Relevant bibliographies by topics / Out-of-field and in-field history teacher

Academic literature on the topic 'Out-of-field and in-field history teacher'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Out-of-field and in-field history teacher"

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Salleh, Umi Kalsum Mohd, and Fonny Hutagalung. "Comparisons of Out of Field and In-Field History Teacher: Teachers’ and Students’ Characteristics." Advanced Science Letters 22, no. 8 (August 1, 2016): 1952–56. http://dx.doi.org/10.1166/asl.2016.7737.

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Fernandes da Silva Júnior, Astrogildo, and Josberto Montenegro Sousa. "O potencial do trabalho de campo na formação de professores de história." Ensino em Re-Vista 23, no. 2 (November 23, 2016): 437–59. http://dx.doi.org/10.14393/er-v23n2a2016-6.

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Hardwood, David, and Kyle Thompson. "Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 199–200. http://dx.doi.org/10.13001/uwnpsrc.2011.3901.

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This course offers in-service teachers an opportunity to learn about geology and geoscience education through a 2-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2011 this course utilized the UW-NPS facilities for 3 days in mid-June. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The 2011 course included seven teacher participants (5 from Nebraska and 2 from North Carolina), one education and media facilitator from the ANDRILL Program at the Univ. of Nebraska-Lincoln (UNL), and two instructors. This course is offered as part of UNL’s Nebraska Math and Science Summer Institute (NMSSI) Program, receiving support from this program, from the Dept. of Earth and Atmospheric Sciences, and private donations. The primary aim of this course is to improve educators' ability to teach inquiry in their classrooms, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range.
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 33 (January 1, 2011): 235. http://dx.doi.org/10.13001/uwnpsrc.2011.3833.

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These courses offer teachers an opportunity to learn about the geosciences and geoscience education through a 3-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2010, two separate courses utilized the UW-NPS facilities. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The first course (end of May) was directed at pre-service teachers enrolled in the Teacher Education program at the Univ. of Nebraska, and included 6 students and 2 observers from other universities. As part of the Nebraska Math and Science Summer Institute (NMSSI) program, the second course (middle June) was directed at in-service teachers, and included 8 participants. The primary aim of this course is to improve educators' ability to teach inquiry, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments.
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 168–69. http://dx.doi.org/10.13001/uwnpsrc.2012.3957.

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This field course offers in-service teachers and pre-service science education majors an opportunity to discover the geological history of the Rocky Mountains and experience inquiry-based geoscience education during a 2-week journey across Wyoming, South Dakota and Nebraska. In 2012 this course utilized the UW-NPS facilities for 3 days in mid-June. The group built upon their growing geological knowledge to investigate the geological evolution of the Teton Range. The 2012 course included six in-service teacher participants (all from Nebraska), two pre-service graduate education majors, and one Geoscience Education Research professor who observed the process. The staff included two instructors and one geology undergraduate teaching assistant. This course is offered through the University of Nebraska-Lincoln’s Nebraska Math and Science Summer Institute (NMSSI) Program. This course improves educators' ability to teach inquiry-based science, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range and catch up on fieldbook notes while sitting at a real table - - a welcome change from our normal campground setting.
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Mohd. Salleh, Umi Kalsum, and I. Gusti Ngurah Darmawan. "Differences between In-Field and Out-of-Field History Teachers Influence on Students Learning Experience in Malaysian Secondary Schools." Creative Education 04, no. 09 (2013): 5–9. http://dx.doi.org/10.4236/ce.2013.49b002.

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Kipkoech, Langat Albine. "Use of Field Trip Method in History and Government Instruction in Secondary Schools." East African Journal of Education Studies 3, no. 1 (April 8, 2021): 70–76. http://dx.doi.org/10.37284/eajes.3.1.316.

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The study’s objectives were to investigate the commonly used methods in History and Government instruction, that is the field trip method. The study adopted a cross-sectional survey design, which employed a descriptive and qualitative survey. The sample was drawn from selected secondary schools in the Bureti district. A sample of 15 schools and 300 form three History and Government students were selected through a stratified sampling method. Purposive sampling was employed to select 25 History and Government teachers. A pilot study was conducted to ascertain the reliability of the instruments. Primary data was collected through the use of questionnaires, while secondary data was derived from documented information from schools’ past academic records and other related documents in the school and District Education Officer’s office. The study revealed that most teachers and students did not use the field trip method, though their views were that the use of the field trip method had more benefits than the teacher-centred methods which they always use. The study recommends that History and Government teachers should increase the use of the field trip method in their classroom instruction. The findings would help teachers to evaluate and improve their teaching methods, focusing mainly on providing learners with opportunities to engage in most of the learning activities
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Filippova, Tat'yana. "Interaction in the Field of Design and Scientific Research Activities of School and University." Profession-Oriented School 8, no. 3 (July 31, 2020): 49–53. http://dx.doi.org/10.12737/1998-0744-2020-49-53.

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Today, one of the requirements of the educational standard and the professional standard «Teacher» for the future teacher is his willingness to organize and manage the project and educational research activities of schoolchildren. This requires the acquisition of experience in the organization of such activities by students, which is noted in the educational standards of higher education in the area of preparation 44.03.01 Pedagogical education (undergraduate level). The article discusses the approaches and substantiates the involvement of undergraduate students in the field of preparation 44.03.01 Pedagogical Education in organizing project and educational research activities of schoolchildren. The experience gained at the faculty of history of Pskov State University is disclosed. An analysis is made of the level of competence formation among future teachers of the history of experience in organizing project and educational research activities of schoolchildren.
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Stolyarenko, T. Ye. "FORMATION OF READINESS OF FUTURE TEACHERS OF HISTORY FOR INNOVATIVE ACTIVITY IN SCHOOL USING THE "PROJECT METHOD"." Educational Dimension 25 (June 23, 2009): 350–55. http://dx.doi.org/10.31812/educdim.6944.

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Article is devoted questions of preparation of the future teachers of history to the qualified activity in the conditions of a modern information field lo information-technical component will be a question of formation of information competence of the future teacher of history, in particular.
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Gustiar, Riski, Kurniawati Kurniawati, and Murni Winarsih. "The Challenges of Teaching Indonesian History in The Teaching Factory Learning Model in Vocational High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 11, 2021): 971–78. http://dx.doi.org/10.35445/alishlah.v13i2.692.

