Academic literature on the topic 'Lesson beginnings'
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Journal articles on the topic "Lesson beginnings"
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Wakefield, Jamara. "Interview with Ntozake Shange." Langston Hughes Review 28, no. 1 (March 1, 2022): 81–97. http://dx.doi.org/10.5325/langhughrevi.28.1.0081.
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ABSTRACT An intimate interview with Ntozake Shange, the conversation was a Black Feminist history lesson, an artist manifesto, a 70s-era testimonial, a sentimental conversation about new beginnings, and lessons about working through personal limitations.
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Hamiloğlu, Kamile. "Integration of Technology Through Digital Portfolios in Transformative Foreign Language Teacher Education for Professional Development." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 119. http://dx.doi.org/10.26417/ejls.v9i1.p119-119.
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Foreign language teacher education has been having a shift from a transmissive into a transformative and progressive perspective with which pre-service teachers (student teachers) have become more aware of their own learning, growth and progress since the beginnings of the 2000s, in particular. What transformative teacher education is designed for today is that a prospective teacher is to be aware of how they are learning to teach by themselves. Transformative teacher education focusses mainly on pre-service teachers’ awareness of how they are becoming a teacher and what is happening throughout their becoming since they can transfer all of that experience into their own future careers and their prospective students’ lives. With the integration of technology, we, teacher educators, have more opportunities today, to witness our student teachers’ (pre-service education teachers’) awareness situation and their stories of becoming teachers. Digital portfolios which provide them to save all of their written work as a digital copy throughout months, even years, help us be constant witnesses of their professional growth and development throughout the years they attend the faculty of education. This also gives way to make our evaluation from many different perspectives: we can see how they prepare their paper work as lesson plans, worksheets, reports, checklist and so on and besides, we can read their digital journals where they write their thoughts, opinions, ideas and feelings about their own practices, experience and learning, which would make their becoming stories a very humanistic cooperation and collaboration work. This paper intends to present a longitudinal research on the digital portfolio of pre-service (student) teachers of FLTE in a state university, İstanbul, Turkey for two years from 2015 to 2017. During their final years (year 4), approximately 120 student teachers kept a digital portfolio in which they saved their lesson plans, observation checklists, and teaching reports about and in a practicum course at the faculty and the practicum in primary and secondary schools in İstanbul. This paper evaluated the process and outcomes of these portfolios in terms of their contributions to the student teachers’ professional developments regarding pre-service teachers’ reported reflections. The results showed that the digital portfolios, especially their digital journals provided quite positive outcomes relevant to their awareness on their professional development.
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Tokaryeva, Tetyana. "FEATURES OF A FOREIGN LANGUAGE LESSON." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 167–72. http://dx.doi.org/10.36550/2415-7988-2021-1-194-167-172.
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The article considers the main features of a foreign language lesson in view of the goals and content of the lesson, its complex nature, structure and main types. Considerable attention is paid to the complex nature of work in the classroom, as all elements of language material – phonetic, lexical and grammatical – are interdependent in the implementation of foreign language speech activities. The specifics of goal setting are considered taking into account the features of the lesson, its structure and typology. The purpose of the lesson is a definite reflection of the ultimate goal, a specific part of it. Proper understanding of the purpose of the lesson should be based on a combination of two features of the lesson – language learning and complexity. Each foreign language lesson has a practical, educational and upbringing purpose. The structure of the lesson involves closely interrelated and independent activities of teachers and students, in which the learning process is embodied. The article focuses on the initial stage of a foreign language lesson, which prepares students to implement skills and abilities in various types of speech activities, such as speaking, listening, reading and writing. The beginning of the lesson is one of the constant stages of a foreign language lesson. The initial stage consists of various exercises, mostly oral. It can also be implemented in the form of dialogue between students, in the form of students asking a series of questions on a particular topic addressed to the class. The teacher may also suggest starting the lesson with a story based on familiar and understandable learning material. In addition, individual or frontal control can be performed at the beginning of the lesson. Since a foreign language lesson is a lesson in the development of skills, the stages of communication and consolidation of new knowledge are combined with the performance of various exercises. Lessons of different types, combined for a specific purpose, can form a system of thematic series, within which the objectives of the lessons vary in quantitative and qualitative terms. There are three such systems, namely, the system of lessons aimed at: 1) the development of oral skills and abilities; 2) reading and understanding the text; 3) for the development of both groups of skills. An overview of the typology of foreign language lessons developed and proposed by leading experts in the field of methods of teaching foreign languages is presented in order to emphasize the features of a foreign language lesson.
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Kırmızı, Özkan, and Irfan Tosuncuoglu. "Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey." English Language Teaching 12, no. 4 (March 16, 2019): 127. http://dx.doi.org/10.5539/elt.v12n4p127.
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The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, use of L1, material use and planning, the pace and mood of the lesson, error correction, content and grading, and classroom management emerged as critical areas of reflection on the part of the participants.
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Vasiljuk, Dina, Alexandra Budke, Veit Maier, and Uwe Krause. "Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teachers." Education Sciences 12, no. 12 (November 25, 2022): 861. http://dx.doi.org/10.3390/educsci12120861.
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This exploratory qualitative study reports student teachers’ knowledge of multiperspectivity as well as how student teachers consider multiperspectivity in lesson planning. The study was embedded in a project in which German and Dutch student teachers dealt with multiperspectivity for one semester. Based on the theoretical literature and the empirical results, we identified a set of criteria for multiperspectivity in geography lessons. These criteria were then applied to analyse the student teachers’ lesson plans and teaching materials as well as the student teachers’ answers in the qualitative questionnaires, which the student teachers answered at the beginning and at the end of the semester. The results of this study showed that the professional knowledge of student teachers in terms of multiperspectivity was not extensively represented or apparent from the answers to either the pre- or the postquestionnaire. The analysis of the lesson plans and the teaching materials showed that the student teacher groups were able to form a multiperspective topic didactically. However, not all groups had considered promoting evaluation competence in lesson planning, and the reflection competence was hardly considered. Therefore, our developed criteria for multiperspectivity in geography lessons could help student teachers to better understand and consider multiperspectivity when planning lessons.
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Getmanskaya, Elena V. "Literary education in the context of STEAM approach (based on western research)." Literature at School, no. 6, 2020 (2020): 64–76. http://dx.doi.org/10.31862/0130-3414-2020-6-64-76.
