Relevant bibliographies by topics / Local history Study and teaching

Academic literature on the topic 'Local history Study and teaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Local history Study and teaching"

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박주현. "Teaching local history as a way of historical inquiry : a case study on teaching local history in England." Studies on History Education ll, no. 14 (November 2011): 7–36. http://dx.doi.org/10.16976/kahe.2011..14.7.

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Kamaruddin, Kamaruddin, and Ahmal Ahmal. "The study of history based on local antiquity: A case study of existence of Kampar River in analyzing the past maritime in teaching history." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 1 (February 6, 2018): 72. http://dx.doi.org/10.31258/jes.2.1.p.72-82.

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This paper describes the history-based learning local history, which takes the case of the existence of the Kampar River as local aspects in the learning of the maritime history in Indonesia. The data obtained through the triangulation by collecting interviews, observation, documentation study and refered to articles, journals, textbooks and data other documents in the library that supported the teaching of history based on local history in the analyzing of maritime history in Indonesia, then it was investigated and drawn as a conclusion that the Kampar River was able to be used as the study of history in the local context in understanding of the teaching history in Indonesia related to maritime history. The results in this study show that first, Kampar River is a river that is loaded with historical events of the Kingdom of Sriwijaya, The Kingdom of Islamic until the independence of Indonesia. Second, the existence of Kampar River as a aspect of emergence of history / local aspect which is able to be used as information about the maritime historyto the learners. For learning process, it involves local aspects of learners to connect, internalize and develop cooperation in analyzing of the concept aspects practicely in teaching maritime history. The concept of local history-based teaching history is contextually-learning learning concept that emphasizes the relevance of teaching materials with real world of learners. The existence of Kampar River is a means emergence of history / local aspect can be used as information about the maritime history to assist in the understanding of teaching maritime history on the learner, for learning involving local aspects for learners to connect, internalize and develop cooperation in analyzing aspects of the concept to praxis in teaching maritime history. The concept of local history-based teaching history is contextually-learning learning concept that emphasizes the relevance of teaching materials with real world of learners. The existence of Kampar River is a means emergence of history / local aspect can be used as information about the maritime history to assist in the understanding of teaching maritime history on the learner, for learning involving local aspects for learners to connect, internalize and develop cooperation in analyzing aspects of the concept practically in learning the maritime history. The concept of local history-based learning is contextually-learning that emphasizes the relevance of teaching materials with real world of learners.
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Suryana, Nananng. "LEARNING LOCAL AND NATIONAL HISTORY TO DEVELOP HEROIC VALUES." Historia: Jurnal Pendidik dan Peneliti Sejarah 13, no. 1 (July 26, 2017): 119. http://dx.doi.org/10.17509/historia.v13i1.7704.

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This study was motivated by the writer’s concern on the accumulating phenomena of social deviation in adolescent life. The writer’s think education were not able to develop the best character in students life. The historical teaching is a part of education have function as to develop a character, because in history be foundthe best value from the event and the historical figure. That is called a heroism value, a concept which we can to study about the best value in history from the event and the hero. The hero in history is the individual to prefoundly different if he had deternining an issue or event whose consequences would have been profoundly between if had not acted as he did. This concept still relevance in the adolescent fhenomena in Indonesia. Historical Education, especially a heorism teaching, is one of an effective media for chacater development. Historical education bases the heroes to build bravevy, casrifice, leadership, and responsibility character. Based on the introductory statement above, the research problem of this study would be stated as followed: “Are there any significant differences in students’ awareness in history before and after the teaching and learning of history according to the multiculturalism in local, national, global perspectives?”. The methodology used in this study was both quantitative and qualitative paradigms, with quasi-experimental design and data compiled by interview technique among lower secondary school students in Sumedang municipality. The research findings are firstly, that the influence of local history teaching towards the develop of heroism value are significant. Second, the influence of national history teaching towards the develop of heroism value is positively significant. Third, that the influence of local and national history teaching and learning towards the develop of heroism value is significant.
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Sari, Desi Hilda. "BIOGRAFI SITI MANGGOPOH SEBAGAI SUMBER KEARIFAN LOKAL UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN SEJARAH (Studi Kasus Pada Siswa MAN Koto Kecil Kabupaten Agam Propinsi Sumatera Barat)." Marwah: Jurnal Perempuan, Agama dan Jender 10, no. 1 (June 2, 2011): 1. http://dx.doi.org/10.24014/marwah.v10i1.482.

