Journal articles on the topic 'Proposal of new strategies and pedagogies'
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Cenoz, Jasone. "Translanguaging pedagogies and English as a lingua franca." Language Teaching 52, no. 1 (September 5, 2017): 71–85. http://dx.doi.org/10.1017/s0261444817000246.
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Multilingualism is widespread in the world today and English is, in many cases, one of the languages in the multilingual speaker's repertoire. English as a lingua franca (ELF) is used by multilingual speakers who can also communicate in other languages and use their multilingual and multicultural resources in creative ways. This paper aims at exploring the relationship between recent trends in multilingualism, particularly the proposal ‘Focus on Multilingualism’ and ELF. After a brief presentation of multilingualism as related to globalization and super-diversity, there will be an examination of the new trends that bring together the study of multilingualism in education and ELF. Then, similarities and differences between the two are discussed as related to the emerging paradigm that takes into consideration a new vision of language, speakers and repertoires and has translanguaging as a key concept. Translanguaging pedagogies based on the multilingual learner's repertoire are also discussed. The last section looks at achievements and challenges presented by the synergies that have been created and reinforced.
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Tarlau, Rebecca Senn. "The Social(ist) Pedagogies of the MST: Towards New Relations of Production in the Brazilian Countryside." education policy analysis archives 21 (April 30, 2013): 41. http://dx.doi.org/10.14507/epaa.v21n41.2013.
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This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities’ survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists—Paul Willis, Paulo Freire, and Antonio Gramsci—are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST’s social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST’s educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.
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Chan, Angel. "Transnational parenting practices of Chinese immigrant families in New Zealand." Contemporary Issues in Early Childhood 19, no. 3 (February 1, 2017): 219–30. http://dx.doi.org/10.1177/1463949117691204.
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This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.
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LoPresto, Michael C., and Timothy F. Slater. "A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy." Journal of Astronomy & Earth Sciences Education (JAESE) 3, no. 1 (May 31, 2016): 59. http://dx.doi.org/10.19030/jaese.v3i1.9685.
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Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning approaches, pre-test to posttest learning gains for students receiving instruction on introductory astronomy solar system topics through a combination of collaborative learning activities and formative assessment-driven activities were compared to the gains of students being taught the same topics by traditional lectures only. After traditional lectures, students improved from a pre-test score of 42% (n=144) to 49% (n=49). After lecture tutorials and classroom voting response systems improvement was to 73% (n=72) Using a multiple-group comparison approach, similar earning gains were also observed when using visual-assessment and tutorial activities. Moreover, data from a Likert-style attitude survey of 264 undergraduates showed that, although they did not report a clear preference for one instructional mode over the other, the majority of students believed that the active and collaborative nature of the activities helped them learn. The results of this study add weight to the notion that most modern pedagogies are superior to traditional lecture, and that although the relative impacts of particular pedagogies are mostly indistinguishable from one another, they are all are better than traditional lecture alone.
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Sharma, Ramesh Chander, and Suresh Garg. "Technology 4.0 for Education 4.0." Revista da FAEEBA - Educação e Contemporaneidade 30, no. 64 (November 19, 2021): 198–209. http://dx.doi.org/10.21879/faeeba2358-0194.2021.v30.n64.p198-209.
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There is no denying the fact that education is the greatest tool to solve our problems. Education has been transformed from centuries in its form, levels, and format. Depending upon our needs and times, be it peace or exigencies (natural or human induced), educational pedagogies, assessment strategies, infrastructural provisions, student enrolment, faculty recruitment, finances, knowledge management and technology adoption, all have changed over a period of time. Such change in teaching and learning practices is constant. Flexibility of operations, rapidity of knowledge generation and transfer, creative practices and spatial arrangements have given rise to innovations in education. New pedagogies and technologies have opened up new possibilities. Students are offered new learning paths. This article discusses the innovations, challenges and opportunities as presented to us by the technology 4.0 for education 4.0.
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Arbelo-Pérez, Marta, Yaiza Armas-Cruz, and Antonio Arbelo. "Environmental strategy and firm performance: A new methodological proposal." Agricultural Economics (Zemědělská ekonomika) 68, No. 8 (August 25, 2022): 283–92. http://dx.doi.org/10.17221/137/2022-agricecon.
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Environmental strategies and their effects on firm performance are receiving increased attention in the literature, but the results are inconclusive. To fill this gap, we propose to evaluate the effect of environmental strategies on firm performance, thereby making two significant contributions. The first is the use of Bayesian techniques to estimate a stochastic frontier model with random coefficients to evaluate the relationship between environmental strategies and performance at the individual firm level, thus adequately incorporating heterogeneity; the second is the adoption of profit efficiency as a measure of firm performance. To test this idea, we studied the effect of a set of pollutants on profit efficiency in a sample of livestock firms in Spain. The results reveal that i) the success of environmental strategies depends on the properties and internal characteristics of each firm and the environment in which it operates and ii) the mean efficiency is 55.80%, which implies that these firms are losing on average 44.20% of their maximum potential profit. These results have significant strategic implications for firms' ability to achieve a competitive advantage.