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The development of the STEAM-approach is one of the main trends in global education. It integrates Sciences (S), Тechnology (T), Engineering (E), Arts (A), and Mathematics (M). Future Specialists need comprehensive training in the exact Sciences, Biology, Engineering, and Design – and this future is being prepared today. STEAM education is introduced in Western schools from an early age. The most important theoretical position of this approach is the statement that a student who knows the artistic beginnings of life (literature, painting, music, art design), achieves more in mathematics, and in engineering, and in Sciences. STEAM-literature curriculum is also based on an interdisciplinary and applied approach. The purpose of a lesson on the analysis of a literary text, as a rule, is associated with the creation of a material object (model) by students, in which their knowledge of all the listed disciplines is comprehensively invested. The main tool for interpreting a literary text in this approach is design. Not just design tasks are solved in the classroom with its help – design is one of the basic forms of modern visual art. The main question, which the author of the article faces, is whether it is possible to implement such the technologies at school without losses for the studied work of art. The analysis of western models leads to the conclusion that the significance of literature, as an independent subject, changes within the STEAM-approach – part of its autonomy is delegated to other disciplines. At the same time, a new, unexpected configuration of subjects appears in the classroom: literature is now integrated with biology, design, and mathematics. Thus, the interdisciplinary basis of STEAM takes the teaching of literature to a new interdisciplinary level. At the same time, it raises some questions about the degree of presence of the literary text itself in this approach, and the laws of its creation and the depth of its interpretation by students.
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Erten, Canan, and Şeyda Çilden. "BAŞLANGIÇ KEMAN EĞİTİMİNDE KULAKTAN ÖĞRETİMİN GÖRSEL VE İŞİTSEL REAKSİYON ZAMANINA ETKİSİ." e-Journal of New World Sciences Academy 15, no. 4 (October 31, 2020): 258–77. http://dx.doi.org/10.12739/nwsa.2020.15.4.d0265.
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The purpose of this study is to demonstrate the effect of the learning by ear method on the duration of visual and auditory reaction in initial violin education. In the study, pre-test post-test control group model was used from real test models. In the implementation process, the violin lesson in the experimental group was processed without notes based on the learning by ear method, in the Control Group lessons processed using the note. SPSS program was used in the analysis of the data obtained as the result of the measurements. When the findings obtained from the study were evaluated statistically, there was a statistically significant difference (p<0.5). between the reaction time pre-test - post-test scores of all the variables of the test group. While there was no statistically significant difference (p<0.5). between the pre-test and post-test scores of dominant hand-auditory reaction time for the control group; a statistically significant difference was found between pre-test and post-test scores for the other eight variables (p<0.5). When we look at the final tests of both groups, there was a significant difference (p=.008) in favor of the experimental group, as opposed to expected, only between the points related to the left-hand visual reaction time.
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Costa-Giomi, Eugenia, Patricia J. Flowers, and Wakaha Sasaki. "Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress." Journal of Research in Music Education 53, no. 3 (2005): 234. http://dx.doi.org/10.2307/3598682.
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Wallace, Ann H. "Anticipating Student Responses to Improve Problem Solving." Mathematics Teaching in the Middle School 12, no. 9 (May 2007): 504–11. http://dx.doi.org/10.5951/mtms.12.9.0504.
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I have been a Mathematics Teacher and Educator throughout all four publications of the Standards documents (NCTM 1991, 1995, 1989, and 2000). Over the years, while concentrating on improving various aspects of my teaching, specifically, improving my students' ability to problem solve, I have been perplexed to see students pick numbers out of a problem and perform an operation with no regard for the context. To address this issue by teaching problem-solving lessons made me realize that I did not know the difference between students solving a problem and actual problem solving. A lesson beginning with a problem or task does not make it a problem-solving lesson, especially when students would inevitably solve it the way I had intended. Instead of problem solving, my students were trying to figure out what I was thinking. To prevent the temptation of leading students in this way of thinking required careful planning of problem-solving lessons.
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Wing Chu, Kai. "Beginning a journey of knowledge management in a secondary school." Journal of Knowledge Management 20, no. 2 (April 4, 2016): 364–85. http://dx.doi.org/10.1108/jkm-04-2015-0155.
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Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.
Dissertations / Theses on the topic "Lesson beginnings"
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Shonkwiler, Joel David. "A New Model for Beginning Trombone Lessons." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260396865.
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Rosenbalm, Kelly Lane. "Sample Lessons Plans to Effectively Incorporate Group Lessons Into the Private Studio of Young Beginning Suzuki Piano Students." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1272035120.
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Kocen, Nancy G. "Technology at the Beginning of the 21st Century: Using an Interactive Whiteboard in Elementary Art Education." Also available to VCU users online at:, 2007. http://etd.vcu.edu/theses/available/etd-11162007-143659/.
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Brokes, Audre Jean. "Lessons unlearned : theories of direct acquaintance at the beginning and the end of twentieth century epistemology /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/5692.
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Rodriguez, Diana. "The induction period of nine beginning physical education teachers in Puerto Rico /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848522.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 163-175).
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Castells, Navarro Laura, and Jo Buckberry. "Back to the beginning: identifying lesions of diffuse idiopathic skeletal hyperostosis before vertebral ankylosis." 2019. http://hdl.handle.net/10454/17581.
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YesObjective: To better understand the pathogenesis of DISH, identifying early or pre-DISH lesions in the spine and investigating the relationship between spinal and extra-spinal manifestations of DISH. Material: 44 skeletonized individuals with DISH from the WM Bass Donated Skeletal Collection. Methods: For each vertebra, location, extension, point of origin and appearance of vertebral outgrowths were recorded. The size of the enthesophytes at the olecranon process, patella and calcaneal tuberosity was measured with digital callipers. Results: At either end of the DISH-ankylosed segment, isolated vertical outgrowths arising from the central third of the anterior aspect of the vertebral body can usually be observed. These bone outgrowths show a well-organized external cortical layer, an internal structure of trabecular bone and usually are unaccompanied by or show minimal associated endplate degeneration. Analysis of the relationship between spinal and extra-spinal manifestations (ESM) suggests great inter-individual variability. No correlation between any ESM and the stage of spinal DISH was found. Conclusions: Small isolated outgrowths represent the earliest stages of the spinal manifestations of DISH. The use of ESM as an indicator of DISH should be undertaken with great caution until the relationship between these two features is understood. Significance: Improved accuracy of paleopathological diagnostic criteria of DISH. Limitations: Small sample comprised of only individuals with DISH. Future research: micro-CT analysis to investigate the internal structure of the spinal lesions. Analysis of extra-spinal enthesophytes in individuals with and without DISH to understand their pathogenesis and association with the spinal lesions in individuals with DISH.
Institute of Life Sciences Research Studentship awarded by the University of Bradford, Bradford, UK.
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Tsai, Mei-Chuan, and 蔡美娟. "A case study of comparing the uses of everyday experience in biology lessons between secondary experienced teachers and beginning teachers." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/97043858285208538606.
