Academic literature on the topic 'Minami High School'

To cultivate STEM interest amongst high school students, a STEM carnival organized by PPST, UMS was conducted through Junior Innovator Competition (JIC) and Young Scientist Sci-Show Competition (YSSC). The competitions were participated by high school students from Sabah, Sarawak, and F.T Labuan. JIC requires a poster presentation for prototype innovation while YSSC requires a short video presentation about science knowledge learned in the school syllabus. The objective was to gauge JIC and YSSC effectiveness in students’ interest in STEM. A three-star rating Malaysia Research Assessment Instrument (MyRA) questionnaire resulted in 80% total feedback (Q1-Q6), as a principal in MyRA. The result indicated knowledge, attitude, skills, and aspiration (KASA) transformation amongst the students. Three main aspects were summarized from Q1-Q6: learning (Q1 & Q2), interpersonal skill (Q3 & Q4), and STEM interest (Q5 & Q6). Around 82% of students agreed that JIC and YSSC were able to increase their knowledge, interpersonal skills around 81%, as well as 84 - 88% in critical thinking. While 83.7% - 85.3% of students satisfactorily increased their STEM interest and 85% were willing to participate in future competitions. Interestingly, some ex-participants entered the PPST for Foundation in Science. Indeed, competitions such as JIC and YSSC have demonstrated an inclining STEM interest effect toward high school students.

The organization of STEM teaching has been attracting the attention of high schools, teachers and educational scientists in recent years. Through solving problems in STEM topics, students have the opportunity to develop core competencies and professional competencies. This article presents the process of designing and organizing STEM, Chemistry 11 themed teaching activities to develop students' ability to apply knowledge and skills. Designed and organized teaching STEM topic “Research on the process and manufacture of mini fire extinguisher equipment” and pedagogical experiment at Dong Quan High School. After collecting the results, processing and analyzing statistics, it was found that there is an improvement in the ability to apply knowledge and skills through the STEM topic of experimental teaching.

This research is motivated by the lack of knowledge about petanque sport in Blora Regency, because petanque sport is a new sport in Blora Regency. Therefore, the researcher aims to find out the interest in petanque sports in students, especially at the high school / vocational level. This research method uses descriptive quantitative methods, data collection techniques are carried out by filling out questionnaires on a Likert scale 1-5 and processing data using SPSS version 22 software. The population of this study is all students of SMK Negeri 2 Blora, SMA Negeri 2 Blora, and SMK Negeri 1 Retreat. The samples of this study were two class X from each school of SMK Negeri 2 Blora, totaling 64 students, SMA Negeri 2 Blora totaling 64 students, and SMK Negeri 1 Kunduran totaling 50 students. So the number of samples from this study was 178 students. From the results of this study obtained data as many as 178 respondents. Around 61% of respondents know about the sport of petanque and the basic techniques of the game as well as the aspects contained in the game of petanque. In addition to knowledge about petanque sports, 35% of respondents have a desire to participate in petanque sports and 36% are motivated to play an active role in petanque sports. So it can be concluded that the research entitled Survey of Petanque Sports Interests in SMA/SMK in Blora Regency resulted in 35% of students having an interest in participating in petanque sports.

ABSTRACTYellowish dravitic tourmaline (dominated by the oxy-dravite component) associated with secondary fluor-dravite/fluor-schorl and dravite/schorl tourmalines was found in a quartz vein cropping out in the eastern part of the Karkonosze Mountains range, SW Poland. The crystal structure of this tourmaline was refined to an R1 value of 1.85% based on single-crystal data, and the chemical composition was determined by electron-microprobe analysis. The tourmaline, a representative of the alkali-tourmaline group, has the structural formula: (Na0.75Ca0.12□0.13)Σ1(Mg1.93Al0.95Ti0.06${\rm Fe}_{{\rm 0}{\rm. 04}}^{{\rm 2 +}} $ V0.01)Σ3(Al5.38Mg0.62)Σ6B3Si6O27(OH)3(O0.46OH0.33F0.21)Σ1, and is characterized by an extremely high Mg/(Mg + Fe) ratio of 0.97–0.99, the WO2– content that reaches 0.59 apfu resulting in a local predominance of the oxy-dravitic component and Mg–Al disorder on the octahedral Y and Z sites of the order of 0.64 apfu. This disordering results in an increasing <Z–O> distance with ~1.925 Å, and unit-cell parameters a = 15.916(1) Å and c = 7.180(1) Å. The tourmaline formed during Variscan prograde metamorphism under the influence of a released (H2O,B,F)-bearing fluid. The fluid mobilized the most soluble components of partly altered silicic volcaniclastic material of the Late Cambrian to Early Ordovician bimodal volcanism to become the protolith for adjacent quartzo-feldspathic schists and amphibolites, and propagated them into the surrounding granitic gneisses of the Kowary unit in the eastern metamorphic cover of the Karkonosze granite.

