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Relevant bibliographies by topics / Open space high school

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Academic literature on the topic 'Open space high school'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Open space high school"

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Sihing, Inggit Musdinar Sayekti, Sri Kurniasih, and Dody Kurniawan. "VERTICAL GARDEN UTILIZATION TRAINING FOR HIGH SCHOOL / STUDENTS IN JAKARTA." ICCD 2, no. 1 (November 28, 2019): 533–36. http://dx.doi.org/10.33068/iccd.vol2.iss1.262.

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The existence of open spaces in private urban villages in Jakarta is very rare. Occupancy at the center of the city causes people choose land for buildings rather than open space. Even though Jakarta has ranked in the top 5 countries with an upper threshold. Vertical garden was chosen as an alternative greening solution on limited open space. Vertical garden assistance and training is aimed at students from PGRI 15 High School located around the campus of Budi Luhur University, South Jakarta. Students are introduced to the importance of greening for environmental health and are encouraged to be creative in creating vertical garden forms with a variety of ideas. The approach method used is tri-daya, i.e. i) social power, ii) environmental power, and iii) economic power. The concept of Social Power is to invite students to become individuals who are more concerned about the environment capable of providing solutions to the completion of greening in urban areas that are increasingly limited. The concept of Environmental Power aims to invite students to take part in a residential or school environment to implement a vertical garden and increase their creativity in developing various vertical garden designs. And the concept of Economic Power is the result of the production of making vertical gardens can be used for themselves or sold to the general public, which in turn can increase the economic value of the surrounding community.

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Widiastuti, Kurnia, Mohamad Joko Susilo, and Hanifah Sausan Nurfinaputri. "How classroom design impacts for student learning comfort: Architect perspective on designing classrooms." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 469. http://dx.doi.org/10.11591/ijere.v9i3.20566.

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This study aimed to determine the factors that influence student learning comfort in the classroom and its distribution. This explorative study employed 772 students who were elementary school, junior high school, and senior high school students in several Muhammadiyah Yogyakarta schools. Data collection techniques using open questionnaires. The data analysis technique uses qualitative analysis which consists of three stages: open coding, axial coding, and selective coding. The results showed that the factors that influence learning comfort of students in the classroom include: air circulation, quietness, cleanliness, adequate & supportive facilities, and peer attendance. These five factors are among other factors that are grouped into two: 1) factors originating from the physical environment (of building & site themes and of indoor space themes); and 2) factors from within its occupants (of human themes). The theme that shows the highest influence comes from the physical conditions in the classroom, that is indoor space themes.

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Palkki, Joshua, and Paul Caldwell. "“We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs." Research Studies in Music Education 40, no. 1 (November 23, 2017): 28–49. http://dx.doi.org/10.1177/1321103x17734973.

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This article presents data from a large-scale cross-sectional survey of LGBTQ college students ( N = 1,123) reflecting on their middle and high school experiences in choral music. The quantitative data indicate that students felt safer in high school than in middle school and that a small majority of high school teachers voiced support for LGBTQ students. These data indicate that high school choral classrooms were perceived as safe for a majority of respondents. The open-ended responses highlight themes including: the plight of transgender students who faced difficulty navigating their gender identities in the choral environment, the importance of enumerated non-discrimination policies, and the importance of words/semantics. Respondents discussed helpful and hurtful words and/or policies that influenced their choral experiences. A main theme was encouragement of open acknowledgement of LGBTQ identities and issues in the choral classroom. Suggestions for teaching practice and policy are provided based upon these data.

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Jákli, Eszter. "Environmental educational potentials on school grounds in Budapest." Landscape & Environment 12, no. 1 (December 31, 2018): 23–30. http://dx.doi.org/10.21120/le/12/1/3.

