Relevant bibliographies by topics / Environmental education Simulation methods

Academic literature on the topic 'Environmental education Simulation methods'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Environmental education Simulation methods"

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Lee, Carrie W., Tammy D. Lee, Ricky Castles, Daniel Dickerson, Holly Fales, and Christine M. Wilson. "Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 3–18. http://dx.doi.org/10.46767/kfp.2016-0020.

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This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.
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Larraga-García, Blanca, Manuel Quintana-Díaz, and Álvaro Gutiérrez. "Simulation-Based Education in Trauma Management: A Scoping Review." International Journal of Environmental Research and Public Health 19, no. 20 (October 19, 2022): 13546. http://dx.doi.org/10.3390/ijerph192013546.

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Trauma injuries are an important healthcare problem and one of the main leading causes of death worldwide. The purpose of this review was to analyze current practices in teaching trauma management using simulations, with the aim of summarizing them, identifying gaps and providing a critical overview on what has already been achieved. A search on the Web of Science website for simulation-based trauma training articles published from 2010 onwards was performed, obtaining 1617 publications. These publications were screened to 35 articles, which were deeply analyzed, gathering the following information: the authors, the publication type, the year of the publication, the total number of citations, the population of the training, the simulation method used, the skills trained, the evaluation type used for the simulation method presented in the paper, if skills improved after the training and the context in which the simulation took place. Of the 35 articles included in this review, only a few of them had students as the target audience. The more used simulation method was a high-fidelity mannequin, in which the participants trained in more technical than non-technical skills. Almost none of the studies introduced an automated evaluation process and most of the evaluation methods consisted of checklists or questionnaires. Finally, trauma training focused more on treating trauma patients in a hospital environment than in a pre-hospital one. Overall, improvements in the evaluation method, as well as in the development of trauma training on undergraduate education, are important areas for further development.
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Nasrulin, Aydar, Bekmamat Khamdamov, Tashmirza Yuldashev, Dilbar Ergasheva, and Eduard Kan. "Simulation of physical processes and environmental monitoring at training and research stands." E3S Web of Conferences 264 (2021): 01002. http://dx.doi.org/10.1051/e3sconf/202126401002.

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In this article, we also consider the results of studying the problems and prospects for the use of educational and research stands of the Department of Hydropower and Hydraulics and information technologies to provide modelling of physical processes and environmental monitoring. This will improve the methodology for the education of energy engineers to implement the program of measures for the further development of energy and renewable energy in Uzbekistan. As an example of such an approach, we can consider as one interconnected System that combines the results of work: Examples of methods for creating a virtual stand based on digital maps for information support of environmental monitoring of hydraulic structures; An example of an experimental stand for research on the operation of structures made of reinforced soil; Examples of stands for the study of hydraulic processes - an example of the development of instruments for hydrometric support. Experimental stands are given. Methods for creating hydrostatic pressure and own weight of the dam. Conclusions and recommendations based on the results of experimental research on educational research stands.
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Budiwati, Neti, Kinanti Geminastiti H, and Fazar Nuriansyah. "USE OF SIMULATION METHODS AND VIDEO MEDIA TEACHING IN INCREASING STUDENTS' INTEREST TO BECOME TEACHERS (Case in Economics Learning Strategy Course)." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (August 15, 2022): 3813–20. http://dx.doi.org/10.35445/alishlah.v14i3.1680.

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The problem of the low interest in being a teacher for students participating in the Economics Learning Strategy Study Program of Economics Education Study Program at the University of Economics Education became the motivation for this research to be carried out. This study aims to determine whether the use of teaching simulation methods and teaching video media for teachers can increase students' interest in being a teacher. The research method is descriptive qualitative with an open questionnaire data collection tool through the Integrated Online Learning System (SPOT) Universitas Pendidikan Indonesia. The research subjects were 88 students participating in the Economics Learning Strategy course. The results showed that the student's interest in becoming a teacher after lectures using teaching simulation methods and teaching video media was on average in the high classification, and a change in interest in becoming a teacher was 80.62%. It can be concluded that the use of teaching simulation methods and teaching video media in the Economics Learning Strategy course increases students' interest in becoming teachers.
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Thompson, Stephen, Michael Clinton, Bridget Miller, and Zhengqing Fu. "Methods for Viewing Plant Stomata Responses." American Biology Teacher 85, no. 1 (January 1, 2023): 33–37. http://dx.doi.org/10.1525/abt.2023.85.1.33.

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Plants are a vital component of human life on Earth; they provide us with food and essential nutrients as well as the oxygen we breathe. However, the science education community struggles to find ways to make plant processes less abstract and more understandable for learners. In this article we demonstrate how we make plant processes more understandable for learners by observing the behaviors of a specific plant structure, a stoma, which is a microscopic opening that plays a role in the movement of matter into and out of a plant. Recent research across plant-related science fields centers on plant stomata because they protect plants from various environmental strains, including attacks from pathogens. Translating this research into science classroom instruction has not occurred extensively. A key impediment is that few common methods to make stomata visible or demonstrate their dynamic nature to learners are available. The activities we share here make stomata visible utilizing a specific plant, Tradescantia zebrina, and common laboratory equipment. In the first activity, we share how to demonstrate stomata closing and opening by manipulating a combination of these environmental factors. In the second activity, we describe how to create a visual simulation of stomata response to attacks from microorganisms.
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Yu, Yeong Ran. "Effects of Virtual Simulation Education on Labour and Delivery care." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 61–72. http://dx.doi.org/10.22251/jlcci.2022.22.23.61.