The participation of high school students who have never achieved a 60:40 science-literature ratio until now. Malaysia just like any other country has taken steps to move in line with technological advances and computational thinking, so there are various programs based on STEM that have been made. However, like most educational programs that aim in students’ interest, the effectiveness of such programs still not clear in this STEM movement that it is more 'out of the classroom'. Although the learning environment is one of the indicators of the quality of education, the learning environment in the STEM field is less emphasized in the studies on STEM education especially in Malaysia. With this, a learning environment was developed that is STEM Based CLES and CIQ. This learning environment instrument is needed to help researchers assess the extent to which a particular classroom environment aligns with constructivism and STEM epistemologies, helping teachers to reflect on their epistemological barriers and refine student learning sessions. Accordingly, the STEM Based CLES and CIQ survey was used to identify the relationship between students’ perceptions of the learning environment and students' interest in STEM careers. The result shows that the students’ perceptions of the learning environment (sig=0.384) and student interest in a STEM career (sig=0.764) are not significantly different by gender, while the students’ perceptions of the learning environment (sig=0.193) and student interest in a STEM career (sig=0.000) are significantly different by school’s location. The correlational analysis shows the scales of the CLES learning environment have significantly weak relations towards student interest in a STEM career (r=0.316), while, the scales of STEM learning environment has a moderate significant relation towards the student interest in a STEM career (r=0.628). However, this study’s result shows that there is no correlation between the learning environment and students’ academic performances (r=-0.130).

AbstractAn experimental study of an Al-rich schorl sample from Cruzeiro mine (Minas Gerais, Brazil) was carried out using electron microprobe analysis, structural refinement and Mössbauer, infrared and optical absorption spectroscopy in order to explore the disordering of Fe2+ over the Y and Z sites of the tourmaline structure.A structural formula was obtained by merging chemical and structural data. The cation distribution at the two non-equivalent octahedrally coordinated sites (Y and Z) was obtained by two different optimization procedures which, minimizing the residuals between observed and calculated data, converged to the formula: X(Na0.65〈0.32Ca0.02K0.01)Σ1.00Y(Fe1.652+Al1.15Fe0.063+Mn0.052+Zn0.05Ti0.044+)Σ3.00Z(Al5.52Fe0.302+Mg0.18)Σ6.00[T(Si5.87Al0.13)Σ6.00O18](BBO3)3V(OH)3W[(OH)0.34F0.28O0.38]Σ1.00.This result shows a partial disordering of Fe2+ over the Y and Z sites which explains adequately the mean atomic number observed for the Z site (13.5±0.1). Such a disordering is also in line with the shoulder recorded in the Mössbauer spectrum (fitted by a doublet with isomer shift of 1.00 mm/s and quadrupole splitting of 1.38 mm/s) as well as with the asymmetric bands recorded in the optical absorption spectrum at ∼9000 and 14,500 cm–1 (modelled by four Gaussian bands, centred at 7677 and 9418 cm–1, and 13,154 and 14,994 cm–1, respectively).The high degree of consistency in the results obtained using the different methods suggests that the controversy over Fe2+ order can be ascribed to the failure to detect small amounts of Fe2+ at Z (typically <<10% atoms/site) rather than a steric effect of Fe2+ on the tourmaline structure.