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The background of this study is there is no local history in history subject which is taugh at the MAN Koto Kecil.The source of data are the head of madrasah, curriculum, history teachers, students, and the people who take the policy related to education in Agam District, West Sumatra Province. The result of the research indicates that the teaching of history subject at MAN Koto Kecil still focuses on the national history.The implemantation of teaching history with local history contents starts when this research conducted and the history teachers committe to teach it for the next history class. Teaching local history by using biography of Siti Manggopoh makes students interest to seek information more deeply about Siti Manggopoh and made her struggle’s values as a role model, so that, it forms the local wisdom in students themselves. The class’ atmosphere more motivates and it can improve student motivation.The obstacles in teaching local history by using Siti Manggopoh’s biography are adequate facility, limitation of local history sources and time, and also the skill of teacher in integrating the local history into national history.
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Koruroğlu, Ayten, and Funda Gezer Faslı. "Local history study within the scope of cypriot history course within the framework of postmodern history approach." LAPLAGE EM REVISTA 7, no. 2 (January 7, 2021): 126–38. http://dx.doi.org/10.24115/s2446-6220202172695p.126-138.

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This is a local history study conducted within the scope of the Cypriot history course within the framework of Postmodern History approach. The model of this research aims to test whether local history activities in Cyprus History teaching at the university have an effect on student achievement and attitudes within the framework of the postmodern history approach. It uses a mixed research method based on both qualitative and quantitative data. In the research, firstly, postmodernism and postmodern understanding of history will be tried to be explained. Then, the necessary data were tried to be obtained by looking at the students’ attitudes in the Cyprus History course conducted based on the postmodern understanding of history.
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H, Nurhikmah, Muhammad Aris, Arismunandar Arismunandar, Sujarwo Sujarwo, and Sukmawati Sukmawati. "Development of Local Content Teaching Material for the History of Wajo." Journal of Innovation in Educational and Cultural Research 3, no. 2 (March 1, 2022): 264–70. http://dx.doi.org/10.46843/jiecr.v3i2.82.

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This study aims to develop local content reading books for the history of Wajo in an effort to add insight for educators and students from aspects of local history in Wajo Regency. The development of reading books follows 3 (three) stages from 4 (four) stages of development in the Four D development model. The research subjects consisted of validators as media experts and material experts, two history teachers as practitioners, and 60 students as a test subject. Data collection techniques used questionnaires and interviews, which were analyzed qualitatively and quantitatively. The results of the study showed that: students needed interesting history learning and motivated students to learn more about history so there was a need for reading books that support learning the history of local content in the Wajo Region. Local history was seen as more interesting because it was more contextual than national history. The development of teaching material for the history of Wajo was realized into a digital book (e-book) through the stages of validation and testing to determine the level of practicality. The validity of reading books was carried out by validation by teaching material experts, media experts and Wajo historians. The practicality of this reading book reaches 75.22% in the good category so that it is suitable for use and does not need revision.
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Amalina, Sharfina Nur. "ANALISIS KEBUTUHAN BAHAN AJAR SEJARAH LOKAL DI SEKOLAH MENENGAH ATAS KABUPATEN MADIUN." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 6, no. 1 (December 30, 2019): 30. http://dx.doi.org/10.18860/jpips.v6i1.7767.

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<p>Learning local history is very important in the development of education in Indonesia. Local history is able to understand society about the origin of its history, so that the community is able to better deal with the future. Local history learning needs to be maximized in school education, one of which is by adding local history teaching material itself. This research was conducted with the aim to analyze the use of local history teaching materials in learning to support the literacy of local historical culture. This study uses descriptive qualitative methods that involve teachers and students. Research techniques used by observation, interviews, and reviewing several related documents. Observations were made at two high schools in Madiun Regency, namely SMAN 1 Mejayan and SMAN 1 Geger. The results showed that: (1) historical teaching materials used did not support the literacy of local historical culture, (2) students needed additional local history materials that allowed them to conduct research and improve the history of literacy connected with local history.</p><p><strong><em>Keywords: literacy; local history; madiun; teaching materials</em></strong></p>
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Taranenko, L. G. "The educational-methodological support evolution of library local history courses." Bibliosphere, no. 4 (December 30, 2016): 51–58. http://dx.doi.org/10.20913/1815-3186-2016-4-51-58.