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This study aims to identify teachers' challenges in teaching Indonesian History at SMK using the Teaching Factory learning model. This study uses qualitative methods by taking research at SMKN 28 South Jakarta. The analysis used is the grounded theory approach of Strauss and Corbin. The results illustrate three interrelated things: the Teaching Factory concept, the implementation and challenges faced by Indonesian History subject teachers, and the teacher's efforts to face these challenges. Based on the research results, it shows that the challenge faced by the teacher is the compaction of Indonesian History material in SMK. The teacher must accommodate students who cannot participate in learning activities in class and the absence of teaching materials based on the Teaching Factory. Efforts to answer these challenges based on the research results in the field can be overcome by; adjusting Indonesian History material in vocational schools, providing teaching materials that are easy to understand for students to learn independently, and making learning innovations in the skills process (KI-4).
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Dissertations / Theses on the topic "Out-of-field and in-field history teacher"

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Lindén, Clara. "History matters : A field study about Indian teachers and their outlook on the importance of history." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71131.

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In the light of a Nordic history didactical field this study examines how the Indian teaching practice handles the history didactical field. Why is history important to learn according to Indian history teachers? Which teaching methods and didactical tools do they use to teach history? How do Indian teachers process the use of history in their teaching? The historians Klas-Göran Karlsson and Ulf Zander argues that the mediation of history should take form in such a way where the teachers are aware of the following aspects of history; the use of history, history writing and the link between past, present and future. Through interviews with history teachers in upper secondary school in India, the teachers experience and described teaching practice are discussed and compared with the Nordic history didactical field. The result shows that the described practice and the awareness of history didactical aspects differs from the Nordic theory field. The Indian teachers rather describes a practice of the use of history to form the student’s identities, than teaching about it in an objective way which Karlsson and Zander means is the main importance of history didactics and history mediation.
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Wibaeus, Ylva. "Att undervisa om det ofattbara : En ämnesdidaktisk studie om kunskapsområdet Förintelsen i skolans historieundervisning." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42972.

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The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.
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Melo, Naiane Pereira de. "Trabalhos de campo na semana de recepção de calouros no Instituto de Geociências/USP: institucionalização do ensino de geociências (1972-2012)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21012013-151637/.

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A presente pesquisa discute os trabalhos de campo da semana de recepção de calouros, no Instituto de Geociências da USP, em dois momentos. O primeiro entre os anos de 1978 e 1982 organizados pelos alunos do bacharelado em Geologia, integrantes do Centro Paulista de Estudos Geológicos CEPEGE. O segundo momento para os alunos do curso de Licenciatura em Geociências e Educação Ambiental LiGEA, entre os anos de 2005 a 2012. O principal objetivo deste trabalho é compreender como estas atividades contribuíram e continuam contribuindo com o processo de institucionalização da área de Pesquisa e Ensino em Geociências. Institucionalização é compreendida por nós não só como a criação de uma estrutura física, com normas, regulamentos, leis e estatuto, mas sim em um sentido mais amplo, incluindo, também, comportamentos que materializam valores em um determinado grupo social. Ao longo da pesquisa percebemos que estas atividades introdutórias, cada uma em seu contexto, estão impregnadas de valores e concepções metodológicas, pedagógicas e científicas. Para realizarmos a análise segundo estas dimensões, utilizamos diversas técnicas de coleta de dados como entrevistas, observação participante, anotações e pesquisa em arquivo documental. Assim, procuramos compreender a forma como estes trabalhos de campo foram organizados, utilizando um olhar multidimensional, compreendendo os contextos históricos e concepções educacionais, relacionando com discussões epistemológicas da área. A metodologia de análise de dados foi a Análise Textual Discursiva. Foi possível observar que os trabalhos de campo, tanto do CEPEGE, como da LiGEA, refletem aspectos pedagógicos, processuais de institucionalização e de formação científica, subjetiva e afetiva dos participantes.
This study discusses the field work for the week of receiption of freshmen at the Geosciences Institute of USP, on two occasions. The first between 1978 and 1982 organized by the students of the bachelor\'s degree in geology, members of the Central Geological Survey Paulista - CEPEGE. The second moment for the students of the Bachelor\'s Degree in Geosciences and Environmental Education - LiGEA, between the years 2005 to 2012. The main objective of this study is to understand how these activities contributed and still contribute to the process of institutionalization of the area of Research and Education in Geosciences. Institutionalization is understood by us as not only the creation of a physical structure, with rules, regulations, laws and statutes, but in a broader sense, including also behaviors that embody values in a particular social group. During the research we realized that these introductory activities, each in its context, are imbued with values and methodological conceptions, educational and scientific. To carry out the analysis along these dimensions we use various techniques of data collection such as interviews, participant observation, research notes and document archive. So we try to understand how this field works were organized, using a multidimensional look, understanding the historical contexts and educational concepts, epistemological discussions relating to the area. The methodology of data analysis was the Textual Discourse Analysis. It was observed that the field work, both CEPEGE as the LiGEA reflect pedagogical aspects, procedural institutionalization and scientific training, participants\' subjective and emotional.
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Silva, Sammia Castro. "Campo de saberes da capoeira cearense: um estudo sobre o Centro Cultural Capoeira Água de Beber (2002-2016)." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21800.