AbstractAccessory tourmaline in metasediments from the Sinai crystalline basement exhibits textural and chemical signatures that relate to the evolution of regional metamorphism and deformation during the Pan-African orogeny and testifies to different P-T path segments. Tourmaline inclusions in various porphyroblasts were formed during the prograde phase of metamorphism; acicular to prismatic crystals in the matrix, oriented sub-parallel to, and enveloped by, the main foliation crystallized syntectonically under prograde and peak metamorphic conditions; tourmaline cross-cutting the main foliation may have formed just after the peak or during the retrograde phase of metamorphism. Some of the cores in tourmaline crystals, showing different colours, are interpreted as former detrital grains. The abundance of tourmaline decreases with increasing peak metamorphic conditions. The tourmaline investigated belongs to the schorl-dravitess group, generally with XMg of 0.42–0.73 and XCa = Ca/(Ca+Na+K+□) of 0.02–0.24, typical of tourmalines in metapelites and metapsammites; whereas detrital cores have been derived from various sources, including former tourmaline-quartz and pre-existing high-metamorphic rocks. Tourmaline of the Sinai metasediments was formed during metamorphism of the sedimentary precursors, essentially in a closed system, where clay minerals and organic matter, together with detrital tourmaline, served as the source of boron. Although a metamorphic facies should be defined by characteristic mineral assemblages present in metamorphic rocks, tourmaline chemistry is a good monitor of P-T conditions in the metapelites and semi-metapelites investigated, showing an increase in XMg with increasing metamorphic grade, where XturMg = 0.60 distinguishes between greenschist and lower-amphibolite facies, while XturMg = 0.65 could distinguish lower- from middle- to upper-amphibolite facies. The results of tourmaline-biotite geothermometry compare well with our former temperature estimates using conventional geothermometry and phase-diagram modelling.