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Regional library local history is a comprehensive library activity requiring special professional training. The author reveals the issue of teaching library local history at library higher schools; searched educational publications on local history in the electronic catalogues of libraries and bibliographic indices. It was revealed 48 academic publications on library local history for 1930-2014. The study objective is to trace the evolution of educational publications on the problems of teaching librarian local history in a library higher school. It was presented the analysis of textbooks on the following features: types of educational publications, authors, scientific schools and content. The study revealed expanding diversity of educational publications on library local history, from single programs, lectures to textbooks, educational-methodical complexes and electronic textbooks. At the same time, it was found out a lack of new integrated textbooks, «fragmentation» in teaching and representing certain aspects of local librarian history in educational work, insufficient number of electronic textbooks and absence of interactive electronic educational materials for universities. The fundamentals of teaching local librarian history were started by two scientific schools in St. Petersburg State Institute of Culture and Moscow State Institute of Culture. The formation of the library local history as an educational course is associated with the name of N. V. Zdobnov. The largest contribution to the development of educational-methodological support for library local history was made by A. V. Mamontov and N. N. Shcherba. The substantive aspect of educational-methodological support for library local history can be divided into three stages. The first stage (1930-1970) is related to the study of local history bibliography only. The second period (1980-1990) is characterized by creating a number of editions covering general problems of regional studies of library local history and library activities on local history study. In 1990s preconditions appeared to expand study of various aspects of library local history. IIt was connected with changes in the state policy of regional development, as well as a growing interest in regional/local history information. The third stage (2000-2010s) of the evolution of educational publications is related, on the one hand, to a more expanded study of some specific aspects of library local librarian (bibliographic processing of local history documents, local history fund or management of local history activities, etc.), on the other hand, to a complex representation of regional studies in cooperation of libraries, archives, museums and other institutions dealing with issues of local history in the region.
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Bozorova, Nazokat M. "METHODOLOGY FOR USING LOCAL SOURCES IN TEACHING HISTORY IN SECONDARY SCHOOLS." JOURNAL OF LOOK TO THE PAST 4, no. 7 (July 30, 2021): 29–33. http://dx.doi.org/10.26739/2181-9599-2021-7-5.

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oday it has been scientifically proven that the use of the latest methods in the study of history leads to very good results. The use of local sources is becoming more and more important, especiallywhen teaching history in schools. Since the use of local sources in the classroom helps to increase the interest of students in a particular period of history, to expand their imagination. At the same time, it helps to develop a creative spirit in students. This article describes a methodology for using local sources in history teaching
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Buile, Natālija. "Local history and geographical education in Latvia." Folia Geographica 18 (2020): 104–11. http://dx.doi.org/10.22364/fg.18.12.

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Since its establishment in 1923, the Latvian Geographical Society (LGB) has been a non-governmental organisation that brings together geographers and people who are interested in research into nature and human geography. Local history and geography has always been an integral part of the teaching process. Today, the knowledge held by members of the society and the research-based educational work carried out by the society about different cities and regions for the improvement of the study content of Latvian geography is diverse. The Latvian Geographical Society cooperates most extensively with local government, organising seminars and conferences in Latvia at the regional level. This cooperation has helped teachers to schedule lessons and excursions outside the classroom.
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Dissertations / Theses on the topic "Local history Study and teaching"

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Snow, Brian Craig. "No place like home: Using local surroundings and history to implement environmental education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2713.

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This project is designed to use the strategies of environmental education to teach fourth grade curriculum. By learning about the San Bernardino Mountain's ecology, the hope is that students will discover the importance of these natural systems and stimulate their interest and awareness of the natural world.
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Lui, Man-ho Joseph, and 雷文浩. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195733X.

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Pitchford, Anita. "Historic Sites in Texas: the Use of Local History in Texas Public Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331623/.

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This research study examined the perceptions of school administrators and of historic site directors toward the function of the sites in the public school curriculum. In-depth, personal interviews were conducted, tape-recorded, and transcribed at six selected sites, representing the various ethnic historic settlements of Texas, a variety of population densities, each of the major physical geographic regions, and different economic levels in the state. Data analysis involved careful study of the taped interviews, comparisons of responses given by people of similar roles, and comparisons of responses regarding the same site. Documentation of elements of the historic sites, of programs offered, of participation of the local school district in programs, and of written school policies were examined. The perceptions of the interviewees along with recommendations for changes were noted. Responses varied from expressed impression of students who are steeped in local history and are bored with their heritage, to enthusiastic positive opinions that the prosperity of the community is directly related to the strong identification of the citizens with its local history. The role of local history and of specific sites in the curriculum of the public schools is not consistent in Texas. This research study suggests that positive gains are possible if communication between local historic site/park/museum personnel and professional educators who are responsible for planning and implementation of school curriculum can be improved. Professional educators tend either to value local history and historic sites as part of the curriculum, or to avoid the question of meeting state mandates for classtime through the use of off-campus visits to historic sites by interpreting recent reforms to prohibit them. Professional personnel who oversee the historic sites tend to offer programs to the public schools that will meet the mandated curriculum, while adhering to the scheduling constraints of school reform legislation.
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Farragher, Matthew F. "Getting to know my downtown in the 3rd grade : a local history handbook for use in the Youngstown City Schools." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371191.

