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Books on the topic 'Integrated Learning Environment Project'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

iLearning: Creating an integrated learning and collaborative work environment. San Francisco: Jossey-Bass, 2008.

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2

Reiss, Steven P. The Field Programming Environment: A Friendly Integrated Environment for Learning and Development. Boston, MA: Springer US, 1995.

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3

Reiss, Steven P. The field programming environment: A friendly integrated environment for learning and development. Boston: Kluwer Academic Publishers, 1995.

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4

Reiss, Steven P. The Field Programming Environment: A Friendly Integrated Environment for Learning and Development. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-2215-7.

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5

Fennimore, Todd F. A guide for dropout prevention: Creating an integrated learning environment in secondary schools. Columbus, Ohio: National Center for Research in Vocational Education, Ohio State University, 1988.

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6

Patil, Arun S., Patrick Keleher, and R. E. Harreveld. Work-integrated learning in engineering, built environment and technology: Diversity of practice in practice. Hershey, PA: Information Science Reference, 2011.

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7

University of Kent at Canterbury. Department of Information Technology. Learning at work project (information technology): Work-based module : the business environment : student's journal. Canterbury: University of Kent at Canterbury, 1994.

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8

First Nations, M©Øetis and Inuit school-community learning environment project: Promising practices. Edmonton: First Nations, M©Øetis and Inuit Services, 2007.

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9

Roth, Dik. A development project and its sociocultural environment: Land reform and settlement in the Pompengan integrated area development project (PIADP), Luwu, South Sulawesi, Indonesia. The Hague: Institute of Social Studies, 1993.

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10

Learning through the built environment: An ecological approach to child development. New York: Irvington Pub., 1985.

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11

Wells, C. Gordon. Extending learning through talk: Developing Inquiring Communities in Education Project, September 1997-December 1998 : final report to the Spencer Foundation. [Toronto, Ont.]: OISE/University of Toronto, 1999.

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12

Gaimushō, Japan. Okinawa-Hawaii Collaboration Project, FY 2005: Collaboration for sustainable development of the Pacific Islands : towards effective e-learning systems on environment : a report on the pre-symposium research. Japan?: Research Institute for Subtropics, 2006.

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13

Caporali, Enrica, and Vladimir Trajkovik, eds. Video Conference as a tool for Higher Education. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-108-9.

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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses.
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14

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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15

Frank, Bott, ed. Eclipse, an integrated project support environment. London, U.K: P. Peregrinus, on behalf of the Institution of Electrical Engineers, 1989.

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16

Wishnietsky, Dan H. Hypermedia: The integrated learning environment (Fastback). Phi Delta Kappa Educational Foundation, 1992.

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17

Integrated Learning Systems: Pilot Evaluation Project. National Council for Educational Technology (NCET), 1994.

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18

Math Pak: Integrated Learning Environment : Version 1.2. 5th ed. Prentice Hall College Div, 2000.

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19

Reiss, Steven P. The FIELD Programming Environment A Friendly Integrated Environment for Learning and Development. Springer, 1994.

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20

Physics in the Environment (Supported Learning in Physics Project). Heinemann Educational Secondary Division, 1998.

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21

Authority, Inner London Education. Advanced Biology Alternative Learning Project Unit 6: Responses to the Environment (Advanced Biology Alternative Learning Project). Cambridge University Press, 1985.

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22

Zanzibar integrated land and environment management project: Evaluation report, June 1995. Helsinki, Finland: Ministry for Foreign Affairs, Dept. for International Development Co-operation, 1997.

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23

A, Orr, and Natural Resources Institute (Great Britain), eds. Learning and livelihoods: The experience of the FSIPM project in Southern Malawi. London: Natural Resources Institute, University of Greenwich, 2000.

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24

1959-, Allen Patrick, ed. Varsetile: A TLTP funded project : case studies: integrated learning with technology. Stirling: University of Stirling, Varsetile, 1997.

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25

Fennimore. Guide for Dropout Prevention: Creating an Integrated Learning Environment in Secondary Schools. Ohio State Univ Center on Education, 1988.