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Objectives This study was conducted to confirm the effectiveness of an educational program using virtual simulation on labour and delivery care. Methods Virtual simulation education on labour and delivery care was carried out 10hours for 2days and data collection was from May to August 2021 a total of 40 students. This quasi-experimental study used a one group pre-post design, and data analysis was performed using the SPSS 25.0 program with descriptive statistics, paired t-test and Pearson's correlation coefficient. Results There was a statistically significant difference in problem-solving process(T=-2.048, p=.044), confidence of clinical practice(T=-5.306, p<.001), inquisitiveness among sub-domains of critical thinking disposition(T=-2.079), p=.041). Critical thinking disposition had positive correlation with the problem-solving process(r=.879, p<.001) and confidence of clinical practice(r=.684, p<.001). The problem-solving process had positive correlation with confidence of clinical practice(r=.750, p<.001). Conclusions The virtual simulation education program on labour and delivery care can have a positive effect on learners' critical thinking disposition, problem-solving process, and confidence of clinical practice, and provides the basis for the development of various virtual simulation education programs.
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Kiss, János Máté, Péter Tamás Szemes, and Petra Aradi. "Sliding mode control of a servo system in LabVIEW: Comparing different control methods." International Review of Applied Sciences and Engineering 12, no. 2 (May 29, 2021): 201–10. http://dx.doi.org/10.1556/1848.2021.00250.

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AbstractThe main contribution of this paper is to present the efficiency of LabVIEW in simulating and controlling a servo system with conventional methods (PI and PID control), as well as sliding mode control (SMC). The control of an actual system with LabVIEW and NI hardware provides an efficient implementation platform, using both LabVIEW’s graphical programming and the text-based m-file language MathScript RT. Both programming environments and the connection to NI hardware are relatively easy to use, therefore, ideal for education. The graphical “coding” can help novice users to see through their algorithms. However, the mathematical background of sliding mode control is difficult compared to conventional PID control; the SMC implementation for practical uses can be quite simple, as the presented example demonstrates. The first didactic step is a simulation with the Control Design and Simulation, as well as MathScript RT Modules. Then a myRIO Student Embedded Device is used to control a real servo system. LabVIEW code can be compiled to run on computers, (soft) real-time targets, and FPGAs (hard real-time targets), so students can easily and quickly step up to real industrial measurement and control problems without the need to learn new programming environments.
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Macias, Anderson Edwin Antialon, Deiby Luis Medina Corilloclla, Marcia Yesenia Jeremias Porras, Roy Monteagudo Venero, and Jimmy Alberth Deza Quispe. "Monte Carlo simulation in an elementary school building." Journal of Project Management 7, no. 3 (2022): 147–54. http://dx.doi.org/10.5267/j.jpm.2022.3.001.

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Education is the future. Education is the only way for a country to start developing and reducing poverty. In countries with medium incomes like Peru, the resources to spend on education is not unlimited. Therefore, it is necessary to have quality in investment. However, risks and uncertainty can make a project surpass its initial budget. Therefore, statistic based methods like Monte Carlo simulation is a powerful tool to forecast possible events that might endanger the profitability and sustainability of a project. Although there is not plenty of academic literature about Monte Carlo empirical usage, many projects employ this method to manage the possible risks the project could have. In consequence, the current research analyzed both risk and sensitivity of an elementary school building project. Both analyses showed that this project had huge probabilities to surpass the current profit and return estimations. However, the sensitivity analysis portrayed that the project could be endangered because of infrastructure overspending. Moreover, it indicated that students’ attendance is also a critical factor to ensure the sustainability of the project.
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Aguayo, Claudio, Thomas Cochrane, Stephen Aiello, and Norm Wilkinson. "Enhancing Immersiveness in Paramedicine Education XR Simulation Design." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 39–40. http://dx.doi.org/10.24135/pjtel.v3i1.103.

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The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020). Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes. Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR environment when compared to traditional Paramedicine simulation training. Furthermore, participants also reported an enhanced realism of the ‘emergency response’ helicopter VR ride, as the sequence of experiences permitted participants to plan their response based on audio cues and information updates while virtually ‘traveling to the scene’. This iterative research work has led the MESH360 project to validate the set of transferable design principles and implementation framework for the design of authentic critical care simulation environments in Paramedicine education. Here we present and discuss a series of implications and benefits from the third MESH360 cycle in Paramedicine education emerging from the framework for designing XR enhanced clinical simulation. Anecdotic yet relevant data in relation to participant demographics and VR anxiety has led the MESH360 team to explore culturally-responsive practice in XR simulation in Paramedicine education (see Aiello et al., 2021). Future directions and transferability to other health and medical contexts are also discussed.
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Mohareb, Nabil, and Sara Maassarani. "DESIGN-BUILD: AN EFFECTIVE APPROACH FOR ARCHITECTURE STUDIO EDUCATION." International Journal of Architectural Research: ArchNet-IJAR 12, no. 2 (August 2, 2018): 146. http://dx.doi.org/10.26687/archnet-ijar.v12i2.1570.

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Current architecture studios are missing an important phase in the education process, which is constructing the students’ conceptual ideas on a real physical scale. The design-build approach enables the students to test their ideas, theories, material selection, construction methods, environmental constraints, simulation results, level of space functionality and other important aspects when used by real target clients in an existing context. This paper aims to highlight the importance of using the design-build method through discussing a design project case study carried out by the Masters of Architecture design programme students at Beirut Arab University, who have built prototype units for refugees on a 1:1 scale.
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Dissertations / Theses on the topic "Environmental education Simulation methods"

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Joyce, Jack Peter. "The simulation method : a teaching technique for environmental education in secondary schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/15958.