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My creative project is the construction of a local history handbook to be used by third grade teachers in the Youngstown City Schools to teach their students the history of Youngstown as a part of their social studies curriculum. The local history handbook that I have constructed has two main parts; a teacher's edition and a student's edition. The teacher's edition is detailed history of Youngstown, written to an adult level of comprehension, and is meant to prepare the teacher with the information needed to answer students' questions. The student's edition is based on the teacher's edition. The student's edition is written to a student's level of understanding and is highlighted with numerous images and activities to further the students' learning of the subject matter.The local history handbook is one component of a larger program, Getting to Know my Downtown in the 3rd Grade, aimed at teaching local third graders the history of their town. Other parts of the program include local history experts and local government leaders coming to speak with the students; traveling activity resource packets; a three — dimensional, interactive map of the downtown; and a culminating field trip to the downtown where students visit many locations important to local history and government. One objective of this project is to establish and strengthen the students' "pride of place" and to prepare them to be better stewards of their local history and built environment in the future. A second objective is to give students a better understanding of how local government operates and the numerous ways for them to make a positive impact on their community.
Department of Architecture
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Cowling, Judy K. "Curriculum development : Fairmount architectural history unit for Park Elementary School." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115729.

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The purpose of this creative project is to address the lack of knowledge and understanding by Park Elementary school children of the historic architecture in Fairmount Township, Grant County, Indiana. This report documents the process utilized to develop, implement and evaluate a fourth-grade curriculum of Fairmount Township architectural history.A survey of students who had previously completed the Indiana history course assessed their knowledge of local history. The curriculum unit was developed based on the survey results. The unit was developed in two stages. First it was piloted, then after revision, it was fully implemented. A handout was developed and used to familiarize the students with the architectural concepts. A guide for teachers was developed to assist others in the use or adaptation of this unit to other communities.
Department of Architecture
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Walls, Gail Lin. "A case study developing and demonstrating the introduction of heritage education information in a fourth grade classroom." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115426.

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This project involves two major components: research on the importance of heritage education and a five-lesson unit prepared to introduce fourth-grade students in Muncie to the history and architectural heritage of the area. The research revealed the fact that there are many concepts of heritage education ranging from ideas that involve only architecture to schemes that involve all aspects of culture. This thesis argues that the built environment, along with its cultural history, needs to be taught in the schools so that children at an early age may learn to appreciate their historic legacy. The unit of five lessons on heritage education was presented to two Muncie fourth-grade classes. The unit provided a guide for the students to examine the history and architecture of Muncie, Indiana. At the end of the unit, the students were tested to see what they had retained.
Department of Architecture
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Menin, Izabel Cristina Durli. "O ensino da história local : historiografia, práticas metodológicas e memória cotidiana na era das mídias interativas no município de Veranópolis." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1108.