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SILVA, Sammia Castro. Campo de saberes da capoeira cearense: um estudo sobre o centro cultural capoeira água de beber (2002-2016). 2016. 170f. - Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.
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This work sought to know pedagogical practices of capoeira from the beginning of the XXI century, capoeira period gained greater political prestige in Brazil and the world due to patrimonialist policies. The methodology used was the Case Study, that is, an intensive qualitative research in documents and oral reports of a certain group of capoeira of the city of Fortaleza, the Cultural Center Capoeira Water of Drink- CECAB. The relevance of this study is to contribute with knowledge about the Field of Knowledge that constitutes this socioeducational space in constant expansion. The data collection process developed from the historical record of aspects of the main projects undertaken by the group which, in addition to the ritualistic practice of Capoeira, also promotes qualification courses, events and shows with a view to researching cultural diversity in a general way and Capoeira. Among the results obtained, we emphasize that the Capoeira Field of Knowledge assumes relations with traditional scientific fields of formal education and with traditional popular knowledge. However, it does not refer to an eminently disciplinary field with rigid and cast structures, but rather a free field of action of charismatic educators with a leadership profile. It is a field in which some knowledges are highlighted according to the collective interests of a given period and the motivation derived from corporal practices, offering subsidies for active and critical teaching proposals. Therefore, we conclude that the projects investigated are collective pedagogical actions that, through public and private resources, perpetuate knowledge about African and indigenous cultural values and elements, from a multicultural perspective.
Este trabalho pretendeu registrar práticas educativas da capoeira cearense a partir do início do século XXI, período em que a capoeira obteve maior prestígio político no Brasil e no mundo em virtude das políticas patrimonialistas vigentes. A imersão nos saberes e modos de ensinar a capoeira foi realizada através de uma análise sobre as práticas educativas do Centro Cultural Água de Beber - CECAB, ou seja, um Estudo de Caso. Portanto, trata-se de uma pesquisa qualitativa intensiva em documentos e relatos orais, cuja relevância consistiu em responder ao seguinte questionamento: Do que é constituído o Campo de Saberes da Capoeira na atualidade? O processo de coleta de dados se desenvolveu a partir do registro histórico de aspectos dos principais projetos empreendidos pelo grupo que, além da prática ritualística da Capoeira, também promove cursos de qualificação, eventos e espetáculos, em uma perspectiva de pesquisar a diversidade cultural de um modo geral e da Capoeira. Entre os resultados obtidos, destacamos que o Campo de Saberes da Capoeira assume relações com campos científicos tradicionais da educação formal e com os saberes populares tradicionais. Contudo, não se refere a um campo eminentemente disciplinar com estruturas rígidas e imutáveis, mas sim um campo livre de atuação de educadores carismáticos e com perfil de liderança. É um campo em que alguns saberes são postos em evidência de acordo com os interesses coletivos de determinado período e pela motivação oriunda das práticas corporais, oferecendo subsídios para propostas de ensino ativo e crítico. Portanto, concluímos que os projetos investigados são ações educativas coletivas que, através de recursos públicos e privados, perpetuam conhecimentos sobre valores e elementos culturais africanos e indígenas, numa perspectiva multicultural.
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Edberg, Mikaela. "India is a secular state : a study of how teachers at Jiva Public School integrate religious education in their subjects." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-524.

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This report is based on a field study that was carried out in India. The aim of this field study is to find out how the religious education is carried out at Jiva Public School in Faridabad. The questions that are tried to be answered are if the teachers at this school integrate religious education in some of their subjects, if they see any problems performing this kind of education and what attitudes teachers’ have towards religious education.

In the presentation of previous research, opinions of several international researchers regarding religious education and their thoughts about how a good religious education can be designed will be made.

The empirical material has been assembled by doing qualitative semi-structured interviews with teachers at the school mentioned above. This kind of method suits well the aim and questions since the focus will be on trying to understand these teachers way to reason and act. When describing the methods, other problems that can occur during a field study are presented.

The results are presented in text but also in diagrams, so that the reader can get a good overview. In the analysis and discussion the results will refer to the previous research.

While analysing the empirical material a result was that a majority of the teachers did not integrate religious education in some of their subjects. They did not see it as their task and they meant that it is less important to get absorbed about people’s different beliefs since India is a secular state. You should not give any religion preference so why should you discuss about religions in your teaching? The focus should instead be on acceptance and to teach the pupils to respect each other no matter what. The teachers that did integrate religion in their subjects did this by celebrating religious festivals within the school. Only two teachers practised “ordinary” lessons when teaching about religions.


Denna uppsats baseras på en fältstudie som har utförts i Indien. Syftet med fältstudien är att undersöka hur religionsundervisningen ser ut på Jiva Public School i Faridabad. Frågeställningarna som ska försöka besvaras är hur lärare på denna skola integrerar religionsundervisning i något av sina ämnen, om de kan se några problem med att utföra denna typ av undervisning och hur lärarnas inställning till religionsundervisning ser ut.

I avsnittet Tidigare forskning redovisas flera internationella forskares syn på just religionsundervisning och hur de tycker att bra religionsundervisning kan vara utformad.

Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med lärare på ovannämnda skola. Denna metod passar syftet och frågeställningarna bäst eftersom fokus kommer att ligga på att försöka förstå dessa lärares sätt att diskutera och agera. I metodavsnittet kommer också andra relevanta problem man som forskare kan ställas inför då en fältstudie skall utföras att tas upp.

Resultatet presenteras i löpande text, men också med diagram för att göra det hela mer överskådligt samt lättförståeligt. I analys- och diskussionsavsnittet kommer resultatet att knytas till den tidigare forskningen.

Vid analysen av det empiriska materialet visade det sig att de flesta lärare inte integrerar religion i något av sina ämnen. Detta på grund av att de ansåg att det inte var deras uppgift. De menade också att det var mindre viktigt att fördjupa sig i vad andra människor har för trosuppfattning eftersom Indien är en sekulär stat. Ingen religion skall ha företräde och varför skall man då diskutera religion i sin undervisning? Istället borde fokus ligga på acceptans och att lära eleverna att bara respektera varandra utan vidare. De lärare som däremot integrerade religion i sina ämnen gjorde detta genom att fira olika religiösa högtider på skolan. Endast två lärare använde sig av ”traditionella” lektioner då de undervisade om religion.

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Schreiner, Stefan. "‚Instrumentalisierte Religion‘ – Juden in Wilna unter deutscher Besetzung während des Ersten Weltkriegs." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2016. https://slub.qucosa.de/id/qucosa%3A34820.

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Mohd, Salleh Umi Kalsum. "An investigation into differences between out-of-field and in-field history teachers’ influence on students’ learning experiences in Malaysian secondary schools." Thesis, 2014. http://hdl.handle.net/2440/85038.

