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Academic literature on the topic 'Junior cycle'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Junior cycle"

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Haumahu, Jotty Sartje. "IMPROVING THE CAPABILITY OF SCHOOL SCIENCE LABORATORY MANAGERS THROUGH SCHOOL SUPERVISION ASSISTANCE IN CLUSTER I OF BAGUALA DISTRICT, AMBON CITY." EDU SCIENCES JOURNAL 1, no. 1 (February 18, 2020): 8–18. http://dx.doi.org/10.30598/edusciencesvol1iss1pp8-18.

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This study aims to improve the ability of school science laboratory managers through mentoring school supervisors in cluster I of Baguala district in Ambon City. This research begins with the researchers' findings in the pre-cycle stage where the management of the Natural Sciences Laboratory in 4 of these schools has not been managed properly in accordance with the National Library Standards (SNP: Standar Nasional Perpustakaan). This research is a School Action Research (PTS: Penelitian Tindakan Kelas) conducted in 2 mentoring cycles that contain stages of planning, implementation and reflection (evaluation) and accompanied by a standard of success (minimum of 75%). The results of mentoring in cycle 1 have not shown satisfactory results due to various deficiencies in the mentoring instruments in Junior High School 7 Ambon, Junior High School 13 Ambon, Junior High School 20 Ambon, and Junior High School 21 Ambon. Under these conditions further assistance was made in cycle 2 where the result was that all the mentoring instruments had been repaired and completed by the manager of the school's Science Laboratory. The results of this study indicate that mentoring school supervisors can improve the ability of the Science Laboratory managers in these four schools.
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Sala, Getrudis. "Penerapan Model Pembelajaran Kooperatif Tipe Scramble dalam Meningkatkan Prestasi Belajar IPS Peserta Didik Kelas VIII B SMPK Jos Soedarso Ende." Prima Magistra: Jurnal Ilmiah Kependidikan 1, no. 1 (May 15, 2020): 47–55. http://dx.doi.org/10.37478/jpm.v1i1.345.

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This study aims to determine and to describe: (1) The implementation of the Scramble type cooperative learning model in Social studies in Jos Soedarso Ende Junior High School, (2) The learning achievement of Grade VIII students in Social studies subjects at SoedarsoEnde Junior High School after applying the Scramble learning model. This research is a kind of Classroom Action Research (CAR) conducted in 2 cycles. Data collection techniques used are (1) observation, (2) tests and (3) documentation. The subjects of this study were 17 students grade VIII B. The results of improved learning show that; (1) Scramble Type Cooperative learning model has been implemented in social studies learning specifically on Excellence and Limitations Between Space and Its Effect on Economic Activities teaching material in Class VIII students at Jos SoedarsoEnde Junior High School. In the first cycle the application rate was 67% or included in the unfavorable category and increased in the second cycle by 92% or included in the very good category, (2) After applying the scramble learning model, the learning achievements of class VIII B students in cycle I were 4 students who did not complete became 100% complete in cycle II. Thus it can be concluded that the application of the scramble learning model can improve the learning outcomes of grade VIII B students at Jos Soedarso Ende Junior High School
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Kim, Jinsook, and Hyeyeong Ji. "Exploring the Characteristics and Implications of the New Curriculum Framework for junior cycle in Ireland." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 487–502. http://dx.doi.org/10.22251/jlcci.2022.22.19.487.

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Objectives The purposes of this study were to analyze the Irish new Junior Cycle Curriculum and draw the issues and implications. Methods For the study, collected documents related to Irish Junior Cycle curriculum development and operation published by the Irish Ministry of Education and the National Curriculum Evaluation Institute. This study derived implications by analyzing the characteristics of the educational system, curriculum goals, schedule, composition method, principles of curriculum guidelines and curriculum contents. Results The new junior cycle curriculum had set out 8 principles, 8 key skills and twenty-four statements of learning for the junior cycle. It comprises subjects, short courses and priority learning units(PLUs). Schools have the flexibility to decide what combination of subjects and short courses could be. The Junior Certificate examination is being replaced by a new school-based model of assessment. Conclusions Recommendations are as follows: First, continuity, sequence and interrelationship in developing and implementing the curriculum especially among subjects is very crucial. Second, the relevance of key skills in every subject should be examined. Third, new subject area ‘short courses’ has special meaning for future. As in Ireland junior cycle framework, greater choice for schools and their students could be with the third area, ‘short courses’.
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Siregar, Samsuddin, Juli Rachmadani Hasibuan, Cindy Anggraini, Aidil Arifin Marpaung, and Yohana Dede Br Marbun. "Table Tennis classes at Junior High Schools utilizing the TPACK-Based Problem-Based Learning Model." INSPIREE: Indonesian Sport Innovation Review 3, no. 01 (January 4, 2022): 79–92. http://dx.doi.org/10.53905/inspiree.v3i01.76.

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The purpose of the study. Through the application of the TPACK - based PBL model , it can improve learning outcomes in the aspect of table tennis service material skills for junior high school students. Materials and methods. The method used is the Action Research Class method with two cycles, each cycle through the stages of planning, action, observation and reflection. The research subjects were 25 students. The data of this research is the result of learning table tennis service and analyzed by using the percentage technique of Sugiyono's theory. Results. Student learning outcomes in the aspect of skills have increased from cycle one to cycle two. aspects of service learning outcomes at the implementation stage the percentage obtained in the first cycle was only 74.3%, an increase in the second cycle to 97.7%. Likewise, at the final stage of cycle one, it was only 35%. students who complete have increased in the second cycle to 81%. Conclusions. The TPACK-based learning problem model makes learning more meaningful and the learning outcomes of Junior High School students experience classical mastery.
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Yustika, Lyza. "Improving Students’ Writing Skill in Recount Text by Using Picture Series Medium." Journal of Language, Literature, and English Teaching (JULIET) 2, no. 1 (April 6, 2021): 12–15. http://dx.doi.org/10.31629/jjumrah.v2i1.3127.