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Este estudo tem por objetivo analisar as obras historiográficas do município de Veranópolis, bem como algumas fontes e sua potencialidade na metodologia aplicada ao ensino da história local. Para isso, foi feito um diagnóstico junto aos professores da Rede Municipal de Ensino, a partir da aplicação de questionário de cunho qualitativo e quantitativo, identificando se a história local é trabalhada e quais estratégias e os recursos metodológicos utilizados em sala de aula para cumprir esse intento. A análise realizada sobre as obras, bem como o resultado da pesquisa dos dados coletados, indicou um futuro caminho para propostas voltadas a um olhar sobre as ausências na historiografia atual, no ensino da história local e no fazer social da História. À experimentação do ensino da história local com a produção de fontes, utilizou-se do blog, uma mídia de comunicação, para o registro escrito das memórias individuais e coletivas presentes no espaço escolar e na comunidade. Essas memórias, individuais e coletivas, fazem parte da dinâmica da sala de aula, tornando-se vivas no contexto escolar, necessitando, portanto, de abordagens metodológicas que acompanhem a velocidade vertiginosa das mídias digitais para que possam explorar, assim, formas de sua inserção no ciberespaço. As escolas caracterizam-se como espaços privilegiados de construção de identidade e de memória coletiva. Assim, o objetivo é relatar as experiências obtidas, junto aos avós, por meio de um projeto desenvolvido com as alunas dos 2º e 3º anos do Curso Normal, do Colégio Regina Coeli de Veranópolis. O estudo desenvolveu-se sob a perspectiva de entrevistas orais com posterior registro do relato em blog. A escolha de um meio digital para o registro dos relatos orais se justifica pelo fato de existir a necessidade de inserir ferramentas tecnológicas nas atividades relacionadas ao ensino de História. A partir da análise do conteúdo do blog, que são as vozes silenciadas, buscou-se demonstrar o potencial que possuem as fontes produzidas no âmbito privado como fotografias, cartas, objetos pessoais de valor material e imaterial na construção identitária de um local.
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The following study aims to analyze the historiographic works from the city of Veranópolis, as well as some research sources and their potentiality in the methodology applied to the teaching of the Local History. A research is made involving the teachers of Municipal Education System, by applying a qualitative and quantitative questionnaire in order to identify whether the Local History is worked at school and what strategies and methodological resources are used in the classroom. The analysis of the works, as well as the research result of the collected data presented a way forward for a proposition of further attention on the absence in the current historiography in the teaching and social making of Local History. The trial of Teaching Local History with the production of sources was through a blog, the communication media resource used to report the individual and collective memories present at school and in the community. These individual and collective memories are part of the classroom dynamic, becoming alive in the school context, requiring, therefore, methodological approaches to follow the unstoppable speed of digital media so that they can explore ways of participating in the cyberspace. Schools are characterized as privileged spaces to build identity and collective memory. Therefore, the objective is to report the experience gained with the grandparents, through a project developed with the students of the 2nd and 3rd grades of the Teaching Course of the School Regina Coeli, from Veranópolis. The study was developed from the perspective of oral interviews and their reports in a blog. The choice of a digital medium to record oral reports is justified by the fact that there is the need of integrating technological tools in activities related to the teaching of History. From the analysis of the blog content, which are silenced voices, it was aimed to demonstrate the potential that the sources produced in the private sector, such as, photographs, letters, personal objects with material and immaterial value have in the construction of the identity of a place.
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Norris, Mary Beth. "A walking tour for elementary students of the historical district of Highland, California." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1441.

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Silva, Túlio dos Reis da. "O crescimento urbano na cidade de Caxias do Sul nos anos de 1972 a 1988: uma contribuição ao ensino da história local." reponame:Repositório Institucional da UCS, 2016. https://repositorio.ucs.br/handle/11338/1233.

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Esta dissertação tem por objetivo analisar as contradições da terceira fase de crescimento urbano da cidade de Caxias do Sul, tendo como recorte temporal, os anos de 1972 a 1988, período de vigência da Lei nº 1925, que regulava a abertura de loteamentos. Esta lei, que a princípio deveria organizar um padrão de urbanização para a cidade, cumpriu papel inverso, sendo considerada de caráter eminentemente elitista, acabou por incentivar a proliferação de loteamentos clandestinos, que neste momento, se farão em grande número, a ponto de no ano de 1985, serem catalogados 256 loteamentos deste tipo. A tudo isso, ainda soma-se, uma política habitacional pouco eficiente, para população de baixa renda, tanto por parte da prefeitura municipal quanto pelos governos estadual e federal. O período é rico em contradições, sendo simbolizado politicamente pelo regime de repressão militar, economicamente, pelo desenvolvimento das indústrias do setor metal-mecânico e socialmente pela deterioração do padrão de vida da classe trabalhadora e por um êxodo rural de grande dimensão. Para essa pesquisa utilizou-se o vasto material contido nas bibliotecas, arquivos e nas instituições públicas e privadas, desde uma criteriosa revisão bibliográfica, até a consulta de leis, mapas, levantamentos governamentais e entrevistas. A história deste período é rica em contradições e necessita ser explorada para quê se possa entender as grandes diferenças que hoje a cidade apresenta nos aspectos urbanos, sociais e até mesmo culturais. Hoje, uma parte considerável das escolas públicas encontra-se nestes loteamentos clandestinos e seus alunos não se veem representados na história oficial da cidade. No intento de incluir esta população, esta dissertação, é apenas um primeiro passo no incentivo a pesquisa dessa história, ainda não contada, mas que urge para ser escrita.
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This thesis aims at analysing the contraditions of the third stage of urban growth in the city of Caxias do Sul, considering as temporal cut the years from 1972 to 1988, period when it is validity the Law number 1925, which regulates the allotments creations. This law, which initially should organize a standart for city urbanization, ended up encouraging the proliferation of unlawful allotments, and at that moment, this kind of allotments had created in great number, to the point that in 1985 256 unlawful allotments were cataloged. Moreover, there was an inefficient housing policy for people of low-income, by both: the city, the state and the federal government. This period is rich in contraditions, being politically symbolized by military repression regime, economically by the development of metal-mechanic industries, and socially by the deterioration of the standart of living of the working class and a large rural exodus. For this search was used the supporting material avaliable in libraries, historical archives and public and private institutions archives, including a detailed bibliographic rewiew and also the consultation on laws, maps, government surveys and interviews. The history of this period is rich in contradictions and needs to be explored for been undertood the great differences that there is today in the city, in urban, social and even cultural aspects. Nowadays, a considerable part of public schools are in these illegal allotments and their students do not see themselves represented by the official history of the city. This work is Just a first step in encouraging researches this history, wich was not told, but that is urgent to be written.
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Bryan, William Jennings. "Toward pastoral teaching of church history in the local church." Theological Research Exchange Network (TREN), 1986. http://www.tren.com/search.cfm?p100-0078.