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This investigation, made in the perspective of the studies about school culture focuses, specifically, on what is understood by quality of regular high school in the state public network in Minas Gerais, in the ambit of the Reference Schools Program PER. As the target for our research, two public schools from the countryside of Minas Gerais were chosen as reference schools. The data collection was done from 2005 to 2007, with help from built and tested instruments, including: analysis of documents, observations of the school reality, interviews, application of inquiries and chats were held and involving, in both schools, the different school agents involved in the PER (2 technicians from the Regional Secretary s office, 2 supervisors, 2 school managers, 12 teachers and 24 students from High-school). With the theoretical support of authors such as: Barroso, Bourdieu, Canário. Hutmacher, Krawczik, Kuenzer, Marchesi and Martin, Mitrulis, Nóvoa and Zibas, the research investigates the hypothesis that the quality of teaching that both schools offer is linked to the way how they conceive the general formation of its students (as one school privileges a kind of high school marked by the expectative related to the SAT, by its rigidity in the way to behave and disciplinary action, by offering a content-based and traditional teaching and by the distancing in the teacher-student relation, the other school, prioritizes the social formation and integration of the student in society, attending his/her social difficulties, trying to work them to go beyond the simple offering of the contents studied). These were orienting questions of the research: What are the determinants of the differences in the offered quality at high-school by the two schools researched, which belong to a same school network and that develop the same improvement project of teaching quality? How do these factors interfere in the pedagogical activities, in the administrative and financial organization of the school and in the development started by both? How do these differences detected relate to the teaching quality of regular high-school inside both schools? Thus, the objectives of the research predicted: a) to analyze differences and similarities in the organization of both schools, understanding that these determinant traces mark the limits and possibilities of the school work and of the general formation of students, and b) to present and analyze the ways of working the PER and in what measure the characteristics of each school interfere in this differentiated development. The data collected were organized and analyzed from three great index groups of school realities, which are: school management, pedagogical work and curriculum. The results confirmed the hypothesis investigated and revealed a Program, whose rhetoric proposes to rescue teaching quality still susceptible to vague stances. The curricular upgrade proposed revealed itself as distant from the reality of the schools researched and each and every one of them, as an answer, finds it own ways to escape from the mismanagements and makes its own identity prevail. At last, the results also allowed limiting conceptually the idea of quality in education in general and, particularly, in teaching, be it high school teaching or not
Esta investigação, realizada na perspectiva dos estudos sobre a cultura escolar focaliza, especificamente, o que se entende por qualidade do ensino médio regular na rede pública estadual em Minas Gerais, no âmbito do Programa Escolas de Referência PER. Tomou-se como alvo da pesquisa, duas escolas públicas do interior de Minas Gerais, escolhidas como escolas-referência. A coleta de dados foi realizada no período de 2005/2007, com auxílio de instrumentos construídos e testados, incluindo: análise de documentos, observações da realidade escolar, entrevistas, aplicações de questionários e realização de rodas de conversa e envolvendo, em ambas as escolas, os diferentes agentes escolares envolvidos no PER ( 2 Supervisoras das escolas, 2 Técnicas da Secretaria Regional, 2 gestores escolares, 12 professores e 24 alunos do ensino médio). Com o apoio teórico de autores como: Barroso, Bourdieu, Canário, Hutmacher, Krawczik, Kuenzer, Marchesi & Martín, Mitrulis, Nóvoa e Zibas, a pesquisa investiga a hipótese de que a qualidade do ensino que ambas as escolas oferecem está ligada à forma como concebem a formação geral de seus alunos (enquanto uma escola privilegia um ensino médio marcado pela expectativa do exame vestibular, pela rigidez na forma de conduta e ação disciplinar, pelo oferecimento de um ensino conteudista e tradicional e pelo distanciamento na relação professor-aluno, a outra escola prioriza a formação social e integração do aluno na sociedade, com atendimento às suas dificuldades sociais, procurando trabalhá-las para além do oferecimento dos conteúdos ensinados). Foram questões norteadoras da pesquisa: Quais são os determinantes das diferenças na qualidade da oferta do ensino médio oferecido pelas duas escolas pesquisadas, que pertencem a uma mesma rede de ensino e que desenvolvem o mesmo projeto de melhoria da qualidade do ensino? Como tais fatores interferem nas atividades pedagógicas, na organização administrativa e financeira da escola e no desenvolvimento iniciado em ambas? Como as diferenças detectadas relacionam-se com a qualidade do ensino médio regular no interior das duas escolas? Assim, os objetivos da pesquisa previam: a) analisar as diferenças e similitudes na organização das duas escolas, compreendendo que esses traços determinantes marcam os limites e possibilidades do trabalho escolar e da formação geral dos alunos, e b) apresentar e analisar as formas de operacionalização do PER e em que medida as características de cada escola interferem nesse desenvolvimento diferenciado. Os dados coletados foram organizados e analisados a partir de três grandes grupos de indicadores das realidades das escolas, a saber: a gestão escolar, o trabalho pedagógico e o currículo. Os resultados confirmaram a hipótese investigada e revelaram um Programa, cuja retórica se propõe a resgatar uma qualidade do ensino ainda suscetível a indefinições. A reforma curricular proposta mostrou-se distante da realidade das escolas pesquisadas e cada uma delas, em resposta, encontra seus próprios meios para fugir às ingerências e fazer prevalecer sua identidade. Finalmente, os resultados permitiram também delimitar conceitualmente a idéia de qualidade na educação em geral e no ensino, em particular, seja ele médio ou não

The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills. Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects.
This thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.