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This research aimed to describe how picture series medium can increase the students’s writing skill for eighth grade at state junior high school 1 of Bintan. Classroom action research was the research design. The research comprised of two cycles with four meeting in the two cycles. A test was the main data of this research. Twenty students in VIII B at state junior high school 1 of Bintan, in the academic year of 019/2020 was the subject of this research. The outcome appeared there were upgrades in students’ writing skill. It tends to be seen from the outcome of each post-test in the two cycles. Students’ test average in cycle 1 was 63.57. Students’ test average in second cycle was 68.87. It means picture series medium could help students in improving their writing skill.
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Wahyuni, Sri. "Pengembangan Peningkatan Keterampilan Berbahasa Jawa yang Santun pada Siswa Kelas IX F SMP Negeri 1 Lasem Semester 1 Tahun Pelajaran 2018/2019 Melalui Model Palu (Pacelathon Bocah Wolu)." Piwulang : Jurnal Pendidikan Bahasa Jawa 8, no. 2 (December 13, 2020): 80–88. http://dx.doi.org/10.15294/piwulang.v8i2.39999.

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Polite Javanese language skills of students of class IXF Junior High School 1 Lasem Semester 1 Academic Year 2018/2918 are not optimal. Students’ enthusiasm and interest in learning polite Javanese language are still lacking. It is proven from the result of polite Javanese language skills that have not reached the expected target that was 74, 62. It is also proven by the failure to achieve the average mark of polite Javanese language skills of class IXF Junior High School 1 Lasem based on Minimum Completion Criteria (KKM) set by the school that was 80. For the reason, the researcher tried to apply Palu model (Pacelathon Bocah Wolu) in learning activities in an effort to improve polite Javanese language skills. The data sources in this Classroom Action Research are students of class IXF Junior High School 1 Lasem totaling 32 students. This Classroom Action Research aims to find out whether Palu model can improve polite Javanese language skills of students of class IXF Junior High School 1 Lasem or not. This research includes two cycles. Each cycle consists of planning, acting, observing, and reflecting. The data in this research were obtained trough test and non-test instruments. The test instrument is a polite Javanese language skills test. While the non-test instruments include guidelines for observation, interviews, and documentation. The result of the research showed that polite Javanese language skills of class IXF Junior High School 1 Lasem had increased. The result is proven from the average of polite Javanese language skill mark at 79,75 in the first cycle, increasing to 86,18 in the second cycle. With an increase of 6,43. Meanwhile, the completeness of students is 50% in the first cycle, increasing 50% in the second cycle, with a percentage of completeness of 100%. This increase was followed by the changes of students’ attitude who were increasingly enthusiastic, active, brave, and expressive in polite Javanese language skills learning taught by Palu model.
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McLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.

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Abstract Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry. I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.
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McLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.

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AbstractTechnical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry.I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.
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Soselisa, Novita Jenianis, Magy Gaspersz, and Darma Andreas Ngilawajan. "APPLICATION OF THINK TALK WRITE MODEL TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS’ MATHEMATICAL ACHIEVEMENT." Jurnal Pendidikan Matematika (Jupitek) 3, no. 2 (December 4, 2020): 51–56. http://dx.doi.org/10.30598/jupitekvol3iss2pp51-56.

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The aim of this research is to know about the improve of the students’ achievement in learning algebra operations by using Think Talk Write (TTW) models on 7th grade students of SMP Kartika XIII-1 Ambon. The subjects of this research are 21 students on 7th grade at SMP Kartika XIII-1 in academic year 2017/2018. The type of this research is Classroom Action Research which taken 2 cycles in order to reach students’ achievement by most students in the class. Data of this research is obtained by using test instrument and observation sheets. Research data is analyzed by using qualitative and quantitative data analysis. After applying Think Talk Write model, the results show that there is improvement in cycle II. In cycle I, there are 6 students who have final test score ≥ 75 (28,57%). In cycle II, there are 18 students who have final test sore ≥75 (85,71%). According to students’ final test scores in cycle I and cycle II, there can be concluded that there is a significant improvement in cycle II, with the value of improvement of cycle I to cycle II as 57,14%
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Kariadinata, Rahayu, R. Poppy Yaniawati, Hamdan Sugilar, and Dede Riyandani. "LEARNING MOTIVATION AND MATHEMATICAL UNDERSTANDING OF STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL THROUGH ACTIVE KNOWLEDGE SHARING STRATEGY." Infinity Journal 8, no. 1 (February 28, 2019): 31. http://dx.doi.org/10.22460/infinity.v8i1.p31-42.