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The focus of this study was to investigate whether there were differences between the way in-field and out-of-field teachers in Malaysian secondary schools perceived and practised History education, and the way their students perceived the teaching and learning of History. In addition, it sought what approaches to learning students adopted in the History classroom, and how far curriculum learning objectives in History had been achieved. The theoretical model developed was drawn from Biggs’ 3P (Presage, Process, and Product) Model of Learning to examine the possible relationships between two sets of variables related to teachers and students. The teacher level variables were teachers’ characteristics, years of teaching (experience), and approaches to teaching, classroom methods, and teaching conceptions. Student level variables related to student characteristics, students’ approaches to learning, classroom climate, and History learning objectives. The study adopted quantitative method to answer three major research questions that were derived from the theoretical model. The respondents involved in this study were drawn from 18 of the 94 secondary schools in Kuala Lumpur, Malaysia. A total of 52 History teachers and 1653 students from year 11 (Form Four) participated. The method involved collecting information from the respondents by using two sets of questionnaires, one for teachers and one for students. A factor analysis of the model constructs based on Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), using Structural Equation Modeling (SEM), was employed to validate the constructs in the survey instrument, by testing their fit in the different measurement models used. Partial Least Square (PLS) and Hierarchical Linear Modeling (HLM) were used for testing the relationships between the variables examined in this study. According to the research results, no statistically significant differences emerged between in-field and out-of-field teachers on a number of key variables, such as approaches to teaching, methods of teaching and students' approaches to learning. On the other hand, there were a number of other variables where the statistical analysis revealed differences between in-field and out-of-field teachers. These included the teacher characteristic of experience, the dimensions of classroom climate, both preferred and actual, especially in relation to the personalisation of teaching in response to students' needs and interests and, most importantly, students' learning outcomes, defined in terms of their understanding and appreciation of the objectives of the History syllabus they were studying. Despite the limitations of data being gathered only from Kuala Lumpur secondary schools, the results of this study provide some justification for the steps taken by Malaysian government to employ out-of-field History teachers in secondary schools in Malaysia. It is a policy which can be continued, provided the issues surrounding out-of-field History teachers discussed above are properly understood and appropriately handled.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2014
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"Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers." Doctoral diss., 2010. http://hdl.handle.net/2286/R.I.8824.

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abstract: Previous studies have shown that adequate content knowledge is a necessary, but not sufficient, requirement for affective teaching. While legislation requests teachers to be "highly qualified" in a subject area, such as physics, many teachers are frequently asked to teach in an area when they are not certified through a teaching license to do so. This study uses mixed methods to examine the knowledge of beginning physics teachers. Through semi-structured interviews, classroom observations, and concept maps, the pedagogical content knowledge, subject matter knowledge, and practices of three groups of beginning secondary physics teachers were explored. Data were analyzed qualitatively using cases and quantitatively using descriptive statistics and t-tests, the results of which were combined during the interpretation phase of the research process. The study indicated that, over the first two years of teaching, the in-field group of teachers showed stronger physics content knowledge, a consideration for student difficulties with physics topics, and a positive shift in pedagogical content knowledge impacted by working with students, as compared to the rest of the teachers in the study. This research has implications in the development of secondary physics teachers and in the field of physics education research. Specifically, this research has implications in the physics content support for beginning secondary science teachers, the novice/expert research in physics education research, and the pedagogical preparation of undergraduate students, graduate students, and faculty in physics.
Dissertation/Thesis
Ph.D. Curriculum and Instruction 2010
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TUNG, RU-YUN, and 董如筠. "A Study on The Scale of Junior High School Social Field Teacher's Acceptance Toward History Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3zvv3a.

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碩士
東海大學
歷史學系
105
Abstract The objective of this study was to use Gee-Wen Ding’s article (2011) “A study of the relationship between lifelong learning literacy and professional attitude of public junior high and elementary school teachers” as a framework, and adopt a rigorous approach to compile the scale of junior high school social field acceptance toward history teaching. To conduct the research, a questionnaire was developed to survey on the sample space with 500 junior high school students. The study consists of three stages: topics of the scale development with skewness and kurtosis analysis, exploratory factor analysis, and confirmatory factor analysis. The research results indicate the scale contains three factors: cognition, affection, and skills respectively. There is a total of 12 topics included in the scale. The scale shows good reliability and validity; but some of the indicators for goodness of fit do not meet the standard. Conclusions: The study shows that the compiled scale is suitable for the measurement of the junior high school social field acceptance toward physical education. In the applied analysis, it was found that the three factors of the scale were both reliable and valid in skewness and kurtosis analysis, Exploratory factor analysis, and confirmatory factor analysis. Suggestions: Some division or topics of the scale were not comprehensive enough, future study may correct or improve these variables to make the measurement using the scale more accurate.
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CHUNG, SHIU CHIN, and 許金鐘. "Study on Utilization of Resources from Local Cultural and History Workshops by Elementary School Teachers to Carry out Outdoor Homeland Education in Taoyuan County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/31358742626869585948.

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碩士
國立臺北教育大學
社會科教育學系碩士班
94
Abstract The purpose of this study is to understand how elementary school teachers in Taoyuan County utilize resources from local cultural and history workshops to carry out homeland education. This study surveyed cultural and history researchers and elementary school teachers by questionnaire to understand their opinions on cooperation model, and explore the cooperation, resource demands, activity planning, cooperation strategies, cooperation values, and related affecting factors. Also, along with participation, field observation, and teaching, this study probed into the core of problems, in hope to develop a feasible teaching activity plan. The subjects of this study were elementary school teachers in Taoyuan County, 300 subjects were selected by strategies random sampling based on school scale and region. A total of 268 questionnaires were returned, and the valid return rate was 89%. The data were analyzed with descriptive statistics and One-way ANOVA, and the following results were reached: 1.Cultural and history workshops in Taoyuan County are willing to provide resources to assist in outdoor homeland education, and believe that there is demand for the resources. Concerning cultural heritage, most of the cultural and history researchers are willing to cooperate with interested teachers for voluntary service. 2.Elementary school teachers gain resources of cultural and history workshops mostly from the Internet, and mostly contact the researchers by telephone. The outdoor homeland education is usually about 3~5 hours, and integrate social studies subject. The teachers believe that the most valuable part of this cooperation model is “cultivating students’ love and care for their homeland”, “supplement teachers’ weakness in homeland education”, and “combining in-class teaching and outdoor teaching”. 3.Elementary school teachers believes that the factors affecting this cooperation model include “large class scale”, “lack of knowledge in homeland”, “lack of funding from the school”, and “cultural and history researchers are lack of channels to participate in school teaching”, among which, teachers’ competency is the most critical factor. 4.Teachers should invite cultural and history researchers in the community to participate in outdoor homeland education, and act as teaching guide and maintain the order of students. The cooperative and interaction could help to promote homeland education. 5. The teaching activity plan developed by this study includes: “careful pre-planning”, “complete preparation”, “effective teaching”, and “thoughtful review”. Based on the results, the following suggestions are proposed: 1.The education bureaus should allot special budget to fund the utilization of the resources from cultural and history workshop. 2.School administration should improve the support to teaching and relieve the burden of students. 3.Schools should actively invite cultural and history researchers to participate in homeland education training for teachers, in order to enhance teachers’ knowledge in homeland education through communication. 4.Teachers should evaluate the teaching activity after outdoor homeland education, and improve the teaching effect.
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Books on the topic "Out-of-field and in-field history teacher"

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Leonova, Anna, Larisa Baykova, Galina Vyalikova, and Svetlana Ermolaeva. Development of the concept of teacher personality formation in the history and theory of higher pedagogical education in the 90s of the twentieth century. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876370.