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Bibliography: pages 196-203.
The need to establish teaching techniques for Environmental Education in the South African secondary school context was perceived. The simulation method was identified as one such technique which became the focus of this study, because it was believed by the researcher to be compatible with the aims and objectives of Environmental Education. A simulation activity aimed at Standard 9 pupils was devised (based on a particular environmental issue i.e. nuclear vs coal-powered electricity generation). To demonstrate that this activity could affect pupils' environmental knowledge, concepts, attitudes and behavioural intentions, a series of 3 questionnaires was designed to capture the results of the simulation activity. A pilot test was conducted using both the simulation activity and the questionnaires. The results of the pilot test were then analysed after which appropriate changes were made, particularly concerning ambiguity and design problems in the questionnaires. The revised simulation activity and questionnaires were then implemented in 8 Cape Education Department English-speaking secondary schools with a sample population of some 206 pupils. Results analysed from the 3 questionnaires indicated that statistically significant changes had occurred among the pupils. This confirmed that the simulation activity could be utilised as a means of teaching various aspects of environmental education. However, the research also showed that the simulation activity is a teaching technique which needs to be used in conjunction with other supportive methodologies.
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Waitman, Carol Ann. "Creative experiences for environmental awareness, including a simulated camp: Thematic units for grades three and four." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1448.

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The project is an activity based, interdisciplinary curriculum for a simulated outdoor camp that occurs primarily within the elementary classroom. The purpose of the camp is to increase the students' level of awareness of and appreciation for the outdoors.
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Allison, Donald Lee Jr. "Building and using educational virtual environments for teaching about animal behaviors." Diss., Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/5382.

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Mills, Brennen. "The role of simulation-based learning environments in preparing undergraduate health students for clinical practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1786.

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Experiential learning (EL), whereby students are able to integrate theory with practice, is an essential component of learning for health professionals. Traditionally, EL in the health education context has been achieved through clinical placements (CPs) that see students ‘apprentice’ in real clinical settings. The literature suggests there are a number of factors that diminish a student’s ability to learn in such environments, including limited opportunities to practice, being confined primarily to observation roles as opposed to participate in tasks, being exposed to skills/procedures outside their level of learning/understanding, and institutional learning objectives being secondary to workplace goals. Simulation-based learning environments (SLEs) have been espoused as an effective alternative to traditional CPs, as they provide EL opportunities void of patient risk, and can be targeted to suit the needs of both teacher and learner. While many advocate that SLEs are the logical teaching modality for preparing students to practice in real clinical environments, the fast adoption of SLEs in health education has far exceeded evidence of its effectiveness in comparison to learning occurring via CPs. Research investigating SLEs to date has, for the most part, relied upon subjective measures of student satisfaction, confidence and competence and has utilised single-group analyses providing no yardstick for comparison. The present research sought to explore the value of SLEs for undergraduate health students in comparison to CPs, as well as investigate methods of improving the educational benefit of SLEs. This thesis is presented as a series of papers (i.e. PhD by publication) addressing the role of SLEs in health education. Study One investigates how social evaluation anxiety (SEA) impacts on performance amongst a sample of final-year nursing students. It was found that through increasing the number of professional actors in a simulation-based clinical scenario, social evaluation anxiety increased to an extent sufficient to detrimentally affect student performance. Thus, the study concluded that students would likely benefit from additional authentic exposures to EL opportunities earlier throughout their curriculum, so as to acclimatise them to real patient and person interaction. Studies Two and Three explore the differences and relationship between SLEs and CPs amongst first-year paramedicine students. The extent to which SLEs provide additional learning benefit in subsequent CPs was first established, followed by evidence suggesting this is most likely attributable to the increased opportunity for repetitive and targeted practice meant and why I did it. To my father, Rick Mills, unexpectedly losing you in December last year was unquestionably the most tragic time of my life, but the life lessons you embedded so strongly within me saw this thesis through to completion. I cannot thank you enough, and dedicate this accomplishment to you.
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Ameerbakhsh, Omair. "Towards the use of interactive simulation for effective e-learning in university classroom environment." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27939.

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In this PhD thesis, the utilisation of interactive simulation in a higher education e-learning classroom environment was explored and its effectiveness was experimentally evaluated by engaging university students in a classroom setting. Two case studies were carried out for the experimental evaluation of the proposed novel interactive simulation e-learning tool. In the first case study, the use of interactive agent-based simulation was demonstrated in teaching complex adaptive system concepts in the area of ecology to university students and its effectiveness was measured in a classroom environment. In a lab intervention using a novel interactive agent-based simulation (built in NetLogo). For the purpose of teaching complex adaptive systems such as the concept of spatially-explicit predator prey interaction to undergraduate and postgraduate students in the University of Stirling. The effectiveness of using the interactive simulation was investigated by using the NetLogo software and compared with non-interactive simulation built using R programming language. The experimental evaluation was carried out using a total of 38 students. Results of this case study demonstrates that the students found interactive agent-based simulation to be more engaging, effective and user friendly as compare to the non-interactive simulation. In the second case study, a novel interactive simulation game was developed (in NetLogo) and its effectiveness in teaching and learning of complex concepts in the field of marine ecology was demonstrated. This case study makes a twofold contribution. Firstly, the presentation of a novel interactive simulation game, developed specifically for use in undergraduate and postgraduate courses in the area of marine ecology. This novel interactive simulation game is designed to help learners to explore a mathematical model of fishery population growth and understand the principles for sustainable fisheries. Secondly, the comparison of two different methods of using the interactive simulation game within the classroom was investigated: learning from active exploration of the interactive simulation game compared with learning from an expert demonstration of the interactive simulation game. The case study demonstrated the effectiveness of learning from passive viewing of an expert demonstration of the interactive simulation game over learning from active exploration of the interactive simulation game without expert guidance, for teaching complex concepts sustainable fishery management. A mixed methods study design was used, using both quantitative and qualitative methods to compare the learning effectiveness of the two approaches, and the students’ preferences. The investigation was carried out by running interventions with a mixture of undergraduate and postgraduate students from the University of Stirling in a classroom environment. A total of 74 participants were recruited from undergraduate and postgraduate level for both case studies. This thesis demonstrated through two case studies effectiveness of the proposed novel interactive simulation in university e-learning classroom environment.
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Richardson, Thomas J. "First responder weapons of mass destruction training using massively multiplayer on-line gaming." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://handle.dtic.mil/100.2/ADA425028.