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This study aims to analyze and describe learning motivation, mathematical understanding and activities of students' and teachers at Islamic Junior High School (Madrasah Tsanawiyah/MTs) through Active Knowledge Sharing strategy. The research is conducted in MTs. Al-Mukhlisin Bandung Indonesia. The method of this research is a mixed method with Classroom Action Research (CAR). The instruments used were motivation questionnaires, observation sheets, mathematical understanding tests and observation sheets. The results of the research indicate that learning motivation, mathematical understanding and activities of teachers and students through the Active Knowledge Sharing strategy increase in each cycle. Students' learning motivation is shown from the result of the questionnaire, states that the average percentage of motivation indicator increase in each cycle, those are 70,35% (cycle I), 71,17% (cycle II ) and 72.15% (cycles III), student mathematical understanding indicated from the test results states that the average value increases in each cycle and the end of the cycle has reached the classical completeness, that is 79.41%, the activities of students and teachers during teaching- learning increased in each cycle of 60.95% (cycle I), 73.33% (cycle II) and 86.67% (cycles III).
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Dissertations / Theses on the topic "Junior cycle"

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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.

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King, David. "Junior cycle reform : why context matters : a context-centric analysis of curriculum reform in lower Irish secondary education." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18148/.

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This thesis is concerned with curriculum policy enactment in the field of lower secondary education in Ireland. The research illuminates the experiences of teachers and school leaders in three pilot schools who were enacting a new Junior Cycle (JC) curriculum on a trial basis, prior to national roll-out to schools across the country. This reform, recognised by many as the most significant in the history of Irish education, has been marked by slow introduction, fragmentation and high levels of contestation from teacher unions. The initial aim of this research was to generate theory on the perspectives of key stakeholders regarding their enactment of this new curriculum, as described in A Framework for Junior Cycle, released by the Department of Education and Skills (DES, 2012). The research agenda lay within the interpretivist paradigm and followed a grounded theory methodology. The main method employed was both group, and individual, focussed interviews. Ball’s policy cycle (with modifications by Lesley Vidovich) provided a conceptual framework through which to analyse how teachers and leaders in the pilot schools had interpreted The Framework and translated it into practice across different levels of policy enactment. As the study progressed, the nature of what was being generated through the process of theory construction indicated that what was of central concern for participants was matters to do with context. Thus, in keeping with interpretive and grounded theory approaches to research, it was deemed necessary to re-orientate the aim to allow for a more specific interrogation of the contexts that influenced the enactment of The Framework. Consideration was given to the influence of school and system contexts on actors’ interpretations of JC reform and its translation into practice. The results of the study suggest that curriculum policy and the management of the reform process at a system level influenced actors’ interpretations of JC reform, whilst the management of school policy and participant values influenced its translation into practice. A new concept, contextual leverage, illuminates how policy can be managed to bring about a shared meaning of the purpose of JC curriculum at a school and system level. A context-centric theoretical model is presented, which reconciles the other concepts constructed in the study to describe how JC reform has been contextually mediated and institutionally rendered. Consequently, this study offers a contribution to knowledge that responds to the dearth of contextualised policy responses in the change literature. It looks to move beyond the truism that ‘context matters’ in curriculum policy enactment through illuminating what contexts matter, how they matter and why. This research presents, and expands upon, statements regarding why context matters for schools, for policy analysis and for system level governance. Context, in this regard, is not bleached into the background of the policy landscape but rather becomes a centralised, active force through which we can understand and mediate change better.
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LEÃO, Alessandra Mendonça. "A CONCEPÇÃO DE PROFESSOR NO CICLO DE FORMAÇÃO: UM ESTUDO BASEADO NA PROPOSTA DE GOIÂNIA (GESTÃO 2001-2004)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2020.

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Made available in DSpace on 2014-07-29T16:10:33Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25
This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country
Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país
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Resnick, Edward. "Practitioner Research in Schools: Revealing the Efficacy Agency Cycle." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/16.

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Years of high stakes testing and managerial directives to improve student test scores created a trend of teachers’ declining sense of efficacy and agency. Researchers have yet to examine the perceptions of teachers following requirements to improve student engagement and school climate in an effort to improve academic performance following the authorization of local and national educational accountability reforms. The purpose of this study is to examine how teachers perceive their efficacy and agency in response to the addition of nonacademic measures and the requirement of documented input from teachers and other stakeholders into educational policy planning procedures. Veteran K-12 teachers’ responses to survey and interview questions were coded, analyzed, and organized into themes to generate an educational theory. Grounded Theory Methodologies (GTM), Culturally Responsive Methodologies (CRM) and Critical Pedagogy (CP) informed data collection methods and theoretical foundations for this study. The creation of a safe dialogical space between the practitioner researcher and participants developed a relationship for both to engage as co-researchers. Teachers discovered renewed senses of efficacy and agency while acknowledging their leadership potential in schools and the community. This study and further practitioner research with teachers in schools will inform pre-service education training programs and confirm teachers’ role as critical intellectuals in American society.
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Seki, Yuriko. "Comparative study between France and Japan on the causes of the diminishing interest in science : Propositions for a renovation of science education at junior high school in Japan." Université Louis Pasteur (Strasbourg) (1971-2008), 2005. http://www.theses.fr/2005STR1PS01.