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碩士國立彰化師範大學
科學教育研究所
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The study was attempted to understand how secondary experienced and beginning teachers differ in their uses of everyday experience with planning and practice of teaching, and to examine the effects of using everyday experience on students, learning. Two experienced and two beginning teachers and their four different classes were invited to participate in the study about four months. The topics are covered with "nutrient and energy," and "the effects of transportation" in the textbook of biology of junior high school. Both of the qualitative and quantitative data were collected to present the picture of how the two group teachers use everyday experience with the lessons. The qualitative data collection include the observation of classrooms, interviews with teachers and students, and the referential documents; the quantitative data collection include the achievement pre-test, post-test, and delay test, and the questionnaires of students'' attitudes toward biology learning. The triangulate method was used to improve the validity of the research. The result of the research reveals that all the teachers believe that using everyday experience in teaching is beneficial to students, comprehension of concepts and increasing students'' motivation. However, the objective of using everyday experience in the lesson varies with the teachers. The experienced teachers hope that it may facilitate the students to think and to get broad view in science , while the beginning teachers wish to increase students, memory and understanding. Although all the teachers notice the differences between everyday science and formal school science, the experienced teachers regard that it is not necessary to tell students about the difference between two domains of knowledge, while the beginning teachers tend to tell but have difficulty in doing so. In practice of teaching, both the experienced and the beginning teachers take the concepts of the textbook into first consideration, the everyday experience was adopted for supplement. The sources of everyday examples are mainly from the teachers. The teachers also differ in their teaching strategies on the uses of everyday experiences to facilitate their students, learning. The experienced teachers tend to arrange different learning contexts to illustrate main concepts with everyday examples although they lecture most of the time. On the other hand, the beginning teachers tend to motivate students, with everyday examples by utilizing media and real objects. On the comparison of student, learning outcomes between these two groups, the students of the experienced teachers score significantly higher than the students of the beginning teachers on the achievement post and delay tests. However, the beginning teacher, s students score significant higher than the experienced teachers, students on the attitude survey. In addition, from the interviews, the students respond that the biology lesson is connected to everyday life, but they expect they have opportunities to do everyday biology with experiment and field trip except lecture. They hope that the teacher represent biology in an interesting way to facilitate their learning. The students also believe that everyday biology can awake their interest in their everyday life. However, most of the students think that everyday science and school science is the same. Finally, suggestions to science teacher education, curriculum design, and future desired research are also discussed.
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Marchese, Pina. "Awakening the Calabrian Story: The Diverse Manifestations of Acquiring Knowledge." Thesis, 2010. http://hdl.handle.net/1807/26445.
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It all began in the village. We would wake up with the sun, we would rest our laboured bodies underneath the moon. Gli vecchi (old folks) often told us: “In the end, all that will remain is our story. Nothing else really matters.” This thesis “Awakening the Calabrian Story: The Diverse Manifestations of Acquiring Knowledge” will take you into the lives of ten Southern Italian women from Calabria. They will lure you back to their villages: their place of birth, their hearth, to the midst of the olive trees. Their stories will then migrate to Canada, as these women take their first steps on Pier 21.
“In the end, all that matters is our stories.” This thesis will give voice to ten Southern Italian women who will tell the world what, to them, matters most. They will tell their tales and pass on the wisdom they have learned along the way. With each breath and each step, they are always growing, never remaining the same. They go along and live out their villages wherever the thread takes them.
This thesis itinerary will begin in the village, follow a journey across the Atlantic Ocean to a life in Canada. Chapter One: (Introduction) will outline and describe the background, purpose and objectives, on this journey of awakening. Chapter Two: (Literature Review) will look at pedagogical perspectives in curriculum theory. Chapter Three: (Methodology) will focus on the research methodology applied throughout this thesis process. Chapter Four: (Stories as Data) will lure readers into the personal lives and experiences of participants. Chapter Five: (Interpretation of Stories) will reveal the analysis of acquired knowledge as reported by participants. This thesis itinerary will continue and conclude by the fireside with a collection of Calabrian folktales told by these participants, and translated from the Calabrian dialect into English.PhD
Books on the topic "Lesson beginnings"
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Gumboots, lesson plans, and hot rugby nights: New beginnings in New Zealand. Bloomington, IN: AuthorHouse, 2004.
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Balton, David H. Beginning lessons in conversational Lenape: Lessons 1-11 & supplement. [United States: D.H. Balton, 2000.
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Douglas, Mona. Beginning Manx Gaelic: Lessons in Manx. [Isle of Man?]: Yn Çheshaght Ghailckagh, 2002.
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1943-, Brauninger Dallas A., ed. In the beginning was the Word: Scriptures for the lectionary speaking choir. Lima, Ohio: CSS Pub. Co., Inc., 2008.
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Spanish lessons: Beginning a new life in Spain. London: Ebury, 2000.
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Spanish lessons: Beginning a new life in Spain. New York: Broadway Books, 2001.
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Table talk: Beginning the conversation on the Gospel of Mark (Year B). Hyde Park, N.Y: New City Press, 2011.
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Beginnings: Precious in His sight : New Testament lessons for little listeners. Dickson, Tenn: Explorer's Bible Study, 2001.
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Martin, Dianne. Bible BASIC: Beginning lessons in computer BASIC using Bible illustrations. Cincinnati, Ohio: Standard Pub., 1986.
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Life lessons for little learners: Beginning steps toward academic success. [Place of publication not identified]: Tate Pub & Enterprises Ll, 2013.
Find full textBook chapters on the topic "Lesson beginnings"
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Pelias, Ronald J. "Beginnings." In Lessons on Aging and Dying, 1–30. New York, NY : Routledge, 2021. | Series: Writing lives : ethnographic narratives: Routledge, 2020. http://dx.doi.org/10.4324/9781003108283-1.
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Vallence, Catherine. "The Lesson from Hell." In Beginning Teachers, 87–91. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_15.
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Eldridge, Lisa. "Carteret Islands Disastrous Lesson." In Beginning Teachers, 111–16. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_19.
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Boushey, David L. "In the Beginning." In Lessons from The Maestro, 1–8. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003120667-1.
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Anderson, Ben. "Relevance and Connection – My Disastrous Lesson." In Beginning Teachers, 117–20. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_20.
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Thomas, Keir. "A History and Politics Lesson." In Beginning Ubuntu Linux, 11–18. Berkeley, CA: Apress, 2006. http://dx.doi.org/10.1007/978-1-4302-0137-3_2.
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Thomas, Keir, and Jaime Sicam. "A History and Politics Lesson." In Beginning Ubuntu Linux, 13–21. Berkeley, CA: Apress, 2008. http://dx.doi.org/10.1007/978-1-4302-0649-1_2.
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Crowhurst, Michael. "Beginning Teachers Reviewing Disastrous Lessons." In Beginning Teachers, 1–11. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_1.
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Pelias, Ronald J. "Ending in the Beginning." In Lessons on Aging and Dying, 98–101. New York, NY : Routledge, 2021. | Series: Writing lives : ethnographic narratives: Routledge, 2020. http://dx.doi.org/10.4324/9781003108283-4.