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The monograph provides a historical and pedagogical analysis of the development of the concept of the formation of the teacher's personality in the 90s of the twentieth century. The main directions, stages and trends of its development in the theory of higher pedagogical education in the specified period are presented in a generalized and holistic form. New materials have been introduced into scientific circulation, revealing the essence of the development process of the concept of teacher personality formation, obtained as a result of the use of a set of research methods. It is intended for researchers in the field of education, teachers, graduate students and students of higher pedagogical educational institutions, employees of the system of training and retraining of pedagogical personnel.
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Out of left field: Jews and Black baseball. New York: Oxford University Press, 2011.

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Universität Frankfurt am Main. Frobenius-Institut, ed. Out of our minds: Reason and madness in the exploration of Central Africa : the Ad. E. Jensen lectures at the Frobenius Institut, University of Frankfurt. Berkeley: University of California Press, 2000.

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E, Israel Susan, and Monaghan E. Jennifer 1933-, eds. Shaping the reading field: The impact of early reading pioneers, scientific research, and progressive ideas. Newark, DE: International Reading Association, 2007.

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Shirshov, Vladimir. The history of social work. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989564.

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The tutorial describes the stages, forms and models of the formation and development of social work in Russia and abroad. Describes the main concepts of international legal norms, principles, trends and problems of development of social work. Reflected the ideas of outstanding teachers, psychologists and political figures that have influenced the formation and development of social work in our country and abroad. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for teachers, students studying the discipline "History of social work" the main educational programs of baccalaureate Social work, graduate students and others working in the field of social pedagogy and social work.
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Orehova, Elena, and Lyudmila Polunina. History and current state of youth policy abroad. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1023713.

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The textbook is an innovative presentation of the discipline program "History and current state of youth policy abroad". The authors consider the process of formation and development of youth policy of the leading world powers in a broad socio-cultural context, relying on numerous authentic sources and relevant documents of international organizations devoted to social policy and sociology. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of higher educational institutions studying under bachelor's degree programs in the field of training 39.03.03 "Organization of work with youth", and will also be of interest to specialists in the field of state youth policy and work with youth, teachers of humanities, researchers.
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Tales out of school: Gender, longing, and the teacher in fiction and film. Carbondale: Southern Illinois University Press, 1999.

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Gardiner, Di. Constructing the field of education as a liberal art and as teacher preparation at five Western Australian universities: An historical analysis. Lewiston, N.Y: Edwin Mellen Press, 2011.

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Karnaukh, Nadezhda. History of training University teachers in Russia in the XIX century. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/23364.

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The monograph attempts to use a retrospective analysis to find out the factors that influenced the formation of the system of training Russian teachers for Russian universities in the XIX century, to consider the stages passed by this system, to systematize the requirements for the professionalism of a Professor at a Russian University in different historical periods. The book is addressed to high school teachers, graduate students, and undergraduates.
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Gagarina, Larisa, Grigoriy Kuznecov, Evgeniy Portnov, and Anna Doronina. Introduction to information and communication technologies. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1189946.

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The textbook examines the main milestones in the history of the development of information technologies, computing and computer technology abroad and in Russia. Special attention is paid to the methodology of scientific research in the field of infocommunications. The current sections of the development of telecommunications technologies in the field of multimedia networks and network operating systems are presented. In order to develop practical skills, a laboratory workshop is given. Meets the requirements of the federal state educational standards of higher education of the latest generation. For senior students of technical specialties, postgraduates, researchers, teachers of higher educational institutions, students of advanced training institutes.
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Book chapters on the topic "Out-of-field and in-field history teacher"

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Pop, Fom. "20. A Concise History of Modern Art." In Studies out in Left Field, 121. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.63.31pop.

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Zhang, Di. "Out-of-School Child Entering Sports Field." In An Oral History of the Special Olympics in China Volume 2, 133–78. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5128-4_4.

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du Plessis, Anna E., Linda Hobbs, Julie A. Luft, and Colleen Vale. "The Out-of-Field Teacher in Context: The Impact of the School Context and Environment." In Examining the Phenomenon of “Teaching Out-of-field”, 217–42. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3366-8_9.

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Goos, Merrilyn, and Aoife Guerin. "Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 311–32. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_15.

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AbstractThe study that we report in this chapter contributes to our broader research agenda for evaluating the impact of a national professional development programme that upskills out-of-field post-primary mathematics teachers in Ireland. The aim of the study was to compare the self-efficacy beliefs, perceived and observed classroom practices of six post-primary mathematics teachers (three groups of 2) who were either out-of-field, upskilled via the professional development programme, or in-field. The teachers completed surveys of their self-efficacy beliefs and approaches to teaching mathematics. Video recordings of three mathematics lessons taught by each teacher were analysed using the Productive Pedagogies classroom observation framework. The findings showed that there were similarities and differences between the three groups of teachers; however, the upskilled teachers were developing self-efficacy beliefs and pedagogical practices that are similar to those of in-field teachers of mathematics.
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Bosse, Marc, and Günter Törner. "Teacher Identity as a Theoretical Framework for Researching Out-of-Field Teaching Mathematics Teachers." In Views and Beliefs in Mathematics Education, 1–13. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_1.

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Plumpe, Werner. "1968 and German Firms: On Marking Out a Field of Research." In German Economic and Business History in the 19th and 20th Centuries, 137–66. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51860-6_6.

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Müller, Francis. "Methods and Aspects of Field Research." In Design Ethnography, 31–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60396-0_5.

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AbstractThis chapter lays out the history of ethnography, which began with travel narratives in antiquity and came to be used as a method in anthropology and urban sociology in the early twentieth century. Discussed, among other things, are the researcher’s role in the field and ethical considerations, as well as methods such as observation, interviews, digital, visual, and participatory ethnography, and the question of the documentation of design ethnography research. These are dealt with here within the specific context of design ethnography, which is usually significantly shorter in duration than the typical ethnographies in anthropology and cultural sociology and may seek not only to investigate a situation but also potentially to alter it.
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Franco Harnache, Andrés. "“Mostrar, no decir”: The Influence of and Resistance Against Workshop Poetics on the Hispanic Literary Field." In New Directions in Book History, 325–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_14.