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Le but de l'éducation est d'aider les individus à construire leur personnalité, et c'est le rôle de la formation scolaire de les aider à acquérir la culture nécessaire ainsi que le pouvoir de mieux juger afin de vivre mieux. La culture a un aspect universel et un aspect contingent. La culture jusqu'au 20ième siècle comprend essentiellement les humanités et les arts, mais par la suite la connaissance des sujets scientifiques acquière une signification très importante. La culture n'implique pas seulement la connaissance des textes classiques. Le philosophe Jose Ortega y Gasset, d'origine espagnole, décrit la culture " mission de l'université " en 1930 : " la culture est un système de diverses idées que chaque époque possède. Plus précisément, c'est un système de diverses idées qui caractérisent une époque donnée". Quel est le système des diverses idées de notre temps ? Nous dirions que c'est la science. La caractéristique principale de la culture moderne est qu'une grande partie de son contenu provient du domaine scientifique. Cependant, au début des années 90, la désaffection pour la science est devenu un phénomène constaté non seulement au Japon mais aussi en France et dans d'autres pays du monde1). Le Japon, un pays de petite surface, et pauvre en ressources naturelles a pu avoir une croissance économique sans précédent après la deuxième guerre mondiale grâce à la rénovation technique basée sur la science. La société économique moderne a été appuyée par la science et par la technologie au sens large du terme. Depuis longtemps, on considère que la société de 21ième siècle est basée sur la connaissance et , si l'on pense à l'avenir des pays, la désaffection des jeunes pour la science est une situation alarmante. Comment comprendre ce phénomène . En réalité, ce n'est pas la première fois que la séparation entre la connaissance littéraire et scientifique est observée. Charles Percy Snow, qui était conseiller de la Science du gouvernement britannique a déjà sonné l'alarme dans son ouvrage " The two Cultures " en 1959 : " L'incompréhension complète de la science est le centre qui influence tout ". En effet, parce qu'un intellectuel littéraire ne comprend rien à la science, il devient de plus en plus anti-scientifique. De l'autre coté, parmi les scientifiques, l'incompréhension s'accentue entre les scientifiques littéraires et les scientifiques des sciences appliquées. Le progrès et le développement des sciences et technologies ont conduit à la spécialisation et à la scission des études. Durant le 20ième siècle, les cas d'incompréhension mutuelle se sont enchaînés. Cette attitude " de ne pas essayer de se comprendre mutuellement " pourrait être liée fondamentalement à la désaffection de la science de nos jours. Cette observation de Snow constatée au sein de la communauté scientifique se prolonge à la société entière au fur et à mesure des années, et devient apparente lors des années 90. L'attitude de la société " des adultes " influence le sens des valeurs des enfants [. . . ]
The goal of the education is to help people build their personality, and it is the role of the school training to help them acquire the necessary liberal arts as well as the power of having a better judgement to a better living. Liberal arts has a universal and a contingent aspect. Until the 20th century the liberal arts essentially contains the Humanities and the Arts, but later the knowledge of scientific subjects acquires a very important meaning. The liberal arts does not only imply the knowledge of the classical texts. The philosopher Jose Ortega y Gasset, of Spanish origin, described the liberal arts " Mission of the University " in 1930: “the liberal arts is a system of various ideas which is possessed by each era. More precisely, it is a system of various ideas which characterize a done era “. What is the system of the various ideas of our time? We would say that it is Science. The main characteristic of the modern liberal arts is that a big part of it's contain provides from the scientific field. However, in the beginning of the 90's, the diminishing interest in science became a confirmed phenomenon not only in Japan, but also in France and in other countries of the world. Japan, a country of small surface, and poor in natural resources was able to have an unprecedented economic growth after the Second World War thanks to the technical renovation based on science. The modern economical society has been pushed up by science and technology in the broad sense of the term. For a long time, we consider that the society of the 21st century is based on knowledge and, if we think about the future of the countries, the diminishing interest of young people in science is an alarming situation. How can we understand this phenomenon?In reality, it is not the first time that the separation between the literary and the scientific knowledge is observed. Charles Percy Snow, who was the councillor of the science of the British government, has already rung the warning bell in his work " The two cultures " in 1959: " The complete misunderstanding of the science is the centre which influences everything ". Indeed, because a literary intellectual understands nothing in science, he becomes more and more anti-scientific. On the other hand, among the scientists, the misunderstanding becomes more marked between the literary scientists and the scientists of applied sciences. Progress and development of sciences and technology led to the specialization and the scission of the studies. During the 20th century, cases of mutual misunderstanding got enchained. This behaviour " of not trying to mutually understand each other " could be fundamentally linked to the nowadays diminishing interest in science. This observation of Snow noticed in the breast of the scientific community goes on to the whole society as one goes along of the years, and becomes apparent in the nineties. The behaviour of the society " of the adults " influences the sense of the values of the children [. . . ]
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Brederode, Marion van. "Savoirs scientifiques, malentendus et inégalités sociales à l'école : les formes disciplinaires des SVT en 6ème." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080108/document.

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Cette thèse s’intéresse aux processus de construction des inégalités scolaires dans la discipline d’enseignement des Sciences de la Vie et de la Terre (SVT), généralement moins soupçonnée que d’autres d’y participer. Elle s’appuie sur les travaux de didactique qui postulent que les savoirs scientifiques proposés en classe doivent être fondés en raison pour mettre au jour la façon dont les formes disciplinaires des SVT, rencontrées par les élèves en 6ème, peuvent participer à produire passivement et activement des apprentissages inégaux et ainsi, conduire les élèves à produire des consciences disciplinaires de pertinence inégale. Une analyse qualitative de textes officiels et de manuels de SVT depuis 1958 permet de mettre au jour les évolutions de la forme disciplinaire à enseigner. Cette dernière s’adresse aujourd’hui à un élève autonome qui doit construire, par lui-même, des savoirs permettant de comprendre des phénomènes biologiques. Ces évolutions rendent l’accès aux savoirs scientifiques difficile pour les élèves qui n’ont que l’école pour y parvenir. Cette approche socio-historique est complétée par une étude synchronique visant à comparer les formes disciplinaires enseignées dans des établissements socialement contrastés. Elles sont analysées quantitativement à partir de la trace qu’elles laissent dans les cahiers des élèves. Selon les contextes, les formes ne sollicitent pas les mêmes types de savoirs, d’opérations de pensée et d’écrits. Ces sollicitations différentielles semblent ainsi participer activement à l’inégale appréhension par les élèves des spécificités de la discipline SVT
This thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences
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Portnoy, Phyllis C. "The legacy of the remnant, Old English laf and the junius cycle." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/NQ32888.pdf.