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Iucu, Oana. "New challenges in teaching and learning of administrative studies – Digitisation / digitalisation and innovative pedagogies." International Journal of Learning and Teaching 13, no. 3 (July 26, 2021): 125–32. http://dx.doi.org/10.18844/ijlt.v13i3.5378.
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The very rapid transition to the online teaching and learning system, without sufficient training and not proper adapted to the educational needs of students (already migrated to virtual environments and digital tools), has produced some visible dysfunctions, especially in informal interactions with students. Dimensions investigated using a methodology based on the survey’s technique aimed at types of academic activities carried out during the period dedicated to online activities, participation in online activities of ‘synchronous’ type – face to face – categories of online applications used, types of platforms for asynchronous activities and classical teaching strategies most commonly used in association with online educational techniques. The population was represented by students and teachers from the fields of study administrative studies and academic categories that will provide a serious input for formulating conclusions. We propose to launch a practical module for the training of university professors on the innovative pedagogies applied to the administrative sciences and law academic fields. Keywords: Teaching and learning, administrative studies, digitalisation / digitisation, innovative pedagogies.
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Naiditch, Fernando, and Bettina Steren Dos Santos. "Critical Thinking and Creative Pedagogies in the Classroom." INTERFACES DA EDUCAÇÃO 11, no. 32 (September 8, 2020): 711–34. http://dx.doi.org/10.26514/inter.v11i32.4968.
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The article discusses the meanings and the roles of critical thinking in the classroom. We start by placing the concept within the progressive pedagogical movement, which is rooted in the idea of learning by doing. Experiential learning is at the core of this kind of pedagogy and the belief is that students can only truly learn by engaging with the curriculum in an active and meaningful manner. Developing critical thinking is the goal of any educational system, particularly in democratic nations that understand schooling as a way of socializing children into the life of society as productive citizens. Although there seems to be an agreement in the importance of critical thinking in schools, teachers still find it difficult to develop practical classroom lessons and instructional strategies that develop higher order thinking skills. We discuss inquiry and project-based learning as well as Freire’s problem-posing approach as pedagogical instructional tools that can be used in the classroom to help students develop critical thinking. What do you want to do ?New mailCopy What do you want to do ?New mailCopy
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García Revilla, Mercedes Raquel, Javier Perogil Burgos, Carmen Sarah Einsle, and Olga Martinez Moure. "Proposal of New Strategies for Smart Tourism Destinations in the Challenging New Reality: A Commitment to the Technology–Sustainability Binomial." Sustainability 14, no. 10 (May 12, 2022): 5867. http://dx.doi.org/10.3390/su14105867.
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This paper aimed to investigate the response of smart tourism destinations (STDs) to the COVID-19 crisis, specifically regarding sustainability, which—along with information, new technologies, and governance—is a key element of STDs. First, we conducted a brief literature review regarding tourism sustainability. Secondly, we performed a case study of several STDs to determine the sustainable actions implemented in response to the current crisis, the results of which are presented in this paper. Thirdly, we assessed these STDs’ primary sustainability actions and developed a strategy proposal that can be followed by destinations in similar situations. This proposal is intended to be evaluated by the studied STDs for validation or adaptation. Far from a definitive solution, our proposal was designed as one possible tool to avoid the disorganisation and uncertainty suffered in crisis situations such as the COVID-19 pandemic.
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Edelmann, Richard E. "Equipment Funding Opportunities and Strategies for Success (Part 3)." Microscopy Today 20, no. 6 (November 2012): 54–56. http://dx.doi.org/10.1017/s1551929512000806.
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I originally submitted a proposal to talk about physically constructing our new facility at Miami University. Owen Mills contacted me and asked me to talk about how we got to the point of building a new facility. In their presentations, Debby and Reza both talked about preparing and submitting an equipment proposal. Some key factors they brought out in their presentations were: “institutional commitment,” “broader impacts,” “other opportunities,” and to not simply focus on the quality of the research. These are the areas that I would like to talk about.
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Coura, José Rodrigues. "Present situation and new strategies for Chagas disease chemotherapy: a proposal." Memórias do Instituto Oswaldo Cruz 104, no. 4 (July 2009): 549–54. http://dx.doi.org/10.1590/s0074-02762009000400002.