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Books on the topic "Local history Study and teaching"

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Stevens, Robert L. Homespun: Teaching local history in grades 6-12. Portsmouth, NH: Heinemann, 2001.

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Alison, Cooper. The history detective investigates local history. London: Wayland, 2007.

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D'Arcy McNickle Center for the History of the American Indian. Teaching and writing local and reservation history: The Navajos. Chicago, Ill: Newberry Library, 1995.

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History by design: A primer on interpreting and exhibiting community history. Austin, Tex: Texas Association of Museums, 1985.

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P, Krieg Joann, Naylor Natalie A, and Long Island Studies Conference (1986 : Hofstra University), eds. To know the place: Exploring Long Island history. Interlaken, N.Y: Heart of the Lakes Pub., 1995.

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Kostryt︠s︡i︠a︡, M. I︠U︡. Ukraïnsʹke heohrafichne krai︠e︡znavstvo: Teorii︠a︡, istorii︠a︡, postati, praktyka. Z︠H︡ytomyr: Kosenko, 2006.

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Istoricheskoe kraevedenie. Moskva: "Prosveshchenie", 1987.

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Stefanov, Ivan. Iztochnorodopskoto kraeznanie sled Vtorata Svetovna Voĭna. Kŭrdzhali: [s.n.], 1994.

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Hyangtʻosa yŏnʼgu ŭi iron kwa silche. Sŏul-si: Hanʼguk Munhwasa, 2009.

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Hyangtʻosa yŏnʼgu ŭi iron kwa silche. Sŏul-si: Hanʼguk Munhwasa, 2009.

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Book chapters on the topic "Local history Study and teaching"

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Marcus, Alan S., Jeremy D. Stoddard, and Walter W. Woodward. "Local History Museums." In Teaching History with Museums, 65–87. Second edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315194806-4.

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Haefeli, Sara. "Case Study Curriculum Design." In Teaching Music History with Cases, 18–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-2.

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O’Toole, Michael. "Local Music School Learning and Teaching." In The Routledge Companion to the Study of Local Musicking, 225–35. New York; London: Routledge, 2017.: Routledge, 2018. http://dx.doi.org/10.4324/9781315687353-21.

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Haefeli, Sara. "Assessment in the Case Study Classroom." In Teaching Music History with Cases, 87–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-6.

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Brockett, Oscar G. "On Theatre History: Historical Study in the Theatre Curriculum." In Teaching Theatre Today, 31–49. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9780230100862_3.

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Samaras, Anastasia P., Mark A. Hicks, and Jennifer Garvey Berger. "Self-Study Through Personal History." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 905–42. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_23.

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Schubring, Gert. "Why Study Historical Books Intended for Teaching?" In International Studies in the History of Mathematics and its Teaching, 1–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17670-8_1.

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Crymble, Adam, and Maria José Afanador-Llach. "Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study." In Teaching History for the Contemporary World, 85–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_7.

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Christopulos, Diana. "Mountain Valley Pipeline: A Case Study in Local Resistance and Mobilization." In Pipeline Pedagogy: Teaching About Energy and Environmental Justice Contestations, 107–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65979-0_7.

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Jones, Adrian. "Study Tours: History Studies Abroad as an Exploration of Points of Departure in a Zone of Improximal Development." In Teaching History for the Contemporary World, 99–115. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_8.