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Afinowicz, Jason David. "Evaluation of shrub encroachment and brush control on water availability in the Upper Guadalupe River watershed." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/210.

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Wooded plant encroachment has dramatically changed the composition of rangelands in the arid and semiarid rangelands of the southwestern United States and may have significantly affected hydrologic and biogeochemical process in these environments. In particular, suspicions that encroaching species waste an undue amount of water through evapotranspiration (ET) has prompted much discussion concerning the possibility of using brush control to enhance water supplies in Texas. This study focuses on two broad goals for evaluating the effects of wooded growth in rangelands. The first of these is the assessment of wooded cover with the use of remotely sensed imagery. A methodology for delineating differing land cover classes, including different levels of brush cover, is described, applied, and validated for the Upper Guadalupe River watershed, Texas. This portion of the research resulted in an 81.81% success rate for correctly matching land cover varieties and showed that 88.8% of the watershed was covered with various amounts of woody plant growth. The second portion of this study incorporated the previously developed land cover product along with a number of other highly detailed data sources to model the North Fork of the Upper Guadalupe River watershed using the Soil and Water Assessment Tool (SWAT). The role of topography, brush cover, and soil slope, which are hypothesized to contribute to successful implementation of brush removal for water yield, were tested in a scientifically conscious and practical experiment to determine their influence upon water availability at a watershed scale. The effects of brush removal were found to be comparable to the quantities documented in field experiments, but less than the levels presented in previous modeling studies. Brush density was found to be the most important factor in determining locations for successful brush removal in regards to reducing ET. Slope was also found to have significant effect in increasing lateral flow while shallow soil had lesser effects on hydrology than other criteria. Large quantities of deep recharge simulated by the model raise questions concerning measurement of ET in the Edwards Plateau region and the extent of deep water recharge to the Trinity Aquifer.
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Andrade, Flávio Lyra de. "Movimentos sociais, crise do lulismo e ciclo de protesto em junho de 2013: repertórios e performances de confronto, crise de participação e emergência de um quadro interpretativo autonomista." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9734.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this thesis I discuss the cycle of protest of 2013 and dynamics of confrontation that deepened the crisis of Lullism. I analyze the interactions between organizations of social movements and government, in the context of the political crisis unleashed. In view of the magnitude, intensity and extent of the manifestations, I seek to identify the repertoires and performances of confrontation that marked the period of political conflict, both nationally and in Recife. I discussed the events of June with a contextualized political analysis. I explore the comparative historical analysis and the notions constructed by the theory of social movements, applied to the cycles of protest and collective action: structure of opportunity and mobilization, repertoires and performance of confrontation and interpretive framework of collective action. From bibliographic research and analytical studies on June 2013, I situate the cycle of international and Brazilian protests between 2011 and 2013, realizing the impacts of the global crisis of capitalism in 2008 and the consequences of adopting austerity policies. To recognize the dynamics and characteristics that prevailed in Brazil, I make a historical recovery of the previous cycles from 1968. I investigate the place of diffusion of action repertoires and performances from other cycles and selected by the activists for this. In Brazil, I developed reflections on the protest cycles of the redemocratization period, the constitution and erosion of a popular democratic field of social movements, along with the rise and crisis of Lullism and Petism. In the study on protests, horizontal popular assemblies and squatters, nationally, information was obtained by searching the internet on websites, blogs, youtube and journals with active search using key words. In Recife, I conducted a case study through interviews with activists who participated in the 2013 protests and the Ocupe Estelita. I have identified the influence of the antiglobalization cycle for the current cycle, in its radical direct and performative action; The revelation of the exhaustion of participatory architecture in the midst of the crisis of Lullism and of the political system; The emergence of the repertoire and performance of confrontation, and the autonomist framework that exposed, at the outbreak of the cycle, polarized political dissatisfaction, left opposition, in the first moment, and right, in the moments that followed, having in the center the government And the PT. This event promotes an inflection towards a new cycle in the process of democratization and in the forms of institutional interaction and confrontation of social movements.
Nesta tese discuto o ciclo de protesto de 2013 e dinâmica de confronto que aprofundou a crise do lulismo. Analiso as interações entre organizações de movimentos sociais e governo, no contexto da crise política desencadeada. Diante da magnitude, intensidade e extensão das manifestações, busco identificar os repertórios e performances de confronto que marcaram o período de conflito político, em âmbito nacional e em Recife. Abordei os acontecimentos de junho realizando uma análise política contextualizada. Exploro a análise histórica comparada e as noções construídas pela teoria de movimentos sociais, aplicadas à ciclos de protestos e ação coletiva: estrutura de oportunidade e de mobilização, repertórios e performance de confronto e quadro interpretativo de ação coletiva. A partir de pesquisa bibliográfica e estudos analíticos sobre junho de 2013, situo o ciclo de protestos internacional e no Brasil entre 2011 e 2013, percebendo os impactos da crise mundial do capitalismo em 2008 e as consequências da adoção de políticas de austeridade. Para reconhecer a dinâmica e características que predominaram no Brasil, faço uma recuperação histórica dos ciclos anteriores a partir de 1968. Investigo o lugar da difusão de repertórios de ação e performances oriundas de outros ciclos e selecionadas pelos ativistas para este. No Brasil desenvolvi reflexões sobre os ciclos de protesto do período da redemocratização, a constituição e erosão de um campo democrático popular dos movimentos sociais, ao lado do surgimento e crise do lulismo e do petismo. No estudo sobre os protestos, as assembleias populares horizontais e os ocupas(es), em âmbito nacional, as informações foram obtidas através de pesquisa na internet em sites, blogs, youtube e periódicos com busca ativa utilizando palavras chaves. Em Recife, realizei um estudo de caso através de entrevistas com ativistas que participaram dos protestos de 2013 e do Ocupe Estelita. Identifiquei a influência do ciclo antiglobalização para o ciclo atual, em sua ação direta e performática radical; a revelação do esgotamento da arquitetura participacionista no bojo da crise do lulismo e do sistema político; a emergência do repertório e performance de confronto, e do enquadramento autonomista que expôs, na eclosão do ciclo, a insatisfação política polarizada, de oposição de esquerda, no primeiro momento, e de direita, nos momentos que se seguiram, tendo no centro o governo e o PT. Este acontecimento promove uma inflexão no sentido de um novo ciclo no processo de democratização e nas formas de interação institucional e de confronto dos movimentos sociais.
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Spina, Paulo Roberto [UNIFESP]. "O Movimento Passe Livre São Paulo: da sua formação aos protestos de 2013." Universidade Federal de São Paulo (UNIFESP), 2016. http://repositorio.unifesp.br/handle/11600/41262.