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Steele, Patricia, Elizabeth Johnston, Andrew Lawlor, Cassandra Smith, and Sonja Lamppa. "Arts-Based Instructional and Curricular Strategies for Working With Virtual Educational Applications." Journal of Educational Technology Systems 47, no. 3 (October 3, 2018): 411–32. http://dx.doi.org/10.1177/0047239518803286.
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In the 21st century, easy access to visually rich, immersive, student-centered, virtual applications could augment or replace text-based learning. However, the new developments are offset by the lack of insight into pedagogies needed to guide educators through a visual learning environment. The purpose of this directed content analysis was to provide an awareness about opportunities for learning cognitive and creative thinking skills in virtual applications. Analysis showed opportunities to develop one or more skills in 34 selected virtual educational apps. Educators in many subjects could apply insights from the conclusions and recommendations for using virtual applications within established curricula.
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Chan, Kelly Ka-lai, Jaz Hee-jeong Choi, and Daniel Harris. "Urban Pedagogies of Resistance in Apocalyptic Hong Kong." Journal of Public Pedagogies, no. 6 (February 8, 2022): 103–22. http://dx.doi.org/10.15209/jpp.1248.
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The COVID-19 pandemic has amplified existing inequalities and highlighted multiple apocalyptic conditions affecting many different people and other-than-humans. At the same time, the pandemic has made it difficult to mobilise and make visible collective action in public, which has required artist-activists to devise new and diverse strategies to identify, occupy, and refuse spaces of publicness. Hong Kong’s unique urban and socio-political conditions continue to coevolve rapidly with the pandemic and intensifying political oppression. Following the Umbrella Movement (2014) and the ‘Be Water’ Movement (2019-2020), the current COVID-19 era forms the third key turn in the development of public pedagogy at the intersection of art and protest practices in Hong Kong. This paper examines the emerging artistic tactics of creating spaces of publicness as ‘the wild place’ or ‘cracks’ in apocalyptic Hong Kong, through two cases of artistic interventions and interruptions—the Hong Kong Way (August 2019) and #Hijack Art Basel HK (May 2021)—which in Biesta’s (2012) words can act both as a test of and a reminder of publicness. To contest the notion of publicness and Savage’s (2010) multiplicity of publics, we incorporate Harney and Moten’s (2013) conceptualisation of ‘study’ in the undercommons as urban public pedagogies.
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Gibau, Gina Sanchez, Francia Kissel, and Modupe Labode. "Starting with the Space: Integrating Learning Spaces and Technologies." Journal of Teaching and Learning with Technology 8, no. 1 (August 6, 2019): 17–32. http://dx.doi.org/10.14434/jotlt.v8i1.26743.
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Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.
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Enríquez, Larisa. "Fractal: an educational model for the convergence of formal and non-formal education." Open Praxis 9, no. 4 (December 16, 2017): 375. http://dx.doi.org/10.5944/openpraxis.9.4.699.
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For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed by four basic elements that allow higher education institutions to advance in four different dimensions: teaching, knowledge, personal development and access. The elements that make up the model are: student-centered teaching, concept-based curriculum design, heutagogy, and openness. The present work describes the educational model and two possible applications of it in the area of Education, thus giving rise to an option that could transform the curriculum of a degree, while integrating in the formal environment of online education, the space for non-formal education.
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Cottrell, Michael, and Kristine Dreaver-Charles. "Indigenizing Internationalization and Internationalizing Indigenization: Insights From a Virtual Study Abroad to Ireland, Jamaica, and Aotearoa/New Zealand." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (December 23, 2022): 1–7. http://dx.doi.org/10.18357/otessac.2022.2.1.135.
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This paper aligns with the themes found in “The Transitions of Online Learning and Teaching” and “Sustaining Positive Change,” and reports on the collaborative work of a faculty member and an instructional designer from the University of Saskatchewan, Canada, where Indigenization and internationalization are leading institutional priorities. Here we consider possibilities for greater collaboration between these disciplinary and programmatic imperatives for mutual benefit, which the shift to virtual learning during the Covid pandemic enabled. We explore the capacity of Virtual Study Abroad course design to synthesize Indigenous and Western pedagogies and methodologies to conceive of innovative curriculum consistent with the negotiation of epistemological third spaces through the design of a Virtual Study Abroad course focusing on educational systems in Ireland, Jamaica, and New Zealand. Major themes emerging from the data include the capacity of virtual learning to enhance the democratization of knowledge and the potential of participatory pedagogies and innovative assessment approaches to decolonize postsecondary curriculum. Ultimately, we hope that this work will serve to inform new institutional models and approaches, whereby Indigenization strategies serve to decolonize internationalization programs, and Indigenization efforts benefit from innovative programming emanating from internationalization initiatives. Such a reconceptualization holds the promise of mobilizing Higher Education in the service of social justice and the ‘global good.’