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Schuck, Sandy, Peter Aubusson, John Buchanan, and Tom Russell. "Lessons Learnt from Stories of Beginning Teachers." In Beginning Teaching, 133–43. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3901-7_11.
Full textConference papers on the topic "Lesson beginnings"
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Daliņa, Dace, and Vēsma Ozoliņa. "Problems of Group Management in Preschool Music Lessons and Possible Solutions." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.15.
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The research was implemented within the framework of the University of Latvia master’s study program “Pedagogy” course “Effective classroom management”. During the action research, the researchers identified group management problems in music lessons at educational institution X, in group Y. Key problem identified was the insufficient attention of children at the beginning of the lesson. The research proceeded to also look for possible solutions. The aim is to analyse current methods of delivering effective music classes in a pre-school setting, and propose and validate new strategies to improve the beginning of a music lesson. The study involved 17 preschool children (11 boys and 6 girls), a music teacher, and two group teachers, and an observer. The study was conducted from October 2019 to March 2020. The first results of the action research show that as the teacher changed her classroom activities, introduced certain group management techniques, such as signalling and acoustic counting, and repeating these as a routine activity in each lesson, children’s attention improved significantly at the beginning of the music lesson and became more sustained.
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Koga, Shunya. "Lessons Aimed at Demonstrating Statistical Literacy Skills: A Case Study of Japanese High School Lessons." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7b1.
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This study examined whether statistical literacy skills could be demonstrated through high school lessons. First, a statistical literacy process, based on critical thinking, was developed for the interpretation and evaluation of statistical reports. A worksheet, which reflected this process, was provided to help the students read statistical reports. A total of seven 50-minute lessons were conducted with 34 high school students, mainly using this worksheet. In addition, statistical literacy tests were administered at the beginning and end of the lessons to determine whether students’ skills improved through the lessons. The results indicated the presence of multiple skills that students demonstrated through the lessons.
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Holland, Brian. "Finding Opportunity in Complexity: A Case for Tackling More, Not Less, in Beginning Design Studio." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.17.
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This paper addresses the understudied educational space of what is commonly understood as the preprofessional portfolio- development studio. It describes a design pedagogy developed to serve preprofessional and non-design-major students from liberal-arts colleges pursuing admission to a first-professional graduate degree program in architecture. Starting from the premise that in complexity lies myriad opportunities for discovery and growth, this studio establishes a robust platform for this unique group of students to encounter the richness and expansiveness of the discipline, and to understand and explore architecture’s capacities as an agent of positive change in the world. It is further argued that what a complex, case study-based design project facilitates for these beginning design students is a depth and richness of engagement, and that like a great work of literature, a complex architectural problem asks students to wrestle all at once with its many layers—with its clarity and contradictions, its strengths and shortcomings—and to evaluate its evolving place in, and meaning to society. In this light each student’s efforts to define their own approach can be shown to reveal insights not only about the object of study, but also about themselves and their own nascent interests in design, architecture, and the built environment.
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Bustamante-Balen, M., C. Satorres, M. García-Campos, N. García-Morales, N. Alonso, M. Ponce, C. Sanchez-Montes, and V. Pons. "A CRITICAL EVALUATION OF THE HAZEWINKEL CRITERIA FOR THE OPTICAL DIAGNOSIS OF SESSILE SERRATED LESIONS (SSL) AT THE BEGINNING OF A LEARNING PROCESS." In ESGE Days 2019. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1681444.
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Cuchet, J. M., J. P. Lahaye, P. Luycx, E. Van Nueten, and A. De Goeyse. "Alpha-Contaminated Solid Waste Sorting and Conditionining at Belgoprocess (Belgium): Lessons Learned From the First Three Years Operation." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7219.
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The alpha-contaminated solid waste generated in Belgium results from past activities in the fuel cycle (R&D + Reprocessing and MOX fabrication pilot plants) and operation of BELGONUCLEAIRE’s MOX fuel fabrication plant. After the main steps in the management of alpha-contaminated solid waste were established, BELGONUCLEAIRE, with the support of BELGOPROCESS and ONDRAF/NIRAS, started the design and construction of the T & C and interim-storage facilities for this alpha waste. The accumulated solid alpha radwaste containing a mixture of combustible and non-combustible material must be sorted and characterized. After sorting, both the accumulated and recently-generated alpha waste will be compacted and the pellets will be embedded in a cement matrix in a 400-1 drum. The commissioning of the sorting unit which includes glove boxes was completed at BP, at the beginning of year 2005; the sorting campaign of 30-1 cans has been achieved in March 2007. The paper describes the project environment and gives a short description of the used facilities; the lessons learned from the sorting campaign and from the first T/C period, will be presented, as well.
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Matusiak, B. S., S. Sibilio, J. Martyniuk-Peczek, M. Nazari, G. Ciampi, N. Sokol, and M. Waczynska. "LESSONS LEARNED FROM REGISTRATION OF OCCUPANCY AND USE OF LIGHTING IN OFFICES, SCHOOLS, UNIVERSITIES AND INDUSTRY BUILDINGS, A CROSS COUNTRY STUDY." In CIE 2021 Conference. International Commission on Illumination, CIE, 2021. http://dx.doi.org/10.25039/x48.2021.po38.
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The paper presents a registration of occupancy and the use of (day)light in four buildings representing respectively offices, primary schools, universities, and industry buildings; it was done across Europe in 2020. A self-registration method was used, assisted with light technical measurements outdoors and indoors. In general, occupants consider the visual environment at the workplace when they are coming in or out of the room. It happens mainly at the beginning (adjustment of blinds and switching light on) and at the end of the working day (switching light off). In the primary school building, where users move in-out many times during the day, the adjustment happens more frequently. Also use of projector generates very low general light level; covering windows and switching off the electric light happens accordingly, but the pattern is not consistent. In general, the changes in the electrical lighting use follow the occupancy pattern, not the light levels.
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Manukalo, V., V. Boiko, and N. Holenya. "THE WMO PROJECT ON CATALOGING HAZARDOUS HYDROMETEOROLOGICAL EVENTS: LESSONS LEARNED BY UKRAINE." In XXVII Conference of the Danubian Countries on Hydrological Forecasting and Hydrological Bases of Water Management. Nika-Tsentr, 2020. http://dx.doi.org/10.15407/uhmi.conference.01.19.
