarantee wider access existence especially for the students and teacher through sharing resource model applied. Paradigm monitoring and evaluating toward facility and infrastructures of an education instution. so that can be described some essences of sub discussion emerging high quality and effective education, and efficient through facilities and infrastuctures management, evaluating in education of facilities and infrastructures and critical analiysis toward monitoring and evaluating of facilities and Infrastructures. Key words : monitoring, facilities and infrastuctures of education.
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Hasanah, S. Nor. "Monitoring dalam Manajemen Sarana dan Prasarana Pendidikan." At-Turats 12, no. 1 (June 20, 2018): 129–58. http://dx.doi.org/10.24260/at-turats.v12i1.929.

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Monitoring in school and security asset of education system of facilities and infra structures management based on vision and mission, therefore education institution needs to develop a management system includes planning, procurement, utilization, maintenance, deletion and updating all facilities and infrastructures. Education Institution must have special guidance about completeness and adequacy the needs of facilites and infrastructures, includes inventary classification system and information of existence. Besides that, education institution must have management system that guarantee wider access existence especially for the students and teacher through sharing resource model applied. Paradigm monitoring and evaluating toward facility and infrastructures of an education instution. so that can be described some essences of sub discussion emerging high quality and effective education, and efficient through facilities and infrastuctures management, evaluating in education of facilities and infrastructures and critical analiysis toward monitoring and evaluating of facilities and Infrastructures.
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H.N, Manukumar, and Dinesh R N. "Role of NGO’s in Improving Education Facilities of Specially Abled." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 344–56. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201164.

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Hanashima, Atsuko. "Environmental Education at Waste Treatment Facilities." Material Cycles and Waste Management Research 28, no. 5 (September 30, 2017): 343–48. http://dx.doi.org/10.3985/mcwmr.28.343.

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Strom, Robert D., and Paris S. Strom. "Grandparent education for assisted living facilities." Educational Gerontology 43, no. 1 (September 3, 2016): 11–20. http://dx.doi.org/10.1080/03601277.2016.1231518.

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Musa, Mohd Fauzee, and Zarita Ahmad@Baharum. "Higher Education Physical Assets and Facilities." Procedia - Social and Behavioral Sciences 50 (2012): 472–78. http://dx.doi.org/10.1016/j.sbspro.2012.08.051.

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Grimm, Michael. "Education and Research in Facilities Management." Facilities 10, no. 10 (October 1992): 11–12. http://dx.doi.org/10.1108/eum0000000002208.

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Dissertations / Theses on the topic "Education facilities"

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Tse, Shuk-yee Bonita. "Education park." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949172.

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Chan, Wing-che Kennis. "Kindergarten : a new mode of education for children /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949366.

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Luke, Charles A. Camp William E. "Equity in Texas public education facilities funding." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3647.

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Luke, Charles A. "Equity in Texas Public Education Facilities Funding." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3647/.

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The need to establish appropriate, adequate, and decent educational facilities for school children across the nation has been well-established. The ability of school districts in each state to build these facilities has varied widely in the past. Historically, most facilities funding ability for school districts has come from the local community and has been tied to property wealth and the ability of the community to raise significant tax dollars to pay for school buildings. Responding to an expanding need for increased facilities funding and school funding litigation, the state of Texas added facilities funding mechanisms for public school facilities construction in the late 1990s. The purpose of this study was to determine whether or not the methods of facilities funding were equitable in the state of Texas. In this study, equity values were framed around three equity concepts established in school funding equity literature. These three concepts were (1) horizontal equity defined as the equal treatment of equals, (2) vertical equity defined as the unequal treatment of unequals, and (3) wealth neutrality defined as the absence of a relationship between school district wealth and the equal opportunity of students. The sample comprised 1,039 school districts in the state of Texas. Well-established equity measures were administered to data including capital outlays, weighted per pupil capital outlays, instructional facilities allotments, and school district wealth. Horizontal equity measures included the McLoone index, the Verstegen index, the federal range ratio, and the coefficient of variation tests. The Odden-Picus Adequacy index (OPAI) was administered to determine levels of vertical equity. Finally, wealth neutrality was determined utilizing the Pearson product-moment correlation test. Findings indicated that there were poor horizontal equity levels both in the top half and bottom half of the distribution of capital outlay spenders. A coefficient of variation test was administered to determine overall horizontal equity. While it did not indicate poor overall horizontal equity, the existence of extreme outliers in both halves of the distribution indicated that the dispersion of spending at the top and bottom of the distribution were inequitable. In fact, over the three year period of the study, fifteen percent of the top spending districts spent between forty and fifty percent of all capital outlay expenditures. Vertical equity was tested by implementing a court mandated equalization standard of eighty-five percent. When the OPAI was administered at this equity level, vertical equity was poorer than horizontal equity. Finally, while some state implemented facilities funding mechanisms were wealth-neutral, the overall funding system, with its heavy reliance on bonded indebtedness, was not.
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Coffey, Andrea B. "Revitalization of School Facilities." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2661.