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AbstractUntil recently, due to the Romantic imaginary of the artist-as-genius, the Hispanic literary tradition has been wary of a literary advice industry or academic programs of creative writing. This wariness hindered the professionalization of Hispanic authors, but at the same time it kept Hispanic literature out of anglicized uniformity which permitted, by the mid-twentieth century, a reinterpretation of western literature by writers such as Gabriel García Márquez, Jorge Luis Borges, and Mario Vargas Llosa. Nonetheless since the early 2000s a series of MFA programs in creative writing, first in the United States, but more recently in Latin America and Spain, have been changing Hispanic literature. These programs, with syllabi imported from the Anglophone canons, have influenced a new generation of writers who mirror the English savoir-faire and reject their own literary traditions, which were more experimental, less rooted in realism, and even somewhat baroque. There is, however, also resistance in the field, where workshop-inspired developments coincide with a return to a more Hispanic tradition of innovation.
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Almquist, Heather, Lisa Blank, Jeffrey W. Crews, George Stanley, and Marc Hendrix. "Field-Based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies." In Teaching Science and Investigating Environmental Issues with Geospatial Technology, 35–50. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-90-481-3931-6_3.

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Grauby, Françoise. "The “Ready-Made-Writer” in a Selection of Contemporary Francophone Literary Advice Manuals." In New Directions in Book History, 199–216. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_8.

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AbstractThis chapter explores the concepts of discursive and non-discursive ethos, as well as the notion of authorial stance (posture) as defined by Jerôme Meizoz (2007; 2011) in order to analyze the figure of the “ready-made-writer” in French manuals and writing guides at the beginning of the twenty-first century. “Authorial stance,” “ethos,” and “persona” are all terms that take stock of the way in which authors declare themselves writers in the literary field. For Meizoz, posture begins at the moment of publication, that is, at the moment of the official recognition of the author. A close reading of some recent French writing manuals, however, reveals the outline of an implicit portrait of the author budding into a legitimate artist and credible writer, and contains indications on how to carve out a space of creation for oneself. The identities presented by the manuals are shaped by literary models and invested by a collective imaginary. They conform to culturally accepted archetypes, because “becoming a writer, and doing the work of a writer are part of the same phantasm” (Ducas 2002). Learning the craft of writing thus also entails acquiring a corporeal dramaturgy or an “auctorial scenography” (Diaz 2009) which is a prerequisite for creation. This can be achieved by going through various authorial stances, from “visionary” to “apprentice” and “manager of one’s own small enterprise.”
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Conference papers on the topic "Out-of-field and in-field history teacher"

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Yadali Jamaloei, Benyamin. "Lessons Learned from History-Matching the First Out-Of-Sequence Fracturing Field Test in North America." In Abu Dhabi International Petroleum Exhibition & Conference. Society of Petroleum Engineers, 2019. http://dx.doi.org/10.2118/197227-ms.

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Pop, Ioan-Nicolae. "Names of rhetoricians in the field of religion." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/65.

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This study is aimed at interpreting names and naming in relation to the founders of Christianity and to investigate theological figures who are a part of the cultural-spiritual heritage of the Primordial Church, by carrying out a biographical incursion into their lives. The saints described in this paper built Christianity by means of perfect synergy between fact and word, as their names have continued to exist across the centuries. In the present paper, we propose an inventory of some of the most important names of all time and their analysis from the perspective of onomastics. Thus, Eastern and Western Christianity meet through the common saints who act as patrons of their spirituality, testifying over the centuries to the fact that while the present may divide us, the past unites us. Christian rhetoricians enrich the word and the Church through their life and work, as vehicles through which creative grace is manifested. The corpus was taken from specialized studies, such as dictionaries of theology, biographies of saints, onomastic dictionaries. Methodologically, the paper employs precepts from the following fields: onomastics, theology, anthroponymy, cultural anthropology, the history of churches, rhetoric.
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Gaidamashko, Roman V., Olga N. Krylova, and Alexander N. Levichkin. "About the conception of the Dictionary of Pinega dialects." In Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-62.

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The report will consider the main rules used in compiling the Dictionary of Pinega dialects. The dictionary is created on the basis of the card index, which was collected by students and teachers of Leningrad State University under the leadership of G. Ya. Simina in the 1950s – 1970s. Also, folklore data, local history literature, field data are used as sources.
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4

Kurniawan, Andhy, Reffi Erany, Artur Aslanyan, Danila Gulyaev, Sameer Joshi, and Guruh Ferdyanto. "Reservoir And Production Characterization Through Multi-well Pressure Deconvolution Analysis to Optimize Field Development Strategy in Pematang Lantih Field, Jambi." In SPE/IATMI Asia Pacific Oil & Gas Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205810-ms.

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Abstract Target reservoir and production characterization study was carried out in Pematang Lantih field, Jambi, Indonesia. The Talang Akar Formation has 10 underlying reservoirs from 600 m to 900m TVDSS. This multi-layers sandstone structure is driven by regional tectonic stress and complicated by several faults. Sharp oil well production decline was observed during 3 years period since initial production in 2015, with GOR increase. Arresting production decline was the key objective for efficiency increase, hence improved reservoir characterization was needed, as cross-well reservoir properties/interference were unclear. Multiwell Retrospective Test (MRT) is a recent development used to study reservoirs by carrying out automatic matching of historical production rates and bottom hole. It provides practical, fast yet robust analysis for reservoir evaluation. It can quantify inter-well pressure interference and evaluate cross-well reservoir properties. The main goal of this study was to get better reservoir understanding and evaluate ability of this technique to deliver additional value at current reservoir conditions, considering initial data availability/quality. The key technology element used is multi-well pressure deconvolution, which is a highly parallelizable decoding algorithm running on multi-core workstation. The analysis is carried out on historical well pressure and production data. Hence no field operation is needed and there is no production deferment since it does not require additional field data acquisition. The technique delivers formation pressure history and productivity index history in tested well reconstruction. It is also proficient to reconstruct cross-well interference and estimate cross-well transmissibility from offset wells towards the tested well. Another result is evaluation of formation pressure decline impact on oil production of the existing wells. The study area has reservoir pressure that dropped below bubble point and continues declining. Historical data over 3 years, from a cell consisting of 4 producers was analyzed using this technique. The analysis found uniform formation transmissibility between the analyzed wells at Pematang Lantih field. Transmissibility was estimated by analyzing cross-well transient responses (CTR) calculated with multi-well deconvolution. CTR is a function representing BHP response to neighbor well single rate production. CTR is interpreted with interference test technique thus estimating transmissibility values. The analysis result confirmed that all 3 offset wells have a pressure impact towards the pressure-tested well (PLT-X) with quantified values. Connectivity analysis showed the expectation of rapid production decline if there was no pressure maintenance system. The recommendation was to estimate the economics of pressure maintenance system implementation in order to improve production performance. By using multi-well deconvolution analysis, the entire 3-years cell production history was converted into a single unit-rate pressure transient that enabled deep reservoir investigation and calculation of field reserves undisturbed by dynamic well boundaries.
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Yeshayahu, Shai, Eric Strain, and Maria University of Las Vegas Nevada. "No Time to Think: A Theory about What Architects Do in the Age of Artificial Intelligence [AI]." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.36.