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The article deals with the results of research which was carried out by the Ukrainian Hydrometeorological Institute and the Ukrainian Hydrometeorological Center in the framework of the WMO Project "Cataloging Hazardous Hydrometeorological Events". The cataloging methodology was elaborated by WMO experts and is based on a standardized procedure for identification and description of natural disasters caused by hazardous hydrometeorological events, beginning from a time of creation of warning of dangerous event and up to ending of estimation of damages caused by this event. A description of dangerous hydrometeorological events as well as an assessment of losses caused by these events, were recorded in the agreed EXCEL table format with standard definitions of event types. The filled tables were sent to the European Regional Climate Center (ERCC), which operates under the German Weather Service. The terms of the Project stipulate that the ERCC ensures a full methodological and technical coordination of the Project implementation, including an integration of data received from countries, their consolidation into a regional database and an integration of many events in one regional event that corresponds to their origin. The implementation of the Project first phase was completed in December 2018. During the second Project phase (January- May 2019) an analysis of results was carried out. The experience gained from the Project implementation, was used to create " the WMO methodology for cataloging hazardous weather, climate, water and space weather events" that was presented for consideration at the 18th World Meteorological Congress in June 2019. The Congress adopted the cataloging methodology and recommended to implement this methodology on an operational basis in the hydrometeorological services. The participation of the Hydrometeorological Service of Ukraine in the Project should be considered as very useful. The Ukrainian side got the opportunity: to get acquainted with an international experience in the field of standardization of description of negative influence of extreme hydrometeorological phenomena; to compare the state of affairs in this area of activity in the Hydrometeorological Service of Ukraine and in relevant services of European countries; to bring the contribution in international efforts aimed at reducing the risks of natural disasters. The obtained results showed an importance of reviewing a number of standards and other regulations which are currently used in organizations of the Hydrometeorological Service. The researches in this area is currently being carried out by the Ukrainian Hydrometeorological Institute.
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Baybuz, L. A., N. G. Perevalova, and V. Y. Makarov. "THE EFFECTIVENESS OF OZONE THERAPY IN THE REHABILITATION OF PATIENTS WITH DISORDERS OF THE CENTRAL NERVOUS SYSTEM AFTER SUFFERING COVID-ASSOCIATED PNEUMONIA." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-54-58.
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Abstract: The consequences of the transferred new coronavirus infection are currently not well understood, but the neurotropicity of SARS-CoV-2 is beyond doubt. In the manifestations of postcoid syndrome, damage to the central nervous system is dominant and requires timely diagnosis and correction, incl. at the rehabilitation stage of medical care. The introduction of highly effective non-drug methods of treatment with a small number of side effects is an urgent task of modern medicine. Such methods of treatment can include ozone therapy - the use of an ozone-oxygen mixture (ACS) for therapeutic purposes, which significantly improves blood microcirculation and oxygenation of ischemic tissues due to its fibrinolytic activity and antiaggregatory properties, and therapeutic doses of ozone are able to correct the lipid profile of patients due to reducing atherogenic lipoproteins, triglycerides and cholesterol. In the range of therapeutic concentrations, ozone exhibits immunomodulatory, anti-inflammatory, bactericidal, antiviral, and detoxification effects. This article presents the experience of using ozone therapy in patients who have undergone covid-associated pneumonia (CT1-CT4) with postcoid syndrome and a predominant lesion of the central nervous system. The analysis of the dynamics of symptoms in a group of patients who underwent a course of ozone therapy in comparison with a group where ozone therapy was contraindicated is presented. The defeat of the central nervous system was represented by the following syndromes and symptoms, both individually and in combination: - cerebrasthenic syndrome, incl. anxiety, insomnia, decreased or lack of appetite, unstable mood background, weakness, fatigue - 94% - cerebral syndrome (headaches, constant "fog in the head", less often dizziness, decreased memory and attention, impaired sensitivity like anosmia, hyposmia) - 62%, incl. loss of memory and attention was observed in 42%, anosmia and hyposmia occurred in 11% of cases. The severity of certain symptoms was manifested depending on the age, the severity of the disease, the timing of the beginning of rehabilitation measures and the comorbid background. Diagnostics of the lesion of the central nervous system by coronavirus in patients was carried out by the methods of questioning complaints, dynamic observation, using the questionnaire for assessing the quality of life EQ-5D. In addition, in both groups of patients, the assessment of the severity of the main syndromes in points from 0 to 10 was carried out using a questionnaire at the beginning of the rehabilitation course and at the end of it. Evaluation of the results at discharge was carried out using the Pearson correlation coefficient. The use of an ozone-oxygen gas mixture in a comprehensive rehabilitation program for patients with postcoid syndrome and a predominant CNS lesion can reduce the intensity or completely stop cerebroasthenic and cerebral syndromes, completely restore taste and smell, and improve certain cognitive functions. This will improve the quality of life of patients, their social adaptation and reduce the drug load. The syndromic complex of CNS lesions, which remains in a certain volume, even after a comprehensive rehabilitation program with ozone therapy, indicates the need for long-term follow-up, clinical examination and medical rehabilitation of patients after a new coronavirus infection.
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Alvarez, Oscar, Marco Sanjuan, Fabian Amaya, and Antonio Bula. "VAV System Operating in an Educational Building Under Tropical Conditions: Modeling and Simulation." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63557.
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An educational building located in the Caribbean area of Colombia that uses a VAV system has been modeled and simulated in order to quantify the energy consumption. The energy values attained has been compared with the real energy consumption obtained from the data system. The results show that the error introduced are sensitive to the building mass at the beginning of the transient process, never the less, as the transient continues, the software shows good agreement with the experimental data. The maximum error at the beginning is 25% and decreases to 10%.
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B M Zin, Zulkifli, Jennyfer Joseph Kuanji, and Nik Zarina Bt Nik Khansani. "Holistic Sand Management in Malaysia Assets; Successful Case Studies and Lessons Learnt." In Offshore Technology Conference Asia. OTC, 2022. http://dx.doi.org/10.4043/31370-ms.