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Conference papers on the topic "Local history Study and teaching"

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Mukhametzyanova, Rezida, and Alsu Gainutdinova. "INTEGRATING STUDY OF LOCAL LORE, HISTORY AND ECONOMY INTO TEACHING INTERPRETING AT UNIVERSITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1603.

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Francesco Cherchi, Pier, Marco Lecis, and Marco Moro. "Research and Teaching as Actions Supporting the Specificity of a Territory: Developing a Design and Pedagogic Strategy for the Abandoned Mining Landscapes of Sardinia." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.38.

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This paper illustrates a case study of teaching and research applied to the abandoned mining landscapes of the Sulcis area, located in the south-east side of Sardinia, one of the poorest in Europe. Although the region’s critical condition in the present, the area is nevertheless extremely rich in fascination and history. It offers unique natural landscapes, mostly pristine, a variety of archeological sites and, as mentioned, the ruins of the mining installations. All of this makes fore-seeable a concrete possibility of regeneration for the area, based on tourism, one of the island primary resources. The local institutions of Sulcis started a partnership with the University of Cagliari aiming to pursuit not just a practical and economical outcome in the immediate present, more a cultural and deeper rescue with a wider perspective. In the following pages, we present our academic activities in this mark and how we managed to guarantee fruitful superpositions of pedagogy, design, and research in our work within this kind of cooperation.Our focus is, therefore, the relationship between researching and teaching activities and the actions in support of the territory, pursued in a joint venture with the political institution. During these experiences, we defined a strategy to intercross these different layers, bringing the real and concrete dimension into our classroom, sharing our work with the students, and, at the same time, transferring the fruits of the teaching experiences to the territory. The correspondence between these two levels is not free of ambiguity and contradictions, however, we are convinced that it might show very important and fruitful outcomes.
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Sun, Guojun. "The study of extracurricular reading in history teaching." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.12.

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Hursh, David. "Challenging Structural Racism in Schools and Society by Teaching Antiracist Local History." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690387.

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Agung, Leo, and Muhammad Akhyar. "Teachersr Perception on the Development of Local History Digital Teaching Material in Surakarta." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.7.

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Gao, Feng, and Qingling Qiu. "The study of Physics History Teaching in High School Physic." In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.85.

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Izatul Hanim Md Rashadi, Noor, and Abdul Razak Ahmad. "Lesson Study: Enhancing the Teaching and Learning of History Subject." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Padang: Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.01110.

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Terzieva, Valentina. "GAME-BASED TEACHING IN HISTORY – CASE STUDY IN BULGARIAN SCHOOLS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1686.

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Sinaga, Risma Margareta, Sugeng Widodo, and Pargito. "The Development of Tulang Bawang Local History Teaching Book to Improve Historically Thinking Skill." In Universitas Lampung International Conference on Social Sciences (ULICoSS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220102.029.

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Nizan, Victoria. "The Role And Value Of Diaries In Teaching History - Case Study." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.93.

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Reports on the topic "Local history Study and teaching"

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Belton, Tom, Amanda Jamieson, Amanda Oliver, and Anne Quirk. Library Impact Research Report: Impact of Archival Collections and Services on the Western University Department of History. Association of Research Libraries, June 2022. http://dx.doi.org/10.29242/report.westernuni2022.

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As part of ARL’s Research Library Impact Framework initiative, Western University Libraries conducted a study to examine the impact of archival collections and related services on teaching and research in Western University’s Department of History.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Shyshkina, Mariya, and Uliana Kohut. The Method of Using the Maxima System for Operations Research Learning. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3172.

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In the article, the problems of using the systems of computer mathematics (SCM) as a tool to support the teaching and research activities in the field of informatics and mathematics disciplines training are investigated. The role of SCM in the process of bachelors of informatics training and special aspects of pedagogical applications of these systems in the “Operations research” study is defined. The aim of the article is the justification of the Maxima system use of in the process of “Operations research” teaching in pedagogical university as enchasing the investigative approach to learning and determination of the perspective ways of its introduction. The main characteristics of SCM Maxima and the ways of access organizing to it both in local and the cloud-oriented implementation are considered. The results of the pedagogical experiment on the Maxima application to support the investigative approach to operation research study and the analysis of its conclusions are reported.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Alexander, Serena E., Ahoura Zandiatashbar, and Branka Tatarevic. Fragmented or Aligned Climate Action: Assessing Linkages Between Regional and Local Planning Efforts to Meet Transportation Greenhouse Gas Emissions Reduction Targets. Mineta Transportation Institute, November 2022. http://dx.doi.org/10.31979/mti.2022.2146.