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A dissertação analisa, com base na teoria do confronto político, o Movimento Passe Livre São Paulo (MPL São Paulo) em duas perspectivas. A primeira focaliza a formação do movimento a partir do estudo de trajetórias de ativistas em suas conexões com espaços de mobilização global e local. A segunda perspectiva analisa a mobilização e as interações do MPL São Paulo nos protestos de junho de 2013. Dois problemas analíticos orientaram a investigação: o do processo de aprendizado de performances e o de dilemas estratégicos de movimentos iniciadores em ciclos de protesto. O argumento do trabalho é o de que a análise dos protestos organizados pelo MPL São Paulo em 2013 requer a compreensão de dois processos sócio políticos de aprendizado de performances com temporalidades distintas. Um, de mais longa duração está relacionado à formação do MPL nacional, na conexão entre os repertórios autonomista e socialista. O outro, de mais curta duração, está relacionado à seleção de táticas de confronto frente a diferentes dilemas estratégicos emergentes nas três fases do ciclo de protesto. Na fase antecedente dilemas sobre como interpretar as oportunidades políticas e ameaças, na fase de mobilização dilemas sobre como expandir a participação de novos atores nos protestos e modificar a relação de tempo e espera com os detentores do poder e na fase de difusão como interagir com a entrada de novos atores e novas reinvindicações nos protestos. Em ambos os processos, o de longa e o de curta duração, ativistas do MPL São Paulo adaptaram e inovaram os repertórios historicamente disponíveis.
This master’s thesis analyzes São Paulo’s Movimento Passe Livre (São Paulo MPL) from two perspectives based on Contentious Politics Theory. The first perspective focuses on the formation of the movement through the study of activists’ trajectories in their connections with larger global and local movements. The second perspective analyzes the movement and MPL São Paulo’s interactions during the June 2013 protests. Two analytical problems guided the research: their performance-learning process and the initiators movements’ strategic protest cycle dilemmas. This master’s thesis argues that the analysis of the protests organized by MPL São Paulo in 2013 requires an understanding of two socio-political performance-learning processes with different time frames. The first and long-term process is the formation of the national MPL, the connection between autonomist and socialist repertoires. The other, a short-term process, is the selection of confrontational tactics in the face of different emerging strategic dilemmas during the three phases of the protest cycle. For the first phase, this paper analyzes dilemmas about how to interpret political opportunities and threats; for the mobilization phase, this paper analyzes dilemmas on how to expand the participation of new actors in the protests and modify the relationship of time and waiting with those in power; and for the dissemination phase, this paper analyzes the interaction with the entry of new actors and new demands during the protests. In both cases, the long-term and the short-term, MPL São Paulo’s activists adapted and innovated using historically available repertoires
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Books on the topic "Junior cycle"

1

Smyth, Lawrence. Introducing engineering: Junior cycle. Dublin: Educational Company of Ireland, 1988.

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Complete home economics for junior cycle. Dublin: School and College Publishing, 1995.

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Smyth, Emer. Choices and challenges: Moving from junior cycle to senior cycle education. Dublin: Liffey Press in association with The Economic and Social Research Institute, 2011.

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Board, Curriculum and Examinations. Mathematics education: Primary and junior cycle post-primary. Dublin: The Board, 1986.

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Ireland. Dept. of Education and Science. Inspectorate. Evaluation Support & Research Unit. Looking at Irish at junior cycle: Teaching and learning in post-primary schools. Dublin: Inspectorate, Evaluation Support & Research Unit, 2007.

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Board, Curriculum and Examinations, ed. Mathematics education: Primary and junior cycle post-primary : a Curriculum and Examinations Board discussion paper. [Dublin]: Curriculum and Examinations Board, 1986.