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Smith, Gregory Steven. "Applications of quantitative methods in environmental economics : econometrics, simulation modelling and experiments." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/57421/.

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In Part I of this thesis we employ novel econometric techniques to explore elicitation anomalies in contingent valuation (CV). According to standard assumptions regarding preferences, changes in the way values are elicited in CV questions should be decision irrelevant. That responses are observed to systematically differ according to elicitation format has, therefore, called the CV method into question. One possible explanation lies in the proposition that respondents are uncertain about their preferences and that their uncertainty precipitates systematically different responses to different question formats. We test this hypothesis using data from a split-sample CV survey. We analyse our data using an innovative application of a semi-parametric estimator more commonly used for duration modelling in the medical sciences but find that uncertainty alone cannot explain away common elicitation anomalies. In Part II we employ simulation modelling and experimental techniques to investigate payment for ecosystem services (PES) schemes that involve multiple buyers. In Chapter 2, we explore opportunities for buyers in PES scheme to realise Paretoimproving outcomes through spatial coordination in their independent purchases of changes to land-management practices. We develop a simulation environment imitating a heterogeneous agricultural landscape and using techniques of integer-linear programming solve for outcomes under different institutional arrangements. Our simulations allow us to explore how gains from negotiated or fully-cooperative purchasing differ across different configurations of landscape and buyer objectives. In Chapter 3, we investigate negotiation as a multiple-purchaser ecosystem service procurement mechanism. We design and conduct novel three-person bargaining experiments in which two potential buyers can negotiate not only between each other but also with a seller of ecosystem services. We find that negotiated deals can be reached that are mutually advantageous to all parties. In all treatment scenarios presented, the vast majority of groups are able to reach agreements; in addition, these agreements are reached relatively quickly.
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Kline, Melissa Dolores. "Digging into Schoolyard Gardens A Mixed-methods Case Study." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590442.

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Garden-based environmental education addresses ecological literacy in the context of schoolyard gardens. This study seeks to elucidate the topics and factors that influence student engagement while learning in these schoolyard spaces, through a mixed-methods case study at a San Francisco public elementary school. Data were collected from student work, student interviews, teacher interviews, and educator observations of the garden-based environmental education class. From the data, many themes were identified such as describing student engagement, topics that were particularly engaging, and engaged and disengaged behaviors. Student work and educator observations supported that lessons with a focus on food or animals were particularly engaging for students. The hands-on components of lessons, alignment with state standards, and the schoolyard garden space itself were also found to support student engagement in this study. Though previous research does not address engaging topics in garden-based environmental education, some studies support the engaging nature of hands-on activities, specifically in science contexts. It is my hope that this research informs garden-based environmental education practices, and continues to add to the number of studies regarding it.

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Shikano, Teruyuki. "Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/29452.

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Davenport, Richard W. "DOD acquisition workforce education an SBA education case study /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002616.

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Books on the topic "Environmental education Simulation methods"

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Midden, Karen Stoelzle. EGS: Environmental gaming/simulation. Carbondale, IL: [Lands View Consulting, 1991.

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Learning and instruction in simulation environments. Englewood Cliffs, N.J: Educational Technology Publications, 1995.

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Press, IOS, ed. Making sense of virtual risks: A quasi-experimental investigation into game-based training. Amsterdam: IOS Press, 2012.

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Enukoha, O. I. Research methods in environmental education. Yaba, Lagos: Published by Macmillan Nigeria Publishers for Nigerian Conservation Foundation, 1995.

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Thatcher, Donald. An introduction to simulations and games in education. Fareham: Solent Simulations, 1985.

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Danny, Saunders, and Smalley Nina, eds. The international simulation and gaming research yearbook. London: Kogan Page, 2000.

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Rotzoll, Daisy. Das Skillslab ABC: Praktischer Einsatz von Simulatorentraining im Medizinstudium. Berlin: Walter de Gruyter GmbH, 2016.

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Taylor, John L. Guide on simulation and gaming for environmental education. Paris: Unesco, 1985.

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Mei jun xun lian mo ni: US Army training with simulations. Beijing: Guo fang da xue chu ban she, 2001.

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W, Marans Robert, and Stokols Daniel, eds. Environmental simulation: Research and policy issues. New York: Plenum Press, 1993.

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Book chapters on the topic "Environmental education Simulation methods"

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Patel, Sachit A. "Education Methods." In Comprehensive Healthcare Simulation, 223–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33660-8_19.

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Haugan, Siri, Eivind Kværnø, Johnny Sandaker, Jonas Langset Hustad, and Gunnar Orn Thordarson. "Playful Learning with VR-SIMI Model: The Use of 360-Video as a Learning Tool for Nursing Students in a Psychiatric Simulation Setting." In How Can we Use Simulation to Improve Competencies in Nursing?, 103–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_9.