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26

Du, Xiang-Yun. Gender and Diversity in a Problem and Project Based Learning Environment. River Publishers, 2012.

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27

Morgan, Jim, Robert M. Capraro, Mary Margaret Capraro, and Scott W. Slough. STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics Approach. Second Edition. BRILL, 2013.

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28

A model for an integrated learning community: Project dates: September 15, 1991 - September 15, 1994. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1994.

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29

Gill, Rod. VBA Programming for Microsoft Office Project Versions 98 through 2007 (Emp Learning). MSProjectExperts, 2006.

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30

Beard, Robert L. III. Development of an automated micro-computer knowledge-based integrated configuration management system for the Stock Point Logistics Communications Environment (SPLICE) project management staff. 1986.

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31

Timothy, Rusnak, ed. An integrated approach to character education. Thousand Oaks, Calif: Corwin Press, 1998.

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32

Jeanne, Meldon, National Trust for Ireland, Universities Research Group on the Environment., and Ireland. Department of the Environment and Local Government., eds. Learning sustainability by doing: Regional integration by social partners : a partnership project of An Taisce and Urge (The Universities Research Group on the Environment) with the regional authorities. Dublin: Environmental Publications, 1998.

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33

John, Thompson, Shah Jafar, Foellmi Erhard, International Institute for Environment and Development., and Kalam Integrated Development Project, eds. Planning for a change: Participatory rural appraisal for community-based development : report on the training workshop and follow-up activities organized by the Kalam Integrated Development Project and the International Institute for Environment and Development. London: International Institute for Environment and Development, 1994.

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34

The SOLSTICE Project: The use of a satellite-based multimedia interactive learning environment to provide training in on-line searching techniques for librarians : a research project by Library Services, University of Plymouth in association with the BLAISE-LINE system National Bibliographic Service, British Library. [London?: s.n.], 1992.

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35

UNEP marginal settlement improvement projects in Bandung and Surabaya: Report of the consultant for monitoring and evaluation for the period April-September 1979 : report according to U.N. contract IESA 79 35 01 concerning United Nations Environment Program, Project 0104-76-03 (897) integrated approach for improving slums and marginal settlements in Indonesia. Bandung, Indonesia: [s.n., 1990.

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36

1935-, Lasker G. E., Andonian Greg, International Institute for Advanced Studies in Systems Research and Cybernetics., and International Conference on Systems Research, Informatics and Cybernetics (18th : 2006 : Baden-Baden, Germany), eds. Advances in education: Sustainable education for sustainable future, education for raising sociopolitical consciousness, revisiting and rethinking evolution, alternative methods and approaches to education, teaching and learning in virtual reality environment, culture-specific education, hybrid models of education/experiential learning, the role of body motion communication in perception, creativity, interdisciplinarity and sustainability in education, invention and innovation in environmental design education, strategic management in private higher education, distant interactive education in cyberspace, perspectives on UNESCO's major programs, interactive Ph. D. programs, Lampsacus Project for UNO. Windsor, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 2007.

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37

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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38

Sappok, Tanja, Sabine Zepperitz, and Mark Hudson. Meeting Emotional Needs in Intellectual Disability: The Developmental Approach. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00589-000.

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Using a developmental perspective, the authors offer a new, integrated model for supporting people with intellectual disability (ID). This concept builds upon recent advances in attachment-informed approaches, by drawing upon a broader understanding of the social, emotional, and cognitive competencies of people with ID, which is grounded in developmental neuroscience and psychology. The book explores in detail how challenging behaviour and mental health difficulties in people with ID arise when their basic emotional needs are not being met by those in the environment. Using individually tailored interventions, which complement existing models of care, practitioners can help to facilitate maturational processes and reduce behavior that is challenging to others. As a result, the ‘fit’ of a person within his or her individual environment can be improved. Case examples throughout the book illuminate how this approach works by targeting interventions towards the person’s stage of emotional development. This book will be of interest to a wide range of professionals working with people with ID, including: clinical psychologists, psychiatrists, occupational therapists, learning disability nurses, speech and language therapists, and teachers in special education settings, as well as parents and caregivers.
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39

Rohsenow, Damaris J., and Megan M. Pinkston-Camp. Cognitive-Behavioral Approaches. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.010.