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The purpose of this study was to analyze current practices in the revitalization of school buildings and assimilate data that can be used by school administrators to make informed decisions about the revitalization of school facilities. Through a review of literature, elements for planning the revitalization of school facilities were identified and analyzed. These elements were included in an interview guide used during on-site visits to selected revitalized schools. Nine schools renovated since 1985 in Virginia, Tennessee, and North Carolina were chosen to participate in the study. The treatment of data was reported around the use of identified elements of planning for renovating school buildings. Data from the schools were divided by states to make comparisons. The study indicated that structural soundness, program support, site, and cost are four areas of concern when planning for the revitalization of a school. The specific planning elements included the development of educational specifications; attention to site condition; consideration of playground areas; importance of the exterior appearance of school buildings; space utilization; condition of mechanical and electrical systems; importance of energy efficiency, development of barrier free environments, treatment of thermal environments; consideration of acoustics; management of visual environments; selection of furniture and equipment; and attention to aesthetics. As a result of the findings of this study, the following conclusions were drawn: (1) Planning for the revitalization of school buildings differs from one school to another even when the schools are in the same system. (2) States do not employ facility planners to help school systems revitalize their school buildings. (3) Many school administrators do not know how to assess the condition of the schools in their districts. (4) Administrators and other individuals involved in revitalizing school facilities want more information on how to systematically plan for the modernization of school buildings.
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Tse, Shuk-yee Bonita, and 謝淑儀. "Education park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3198308X.

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Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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Broyles, Thomas W. "Curriculum and Facilities for Agricultural Education: An Agriscience Approach." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11207.

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Agricultural education has changed its curriculum, its focus, and its mission. The early days of agricultural education prepared pupils to enter the workforce by training for specific jobs. The emphasis in agricultural education has shifted to the integration of academics with career and technical education. This paradigm shift is called agriscience. The concept of agriscience is delivered utilizing classroom teaching, supervised agricultural experiences, and laboratory learning. Facilities are the linking point from classroom instruction to problem solving and hands-on experience. Facilities must be furnished with equipment and modules that are highly correlated with the curriculum being implemented. Laboratory experiences must be modernized to reflect the integration of academics with agricultural education. A facility problem being encountered is that agricultural educators do not know the essential components needed for a functional agriscience facility. The purpose of this study was to ascertain essential components needed for a functional agriscience course taught in Virginia entitled Biological Applications in Agriculture. Specific objectives of the investigation were to determine the essential agriscience laboratory and classroom components needed to implement the Virginia course entitled Biological Applications in Agriculture. Identifying essential components of a functional agriscience facility was achieved using the modified Delphi methodology. The panel for this investigation was comprised of 17 adult individuals representing three constituency groups. The groups were categorized as agricultural educators, local school administrators, and career and technical education directors. The respondents completed questionnaires spread over two rounds. The Round I included an initial list of 49 pieces of equipment and components from similar courses taught in Georgia, North Carolina, and New York. The expert panel added an additional 41 pieces of equipment and components to the Round I questionnaire. The Round II questionnaire sought to obtain consensus of the list of essential equipment and components for an agriscience laboratory and classroom. The expert panel reached a consensus on the 90 items essential to implementing the course Biological Applications in Agriculture.
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Siu, Suet-mui Winnie. "Rehabilitation and education centre for maladjusted children." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594969x.

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Wong, Yuet-yau Raymond, and 黃月有. "Use of internet facilities for higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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Books on the topic "Education facilities"

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Washington (State). Legislature. Joint Legislative Audit and Review Committee. Higher education facilities preservation study. Olympia, WA: State of Washington Joint Legislative Audit and Review Committee, 2002.

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Washington (State). Legislature. Joint Legislative Audit and Review Committee. Higher education facilities preservation study. Olympia, WA: State of Washington Joint Legislative Audit and Review Committee, 2003.

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1936-, Kaiser Harvey H., ed. Planning and managing higher education facilities. San Francisco: Jossey-Bass Inc., 1989.

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Organisation for Economic Co-operation and Development. Secretary-General. Designing for education: Compendium of exemplary educational facilities 2011. Paris: OECD, 2011.