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AbstractEducational institutions can elevate student perspective and activation so that playful learning is formed by looking for new teaching possibilities. Didactical methods need to provide a safe environment where students can focus on interpersonal interactions with patients while being aware of how their own emotions can influence their situational awareness and decisions. The authors believe that relevant scenarios in a 360-degree video format will be beneficial for nursing students, specifically in preparation for the clinical setting. The potential of 360-degree video in virtual reality (VR) gives the instructor flexibility to create systematic, experiential learning and shapes emotional learning in collaboration with students. 360-Degree video can be seen as a playful way to learn in new situations. Playfulness of this kind can affect teachers and students motivation, as well as the opportunity to promote learning. This field lacks studies exploring the use of 360-degree videos in psychiatric simulation settings. This chapter will provide knowledge about the practical use of 360-degree video in VR, insight into technical potential, as well as challenges. Background information on why this method is suitable for promoting nursing students’ competence in mental health work will be presented. Another function of this chapter is to give an introduction and inspire exploration of 360-degree video in VR in professional education, with particular focus on how this can be used as a tool for nursing students in psychiatric simulation settings, like the VR-SIMI model, which is discussed later in the chapter.
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Ören, Tuncer, Charles Turnitsa, Saurabh Mittal, and Saikou Y. Diallo. "Simulation-Based Learning and Education." In Simulation Foundations, Methods and Applications, 293–314. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61264-5_13.

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Fang, Wei-Ta, Arba’at Hassan, and Ben A. LePage. "Research Methods for Environmental Education." In Sustainable Development Goals Series, 49–90. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4234-1_3.

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AbstractResearch methods are the sum of knowledge, plans, strategies, tools, steps, and processes. In this chapter, we seek to understand the “research” nature of Environmental Education (EE), define the scope of research through a systematic investigation process by gathering and understanding past facts and discovering new facts through practical investigations, experiments, and verification methods to increase or modify the contemporary know-how in our environment. After exploring the history of EE, entering quantitative research on EE and qualitative research on EE, we use this chapter to improve the level of thinking of EE theory, using the learning methods of Benjamin S. Bloom, Harold R. Hungerford, and the emotionallearning theory of ABC. We aim to understand the value of post-environmental learning, strengthen our transcendental cognition of animate and inanimate objects by looking at these aspects objectively and have a more general and mature view of the biotic and abioticprocesses that shape the world around us.
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Ledford, Jennifer, Justin D. Lane, and Erin E. Barton. "Environmental Arrangement Strategies." In Methods for Teaching in Early Education, 83–91. First edition. | New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315109800-6.

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Hilty, L. M. "Computer-supported environmental management — why simulation methods are useful." In Environmental Software Systems, 155–64. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-0-387-34951-0_13.

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Oshima, Takuya, Takashi Ishizuka, and Kan Okubo. "Alternative Time-Domain Methods." In Computational Simulation in Architectural and Environmental Acoustics, 117–41. Tokyo: Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54454-8_5.

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Schlünzen, K. Heinke. "Standards for Evaluation of Atmospheric Models in Environmental Meteorology." In Simulation Foundations, Methods and Applications, 563–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70766-2_23.

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Li, Zhanli, and Guang Yang. "Research on Simulation and Optimization Method for Tooth Movement in Virtual Orthodontics." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 270–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23321-0_42.

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Takahashi, Takashi. "Sympathetic Methods in Environmental Design and Education." In Theoretical Perspectives in Environment-Behavior Research, 229–36. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4701-3_18.

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Conference papers on the topic "Environmental education Simulation methods"

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María Vallina-Hernández, Ana, Hanns De La Fuente-Mella, Jose Barrera, and Hugo Mansilla. "Active Learning Methods to Enhance Higher Education in Business." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002292.

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The environment of a knowledge society is dynamic, active, oriented towards innovation. Therefore, the development of skills for the 21st century, such as the fundamental ones, content, and professionals in the Business career, is becoming more critical. Furthermore, the active-cooperative methodologies take more prominence in developing an undergraduate career in business and economics, whose significant increases with the uncertainty, social, and environmental changes that the pandemic is causing.Business education always has the challenge to achieve that student comprehend business dynamics and have the notions of decision-making. Therefore, active learning methods have been used for a long time, especially the case-study method. This research aims to explore the effectiveness of simulation-role playing techniques versus more traditional methods such as lectures. This study analyzes the case of the Business Administration Career at the Pontificia Universidad Catolica de Valparaiso, whose program changed in 2009, including the new approach of design courses under the learning-by-doing philosophy, focusing, in particular, in the course Simulación Empresarial (Entrepreneurship simulation). Thus, researching the effectiveness of this type of experience in higher education is a real contribution to the development of knowledge to obtain a quality education.This subject uses active-cooperative learning methods through simulation and role-playing techniques. The students integrate teams that correspond to a firm in the industry. Each one has an executive occupation. The team has to present “yearly results” and stand up to the company board (the professors). Thus, role-playing, simulation, and TICs are essential parts of the course. This paper explores indicators and relationships that allow comparing alumni performance from both curriculums, the one more focused on traditional methods, called Control Group (CG – generations from 2001-2008)), and the ones identified as Experimental Group (EG – generations 2009-2016). Hence, it will provide a methodology to replicate in other Business Schools or other college careers. Previous research shows that the role-playing methodology allows a more significant commitment of the students with the object of study and the development of the activities of the specialty. In this sense, a role-playing methodology complemented with simulation and TICs involves active-cooperative learning, which integrates all the knowledge and behavior obtained during the career. Furthermore, it implies that the student, in order to be able to deliver appropriate arguments that support his/her decisions as a manager. The methodology applied is quantitative research, using regression analysis. Tree-decision analysis complemented these results. Considering that it is an exploratory analysis, it is necessary to choose an indicator for performance. The dependent variable chosen is the Comprehensive Exam grade; this exam assesses all the career subjects in an integrated manner. The independent variables are related to entry conditions, such as a grade average in secondary education, university selection standardized test score, gender. In addition, grades obtained on the different lines of the study plan were calculated, such as finance, marketing, economics, math -statistics, and others. Finally, as a dichotomic variable, whether the student took the course Entrepreneurship Simulation or not, to identify whether he/she belongs to the control or the experimental group. Results obtained from the regression model are consistent with the ones attained using the tree-decision model. The control and experimental groups are very similar, so the different programs do not depend on their characteristics. The Comprehensive Exam grade depends directly, for both groups, from their performance in Economics and Marketing and negatively to whether they took Entrepreneurship Simulation, considering 95% confidence interval. The entry variables or gender makes no difference in the grade obtained in that examination. The univariate analysis outcome determines that the Comprehensive Exam and Entrepreneurship Simulation grades are not related.Consequently, further research is needed to measure the effectiveness of the subject under study. The exam grade may be significantly lower in younger generations because: it is more consistent with traditional methods; after approving Entrepreneurship Simulation, the students may feel that it is just a mere requirement; they specialize more in the course that they used to do in the previous plan; and, the course may develop more soft competencies that the exam does not measure.
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Frias, Armindo, Pedro Água, and Mario Simões-Marques. "Education as a maritime safety improvement factor." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002134.