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Donne-toi du crédit: Planification de ton programme au secondaire 2e cycle. Edmonton, Alta: Alberta Education, 1989.

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K, Hackett Jay, and Everett Susan A, eds. Teaching science as investigations: Modeling inquiry through learning cycle lessons. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2007.

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Services, Alberta Alberta Education Language. Français langue seconde: Trousse d'évaluation, tests modèles pour les niveaux: intermédiaire 4, intermédiaire 5, intermédiaire 6, pour les élèves du secondaire 1er cycle = French as a second language : evaluation resource package, model tests for: intermediate level 4, intermediate level 5, intermediate level 6, for junior high school students. Edmonton, Alta: Alberta Education, 1995.

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Golovina, R. D. Biologicheskiĭ krugovorot azota i zolʹnykh ėlementov v mozhzhevelovykh lesakh Altaĭskogo khrebta. Frunze: "Ilim", 1989.

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Book chapters on the topic "Junior cycle"

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Johnston, Keith, and Damian Murchan. "Junior Cycle Reform: Looking Forward." In Curriculum Change within Policy and Practice, 255–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_13.

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Byrne, Chris, Mark Prendergast, and Elizabeth Oldham. "Reforming Junior Cycle: Lessons from Project Maths." In Curriculum Change within Policy and Practice, 125–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_7.

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O’Connor, Eileen, and Damian Murchan. "Leading Organisational Change to Support Junior Cycle Reform." In Curriculum Change within Policy and Practice, 229–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_12.

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Murchan, Damian. "Bearding the Lion: Reforming Assessment in Junior Cycle." In Curriculum Change within Policy and Practice, 161–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_9.

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Devitt, Ann. "Media/ting Educational Reform: Junior Cycle Reform in the Media." In Curriculum Change within Policy and Practice, 61–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_4.

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McCormick, Susan, and Marita Kerin. "Putting the A in STEAM: Arts Education in Junior Cycle." In Curriculum Change within Policy and Practice, 143–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_8.

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Devitt, Ann, and Noel Ó Murchadha. "Opportunities and Challenges in the Reform of Junior Cycle Language Curricula." In Curriculum Change within Policy and Practice, 105–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_6.

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Salokangas, Maija, Wieland Wermke, and Gerry Harvey. "The Junior Cycle Reform from a Comparative Perspective: Assessment as Curriculum Practice According to Irish, Finnish and Swedish Teachers." In Curriculum Change within Policy and Practice, 209–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_11.

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Curtin, Alicia, Kevin Cahill, Kathy Hall, Dan O’Sullivan, and Kamil Özerk. "Junior cycle reform: the negotiated nature of assessment policy in Ireland." In Assessment in Practice, 66–81. Routledge, 2019. http://dx.doi.org/10.4324/9780429326615-5.

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MacPhail, Ann, John Halbert, and Hal O’Neill. "The development of assessment policy in Ireland: a story of junior cycle reform." In Assessment Policy Reform, 84–100. Routledge, 2020. http://dx.doi.org/10.4324/9780429326325-6.

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Conference papers on the topic "Junior cycle"

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Stanchev, Plamen, Gergana Vacheva, and Nikolay Hinov. "Review of Methodologies for Life Cycle Assessment of Power Electronic Devices." In 2022 Seventh Junior Conference on Lighting (Lighting). IEEE, 2022. http://dx.doi.org/10.1109/lighting56379.2022.9929154.

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Sasmito Adi, Ginanjar, and Ratih Aprilita Wulandari. "SELF EFFICACY ADOLESCENTS IN PREVENTION OF RISKY BEHAVIOR OF DRUG ABUSE IN BALUNG JUNIOR HIGH SCHOOL." In THE 4th INTERNATIONAL NURSING CONFERENCE “LIFE CYCLE APPROACH FOR SUCCESSFUL AGING”. Universitas Muhammadiyah Jember, 2019. http://dx.doi.org/10.32528/inc.v0i0.2717.

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Muhammad, Malim, Joko Purwanto, and Rizqi Muji Prisnaini. "Improving Students' Spatial Skill with Learning Cycle Using Cabri 3D Application in Junior High School." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.61.

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Nakaoka, Sadao, Sadao Nakaoka, Yasunori Kozuki, Yasunori Kozuki, University Tokushima, University Tokushima, Mitsuko Tsuboi, et al. "ENVIRONMENTAL EDUCATION: LEARNING THE CYCLE OF LIFE BY CONNECTING SEA AND SOIL OF AMAGASAKI." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b942059c7f6.32423155.

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In order to remove the excessive nutrient salt at Port of Amagasaki, we have established the method to utilize the cycle of life: by cultivating seaweed at the port, removing shellfish from the upright sea walls, and turning them into compost. In cooperation with the local junior high school students, local citizens, experts, and administration, the junior high schools of Amagasaki provided the environmental study through this activity, based on the theme of “Cycle of Life”. In this report, we describe about the effects of this study. 1) Before the study, a survey showed that most of the students had bad impression toward Amagasaki Sea, such as “dirty” and “smelly”. However, after the study, the impression turned into better impression such as “fun” and “more familiar”. 2) In the Technology class, the students successfully cultivated more than 50 kinds of vegetation. As the students cooked and ate the vegetables and fruits they grew, the study also developed into “Food Education”-learning the connection between their health, environment, and food. 3) The students cooked using the oil extracted from the seeds of rape blossoms cultivated with their compost. Then they watched waste oil being refined and turned into bio diesel fuel, which activated car engine. Through such experiences, many students realized the cycle of life as “the life continues in different forms”, and the respect for life as well as developing their awareness to improve the natural environment.
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Nakaoka, Sadao, Sadao Nakaoka, Yasunori Kozuki, Yasunori Kozuki, University Tokushima, University Tokushima, Mitsuko Tsuboi, et al. "ENVIRONMENTAL EDUCATION: LEARNING THE CYCLE OF LIFE BY CONNECTING SEA AND SOIL OF AMAGASAKI." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b43161d851e.