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Washington (State). Legislature. Joint Legislative Audit and Review Committee. Follow up: Higher education facilities preservation study. Olympia, WA: State of Washington Joint Legislative Audit and Review Committee, 2003.

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Korb, Roslyn A. Postsecondary education facilities inventory and classification manual. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Geursen, Thijs J. Facilities for formal and non-formal education. Paris: Unesco, 1985.

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California. Legislature. Joint Legislative Budget Committee. Legislative Analyst. AIDS education in correctional facilities: A review. Sacramento, Calif. (925 L St., Suite 650, Sacramento 95814): The Office, 1990.

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Labon, Don. Educational facilities for special needs. Paris, France: Organisation for Economic Co-operation and Development, 1994.

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Education, University of the State of New York Division of Occupational. Equipment and facilities guide. Albany, N.Y: University of the State of New York, State Education Dept., Bureau of Business, Health and Service Programs, 1987.

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Book chapters on the topic "Education facilities"

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Jewell, Helen M. "Educational Facilities." In Education in Early Modern England, 92–129. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-27233-4_4.

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Ronsse, Lauren M., Martin Lawless, Shane J. Kanter, and David T. Carreon Bradley. "Primary & Secondary Education Facilities." In Rooms for the Learned Musician, 33–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72054-4_6.

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Hottenstein, Kristi N., and Rachael A. Kipp. "Operations Facilities and Auxiliaries." In Acute Crisis Leadership in Higher Education, 138–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003239918-11.

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Zuccoli, Franca. "Education and Architecture: Seeking Grounds for Dialogue." In Renewing Middle School Facilities, 17–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_2.

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Cross, Peter, and Anna Williams. "Taphonomy Facilities as Teaching Aids." In Forensic Science Education and Training, 45–55. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118689196.ch4.

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Sklenar, Jaroslav. "Use of Internet facilities in education." In Human-Computer Interaction INTERACT ’97, 569–70. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35175-9_86.

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Ronsse, Lauren M., Martin Lawless, Shane J. Kanter, and David T. Carreon Bradley. "Higher Education Facilities: Completed 2015-2020." In Rooms for the Learned Musician, 169–246. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72054-4_8.

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Ronsse, Lauren M., Martin Lawless, Shane J. Kanter, and David T. Carreon Bradley. "List of Contributed Music Education Facilities." In Rooms for the Learned Musician, 25–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72054-4_5.

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Ronsse, Lauren M., Martin Lawless, Shane J. Kanter, and David T. Carreon Bradley. "Higher Education Facilities: Completed 2000-2014." In Rooms for the Learned Musician, 87–168. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72054-4_7.

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Berney, Mary F. "Physical Facilities Evaluation in Teacher Education Programs." In A Practical Guide to Teacher Education Evaluation, 169–76. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2512-0_13.

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Conference papers on the topic "Education facilities"

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Sholihah, Noer Kamilatus. "Management of Education Facilities and Infrastructure." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.24.

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"Assessing the Inclusiveness of Built Facilities: A Case Study of Higher Education Facilities." In 18th Annual European Real Estate Society Conference: ERES Conference 2011. ERES, 2011. http://dx.doi.org/10.15396/eres2011_328.

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Rossinskaya, Anastasia N. "Educational Assessment of City Objects and Facilities." In The Fourth Annual International Symposium "Education and City: Quality Education for Modern Cities". European Publisher, 2022. http://dx.doi.org/10.15405/epes.22043.3.

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Diblik, Martin, and Leos Beran. "Electric drives and laboratory facilities for its education." In 2010 14th International Power Electronics and Motion Control Conference (EPE/PEMC 2010). IEEE, 2010. http://dx.doi.org/10.1109/epepemc.2010.5606820.

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Hernández, Yamali, Craig M. Brown, Kenan Ünlü, Susan Heller-Zeisler, and Rolf Zeisler. "User Facilities: The Education of New Neutron Users." In 8TH INTERNATIONAL CONFERENCE ON METHODS AND APPLICATIONS OF RADIOANALYTICAL CHEMISTRY: MARC-VIII. AIP, 2009. http://dx.doi.org/10.1063/1.3224697.

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Azhar, Aghnia Farrassyania, Ocih Setiasih, and Rudiyanto. "Management of Learning Facilities in Kindergarten." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.041.

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Zhukovsrij, Urij L., and Bogdan U. Vasiliev. "Interdisciplinary research underlying education at the educational and scientific facilities for innovative economy." In 2016 IEEE Conference on Quality Management, Transport and Information Security, Information Technologies (IT&MQ&IS). IEEE, 2016. http://dx.doi.org/10.1109/itmqis.2016.7751943.