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As nature and greenspaces in urban areas are agreed to enhance children’s appreciation towards natureand so the purposes of environmental education, it is of high importance to create spaces in and aroundschools that allow students to connect to nature on a daily basis. The aim of the study was to analysefunctions and other components supporting environmental education appear in the open spaces ofschool grounds in Budapest, and to understand the main characteristics of school grounds with thehighest potential in environmental education. The study points out that the presence of environmentaleducational functions often depends on the size, urban context and location of the school grounds,however the curriculum of the school does not necessarily influence its open spaces, while the presenceof motivated and engaged teachers does. The study reveals environmental educational functions doexist in school grounds of primary schools in Budapest, however they play only secondary role behindactive movement and play functions. The schools with the best potentials in environmental educationare without doubt the ones situated on large plots in the suburban zone, mostly with a high proportionof green spaces in and around the school grounds.

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Maknun, Johar, M. Syaom Barliana, and Diah Cahyani. "A Design Model of Special Vocational High School for Children with Visual Impairment." Indonesian Journal of Science and Technology 4, no. 2 (July 9, 2019): 158–70. http://dx.doi.org/10.17509/ijost.v4i2.18173.

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This paper aimed to describe architectural design model of vocational high school that is accessible and meets the behavioral needs of children with visual impairment. The method used was a rational design method or often called as a glass box method, which was divided into four steps: 1) design criteria; 2) children with visual impairment’s behaviour; 3) programming; 4) designing model. The design criteria was combined based on its accessibility, space, sensory awareness, enhancement of learning, flexibility and ability, health and well-being condition, safety and security, sustainability, incorporation of nature environment and buildings, and availability of open space. These principle implemented from outside to inside the building, as well as from the site, landscape, building to interior of classroom. We believe that this study gives important for the need of architectural building model for students with special needs.

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Md Sakip, Siti Rasidah, and Azna Abdul Wahab. "Bullying in School: Evaluation using CPTED at potential bullying area." Environment-Behaviour Proceedings Journal 5, SI2 (December 27, 2020): 3–13. http://dx.doi.org/10.21834/ebpj.v5isi2.2520.

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Abstract Bullying in schools is a worrying phenomenon and has an impact on the safety of school children. This paper aims to identify potential spaces of bullying behaviour in the school area. The questionnaire and observation checklist is an instrument to determine the frequency of student bullying in specific spaces of a school. Students from Form One until Form Three are the respondents in this research. Three areas with high rates of Bullying which are toilet, class and canteen. The maintenance element is the most crucial factor that space is not visited by students and potential area of Bullying. Keywords: Bullying, school, physical environment, CPTED eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI2.2520.

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Stornaiuolo, Amy, T. Philip Nichols, and Veena Vasudevan. "Building spaces for literacy in school: mapping the emergence of a literacy makerspace." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 357–70. http://dx.doi.org/10.1108/etpc-03-2018-0033.

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Purpose Building on the growing interest in school-based “making” and “makerspaces,” this paper aims to map the emergence of a literacy-oriented makerspace in a non-selective urban public high school. It examines how competing conceptions of literacy came to be negotiated as students and teachers shaped this new space for literacy practice, and it traces how the layered uses of the space, in turn, reworked understandings of literacy in the larger school community. Design/methodology/approach Part of a longitudinal design-research partnership with an urban public high school, the paper draws on two years of ethnographic data collection to follow the creation, development and uses of a school-based literacy-oriented makerspace. Findings Using notions of “re-territorialization,” the paper examines how the processes of designing, mapping and building a literacy lab offered space for layered and contested purposes that instantiated more expansive views of literacy in the school – even as it created new frictions. In presenting two analytic mappings, the paper illustrates how mapping can offers resources for people to make and remake the spaces they inhabit, a form of worldmaking that can open possibilities for reshaping the built world in more just and equitable ways. Originality/value The study offers insights into how mapping can serve as a research and pedagogical resource for making legible the emergent dimensions of literacy practice across time and spaces and the multiple perspectives that inform the design and use of educational spaces. Further, it contributes to a growing literature on “making” and literacy by examining how informal making practices are folded into formal school structures and considering how this reconfigures literacy learning.