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Abstract Sand production is a common issue, especially in a depleting field as water production commences, and sand strength weakens. Conventional sand management focuses on downhole sand exclusion from the wellbore either through completion design or production reduction by choke optimisation as passive sand control. The objective of the paper is to share the company's journey in sand management in collaboration of various supporting units. The Holistic Sand Management methodological process adopts a 5 keys action plan, namely: Establishment of dedicated focus sand team with multidisciplinary support covering surface and subsurface activities Situational Assessment to develop baseline in sand management preparedness in each field, identifying gaps and developing an intervention plan Development and utilisation of an in-house erosion prediction tool, Continuous upskilling in sand management best practices, and Technology review and active pilot testing utilising digital enhancement to assist in sand management activities. Establishment of a dedicated and collaborative focus group, Integrated Sand Management (ISM) team in the centre which is replicated at the region as Regional Sand Team (RST), has allowed for continuous communication on sand management matters. Situational Assessment consists of 13 integrated subsurface and surface elements to evaluate a field capability to manage sand production. These 13 elements include sand management philosophy and organisation setup, sand prediction, sand control design, sand sampling and monitoring as well as surface sand handling and disposal. Findings from the assessment are used to gauge the field's readiness and ability to manage sand operation and develop gaps closure plan to achieve the optimum holistic sand management. The Sand Erosional and Transportation (SET) tool, an in-house developed tool, is used to evaluate sand erosion and deposition risk in the production system. The tool is used extensively to generate a safe operating envelope for sand producing well during open-up and continuous production. This has allowed the company to shift from limiting production up to a specific sand concentration to erosion risk-based approach, which in turn creates production optimization opportunities. Regular and continuous upskilling sessions ensure the frontline operations are updated and abreast with best practices in sand management. In addition, the ISM team reviews and leverages on latest technology, actively organises pilot test at a selected site supported with digital enhancement to assist in sand management activities. The application of a Holistic Sand Management methodology is seen to reduce erosion related Loss of Primary Containment (LOPC), sustain production, and minimise unplanned deferment. However, this is just the beginning and the battle in sand operation will continue to be very challenging in balancing between production while ensuring asset integrity. The methodology is a novel approach for the company with the formation of a dedicated and collaborative team spearheading sand management initiatives which include situation assessment for gaps identification supported by in-house erosion modelling tool.
Reports on the topic "Lesson beginnings"
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.
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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Chauvin, Juan Pablo, and Clemence Tricaud. Gender and Electoral Incentives: Evidence from Crisis Respons. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004458.
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While there is evidence of gender differences in leaders behavior, less is known about what drives these gaps. This paper uncovers the role of electoral incentives. Using a close election regression discontinuity design in Brazil, we first show that female mayors handled the COVID-19 crisis differently over the year 2020, which ended with new municipal elections. We find that having a female mayor led to more deaths per capita at the beginning of the pandemic a period characterized by uncertainty about the severity of the threat but to fewer deaths per capita later in the year, a period where this uncertainty was reduced. We provide additional evidence that female mayors were less likely to close non-essential businesses early on, and more likely to do so at the end, and that residents in female-led municipalities were more likely to stay at home in the weeks surrounding the election. We then show that these results can be rationalized by a simple political agency model where politicians seek re-election and where voters assess female and male politicians actions differently. Consistent with this interpretation, we show that the gender differences we find are driven exclusively by mayors who were not term-limited and thus allowed to run for re-election, and that the effects are stronger in municipalities with greater gender discrimination. Taken together, the results suggest that female and male leaders face different electoral incentives and adapt their policy decisions to voters expectations.
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Jagniecki, Elliot, Andrew Rupke, Stefan Kirby, and Paul I. nkenbrandt. Salt Crust, Brine, and Marginal Groundwater of Great Salt Lake's North Arm (2019 To 2021). Utah Geological Survey, November 2021. http://dx.doi.org/10.34191/ri-283.
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Following the construction of the railroad causeway in 1959, a perennial halite (NaCl) bottom crust has been known to exist in the north arm (Gunnison Bay) of Great Salt Lake, Utah, but the lake conditions controlling accumulation or dissolution of the crust are not well defined, including how depth-controlled chemodynamic and hydrodynamic factors influence the degree of the halite saturation. Immediately prior to the opening of a new bridge in the causeway in early December 2016 when north arm lake elevation was at a historical low (just above 4189 feet), the north arm lake brine was at halite saturation. After the opening, inflow of less saline south arm water mixed with north arm water, raised lake elevation, and diluted the north arm lake brine to undersaturation with respect to halite. The following five years have resulted in annual and seasonal fluctuations of halite saturation states. Beginning in mid-2019, the Utah Geological Survey began a study of the north arm to better understand and document the transitions of halite saturation state following the bridge opening using newly collected data as well as reviewing available past data.
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Hatef, Elham, Renee F. Wilson, Susan M. Hannum, Allen Zhang, Hadi Kharrazi, Jonathan P. Weiner, Stacey A. Davis, and Karen A. Robinson. Use of Telehealth During the COVID-19 Era. Agency for Healthcare Research and Quality (AHRQ), January 2023. http://dx.doi.org/10.23970/ahrqepcsrcovidtelehealth.
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Objectives. To assess how to provide telehealth care by identifying characteristics of telehealth delivery, patient populations, settings, benefits and harms, and implementation strategies during the COVID-19 era. Data sources. PubMed®, CINAHL®, PsycINFO®, and the Cochrane Central Register of Controlled Trials were searched from March 2020 to May 2022. Additional studies were identified from reference lists and experts. Review methods. We included studies that reported characteristics of telehealth use; benefits and harms of telehealth; factors impacting the success of telehealth, including satisfaction/dissatisfaction and barriers/facilitators; and implementation outcomes. We conducted a mixed-methods review, synthesizing quantitative and qualitative studies. Two reviewers independently screened search results for eligibility, serially extracted data, and independently assessed risk of bias of included studies. Results. We included 764 studies; 310 studies were included in our syntheses. Patients using telehealth were more likely to be people who are young to middle-aged, female, White, of higher socioeconomic status, and living in urban settings. Visits for mental and behavioral health conditions were more frequent than visits for other conditions, and mental or behavioral care was also more likely to be delivered via telehealth than care for other conditions. Across a variety of conditions, telehealth produced similar clinical outcomes as compared with in-person care. Telehealth care is appropriate for some patients, but more information is necessary to determine the suitability of telehealth for specific patient populations; patients and providers felt that telehealth may be less suitable and less desirable for patients with complex clinical conditions; and some patients perceive telehealth as a barrier to improved health outcomes owing to the absence of a physical exam and challenges in developing rapport and communicating with their care team. There was a lack of evidence addressing implementation cost, penetration, and sustainability of telehealth, and about telehealth implementation at the health system level. Conclusions. Whereas telehealth use spiked after the beginning of the pandemic, the characteristics of patients using telehealth follow a pattern similar to that for other healthcare and digital health services. We found that the use of telehealth may be comparable to in-person care across different clinical and process outcomes. Telehealth implementation has addressed the needs of both patients and providers to some extent, even as clinical conditions, patient and provider characteristics, and type of assessment varied. Telehealth has provided a viable alternative mode of care delivery during the pandemic and holds promise for the future.
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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, February 2022. http://dx.doi.org/10.31265/usps.180.
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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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Chriscoe, Mackenzie, Rowan Lockwood, Justin Tweet, and Vincent Santucci. Colonial National Historical Park: Paleontological resource inventory (public version). National Park Service, February 2022. http://dx.doi.org/10.36967/nrr-2291851.