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Devanathan, Kolialum, and Pushpa Devanathan. "Practice-Facilities Development and Ideas Management – Implications on Education." In Architectural Engineering Conference (AEI) 2006. Reston, VA: American Society of Civil Engineers, 2006. http://dx.doi.org/10.1061/40798(190)40.

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Eriksson, Kerstin, Jonas Borell, and Åsa Ek. "Design of Safety Education Activities for Safety-Critical Facilities." In Proceedings of the 29th European Safety and Reliability Conference (ESREL). Singapore: Research Publishing Services, 2020. http://dx.doi.org/10.3850/978-981-14-8593-0_3548-cd.

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SCHNEIDER, STEVEN, and JOHN SULLIVAN. "Aerodynamics laboratory education at Purdue University - Ground testing facilities." In 17th Aerospace Ground Testing Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-4018.

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Reports on the topic "Education facilities"

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Hesthaven, Jan S. DURIP10: Hybrid Computing Facilities Enabling Novel Developments for Stochastic Simulations and Research-related Education. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada566285.

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L. Harvego and Brion Bennett. Research and Education Campus Facilities Radioactive Waste Management Basis and DOE Manual 435.1-1 Compliance Tables. Office of Scientific and Technical Information (OSTI), November 2011. http://dx.doi.org/10.2172/1031751.

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Shipman, T. Guidebook to excellence: A directory of federal facilities and other resources for mathematics and science education improvement. [Contains acronym list]. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6771032.

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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
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Lillian Rutandaro, Sherrie, Christine Lundambuyu Munalula, Rogers Otuta, and Manenji Mangundu. Lives at Risk: A study of girls dropping out of school in Juba, Rumbek and Pibor Counties, South Sudan. Oxfam, November 2022. http://dx.doi.org/10.21201/2022.9349.

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This study was undertaken by Oxfam in three South Sudanse counties as part of the SIDA-funded project 'Building Resilience through Gender and Conflict-Sensitive Approaches to Education, Skills Development, and Sustainable Livelihoods'. Its purpose was to shed light on why so many girls drop out of school. The research revealed that women and girls often lack decision-making power over their lives. Early or forced marriage, the abduction of girls, perceptions that education delays marriage – and that educated girls risk not finding husbands – all contribute to dropout rates. Additional challenges include a lack of adequate hygiene and sanitation facilities in schools, the distances learners need to travel, insecurity caused by communal violence, floods, food insecurity, and a heavy household work burden. The Government of South Sudan has in place laws and policies to address these issues, but they remain largely on paper and enforcement mechanisms are weak. The report analyses each of these factors in turn and presents recommendations for how the SIDA project can begin to address them in its future programming.
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Jauny, Ray, and John Parsons. Delirium Assessment and Management: A qualitative study on aged-care nurses’ experiences. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.72017.

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Aged residential care (ARC) residents with morbid health conditions frequently experience delirium. This condition is associated with diminished quality of life, preventable morbidity and untimely death. It is challenging and costly to manage delirium because of the complex interplay of physical and psychiatric symptoms associated with this condition in both primary and secondary services. With awareness of risk factors and knowledge about delirium, ARC nurses can play a vital role in early identification, assessment and treatment, but most importantly in preventing delirium in aged-care residents as well as improving health outcomes. Focus groups were carried out with ARC nurses to ascertain their opinions on how they assess and manage delirium in ARC facilities in South Auckland, New Zealand. Findings identified that there were strengths and weaknesses, as well as gaps in assessment and management of delirium. Nurses would benefit from delirium education, appropriate tools and adequate resources to help them manage delirium. Issues with diagnosing delirium, anxiety about challenging behaviours, family dynamics, lack of training and absence of IV treatment were noticeable features in this study.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Chapman, Robert E. An approach for measuring reductions in operations, maintenance, and energy costs for educational facilities. Gaithersburg, MD: National Institute of Standards and Technology, 2002. http://dx.doi.org/10.6028/nist.ir.6770.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

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Abstract:
The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
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10

Cooper, Danielle, and Katherine Klosek. Copyright and Streaming Audiovisual Content in the US Context. Ithaka S+R, January 2023. http://dx.doi.org/10.18665/sr.318118.

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Abstract:
Copyright law includes special rights for research and teaching, including the fair use right, which can help address gaps between the educational activities that technology facilitates and the exclusive rights copyright grants to authors. In this brief, we review how US copyright law currently applies to streaming content for educational and research purposes and explore the opportunities for academic libraries.
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