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Cognitive-behavioral approaches to treatment are derived from learning principles underlying behavioral and/or cognitive therapy. Only evidence-based approaches are recommended for practice. Support for different approaches varies across substance use disorders. For alcohol use disorders, cognitive-behavioral coping skills training and cue-exposure treatment are beneficial when added to an integrated treatment program. For cocaine dependence, contingency management combined with coping skills training or community reinforcement, and coping skills training added to a full treatment program, produce increased abstinence. For marijuana abuse, contingency management or coping skills training improve outcomes. For opiate dependence, contingency management decreases use of other drugs while on methadone. For smoking, aversive conditioning produces good results and key elements of coping skills training are supported, best when medication is also used. Recent advances include Web-based coping skills training, virtual reality to present cues during cue exposure, and text-messaging to remind clients to use coping skills in the natural environment.
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40

Butz, Martin V., and Esther F. Kutter. Multisensory Interactions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0010.

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This chapter shows that multiple sensory information sources can generally be integrated in a similar fashion. However, seeing that different modalities are grounded in different frames of reference, integrations will focus on space or on identities. Body-relative spaces integrate information about the body and the surrounding space in body-relative frames of reference, integrating the available information across modalities in an approximately optimal manner. Simple topological neural population encodings are well-suited to generate estimates about stimulus locations and to map several frames of reference onto each other. Self-organizing neural networks are introduced as the basic computation mechanism that enables the learning of such mappings. Multisensory object recognition, on the other hand, is realized most effectively in an object-specific frame of reference – essentially abstracting away from body-relative frames of reference. Cognitive maps, that is, maps of the environment are learned by connecting locations over space and time. The hippocampus strongly supports the learning of cognitive maps, as it supports the generation of new episodic memories, suggesting a strong relation between these two computational tasks. In conclusion, multisensory integration yields internal predictive structures about spaces and object identities, which are well-suited to plan, decide on, and control environmental interactions.
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41

Gaztambide, María C. El Techo de la Ballena. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9781683400707.001.0001.

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In El Techo de la Ballena, María C. Gaztambi depresents an account of the visual arts production of the Caracas-based collective El Techo de la Ballena (active 1961−69). In spite of evident convergences with other global art tendencies, these radicalized artists from Venezuela anchored their multidisciplinary interventions in a fundamental retrograde stance which, in the author’s view, represented a deliberate inversion of an internationallyaligned modernity hinging on the need for constant evolution and progress in the visual arts. El Techo’s against-the-grain position became the basis for a disorderly project of grief that counteracted the swiftness by which Venezuela fast-tracked its modernization (in the sense of material and technological progress) and consumed international modernism (its cultural production). Against this fragmentary development, El Techo deployed an integrated approach to art-making that included artworks with multiple meanings, alternative exhibition spaces, politicized actions, as well as highly confrontational printed materials. All these elements came together into a single, indivisible body of work merging the visual, the poetic, the performative, and the political. Yet Venezuela’s eroded local environment required an outright unsettling through extreme scatological content and strategies that the balleneros qualified as “a biological art, violently exuded from our bowels…” Theirs was a total output that tested the limits of art to provoke an anesthetized local public under the motto of cambiar la vida, transformar la sociedad(to change life, to transform society).
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42

Tse, Jeanie, and Serena Yuan Volpp, eds. A Case-Based Approach to Public Psychiatry. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.001.0001.

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Expert public psychiatrists use case studies to share best practice strategies in this clinically oriented introduction to community mental health. Today, the majority of psychiatrists work with people who suffer not only from mental illness but also from poverty, trauma, social isolation, and discrimination. Psychiatrists cannot do this work alone but, instead, are part of teams of behavioral health workers navigating larger health care and social service systems. In an increasingly complex health care environment, mental health clinicians need to master systems-based practice in order to provide optimal care to their patients. The rapid development of public psychiatry training programs is a response to the learning needs of psychiatrists in an evolving system. This book begins with seven foundational principles of public psychiatry—recovery, trauma-informed care, integrated care, cultural humility, harm reduction, systems of care, and financing care—using cases to bring these concepts to life. Then, using a population health framework, cases are used to explore the typical needs of different age groups or vulnerable populations and to illustrate evidence-based/best practices that have been employed to meet these needs. Common to all of the chapters is a focus on the potential of each person, regardless of illness, to achieve personal goals, supported by a clinician who is also an advocate, activist, and leader.
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43

Busi, Kimberly, and Kristin Berman. Integration and Dynamic Adaptation in the Formation of a Novel 2e School Model. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0020.