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Colonial National Historical Park (COLO) in eastern Virginia was established for its historical significance, but significant paleontological resources are also found within its boundaries. The bluffs around Yorktown are composed of sedimentary rocks and deposits of the Yorktown Formation, a marine unit deposited approximately 4.9 to 2.8 million years ago. When the Yorktown Formation was being deposited, the shallow seas were populated by many species of invertebrates, vertebrates, and micro-organisms which have left body fossils and trace fossils behind. Corals, bryozoans, bivalves, gastropods, scaphopods, worms, crabs, ostracodes, echinoids, sharks, bony fishes, whales, and others were abundant. People have long known about the fossils of the Yorktown area. Beginning in the British colonial era, fossiliferous deposits were used to make lime and construct roads, while more consolidated intervals furnished building stone. Large shells were used as plates and dippers. Collection of specimens for study began in the late 17th century, before they were even recognized as fossils. The oldest image of a fossil from North America is of a typical Yorktown Formation shell now known as Chesapecten jeffersonius, probably collected from the Yorktown area and very likely from within what is now COLO. Fossil shells were observed by participants of the 1781 siege of Yorktown, and the landmark known as “Cornwallis Cave” is carved into rock made of shell fragments. Scientific description of Yorktown Formation fossils began in the early 19th century. At least 25 fossil species have been named from specimens known to have been discovered within COLO boundaries, and at least another 96 have been named from specimens potentially discovered within COLO, but with insufficient locality information to be certain. At least a dozen external repositories and probably many more have fossils collected from lands now within COLO, but again limited locality information makes it difficult to be sure. This paleontological resource inventory is the first of its kind for Colonial National Historical Park (COLO). Although COLO fossils have been studied as part of the Northeast Coastal Barrier Network (NCBN; Tweet et al. 2014) and, to a lesser extent, as part of a thematic inventory of caves (Santucci et al. 2001), the park had not received a comprehensive paleontological inventory before this report. This inventory allows for a deeper understanding of the park’s paleontological resources and compiles information from historical papers as well as recently completed field work. In summer 2020, researchers went into the field and collected eight bulk samples from three different localities within COLO. These samples will be added to COLO’s museum collections, making their overall collection more robust. In the future, these samples may be used for educational purposes, both for the general public and for employees of the park.
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Ruiz, Susana. ¿Quién paga la cuenta? Gravar la riqueza para enfrentar la crisis de la COVID-19 en América Latina y el Caribe. Oxfam, July 2020. http://dx.doi.org/10.21201/2020.6317.
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Las previsiones de retroceso económico y social en América Latina y el Caribe son alarmantes. La COVID-19 golpea con fuerza la región marcada que tendrá que afrontar una contracción del 9,4%, una de las más severas en todo el planeta. La desigualdad, la informalidad y la insuficiente dotación sanitaria lastran las posibilidades de hacer frente a la pandemia. Pero son los más vulnerables quienes asumen el costo, hasta 52 millones de personas que podrían caer en la pobreza y 40 millones podrían perder sus empleos, un retroceso de 15 años para la región. Pero la COVID-19 no afecta a todos por igual, una élite se mantiene inmune al contagio de la crisis económica. Desde el principio de los confinamientos, hay 8 nuevos milmillonarios en América Latina y el Caribe, personas con un patrimonio superior a los mil millones de dólares. Las personas más ricas han aumentado su fortuna en US$ 48 200 millones desde marzo 2020, lo que equivale a un tercio del total de los paquetes de estímulo de todos los países de la región. Para hacer frente a esta crisis tan profunda, Oxfam propone una serie de reformas que recaigan sobre quienes más tienen y menos han sufrido la pandemia. Entre otros un impuesto sobre el patrimonio neto de las personas más ricas con el que se podría recaudar al menos US$ 14 260 millones, 50 veces más de lo que ahora se estaría recaudando sobre esta élite de grandes fortunas. In the context of the COVID-19 pandemic, forecasts for economic and social decline in Latin America and the Caribbean are alarming. The region will face a 9.4% contraction in its economy, among the most severe in the world. Coping with the pandemic is hindered by inequality, weak and insufficient social protection and limited public health capabilities. Up to 52 million people could fall into poverty and 40 million could lose their jobs – a 15-year setback for the region. Yet, an elite remains ‘immune’ to the contagion of the economic crisis. Since the beginning of the pandemic, there have been 8 new billionaires in LAC: 1 every 2 weeks since the lockdowns began. The richest people have increased their fortune by $48.2bn since March 2020, equivalent to a third of the total stimulus packages of all countries in the region. In this paper, Oxfam proposes a series of reforms targeting those who have being less affected by the pandemic. They include a net wealth tax that could potentially generate $14.3bn, 50 times more than billionaires in the region pay now in theory, under current tax systems.
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Nechaev, V., Володимир Миколайович Соловйов, and A. Nagibas. Complex economic systems structural organization modelling. Politecnico di Torino, 2006. http://dx.doi.org/10.31812/0564/1118.
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One of the well-known results of the theory of management is the fact, that multi-stage hierarchical organization of management is unstable. Hence, the ideas expressed in a number of works by Don Tapscott on advantages of network organization of businesses over vertically integrated ones is clear. While studying the basic tendencies of business organization in the conditions of globalization, computerization and internetization of the society and the results of the financial activities of the well-known companies, the authors arrive at the conclusion, that such companies, as IBM, Boeing, Mercedes-Benz and some others companies have not been engaged in their traditional business for a long time. Their partner networks performs this function instead of them. The companies themselves perform the function of system integrators. The Tapscott’s idea finds its confirmation within the framework of a new powerful direction of the development of the modern interdisciplinary science – the theory of the complex networks (CN) [2]. CN-s are multifractal objects, the loss of multifractality being the indicator of the system transition from more complex state into more simple state. We tested the multifractal properties of the data using the wavelet transform modulus maxima approach in order to analyze scaling properties of our company. Comparative analysis of the singularity spectrumf(®), namely, the difference between maximum and minimum values of ® (∆ = ®max ¡ ®min) shows that IBM company is considerably more fractal in comparison with Apple Computer. Really, for it the value of ∆ is equal to 0.3, while for the vertically integrated company Apple it only makes 0.06 – 5 times less. The comparison of other companies shows that this dependence is of general character. Taking into consideration the fact that network organization of business has become dominant in the last 5-10 years, we carried out research for the selected companies in the earliest possible period of time which was determined by the availability of data in the Internet, or by historically later beginning of stock trade of computer companies. A singularity spectrum of the first group of companies turned out to be considerably narrower, or shifted toward the smaller values of ® in the pre-network period. The latter means that dynamic series were antipersistant. That is, these companies‘ management was rigidly controlled while the impact of market mechanisms was minimized. In the second group of companies if even the situation did changed it did not change for the better. In addition, we discuss applications to the construction of portfolios of stock that have a stable ratio of risk to return.
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Weissinger, Rebecca. Trends in water quality at Bryce Canyon National Park, water years 2006–2021. Edited by Alice Wondrak Biel. National Park Service, November 2022. http://dx.doi.org/10.36967/2294946.