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Namira, Fathia, Wan Azura, Ayu Miranda, Hamidatun Nisa, Saronom Silaban, Retno Dwi Suyanti, and Ayi Darmana. "Analysis of constraints and innovation of chemistry experiment implementation in high school in Deli Serdang, Indonesia." Jurnal Pendidikan Kimia 12, no. 3 (December 30, 2020): 106–15. http://dx.doi.org/10.24114/jpkim.v12i3.21159.

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Practical activities play an important role in science education. Through it, students develop a deeper understanding of standing theoretical concepts, skill, utilization of technology, and methods for investigation with direct manipulation of related materials. Effective use of laboratories is one of the requirements in learning chemistry, especially in experiment material. However, problems that are often encountered in learning in the laboratory are laboratory management which includes the procurement process, application process, and the maintenance process. The research method used was observation, document recording and interview with all chemistry teachers and students at Labuhan Deli Senior High School and Percut Sei Tuan Senior High School, District of Deli Serdang, Indonesia. Stages in the research of this are (1) observation based on National Education Standards, (2) observation of chemistry experiments implementation, (3) observation of constraint and problems laboratory at school, and (4) determine alternative solution. The result showed that area of chemistry laboratory has suitable with BSNP standart, but the standard of facilities and infrastructure category reference scale (PAP), showed less category results. So the settlement by researchers on this problem is to do a simple practicum that can be done in an open space or using the technology (virtual laboratory) to increase the students’ skill in industrial 4.0.

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Amici, Stefania, and Marek Tesar. "Building Skills for the Future: Teaching High School Students to Utilize Remote Sensing of Wildfires." Remote Sensing 12, no. 21 (November 5, 2020): 3635. http://dx.doi.org/10.3390/rs12213635.

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A substantial proportion of Italian students are unaware of the connection between what they learn at school and their work opportunities .This proportion would most likely increase if data were collected today, given the generation of a broad range of new jobs that has arisen due to advancements in technology. This gap between students’ understanding of what they learn at school and its application to the broader world—the society, the economy and the political sphere—suggests there needs to be a rethinking of how teaching and learning at school is conceived and positioned. To help students to approach ongoing social and economic transformations, the Italian Educational Ministry (MIUR) has endorsed a school–work interchange program which, aligned with the principle of open schools, aims to provide students with work experience. It is within the scope of this initiative that we have tested high school students with remote sensing (RS) from space projects. The experience-based approach aimed to verify students’ openness to the use of satellite data as a means to learn new interdisciplinary skills, to familiarize themselves with methodological knowledge and, finally, to inspire them when choosing a university or areas of future work. We engaged three cohorts, from 2017, 2018 and 2019, for a total of 40 h each year, including contact and non-contact time. The framework of each project was the same for the three cohorts and focused on the observation of Earth from space with a specific focus on wildfires. However, the initiative went beyond this, with diverse activities and tasks being assigned. This paper reports the pedagogical methods utilized with the three cohorts and how these methods were transformed and adapted in order to improve and enhance the learning outcomes. It also explores the outcomes for the students, teachers and family members, with respect to their learning and general appreciation.

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Gluzman, Iulia V., Vladimir A. Vishnevskij, Elena E. Bodrova, Galina I. Gribkova, Anton Z. Izmailov, and Irina M. Naumenko. "Distance learning in russian higher school." Laplage em Revista 6, Extra-C (December 30, 2020): 143–51. http://dx.doi.org/10.24115/s2446-622020206extra-c636p.143-151.

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The article is devoted to reforming of the higher education system, which is associated with technological and technical changes, namely, distance learning. The authors emphasize that the distance learning at the university makes education more open and mobile, but interindividual computer-mediated communication not only contributes to the design of a high-quality information educational space of higher school, forming the information culture of the actors of the educational process, but also causes a huge number of risks: informational, organizational, technical, psychological, health risks. As a result of the analysis, the authors concluded that certain elements of distance technologies can strengthen the education system, but a complete distance will exclude the social component from educational practices, which will entail a deformation of society.