O presente trabalho teve como objetivo geral investigar a inserção profissional de egressos dos cursos técnicos dos Conservatórios Estaduais de Música de Minas Gerais (CEM). Os objetivos específicos buscaram identificar quem são os egressos dos cursos técnicos dos CEM; mapear as atividades profissionais dos egressos; examinar suas condições de trabalho; e analisar a avaliação dos egressos sobre o curso técnico. Nortearam o trabalho os conceitos de inserção profissional, trabalho, emprego e ocupação, além da definição de precarização e flexibilização do trabalho. O método escolhido foi o de levantamento ou survey, sendo que a população do survey foi composta pelos egressos dos cursos técnicos de dez dos 12 CEM dos anos de 2010, 2011 e 2012. A amostra foi considerada probabilística aleatória simples e o instrumento de coleta de dados escolhido foi o questionário autoadministrado via internet. Para analisar os dados, foi utilizada a estatística descritiva, realizada a partir de análises univariadas, bivariadas e comparação de subgrupos, e a estatística inferencial, realizada através de testes de significância estatística. Neste trabalho, a inserção profissional é considerada um percurso, um processo educativo. O percurso da inserção profissional dos egressos dos CEM é esboçado a partir dos traços deixados por esses egressos, imprescindíveis para demarcar aspectos que demonstram as relações que os egressos estabelecem entre o curso técnico oferecido pelos CEM e suas escolhas profissionais. Os resultados indicaram que os percursos de inserção profissional dos egressos são marcados por características sócio-demográficas, como idade, raça/etnia, sexo e religião; pela precocidade, tanto da formação quanto da atuação profissional; pela continuidade da formação, seja na área de música ou em outras áreas; e, em alguns casos, pela disfunção da inserção profissional, já que nem todos passam a atuar profissionalmente na área do curso depois de o terem concluído. Em relação às condições da atuação profissional, apesar da precariedade e flexibilidade no trabalho e dos baixos salários, abaixo da média nacional para a maioria dos egressos, a satisfação dos egressos com seu trabalho atual é alta e a avalição dos cursos, para a grande maioria dos egressos, bastante positiva; o mercado na área de música se caracteriza pela crise do emprego e não do trabalho. As atividades musicais realizadas profissionalmente pelos egressos são variadas e têm relação com vários momentos do sistema cultural, indicando que, embora os cursos técnicos dos CEM tenham como finalidade central a formação de cantores e instrumentistas, eles não fixam uma identidade única para seus egressos. A inserção profissional dos egressos é caracterizada como um mosaico de trajetórias, que se constitui a partir de egressos que permanecem na área de música, seja estudando, trabalhando, ou estudando e trabalhando, egressos que se deslocam para outras áreas, porque não encontraram as condições de trabalho desejadas ou porque não buscavam se profissionalizar em música, e egressos que se mantêm vinculados à área de música, participando de grupos musicais e desenvolvendo trabalho voluntário. Esses resultados poderão subsidiar a avaliação e o planejamento dos cursos técnicos dos CEM, contribuindo, assim, para uma melhor compreensão da articulação dos cursos com o mercado de trabalho da área de música e, de modo mais amplo, com a sociedade.
The general aim of the present research was to investigate the professional insertion of the former students of the Minas Gerais State Conservatories of Music (CEM) technical education programs. The specific objectives aimed to identify who are the CEM‟s former students; to map their professional activities; to examine their working conditions; and to analyze how they evaluate the technical program they have attended. This research was guided by the concepts of professional insertion, labor, employment and occupation, as well as by the definition of job insecurity and work flexibility. The method chosen to carry out this study was the survey, and students, who have completed the technical education program from 10 out of the 12 CEMs in the years 2010, 2011 and 2012, composed the sample population of the survey. A random probabilistic sampling was used and the data collection instrument chosen was a self-administrated on-line questionnaire. In order to analyze the data, descriptive statistics was carried from univariate, bivariate and sub-group comparison analyzes, and inferential statistics undertaken through tests of statistical significance. Throughout this research, the professional insertion is considered a path, an educational process. The professional insertion path of the former CEM students is outlined from traces left by them, traces that are essential to demarcate the aspects that show the relation that the former students establish between the technical education offered by the CEM and their professional career choices. The results indicate that the former student‟s professional insertion path is marked by social-demographical characteristics, such as age, race/ethnicity, sex and religion; by precociousness, both in their formation and in their professional performance; by a continuity of their professional formation, in the musical field or in other areas of study; and, in some cases, by a professional insertion dysfunction, since not all of the former students have been working in the area of their formal training. Regarding the working conditions, in spite of the job insecurity, work flexibility and the low salaries – which are below the national average for most of the former students, their satisfaction with their jobs is high and the courses evaluation – for the majority of the former students – is very positive. The job market for music careers is characterized by an employment crisis and not by a working crisis. The former students perform various musical activities related to different moments of the cultural system. This fact indicates that, although the CEM‟s technical programs have as their main goal the formation of singers and instrument players, they do not attach a unique identity to their former students. A mosaic of trajectories characterizes the former CEM students‟ professional insertion. This mosaic is constituted by former students that continue to work in the music field – either as students, as professionals or as both students and professionals; former students who migrate to different careers because they couldn‟t find the desired working conditions or because they did not want to professionalize in music; and former students who are still attached to the musical field through the participation in musical groups and/or developing volunteer work. The results of the present research can enable the evaluation and planning of the CEMs, and therefore contribute to a better understanding of the programs‟ articulations with the job market for music graduates and, in a broader way, with the whole society.