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Education for twice exceptional (2e) children has proven to be a dilemma for many institutions as these children bring many complexities requiring a diverse and integrated group of professionals working together. As 2e children grow in a setting that can address their need for self-regulation, executive functioning, support of learning differences, and advanced level academics, professionals must continually assess and adapt their practices. The Quad Preparatory School has developed a model that integrates best practices from the fields of psychology, speech pathology, occupational therapy, special education, and gifted pedagogy employing instruction in a one-on-one setting adding group work when children are ready. The model uses a curriculum framework providing a context for studies in all disciplines leading to project work initiated by the strengths and interests of the students. The model has been successful in its use of dynamic adaptation to personalize the educational experience of 2e children.
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44

Burns, Amy M. Using Technology with Elementary Music Approaches. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190055646.001.0001.

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Using Technology with Elementary Music Approaches is a comprehensive guide to how to integrate technology into the popular elementary music approaches of Dr. Feierabend’s First Steps, Kodály, and Orff Schulwerk. It also includes ideas of integrating technology with project-based learning (PBL). It is written for elementary music educators who want to utilize technology in their classrooms, or possibly fear using technology but are looking for ways to try. It can be used by new teachers, veteran teachers, teachers with very limited technology, teachers with 1:1 devices in their music classroom, and undergraduate and graduate students. Edited and authored by Amy M. Burns, this book contains ideas, lessons, a supplemental website for resources, and examples that are field-tested and utilized in her own elementary music classroom. Burns has successfully integrated technology into her elementary music classroom for over two decades. She is a sought-after presenter and keynote speaker for integrating technology into the elementary music classroom and has written three additional books and numerous articles on the subject. She has also won four music education awards at state and national levels. In addition, the summary of each approach was written by four excellent elementary music educators and experts in the approaches: Dr. Missy Strong (Feierabend), Glennis Patterson (Kodály), Ardith Collins (Orff Schulwerk), and Cherie Herring (project-based learning (PBL) with music technology).
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45

Tanyu, Manolya. Practicing Community Psychology in a Large Nonprofit Research and Evaluation Organization. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0010.

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This chapter introduces the reader to work life in a large nonprofit research organization with respect to project-based work, teaming, organizational resources and challenges, as well as technical and soft skills that are valued in this type of environment. The chapter discusses how the concepts of diversity and theoretical perspectives of community psychology apply within such a setting and gives the reader an overview of how the content and tools acquired during training in community psychology are used within this setting. The chapter closes with suggestions for learning areas that can be strengthened while still in school or early on a career path in a large organization.
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46

Coiacetto, Eddo. Understanding Land Development. CSIRO Publishing, 2012. http://dx.doi.org/10.1071/9780643104150.

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This book draws on the author’s considerable expertise in land development processes and planning, and planning education. It takes a learning-by-doing studio approach and shows how to undertake a development feasibility study in three main stages: the preliminary proposal, a design and finally, a full report with a financially appraised proposal. Understanding Land Development shows how to tackle a real life project where there are situations of uncertainty and where there may be multiple solutions to a problem. It demonstrates how to undertake research into a range of issues – site conditions, market conditions, development finance, sustainability, land use planning and infrastructure – and shows how to analyse this diverse information to generate a concrete development proposal. The book covers planning skills, including site analysis, financial analysis, spreadsheet preparation, design, plan interpretation, project planning and strategic thinking. By taking the approach presented here, the reader will learn to become a more effective planner by understanding how land development leads to built environment outcomes that may not be the idealised outcomes to which planners aspire.
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47

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.
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