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Amid the rising climate change concerns, California enacted Senate Bill 375 (SB 375) to tackle transportation greenhouse gas (GHG) emissions. SB 375 requires Metropolitan Planning Organizations (MPOs) to develop a Sustainable Communities Strategy (SCS), a regional transportation and land use vision plan, to reduce GHG emissions. Meanwhile, a local government can develop a Climate Action Plan (CAP), a non-binding, voluntary plan to reduce GHG emissions that may align with the regional SCS. Recent progress reports indicate California is not making sufficient progress to meet SB 375 emissions reduction targets, which raises important questions: (1) Are the transportation and land use strategies and targets in SCS plans reflected in the local plans to build sustainable communities? (2) Does the alignment of regional and local transportation and land use strategies mitigate GHG emissions through vehicle trip reduction? (3) How different are the effects of independent local action and alignment of local and regional actions on vehicle trip reduction? Through an in-depth content analysis of plans and policies developed by five MPOs and 20 municipalities and a quantitative analysis of the impact of local and regional strategy alignment on vehicle trip reduction over time, this study shows that the patterns of local and regional climate policy are diverse across the state, but poor alignment is not necessarily a sign of limited climate action at the local level. Cities with a long climate-planning history and the capacity to act innovatively can lead regional efforts or adopt their own independent approach. Nonetheless, there are clear patterns of common strategies in local and regional plans, such as active transportation strategies and planning for densification and land use diversity. Well-aligned regional and local level climate-friendly infrastructure appear to have the most significant impact on vehicle-trip reduction, on average a 7% decrease in vehicle trips. Yet, many local-level strategies alone, such as for goods movement, urban forest strategies, parking requirements, and education and outreach programs, are effective in vehicle-trip reduction. A major takeaway from this research is that although local and regional climate policy alignment can be essential for reducing vehicle trips, local action is equally important.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Stark, Timothy, Abedalqader Idries, Lucia Moya, and Abdolrzea Osouli. Beneficial Use of Dredged Material from the Illinois Marine Transportation System. Illinois Center for Transportation, November 2022. http://dx.doi.org/10.36501/0197-9191/22-022.

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This project presents several successful case studies in 15 categories of dredged material along with the statutory and regulatory requirements for beneficial use of dredged material in Illinois. The Illinois Environmental Protection Agency classification criteria for contaminated and uncontaminated dredged material are included with emphasis on Illinois requirements and characterization. Nine sites that have sandy dredged material stockpiles in Illinois are presented with suggestions for beneficially using the material. Based on this study, there is a high potential for beneficially using dredged material in Illinois for a range of projects. Currently, it is a state policy in Illinois to formally evaluate the history of possible nearby sources of chemicals that may have impacted the project sediments and to test the dredged material for chemical contamination before accepting for use on any highway project. However, the research team suggest that if the dredged material is mainly uncontaminated sand (e.g., greater than 80% sand) and is from a local site that does not have a history of contamination as determined by a formal evaluation, then the material is unlikely to be contaminated and may be easier to use and require little to no contaminate testing. Nevertheless, this proposed rule needs more testing and examination to be verified.
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Dong, Yi, LiJia Liu, Jianing Liu, Tianqi Liao, Jieru Zhou, and Huaien Bu. Incidences of Adverse Reactions in BNT162b2: A Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0043.

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Review question / Objective: This study searched PubMed, Cochrane Library, Web of Science, Embase Electronics, and other databases to collect healthy adults aged 16 and older, subjects with no previous history of COVID-19 infection, A randomized controlled trial of Pfizer's vaccine BNT162b2 versus placebo. Using RevMan5.4 software, meta-analysis was conducted to compare the effects of injection of BNT162b2 and placebo on the incidence of adverse reactions in healthy adults over 16 years of age. Main indexes include total incidence of adverse reactions, the incidence of local adverse reactions at the injection site (including red hot accessories), the incidence of systemic adverse reactions, including fever, headache, rash, urticaria, joint pain, muscle pain, gastrointestinal tract reaction, fatigue, cough, etc.), death rate, so as to provide a reference for clinical practice. Information sources: The following electronic databases will be searched from January 2020 to November 2021: PubMed, the Cochrane Library, Web of Science, Embase Electronics. In addition, reference lists of the included studies were manually searched to identify additional relevant studies.
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