Japan, a country dependent on science and technology for economic gains, is faced with a shrinking workforce in science-related fields due to an aging population, reduced interest in science and falling enrolments in university science courses. There is a growing need to increase young people's involvement in science and to encourage them to follow a science -related career path.

Students' perceptions of science and scientists are said to influence their choices regarding study and career paths. This study investigated the perceptions of science and scientists held by Japanese year ten high school students. Four hundred and four students answered questions on their opinions of science, scientists and themselves, as well as their school science results, and their intention to enrol in a university science course and follow a science -related career. Students also completed the Draw-A-Scientist Test (DAST) to identify the presence of "stereotypical" images of scientists.

The results indicated that students felt science is somewhat difficult, but also slightly exciting, practical, good, constructive, and somewhat useful. Students also felt that scientists are very intelligent, somewhat imaginative and diligent, slightly moral and open-minded, but also slightly selfish and somewhat introverted.

The so-called stereotypical image of a scientist, found to be present among students of various countries, ages and backgrounds, was also present among the students in this study.

The study also found that there are differences in how students perceive science and scientists, depending on the student's gender, school, and whether or not they imagine their own character to be similar to, or different from that of a scientist. Most notably, the likelihood of a student pursuing science at university or as a career is strongly dependent on the student's gender, with far more males than females showing a desire to be involved in science.

The Lighthouse Creativity Lab, a program of Lighthouse Community Public Schools (LCPS), is a school-based makerspace dedicated to serving the student population of Oakland, California. LCPS is a family of two schools, Lighthouse and Lodestar, which opened in 2002 and 2016 respectively. The schools were founded with the mission to provide a high-quality education to the largely Latino population, following the expeditionary learning framework that emphasizes community and critical thinking skills, both important factors in making. Over the last 5 years, making has moved from a high school course into a school-wide endeavor, with all K–4 classes hosting a mini-maker space in the classroom. Moreover, the Creativity Lab works closely with teachers to incorporate making into learning expeditions as well as offering making as an elective in the middle and high-school grades. Learning communities are created through the social aspect of working on specific projects and through preparation for events like the Maker Faire. This chapter explores the Lighthouse Creativity Lab.

The Lighthouse Creativity Lab, a program of Lighthouse Community Public Schools (LCPS), is a school-based makerspace dedicated to serving the student population of Oakland, California. LCPS is a family of two schools, Lighthouse and Lodestar, which opened in 2002 and 2016 respectively. The schools were founded with the mission to provide a high-quality education to the largely Latino population, following the expeditionary learning framework that emphasizes community and critical thinking skills, both important factors in making. Over the last 5 years, making has moved from a high school course into a school-wide endeavor, with all K–4 classes hosting a mini-maker space in the classroom. Moreover, the Creativity Lab works closely with teachers to incorporate making into learning expeditions as well as offering making as an elective in the middle and high-school grades. Learning communities are created through the social aspect of working on specific projects and through preparation for events like the Maker Faire. This chapter explores the Lighthouse Creativity Lab.

The fall 2011 DREAM design project required teams to design and build a working wind turbine. The turbines were tested at three wind speeds, with the most points awarded for power production at the lowest speed, forcing mentees to optimize their blade designs. The Pre-engineering Concept Inventory (PCI) and Intuition Inventory (II), which focus on wind energy, were used to measure pre- and post-content knowledge of high school mentees. The use of mini-lectures to convey content simultaneously with design is discussed. The Inventories show that participation in DREAM generally increases mentees’ understanding of wind energy concepts. However, insufficient mathematics foundations hamper their ability to understand algebraic representations and evaluate numerical predictions. Results provide feedback on current practices and help pinpoint specific areas for improvement to increase the efficacy of DREAM in future years.