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In order to remove the excessive nutrient salt at Port of Amagasaki, we have established the method to utilize the cycle of life: by cultivating seaweed at the port, removing shellfish from the upright sea walls, and turning them into compost. In cooperation with the local junior high school students, local citizens, experts, and administration, the junior high schools of Amagasaki provided the environmental study through this activity, based on the theme of “Cycle of Life”. In this report, we describe about the effects of this study. 1) Before the study, a survey showed that most of the students had bad impression toward Amagasaki Sea, such as “dirty” and “smelly”. However, after the study, the impression turned into better impression such as “fun” and “more familiar”. 2) In the Technology class, the students successfully cultivated more than 50 kinds of vegetation. As the students cooked and ate the vegetables and fruits they grew, the study also developed into “Food Education”-learning the connection between their health, environment, and food. 3) The students cooked using the oil extracted from the seeds of rape blossoms cultivated with their compost. Then they watched waste oil being refined and turned into bio diesel fuel, which activated car engine. Through such experiences, many students realized the cycle of life as “the life continues in different forms”, and the respect for life as well as developing their awareness to improve the natural environment.
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Nurochmah, Samsul Arifin, and Arumella Surgandini. "The application of learning cycle 7E model to improve a mathematics communication skills of junior high school students." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041644.

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Widodo, Eko, and Anis Hazimah. "Development of student worksheet based on learning cycle 7E to improve science skills of 7th grade junior high school students." In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE EDUCATION (ICoSEd 2021): Education for Sustainable Development (ESD) 2030: The Impacts, Challenges, and Strategies in Science Education. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0117383.

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Susilawati and Yuni Ahda. "The Impact of Learning Cycle 7e and Student Initial Ability to Student Competence of Grade VIII Junior High School 13 Pekanbaru." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.075.

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Tang, Yucheng, Zuozhi Zhao, Peng Li, Junling Sun, and Jinyu Song. "Design for Global Sourcing for Gas Turbine Engine Support to Achieve Design Harmonization." In ASME Turbo Expo 2012: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/gt2012-68935.

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Fierce competition, fluctuating market and opportunities in emerging market are forcing companies to structure product design globally to reduce cost and improve efficiency. However, the solutions to old issues are always accompanied by new challenges. Traditional design flow is struggling to catch up with the pace of customer requirement. And mixed global design teams, composed of senior and junior designers, are trying to design with uniform quality. A real case occurred was that an experienced designer provides a DIN solution when the manufacturing requirement was ASTM, which results additional round of product design. In order to reduce those risks and overcome the challenges, a multiobjective optimization framework for gas turbine engine support was developed to shorten the product development and find an optimal design solution. To manage the risks arising from sourcing, a concept of design for global sourcing (DfGs) was proposed and implemented by incorporating design standards database and supply chain interface during preliminary design stage. Three practical design cases were performed to validate the proposed method. The results demonstrated: 1) Cost and product development cycle was sharply reduced; 2) Design flexibility was achieved by DfGs concept; 3) Trade-off among conflicting design objectives was accomplished by cost estimation model.
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Vuksanovich, Brian, Darrell Wallace, and Michael Costarell. "Mechanical Engineering Curriculum Improvement Using Product Lifecycle Management (PLM)." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11525.

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This paper discusses the alignment between industry needs and the content of a 4 year ME or MET curriculum by using Product Lifecycle Management (PLM) principles as a bridge. An initial concept for a device is used as an example throughout the 4 year curriculum, allowing the courses to progressively develop the design from concept through end-of-life by using PLM principles. The four-year curriculum discussed begins with an introduction to PLM, where the steps of a manufacturing process are described, from concept, to 3D design, to analysis, to final product to end of life. This provides the basis for a design concept that will be pursued throughout the curriculum. The four-year curriculum is then presented as a traditional engineering program with a superimposed design problem. The freshman curriculum includes the basic 3D modeling of the parts, while the sophomore classes generate the first prototype parts and beginning analyses. The junior classes progress into more involved stress and thermo/fluid analysis of the part, while the senior classes look into the mass manufacture of the part; it’s interaction with the rest of the system and the systems role in serving society. Students are well prepared for industry, with improved knowledge of design methods, manufacturing processes, life cycle issues and how these different areas can work together to make a successful design. The use of PLM as an over-arching theme brings it into the classroom in a practical hands-on way with minimal impact on the existing class content while improving the delivery by bringing continuity to the problems.
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Reports on the topic "Junior cycle"

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McGarr, Oliver, Orla McCormack, John O Reilly, Raymond Lynch, Jason Richard Power, Ciarán Ó Gallchóir, Jennifer McMahon, et al. Exploring the introduction of the Framework for Junior Cycle – A longitudinal study: Thematic report no .1 (Initial perspectives on implementation, outcomes, and impact). University of Limerick, 2022. http://dx.doi.org/10.31880/10344/11185.

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