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Dissertations / Theses on the topic "Open space high school"

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Norwood, Robert Lee. "Tertiary wastewater treatment using riparian wetlands: A curriculum guide for high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/44.

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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.

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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

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Brumbaugh, Sherron M. "High school string orchestra teacher as a career choice a survey of 11th and 12th grade high school string orchestra students in Texas /." Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20033/brumbaugh%5Fsherron/index.htm.

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Guisti, Brett M. "Comparison of Guided and Open Inquiry Instruction in a High School Physics Classroom." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2572.pdf.

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Tuttle, Catherine Vaughn. "Being outside : how high and low income residents of Seattle perceive, use and value urban open space /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/10808.

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Lang, Dale Christopher. "Teacher interactions within the physical environment : how teachers alter their space and/or routines because of classroom character /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7726.

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Grimland, Fredna H. "Characteristics of teacher directed modeling evidenced in the practices of three experienced high school choral directors." Thesis, connect to online resource, 2001. http://www.library.unt.edu/theses/open/20013/grimland%5Ffredna/index.htm.

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Lee, Junghwan(Junghwan Steve). "Examining the recent rising preferred perpetuals and its market anomaly in high yield space." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122455.

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Thesis: M. Fin., Massachusetts Institute of Technology, Sloan School of Management, Master of Finance Program, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (page 26).
Since late 2017 when the worldwide business optimism was at its highest, highly leveraged energy companies began to issue unique preferred shares that have character of perpetual subordinated bond and that trade in bond market. Among those firms, DCP Midstream issued another preferred shares that have same feature, but trade in mezzanine market. This paper explores the recent rising preferred shares and its market inefficiency, especially between bond market (par 1000) and mezzanine market (par 25). Assuming the firm exercise its call option for both securities, the paper finds that one can construct a profitable arbitrage strategy with annual Sharpe ratio of 1.775 from these two almost identical securities. My results bring some empirical substance to the discussion on the law of one price in financial markets. Although there are some limitations such as transaction costs and liquidity issues, this market has a degree of inefficiency.
by Junghwan (Steve) Lee.
M. Fin.
M.Fin. Massachusetts Institute of Technology, Sloan School of Management, Master of Finance Program

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Lu, Tan-Ni. "An Exploration of Senior High School Student Learning in Biology in Taiwan." The University of Waikato, 2006. http://adt.waikato.ac.nz/public/adt-uow20060824.161733/index.html.

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Gaynor, Dónal. "Space and Learning: A case study of their interaction." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32643.

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This essay uses a case study to examine in a particular school the nature of these interactions. By examining this case using ethnographic methods including walking tours and interviews the essay gains an insight into how the physical environment interacts with the learning environment in the school. The research identifies four main points of interaction. The need for ownership of space, the quality of the study environment, the atmosphere of the school and the need for privacy. These areas of interaction are identified also within the research with teaching staff at the school. From this research there appears to be evidence in favour of open school models which have significant variation and flexibility of space to allow for both teachers and students to adapt the environment to their various needs. The open school model does however invite significant benefits in terms of non-formal learning situations and new forms of interaction between teachers and students.

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Books on the topic "Open space high school"

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Jackson, Keith. High school dropouts from outer space. Englewood, CO: Pioneer Drama Service, 1998.

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Gregory, Thomas B. Making high school work: Lessons from the open school. New York: Teachers College Press, 1993.

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VanBaale, Kali. The space between. Montgomery, AL: River City Pub., 2006.

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Dilts, Tyler. A king of infinite space. Las Vegas, NV: AmazonEncore, 2010.

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Landau, Elaine. Teenagers talk about school-- and open their hearts about their closest concerns. Englewood Cliffs, NJ: J. Messner, 1988.

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Martinez, Jessica. The space between us. New York: Simon Pulse, 2012.

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Williams, Katie. The space between trees. San Francisco: Chronicle Books, 2010.