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The prevention of accidents at sea requires appropriate education and technical training that gives professionals suitable competences and skills for the specific conditions of life on board ships and other maritime facilities. The sea is a hostile environment to humans which requires some specific skills to perform and live on board.Traditionally, the education and training of seamen were done on board ships, where competences and skills were developed in work context, within a master-apprentice relationship. With the evolution of education, in response to more demanding social and technical requirements, a substantial part of this teaching was moved into the classroom context. Such evolution may have brought advantages in the amount of scientific knowledge transmitted, but somehow limited the ability to develop specific skills. To create a balance in the education of seaman, and in order to respond to the current and future needs of the related industries, education should be tailored to combine the traditional expository method with more challenging educational methods and techniques. New technologies in the field of ICT, graphical visualization, computer based simulation or artificial intelligence (AI) can enhance students' learning capabilities. Education should provide students with competences and skills fundamental for problem solving such as critical thinking, the ability to analyze different situations, system thinking, leadership and decision-making in crisis situations, autonomous work or as part of a team, while integrating social, ethical and environmental values.Among the educational techniques that can foster the needed competences, the following can be referred: (1) carrying out experiential learning, individually and as part of a group, requiring activity planning, critical analysis, synthesis, public speaking and feedback through the evaluation of the achieved results; (2) case study method; (3) role-plays, which imitates situations close to reality within a safe context; (4) computer simulation or; (5) gamification. All these techniques can benefit from the technological evolution, such as wide graphic interactions, virtual reality or augmented reality to create more realistic environments that may increase the motivation of students. Another relevant benefit is related to the place where they are made available, a critical factor in the maritime context, as it will make it easier to overcome the distance, making learning available on-board for students.The present work intends to contribute to the discussion around the reformulation of the teaching of management, logistics and engineering in the maritime related industries, by identifying methodologies, techniques and technologies which are optimally adapted to the specificities and the needs of the field. It is intended that the achieved results will be integrated in the structuring of the Master’s Degree Program in Maritime Logistics, to be made available in September 2022 at the Portuguese Naval Academy. The security, safety and performance of the activities carried out in the maritime environment are directly related to the competencies and skills that the education system can foster in the future professionals of the sector. Therefore, there are teaching methodologies more suitable than others in order to enhance such competences development.
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Laskey, Lana. "Space games: evaluating game-based virtual reality in higher education." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.057.

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With increasing global dependence on satellite technology, space traffic has grown exponentially over the last decade. Enhanced education and training of future mission operators will be necessary to meet this growing demand. The complexity of satellite mission operations poses a challenge in education and training. Remote spacecraft are elusive and difficult for a trainee to visualize and involve a steep learning curve. However, the integration of game-based virtual reality into spacecraft simulation and training may assist in overcoming these challenges. This research study explored the integration of game-based virtual reality into a university course involving spacecraft operations. Virtual spacewalks allowed student participants to conduct visual inspections and interact directly with spacecraft components. The immersive virtual reality environment prolonged cognitive engagement and game mechanics influenced motivation, both cornerstones in learning. After completing the training scenarios, user experience was assessed with several validated scales measuring system usability, user satisfaction, cognitive loading, and any potential simulator sickness. Results revealed satisfactory scores in all categories with minimal simulator sickness. The integrated use of game-based virtual reality in the classroom provided an enhanced learning experience in a safe and repeatable environment that might be difficult with traditional teaching methods. This paper will evaluate game-based virtual reality when integrated into higher education or other training environments
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Backstrom, Courtney, Abhishek Chandra, Joseph Hale, and Dan Mooradian. "Development and Evaluation of Simulation Education for University of Minnesota Master of Medical Device Innovation Students in a Post-COVID World." In 2022 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/dmd2022-1066.