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History tells us that the nine-square grid did not ignite the education of an architect,1 blobitecture did not stifle it,2 and DIY software is not killing the profession.3 Instead, the duration of time allotted to aggregate knowledge and implement research in both learning and practice is under attack. At risk is the logic for how humans cede cognitive praxes to machines.4 In other words, for space thinkers and designers, the time to out-put results is vastly shrinking, challenging the ways we teach, learn, and gain the ability to apply innovative research outputs mindfully. Should having no time to evaluate and assimilate the particularities of our cognitive experiences in meaningful ways worry us? The answer is an emphatic Yes! At the crux of this response lies the claim that Artificial Intelligence [AI] and deep learning are singularly computational systems capable of evolutionary acts and random mutations that will continuously deliver optimal answers upon request. 5 How and in what ways has Architecture (AIA 2018) concede that design development, construction documents, and building construction are a mundane task, left for machines to execute in the absence of design innovators? If so, what are the tasks of architects, and how will innovation and creative-thinking continue to evolve beyond AI?
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Helmy, Mohmed, Rouhollah Farajzadeh, Adnan Al Maqbali, and Mohamed Sabahi. "Sultanate of Oman Giant Fractured Carbonate Field, Fracture Model Impact on Understanding Field Connectivity from Seismic to Flow." In SPE Conference at Oman Petroleum & Energy Show. SPE, 2022. http://dx.doi.org/10.2118/200154-ms.

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Abstract The paper presents an integrated reservoir modeling (IRM) of a giant complex fractured carbonate reservoir to get insights about the reservoir's displacement process. Historically the field has undergone many recovery mechanisms, nowadays two still remains: Gas-Oil Gravity Drainage (GOGD) and waterflood. A major change in understanding the vertical connectivity of the different reservoir units henders the future development options. A decision-based approach was followed to select an economically feasible field development option. Selection of economically feasible development option need; field performance review, full frame structure and geological model is built, ideal conceptual sector models sliced from the full frame structural model and numerical dynamic simulation is carried out with different development options (water injection (WI), gas oil gravity drainage (GOGD) and mixture of WI and GOGD). Understanding the fluid flow behavior in fractured carbonate reservoirs is complex and challenging. The complexity directly linked to the understanding of the fracture hierarchy and connectivity. The field development plan at the time of analyzing the field data was water injection with very good recovery factor that cannot be explained by the injected water pore volume. Applying the integrated reservoir modeling (IRM) procedures, full filed performance review is carried out, update of subsurface models with different fracture model realizations and run numerical dynamic simulations over idealized conceptual models with different development options. Full filed history match is carried out on the selected development option. Front Loading and data analysis is key for successful modeling strategy, the main uncertainty is the fracture distribution, better understanding of the reservoir units cross flow, understand the effect of different development options on recovery factor in significantly short time and create reasonable scenarios of subsurface. Well performance showed some effects of water injection. Gas oil gravity is the dominant recovery process. Gas recirculation of shallow wells have negative effects on the GOGD process. Adding water injectors with continuous gas injection has negative effects on the recovery factor. The fracture hierarchy is key to understand the subsurface. All the studied reservoir units are in communication via fracture corridors. The main recovery mechanism is gas oil gravity drainage (GOGD). WI may have local effects but as development concept it will not add value. Well location relative to fracture corridors is critical to achieve better history match. Water injection has negative effect on field recovery and operationally (WRFM). Filed operation optimization (optimize gas injection) can result in maintain the same rate with lower CPEX and OPEX (Capital spending efficiency). This paper presents significant importance understanding the integration and clear vision of the modeling strategy that saves effort and money.
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Santamaria, Giovanni. "Merging Thresholds and New Landscapes of Knowledge." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.11.

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It has become extremely important to revisit our teaching methodology along with pedagogical contents and objectives, in consideration of the impressive and sometimes overwhelming progress that the technology available to document, analyze and represent the complexity of our built and natural environments has reached, and also the role that it has been proactively playing in affecting our way of thinking, designing and building. A renewed “theory of formativity” (Pareyson)1 styles a knowledge that is generated by a constantly transforming process of “making,” in which methodologies, theoriesand learnings arise within the actions of designing and building, and mostly because of the making. Following the etymology of the Greek world2, this making could be understood as poetic way of actively participating to the changes of our environment. If we look carefully, this approach to structure the knowledge has been deeply rooted in the history and legacy of the most relevant architects and designers, as ontological condition imbedded also into the idea of progress. We have been witnessing several experimentations that have been capable of bringing theoretical explorations, such as the ones from the fields of philosophy and literature, into the realm of design and space making. These explorations reach various degrees of quality, but nevertheless they provide openings to further interesting discussions. An example of this sort could be among others, the collaboration between Eisenman and Derrida for the design proposal for Parc de la Villette in Paris of 19873, where the memory of the proposals for Cannaregio in Venice or the project “Romeo and Juliet” in Verona, are considered within the philosophical background of the criticism to the structuralism, and the projection towards a horizon of deconstruction. This concept migrated from the realm of thinking, to the one of designing and form making, in its highest sense, giving strength to role and identity within the field of architecture, of the idea of “fragment” and “text” often interrupted, following Lyotard’s suggestion4, as expression of the post-modern dimension.
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Zhang, Lina, Heng Zhang, Jintong Hu, Songjie Zhang, Wenling Yang, Changlu Yang, Xueliang Yu, Yuhong Hao, and Bin Wang. "Successful Application of Fishable and Sectional ESS Completion Technology for Sand Control _ A Case History in SHAD Field." In IADC/SPE Asia Pacific Drilling Technology Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/209868-ms.