Full textAbstract:
The National Park Service collects water-quality samples on a rotating basis at three fixed water-quality stations in Bryce Canyon National Park (NP): Sheep Creek, Yellow Creek, and Mossy Cave Spring. Data collection began at Sheep Creek and Yellow Creek in November 2005 and at Mossy Cave in July 2008. Data on in-situ parameters, fecal-coliform samples, major ions, and nutrients are collected monthly, while trace elements are sampled quarterly. This report analyzes data from the beginning of the period of record for each station through water year 2021 to test for trends over time. Concentrations are also compared to relevant water-quality standards for the State of Utah. Overall, water quality at the park’s monitoring stations continues to be excellent, and park managers have been successful in their goal of maintaining these systems in unimpaired condition. Infrequent but continued Escherichia coli exceedances from trespass livestock at Sheep and Yellow creeks support the need for regular fence maintenance along the park boundary. High-quality conditions may qualify all three sites as Category 1 waters, the highest level of anti-degradation protection provided by the State of Utah. Minimum and maximum air temperatures at the park have increased, while precipitation remains highly variable. Increasing air temperatures have led to increasing water temperatures in Sheep and Yellow creeks. Sheep Creek also had a decrease in flow across several quantiles from 2006 to 2021, while higher flows decreased at Yellow Creek in the same period. Surface flows in these two creeks are likely to be increasingly affected by higher evapotranspiration due to warming air temperatures and possibly decreasing snowmelt runoff as the climate changes. The influx of ancient groundwater in both creek drainages helps sustain base flows at the sites. Mossy Cave Spring, which is sampled close to the spring emergence point, showed less of a climate signal than Sheep and Yellow creeks. In our record, the spring shows a modest increase in discharge, including higher flows at higher air temperatures. An uptick in visitation to Water Canyon and the Mossy Cave Trail has so far not been reflected by changes in water quality. There are additional statistical trends in water-quality parameters at all three sites. However, most of these trends are quite small and are likely ecologically negligible. Some statistical trends may be the result of instrument changes and improvements in quality assurance and quality control over time in both the field sampling effort and the laboratory analyses. Long-term monitoring of water-quality stations at Bryce Canyon NP suggests relatively stable aquatic systems that benefit from protection within the park. To maintain these unimpaired conditions into the future, park managers could consider: Regular fence checks and maintenance along active grazing allotments at the park boundary to protect riparian areas and aquatic systems from trespass livestock. Developing a springs-monitoring program to track changes in springflow at spring emergences to better understand bedrock-aquifer water supplies. These data would also help quantify springflow for use in water-rights hearings. Supporting hydrogeologic investigations to map the extent and flow paths of groundwater aquifers. Working with the State of Utah to develop groundwater-protection zones to protect groundwater aquifers from developments that would affect springs in the park. Prioritizing watershed management with proactive fire risk-reduction practices. Explicitly including watershed protection as a goal in plans for fire management and suppression. Using additional data and analyses to better understand the drivers of trends in water quality and their ecological significance. These could include higher-frequency data to better understand relationships between groundwater, precipitation, and surface flows at the sites. These could also include watershed metrics...
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Hovav, Ran, Peggy Ozias-Akins, and Scott A. Jackson. The genetics of pod-filling in peanut under water-limiting conditions. United States Department of Agriculture, January 2012. http://dx.doi.org/10.32747/2012.7597923.bard.
Full textAbstract:
Pod-filling, an important yield-determining stage is strongly influenced by water stress. This is particularly true for peanut (Arachishypogaea), wherein pods are developed underground and are directly affected by the water condition. Pod-filling in peanut has a significant genetic component as well, since genotypes are considerably varied in their pod-fill (PF) and seed-fill (SF) potential. The goals of this research were to: Examine the effects of genotype, irrigation, and genotype X irrigation on PF and SF. Detect global changes in mRNA and metabolites levels that accompany PF and SF. Explore the response of the duplicate peanut pod transcriptome to drought stress. Study how entire duplicated PF regulatory processes are networked within a polyploid organism. Discover locus-specific SNP markers and map pod quality traits under different environments. The research included genotypes and segregating populations from Israel and US that are varied in PF, SF and their tolerance to water deficit. Initially, an extensive field trial was conducted to investigate the effects of genotype, irrigation, and genotype X irrigation on PF and SF. Significant irrigation and genotypic effect was observed for the two main PF related traits, "seed ratio" and "dead-end ratio", demonstrating that reduction in irrigation directly influences the developing pods as a result of low water potential. Although the Irrigation × Genotype interaction was not statistically significant, one genotype (line 53) was found to be more sensitive to low irrigation treatments. Two RNAseq studies were simultaneously conducted in IL and the USA to characterize expression changes that accompany shell ("source") and seed ("sink") biogenesis in peanut. Both studies showed that SF and PF processes are very dynamic and undergo very rapid change in the accumulation of RNA, nutrients, and oil. Some genotypes differ in transcript accumulation rates, which can explain their difference in SF and PF potential; like cvHanoch that was found to be more enriched than line 53 in processes involving the generation of metabolites and energy at the beginning of seed development. Interestingly, an opposite situation was found in pericarp development, wherein rapid cell wall maturation processes were up-regulated in line 53. Although no significant effect was found for the irrigation level on seed transcriptome in general, and particularly on subgenomic assignment (that was found almost comparable to a 1:1 for A- and B- subgenomes), more specific homoeologous expression changes associated with particular biosynthesis pathways were found. For example, some significant A- and B- biases were observed in particular parts of the oil related gene expression network and several candidate genes with potential influence on oil content and SF were further examined. Substation achievement of the current program was the development and application of new SNP detection and mapping methods for peanut. Two major efforts on this direction were performed. In IL, a GBS approach was developed to map pod quality traits on Hanoch X 53 F2/F3 generations. Although the GBS approach was found to be less effective for our genetic system, it still succeeded to find significant mapping locations for several traits like testa color (linkage A10), number of seeds/pods (A5) and pod wart resistance (B7). In the USA, a SNP array was developed and applied for peanut, which is based on whole genome re-sequencing of 20 genotypes. This chip was used to map pod quality related traits in a Tifrunner x NC3033 RIL population. It was phenotyped for three years, including a new x-ray method to phenotype seed-fill and seed density. The total map size was 1229.7 cM with 1320 markers assigned. Based on this linkage map, 21 QTLs were identified for the traits 16/64 weight, kernel percentage, seed and pod weight, double pod and pod area. Collectively, this research serves as the first fundamental effort in peanut for understanding the PF and SF components, as a whole, and as influenced by the irrigation level. Results of the proposed study will also generate information and materials that will benefit peanut breeding by facilitating selection for reduced linkage drag during introgression of disease resistance traits into elite cultivars. BARD Report - Project4540 Page 2 of 10