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Abstract The COVID-19 pandemic has fundamentally altered the pedagogical approach to education at every level of training, including at the undergraduate level and graduate or professional level. These unprecedented times have tested academic resilience, agility, creativity, and adaptability in all aspects, including inventive alternative teaching methods. With an increasing reliance on virtual instruction, self-directed learning, and hybrid models of instruction, certain approaches of hands-on training, practice-based learning, and evaluation have had to evolve. The University of Minnesota’s Master of Medical Device Innovation students are typically immersed in clinical environments through physician shadowing in the operating room, evaluating unmet needs and untapped areas of potential innovation. Engineers who can immerse themselves in surgical education, shadowing, and frontline medical experience can better appreciate, recognize, and enhance current medical technologies and processes. With the OR case restrictions in the era of COVID-19, these learners were faced with limited clinical exposure and thus limited familiarity with the dynamics and processes of clinical practice. As such not only education, but the functioning of the entire industry is stunted. From an instructive perspective, this creates a challenge for students attempting to generate relevant and feasible practicum ideas, accurate prototypes, and offers fewer opportunities to develop these ideas alongside the experts and medical professionals - the target audience. Simulation education provides a means for students to engage with clinical practice in a meaningful way that bridges the gap between clinical exposure and virtual learning. A hands-on approach in which students were able to practice fundamental surgical skills of suturing, knot-tying, and the basics of laparoscopy. Learners were offered three didactic workshop sessions that introduced these skills and then were given opportunities to perform with supervision from expert educators. Low-cost, low-fidelity models of pertinent anatomy and physiology provided students an immersive experience that allowed them to develop a deeper understanding of interventional skills. Three two hour-long sessions of guided skills practice on low-cost simulators were attended by the 2022 Masters of Medical Device Innovation cohort and subjective measures of their understanding of the fundamental concepts were evaluated. High-level findings of these workshops suggest that simulation education is an effective tool in advancing the baseline understanding of surgical principles as opposed to virtual instruction and may offer some further benefit, not possible even through clinical shadowing itself.
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Macías-Rodríguez, Y., M. Lopez, E. Ríos-Barrientos, and CP AlonzoCorrea. "EXPERIENCE OF OPHTHALMOLOGY RESIDENTS USING SIMULATION DURING PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7112.

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During the pandemic, postgraduate medical programs were affected by the closure of clinics, which reduced the surgical procedures that the students performed. To continue offering these practical experiences, many educational programs turned to simulation activities where students could practice, engage in assessment, and receive feedback to guarantee skill development. The objective of this study was to analyze the training experience of ophthalmology residents based on a simulation that emerged in the pandemic. The study considered a mixed-method approach with parallel quantitativequalitative phases. The sample consisted of 21 residents from different stages in their training in a multicentric postgraduate medical program in Mexico. As an instrument, a 10-item online survey focused on the elements of simulation practice, such as the type of procedures, frequency of participation, and their perspectives on skills development and how closely their mastery could be translated to professional practice. The results show that students practiced nine different types of procedures. First-year residents used simulators the most (40%), and 65% performed animal model practices. Regarding students' perception of skill development, 70% of them valued their performance on a competent level, and 75% of students consider these skills are transferable to a professional practice setting. Even 31% of participants consider this experience comparable to what they would have done without the restrictions of the pandemic. The model can be transferred to other postgraduate medical or health-focused programs, even after the pandemic simulation can foster a safe learning environment for students to master complex procedures. Other disciplines can incorporate these lessons in preparing contextrich educational experiences to prepare graduates for a competitive professional environment. Keywords: Educational innovation, Higher education, Simulation, Medical education, Residency programs
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Andrews, Anya, and Doug Nelson. "Integration of Immersive Learning Simulation and Augmented Reality for Healthcare Training: Towards a Transmedia Solution to Address the Opioid Crisis." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002404.

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Immersive Learning Simulation (ILS) and Augmented Reality (AR) technologies hold tremendous potential for transforming training and education for healthcare professionals and patients. While both ILS and AR have demonstrated an unprecedented level of success in a variety of healthcare training and education applications, particularly in the last few years, combining the two approaches remains a relatively uncharted territory. This is largely due to the relative lack of evidence-based methods, strategies, and practical guidance for the design and implementation of mixed reality and transmedia learning environments. This paper presentation will discuss new integration strategies for bringing together the ILS and AR technologies to provide a mixed transmedia learning experience where the virtual and physical components seamlessly co-exist to create a new level of sophistication for education, training, and human performance support. The ILS/AR integration strategies will be presented within the context of an ongoing federally-sponsored research effort that aims to design, develop, and evaluate an innovative learning solution to help address the national opioid crisis with an ultimate goal of improving outcomes for people at risk for opioid misuse and overdose. Focusing on the training needs of healthcare professionals, first responders, and ordinary people (family members, caregivers, etc.) who are on the frontlines of the ongoing opioid crisis, the presented integrated ILS/AR solution illustrates how this transmedia approach can be used for training diverse learner audiences. Based on this research effort, the presenters will share practical insights, lessons learned, and best practices for the design of comprehensive integrated ILS/AR-based solutions that can be easily applied to create effective and engaging learning experiences for a broad spectrum of training, education, and human performance support needs.
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Festa, A., C. Chiarelli, and D. Stramaccioni. "Introduction to Numerical Methods in Cooling System Simulation." In Intersociety Conference on Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1987. http://dx.doi.org/10.4271/871463.

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Wróblewska, Dominika, and Karol Daliga. "METHODS OF TEACHING NOISE PROTECTION AT ENVIRONMENTAL ENGINEERING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0222.

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Wulandari, Dwi, and Bagus Shandy Narmaditya. "USING SIMULATION METHODS TO IMPROVE STUDENT LEARNING." In International Conference on Education. TIIKM, 2016. http://dx.doi.org/10.17501/icedu.2016.1101.

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Karagiannopoulou, Aspasia, Fragiskos Batzias, and Odysseas Kopsidas. "Contribution to individualized environmental education." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2019 (ICCMSE-2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5138111.