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High impact school library spaces: Envisioning new school library concepts. Santa Barbara, California: Libraries Unlimited, an imprint of ABC-CLIO, LLC, 2015.

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John, Tarter Clemens, ed. The road to open and healthy schools: A handbook for change. Thousand Oaks, Calif: Corwin Press, 1996.

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Hoy, Wayne K. The road to open and healthy schools: A handbook for change. Thousand Oaks, Calif: Corwin Press, 1997.

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Book chapters on the topic "Open space high school"

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Born, Javiera, Eliana Scheihing, Julio Guerra, and Luis Cárcamo. "Analysing Microblogs of Middle and High School Students." In Open Learning and Teaching in Educational Communities, 15–28. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_2.

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Donovan, Alexander J., and Ying Liu. "Chemistrode for High Temporal- and Spatial-Resolution Chemical Analysis." In Open-Space Microfluidics: Concepts, Implementations, Applications, 391–410. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2018. http://dx.doi.org/10.1002/9783527696789.ch18.

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Khakim, M. N. L., I. Y. Afhimma, K. A. Wijaya, M. R. I. Ardiansyah, and Marsudi. "Infographic development of Blambangan Kingdom for history learning in senior high school." In Community Empowerment through Research, Innovation and Open Access, 120–26. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003189206-23.

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Lidegran, Ida, Mikael Börjesson, Donald Broady, and Ylva Bergström. "High-Octane Educational Capital: The Space of Study Orientations of Upper Secondary School Pupils in Uppsala." In Empirical Investigations of Social Space, 23–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15387-8_3.

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Tuhkala, Ari, Hannakaisa Isomäki, Markus Hartikainen, Alexandra Cristea, and Andrea Alessandrini. "Design of a Learning Space Management System for Open and Adaptable School Facilities." In Communications in Computer and Information Science, 22–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94640-5_2.

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Sohma, J., A. Minegishi, R. Amano, and H. Hara. "An open space ESR spectrometer and its application to high dielectric loss samples." In Bioradicals Detected by ESR Spectroscopy, 63–68. Basel: Birkhäuser Basel, 1995. http://dx.doi.org/10.1007/978-3-0348-9059-5_5.

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Sasot, Sílvia, and Esther Belvis. "Hack the School: A Creative Toolkit to Transform School Spaces." In Teacher Transition into Innovative Learning Environments, 305–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_24.

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AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.

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D’Arcy, Grace, and Ilaria Mariani. "Science Gallery Dublin—Open Mind: Improving Mental Health of Young People." In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.

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Hernández, Ernesto M., Rubén D. Santiago, José A. Otero, and Ma de Lourdes Quezada-Batalla. "Advanced Placement Physics Exam Performance of High School Graduates in Mexico with the Aid of Online Assignments Designed in Open-EdX." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference, 41–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52538-5_5.

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van Mil, Imke Wies, Olga Popovic Larsen, Karina Mose, and Anne Iversen. "Design with Knowledge—Light in Learning Environments." In Teacher Transition into Innovative Learning Environments, 203–13. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_17.

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AbstractA range of artificial lighting characteristics have been found to influence our visual and cognitive capabilities, mood, motivation and/or (social) behaviour—all affecting how we (academically) perform. One such influential characteristic is spatial contrast, or the way light is distributed in space causing a pattern of light and darkness. This study looks at if and how spatial contrast influences pupil behaviour, and specifically their ability to concentrate. We first explored whether variances in pupil noise, physical activity and mood, which have been found to affect concentration, occur when exposed to either a high or a low spatial contrast in their learning environment. Preliminary data from field experiments in a primary school indicates towards decreased noise levels and improved environmental satisfaction when a high spatial contrast condition is present. This implies improved environmental circumstances to concentrate. Further research to confirm this assumption will be undertaken.

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Conference papers on the topic "Open space high school"

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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.