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Abstract SHAD oilfield, located in one of the fields with the highest onshore production in the Middle East; more than 70% of its production wells are flowing wells, with an average single well production capacity of more than 3000 bbl/d. Its main oil production formation is loose sandstone reservoir. The completion style of its production wells are generally completed casing perforation, and sand production is obvious after a period of exploitation. In the process of production, sand cleaning and sand discharging are often needed in the perforated section of oil well; however, after 3-5 years of production, serious sand burial still forces developers to give up the original production formation. In addition to the problem of sand production, there are many complex layers, some of them are oil-water layer, and the increase of water in the liquid production gradually affects the well flowing. Fishable and sectional expandable sand screen (ESS) completion technology is developed to deal with sand production and the increase of water production. The upper of the original production formation of the old wells is as the new production formation. The new formation is divided into several sections due to different physical properties. Perforation is carried out at the same time for all sections. After this, each the ESS completion string is run into each section. The top sealing hanger and the bottom packer will seal each ends of the annular between ESS and perforating casing, thus to form independent production section. In later process of production, plugging tools is run for sections if needed, so as to realize selective open/ close of different sections. Special fishing tools are developed, combined with the mechanical plastic characteristics of ESS, which can realize the fishing of the completion string. This solves the problem of fishing long string, and provides good conditions for subsequent operations. The research results show that two good results are obtained. One is that arranging several sections of ESS completion strings in the old well bore gives full play to the characteristics of ESS with strong flow capacity, good sand control effect, and is suitable for sand control in high-yield wells. The other is that selective open/close is realized for different sections which meets the sand control and production needs of in SHAD oilfield. The research results have applied to 9 wells in SHAD oilfield, and the success rate is 100%. Among them, one single well is divided into three sections, and the production is stable, the sand production is near to 0, and the sand control effect is significant. The successful application of this technology fills up the gap of multi-stage ESS completion in the Middle East.
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Ismagilov, Ruslan Faritovich, Irina Aleksandrovna Chernykh, Andrey Sergeevich Chukhlov, Sergey Evgenievich Nikulin, Danila Nikolaevich Gulyaev, and Linar Airatovich Zinurov. "Optimization of the Reservoir Pressure Maintenance System in a Low-Permeability Carbonate Field." In SPE Russian Petroleum Technology Conference. SPE, 2021. http://dx.doi.org/10.2118/206507-ms.

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The investigated field is located in the Solikamsk drawdown in the northeast of the Perm Territory. The oil content level of this field is composed of Tournaisian-Famennian, Radaevsky, Radaevian, and Tula formations. This article will analysis carbonate deposits from the Tula formation using the multiwell retrospective testing (MRT) technology. Currently, the development system has been already formed, and there is ongoing compaction drilling and targeted drawdown increase that is carried out at certain wells. A pressure support system has been formed. Before the surveys have been conducted, there was a trend in production decline, for reasons that are currently unknown. To identify the causes of production decline at the carbonate reservoir in the field, special technology was used to analysis production history data and bottom hole pressure - this technology is called multiwell retrospective testing (MRT). Four sections were selected for further analysis, MRT was able to reconstruct the reservoir pressure variations and production coefficient at the tested well, the influence of the offset wells on the tested wells has been evaluated, along with transmissibility at the cross-well interval and well-bore skin of the tested wells.
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Shelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.
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Reports on the topic "Out-of-field and in-field history teacher"

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Zhylenko, Tetyana I. Auto Checker of Higher Mathematics - an element of mobile cloud education. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3895.

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We analyzed the main cloud services in the article. We also described the main contribution of mobile cloud technology to education. The article presents the author’s development from the field of mobile cloud education in higher mathematics. The design architecture of this application is described in detail: QR generator and scanner, authorization, sending tasks. Block diagrams and images are presented that clearly demonstrate the operation of the application. We showed an example of solving the integral from the section of integral calculus for higher mathematics and showed how to download the answer in the form of a QR code and find out whether it is correct or incorrect (this can be seen by the color on the smart phone screen). It is shown how this technology helps the teacher save time for checking assignments completed by students. This confirms its effectiveness. Such an application provides students and teachers with the ability to store and process data on a cloud computing platform.
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Leis, Sherry, and Mary Short. George Washington Carver National Monument plant community report: 2004–2020. Edited by Tani Hubbard. National Park Service, December 2021. http://dx.doi.org/10.36967/nrr-2288500.

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The Heartland Inventory and Monitoring Network completed its sixth year of plant community monitoring at George Washington Carver National Monument in 2020. Plant community monitoring focused on the restored prairie community. We visited seven monitoring sites in each of the six years and collected data on plant species and ground cover. In this report we also included two environmental factors—precipitation and recent fire history—to better understand the vegetation community status and trends. Since 2000, precipitation has often been below the 30-year normal. Moreover, annual precipitation was below normal for all but one of the monitoring years. We found that the drought in 2012 stood out as possibly influencing plant guild cover. Although prairies are adapted to drought, further analyses might reveal more about the role of climate change in these vegetation communities. Fire management also plays an important role in shaping plant communities. Prescribed fire occurrence became more frequent and consistent through the period of plant monitoring. Additional treatments, including herbicide and mowing, also supported a healthy prairie. The prairie plant community continues to be moderately diverse despite recent increases in tree seedlings and small saplings. Species richness in 2012 was different than in two of the six years monitored. However, diversity indices (H′ and J′) were very similar across monitored years. Species guilds (also known as functional groups) exhibited differing patterns. Woody plants, long a concern at the monument, were statistically similar across years. In 2020, grass-like species increased, but grass species appeared to have declined below prior years. Grass cover in 2004 was statistically different (greater) than in 2008 and 2020. The reasons for this are not clear. Of particular interest to the park is the status of two sumac species (Rhus glabra and R. copallinum). These species were in decline as a result of focused management actions since 2012. However, the blackberry species (Rubus spp.) seemed to be replacing the sumac in some sites. In 2020, nonnative species richness and cover were below peak levels, demonstrating management actions have been successful in maintaining low levels. The vegetation monitoring protocol experienced some changes between 2004 and 2020. A key difference was a shift from sampling twice during the field season to sampling only once in a monitoring year. Although a decline in species richness was anticipated, that pattern was not apparent. However, the abundance of grasses may have been affected by the shift in seasonality of sampling. Additionally, we remedied inconsistencies in how tree regeneration was recorded (stem tallies in some cases and cover estimates in other cases). We converted all cover data to stem tallies and density was calculated to be consistent with the protocol. The monument has had success with coordinating fire management and invasive species management. A decrease in sumac across the prairie is evidence of this success. These actions will continue to be important for maintaining the prairie in good condition into the future.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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