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Reports on the topic "Environmental education Simulation methods"

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Neroda, Tetyana V., Lidia V. Slipchyshyn, and Ivan O. Muzyka. Adaptive toolkit of branch-oriented workshop environment for enlargement the cloud-based e-learning media platform. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4449.

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The ways of providing comprehensive efficiency increase in communication facilities of the academic space are given with regard to stipulated methods of managing distributed network resources. Selected the user interfaces types are distinguished according to user actions in the studied subject area, which made it possible to justify and hierarchically organize the categories of adaptive toolkit of the branch- oriented workshop environment by the classes of components declared in the project, which are closely related to the scheme of learning experiment and are basic means for simulating transients. The analytical models of classes of components of the virtual laboratory stand are compiled, the elements of which represent the properties and methods for visualization and further processing of interacting instances of the basic locations of the subject area, while ensuring system stability and controllability by clear distribution of functionality. Finally, the unification of component set template properties of the subject area is implemented, which greatly extending the targeted destination of virtual platform and increasing number of educational disciplines of academic course covered by the designed media resource. The results of the pedagogical verification showed an increase in the students’ performance in mastering the subject area by means of presented branch-oriented workshop environment.
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Lvov, Michael S., and Halyna V. Popova. Simulation technologies of virtual reality usage in the training of future ship navigators. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3758.

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Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using virtual worlds in education were considered, the recommendations for the practical training of future teachers to use them were developed. In practice, the effectiveness of the use of virtual tools in education has been tested. A pedagogical experiment has been launched to identify the effectiveness of gamification in the realities of education in Ukraine.
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Shani, Uri, Lynn Dudley, Alon Ben-Gal, Menachem Moshelion, and Yajun Wu. Root Conductance, Root-soil Interface Water Potential, Water and Ion Channel Function, and Tissue Expression Profile as Affected by Environmental Conditions. United States Department of Agriculture, October 2007. http://dx.doi.org/10.32747/2007.7592119.bard.

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Constraints on water resources and the environment necessitate more efficient use of water. The key to efficient management is an understanding of the physical and physiological processes occurring in the soil-root hydraulic continuum.While both soil and plant leaf water potentials are well understood, modeled and measured, the root-soil interface where actual uptake processes occur has not been sufficiently studied. The water potential at the root-soil interface (yᵣₒₒₜ), determined by environmental conditions and by soil and plant hydraulic properties, serves as a boundary value in soil and plant uptake equations. In this work, we propose to 1) refine and implement a method for measuring yᵣₒₒₜ; 2) measure yᵣₒₒₜ, water uptake and root hydraulic conductivity for wild type tomato and Arabidopsis under varied q, K⁺, Na⁺ and Cl⁻ levels in the root zone; 3) verify the role of MIPs and ion channels response to q, K⁺ and Na⁺ levels in Arabidopsis and tomato; 4) study the relationships between yᵣₒₒₜ and root hydraulic conductivity for various crops representing important botanical and agricultural species, under conditions of varying soil types, water contents and salinity; and 5) integrate the above to water uptake term(s) to be implemented in models. We have made significant progress toward establishing the efficacy of the emittensiometer and on the molecular biology studies. We have added an additional method for measuring ψᵣₒₒₜ. High-frequency water application through the water source while the plant emerges and becomes established encourages roots to develop towards and into the water source itself. The yᵣₒₒₜ and yₛₒᵢₗ values reflected wetting and drying processes in the rhizosphere and in the bulk soil. Thus, yᵣₒₒₜ can be manipulated by changing irrigation level and frequency. An important and surprising finding resulting from the current research is the obtained yᵣₒₒₜ value. The yᵣₒₒₜ measured using the three different methods: emittensiometer, micro-tensiometer and MRI imaging in both sunflower, tomato and corn plants fell in the same range and were higher by one to three orders of magnitude from the values of -600 to -15,000 cm suggested in the literature. We have added additional information on the regulation of aquaporins and transporters at the transcript and protein levels, particularly under stress. Our preliminary results show that overexpression of one aquaporin gene in tomato dramatically increases its transpiration level (unpublished results). Based on this information, we started screening mutants for other aquaporin genes. During the feasibility testing year, we identified homozygous mutants for eight aquaporin genes, including six mutants for five of the PIP2 genes. Including the homozygous mutants directly available at the ABRC seed stock center, we now have mutants for 11 of the 19 aquaporin genes of interest. Currently, we are screening mutants for other aquaporin genes and ion transporter genes. Understanding plant water uptake under stress is essential for the further advancement of molecular plant stress tolerance work as well as for efficient use of water in agriculture. Virtually all of Israel’s agriculture and about 40% of US agriculture is made possible by irrigation. Both countries face increasing risk of water shortages as urban requirements grow. Both countries will have to find methods of protecting the soil resource while conserving water resources—goals that appear to be in direct conflict. The climate-plant-soil-water system is nonlinear with many feedback mechanisms. Conceptual plant uptake and growth models and mechanism-based computer-simulation models will be valuable tools in developing irrigation regimes and methods that maximize the efficiency of agricultural water. This proposal will contribute to the development of these models by providing critical information on water extraction by the plant that will result in improved predictions of both water requirements and crop yields. Plant water use and plant response to environmental conditions cannot possibly be understood by using the tools and language of a single scientific discipline. This proposal links the disciplines of soil physics and soil physical chemistry with plant physiology and molecular biology in order to correctly treat and understand the soil-plant interface in terms of integrated comprehension. Results from the project will contribute to a mechanistic understanding of the SPAC and will inspire continued multidisciplinary research.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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9

Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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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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