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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species. Wandersee and Schussler (1999) coined the term “plant blindness” to describe the preference for animals rather than plants that they saw in their own biology students. Knapp (2019) has argued that, in fact, humans are less ‘plant blind’ and more ‘everything-but-vertebrates-blind’ with school curricula and television programming over-emphasising the role of vertebrates at the expense of other groups of organisms. Botanic gardens and arboreta have long been used for educational purposes. Sellman and Bogner (2012) have shown that learning about climate change in a botanic garden led to a significant shortterm and long-term knowledge gain for high-school students compared to students who learned in a classroom setting. There is also evidence that learning outside as part of a science curriculum results in higher levels of overall motivation in the students and a greater feeling of competency (Dettweiler et al., 2017). The trees in the UCC collection, like other urban trees also provide a range of benefits outside of the educational sphere. Large, mature trees, with well-developed crowns and large leaf surface area have the capacity to store more carbon than smaller trees. They provide shade as well as food and habitats for animal species as well providing ‘symbolic, religious and historic’ value in public common spaces. Such benefits have recently been summarised by Cavender and Donnolly (2019) and aligned with Sustainable Development Goal 11, Sustainable Cities and Communities by Turner-Skoff and Cavender (2019). A stakeholder survey has been conducted to evaluate how the tree collection is currently used and a tour of the most significant trees in the collection has been developed. The tour encourages participants to explore the benefits of plants through many lenses including recreation, medicine and commemoration. The open arboretum project brings learning beyond the classroom and acts as an entry point for learning in a variety of disciplines, not least plant science and environmental education generally.

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2

Burns, Joseph. "Ocean City High School Observatory Project." In AIAA SPACE 2007 Conference & Exposition. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2007. http://dx.doi.org/10.2514/6.2007-6039.

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PALUMBO, G. G. C. "HIGH ENERGY ASTROPHYSICS FROM SPACE: THE PROGRAMMES OF THE EUROPEAN AND ITALIAN SPACE AGENCIES." In Proceedings of the Sixth School. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812777492_0013.

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Vinokurov, N. A. "Space charge." In HIGH QUALITY BEAMS: Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420425.

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Chundur, Suguna, Terry Wooton, Ben Aicholtz, and William Clifton. "An open-source solution for a high school science grant." In the 9th ACM SIGITE conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1414558.1414573.

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Glushkov, V. N., and Artyom Y. Tsaune. "State-specific perturbational treatment for correlation energy of open-shell systems." In 12th Symposium and School on High Resolution Molecular Spectroscopy, edited by Leonid N. Sinitsa, Yurii N. Ponomarev, and Valery I. Perevalov. SPIE, 1997. http://dx.doi.org/10.1117/12.267737.

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Karismandani, Festianty, Suparto Wijoyo, and Agus Sekarmadji. "Implementation of Permission Use of Space as an Instrument of Controlling the Space Utilization of High Control Zone of East Java." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007552808530858.

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Machida, Shinji. "Space-charge effects in circular accelerators." In HIGH QUALITY BEAMS: Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420426.

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Mirri, Silvia, Catia Prandi, Nelda Parisini, Mauro Amico, Michele Bracuto, and Paola Salomoni. "User-driven and open innovation as app design tools for high school students." In 2018 IEEE 29th Annual International Symposium on Personal, Indoor and Mobile Radio Communications (PIMRC). IEEE, 2018. http://dx.doi.org/10.1109/pimrc.2018.8580855.

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Barth, Ingrid, Jack Barokas, Mary Grammatikou, Dimitris Pantazatos, Ausra Urbaityte, and Stasele Riskiene. "OPEN EDUCATIONAL RESOURCES FOR BRIDGING HIGH SCHOOL – UNIVERSITY GAPS IN ACADEMIC ENGLISH STUDIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1280.

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Reports on the topic "Open space high school"

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Oreopoulos, Philip, and Reuben Ford. Keeping College Options Open: A Field Experiment to Help All High School Seniors Through the College Application Process. Cambridge, MA: National Bureau of Economic Research, June 2016. http://dx.doi.org/10.3386/w22320.

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