Access to electricity still remains a distant dream in many parts of sub-Saharan Africa. In the energy sector, Somalia is one of the most underdeveloped in the region. Especially in rural areas, the rate of electrification is the lowest with the high cost of power, for electricity generation, Somalia depends on imported petroleum products, and cooking relies on biomass resources, and only a small fraction of the population has safe, reliable, and affordable energy services. Generally, the population in rural areas is composed of a high percentage of poor households and low population density. For this reason, there are not attractive economic benefits for electricity supply utilities or private investors to offer electricity services to these villages. So, this work presented technical and economic challenges for introducing solar-powered mini-grid and stand-alone solar system installations in Somalia's rural areas. Solar-powered mini-grid and stand-alone solar system have been considered for supplying an electrical load in a rural area.to design an off-grid system a well-known freeware HOMER modeling tool has been used. To supply electricity directly to the load solar energy is considered as the primary source and when excess generation happens a battery bank is considered for electrical storage. During the design of this power system the community's load has been suggested for lighting, fan, school, and health clinic equipment load, television, radio, and the simulation and optimization of the system were done based on the electrical load, sources of climatic data, the economics of the power components and other parameters. Finally, a solar-powered mini-grid is developed for a collection of communities and a standalone solar system for clustered buildings is also developed. For further research, the limitations, availability, and areas have also been identified.

A mixed-mode or ‘‘flipped’’ model of learning focusses on supporting a high level of student engagement, student motivation, and the transferability of specific course content. A blend of online resources and face-to-face (F2F) learning facilitates meaningful interaction between peers, while building a capacity for self-directed and lifelong learning. Within the School of Medical Science, Anatomy and Physiology (A&amp;P) content was ‘flipped’ for delivery at a new campus to align with the traditional F2F offering. Lectures were delivered online, while tutorials and practicums were F2F.. Collaborative learning opportunities utilizing active learning pedagogies was appealing and was integrated during the re-alignment of A&amp;P which was delivered to a cohort of allied health students undertaking their first year of their program. This study assessed how this type of learning was received by students (from the same program) undertaking the same course in an on-campus F2F delivery. Students completed surveys relating to their experiences in learning activities applied in: lectures, tutorials and practicums. In addition, academic outcomes (theoretical and practical) across the two modalities were also evaluated. Overall, students undertaking the mixed-mode delivery performed significantly better in theoretical assessments, while performance in practical assessments was comparable between both deliveries. Student preferences to learning and teaching activities was mixed, however all students highly valued the use of “mini-quizzes” in lectures, tutorials and practicums.

OrbiSat is a high school educational project that was part of the CANSAT SPAIN 2020 student competition organized by ESERO. This project has ranked first in the Catalonia Championship and second at the National Championship, winning the prize for the best technical development. OrbiSat has successfully fulfilled the objective of creating a mini satellite with the size of a soda can that was later launched by a rocket of the COSMIC Research UPC Students Association to analyze physical aspects of the air such as pressure, temperature, humidity, or the amount of UV solar radiation of a territory. Thanks to the CanSat presented by this team, during the launch we were able to know the presence of up to 15 chemical elements in the air. Elements ranging from hydrogen and oxygen can indicate water in the atmosphere or other greenhouse gases such as CO2 or methane. The launched rocket reached an approximate height of 532.7 ± 1.5 meters, with the sensors we were able to determine the apogee of the rocket and the subsequent release of the minisatellite and deployment of the parachute. We were also able to interrelate the altitude data with parameters such as humidity, UV radiation, presence of hydrogen, among others. The CanSat presented by the OrbiSat team had a unique design never seen before in other CanSat competitions, solving problems such as high weight and overheating. This design made by AutoCAD was an open concept where the air can refrigerate the CPU and also the 3D printed concept saved 125 grams over a third of the maximum allowed. In addition, all the data collected was broadcast in real-time and received by a ground station every 0.25 seconds. Before the launch, a simulation was completed estimating a 61 seconds flight, finally, the real flight was 59 seconds. The vast majority of the project was done during the COVID-19 pandemic, the consequence was new methodologies to carry on the project with a minimum time for the workshop and test phase that were supplied with simulations having a better performance than expected