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Cottrell, Michael, and Kristine Dreaver-Charles. "Indigenizing Internationalization and Internationalizing Indigenization: Insights From a Virtual Study Abroad to Ireland, Jamaica, and Aotearoa/New Zealand." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (October 31, 2022): 1–7. http://dx.doi.org/10.18357/otessac.2022.1.1.135.
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This paper aligns with the themes found in “The Transitions of Online Learning and Teaching” and “Sustaining Positive Change,” and reports on the collaborative work of a faculty member and an instructional designer from the University of Saskatchewan, Canada, where Indigenization and internationalization are leading institutional priorities. Here we consider possibilities for greater collaboration between these disciplinary and programmatic imperatives for mutual benefit, which the shift to virtual learning during the Covid pandemic enabled. We explore the capacity of Virtual Study Abroad course design to synthesize Indigenous and Western pedagogies and methodologies to conceive of innovative curriculum consistent with the negotiation of epistemological third spaces through the design of a Virtual Study Abroad course focusing on educational systems in Ireland, Jamaica, and New Zealand. Major themes emerging from the data include the capacity of virtual learning to enhance the democratization of knowledge and the potential of participatory pedagogies and innovative assessment approaches to decolonize postsecondary curriculum. Ultimately, we hope that this work will serve to inform new institutional models and approaches, whereby Indigenization strategies serve to decolonize internationalization programs, and Indigenization efforts benefit from innovative programming emanating from internationalization initiatives. Such a reconceptualization holds the promise of mobilizing Higher Education in the service of social justice and the ‘global good.’
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Laadem, Meryem, and Hind Mallahi. "Multimodal Pedagogies in Teaching English for Specific Purposes in Higher Education: Perceptions, Challenges and Strategies." International Journal on Studies in Education 1, no. 1 (February 20, 2020): 33–38. http://dx.doi.org/10.46328/ijonse.3.
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The rapid growth and renovation from print-based to multimodal information has still not received sufficient attention from the field of English for Specific Purposes (ESP). In fact, a multimodal pedagogy is a new evolving educational concept and practice. It is regarded as a source of creativity and modernity for both teachers and students. It actually refers to the paradigm revolutions in teaching based on what could be useful, effective and relevant to students’ needs and interests and its development will ground the principles of student-centered approach. In essence, multimodal pedagogies work across the linguistic and visual modes to fulfill the purposes of the text and the context in order to appropriately organize, develop information and ideas, and convey meaning. The present paper advocates the need to reconsider ESP through multimodal practice to ensure new opportunities of interactive learner engagement. This means that language learners should learn how to exploit semiotic modes beyond the verbal message in order to effectively enhance their awareness and facilitate comprehension. In short, this paper will briefly define modes, the issues of how multimodal environments can affect ESP and how multimodal modes can have an impact on students’ motivation and teacher-student interaction.
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Clark, Thomas D., Sherrie E. Human, Heidi Amshoff, and Mike Sigg. "Getting Up to Speed on the Information Highway: Integrating Web-based Resources into Business Communication Pedagogy." Business Communication Quarterly 64, no. 1 (March 2001): 38–56. http://dx.doi.org/10.1177/108056990106400105.
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Building on student and faculty enthusiasm for Web resources, we addressed four significant questions as we revised a business communications class to incorporate the Internet: • What Web resources should we include? • How do we make sure we select high quality sites and assessment tools? • How do we effectively integrate Web tools with existing pedagogies? • Will students find Web assignments valuable, easy to access, and useful for course assignments? We integrated Web resources with other course pedagogies in the undergraduate business communications class and identified Websites relevant for teaching employment communication, including e-mail etiquette, online resumes, and elec tronic job searches. Student evaluations of our Web-enhanced course indicate that most found the Web-based assessments and tools accessible and valuable in fur thering their self-understanding and in leading them to explore other sites not required for class. We developed guidelines for using the new technology to support teaching and learning strategies.
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Quejado, Ma Rosario M., Reynald Alfred A. Recede, and Rosario B. Carnecer. "Teacher Education Students’ Preferred Learning Styles in the New Normal: Basis for Enhancing Pedagogies." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 5 (May 13, 2022): 758–66. http://dx.doi.org/10.11594/ijmaber.03.05.04.
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The students’ preferred learning style is a very important part of the teaching and learning process. In selecting the most appropriate pedagogy to teach a lesson, the diversity of learners must be taken into serious consideration. The study examined the preferred learning styles of teacher educations students in Pamantasan ng Lungsod ng Marikina, Philippines during the time of the Covid 19 pandemic. A survey was conducted among 282 college students taking education course. Descriptive research design was used to analyze the data gathered during the investigation. Results showed that both male (WM=3.06) and female (WM=3.11) teacher education students scored highest on the visual learning style meaning they learn best when shown instructional materials in the form of pictures and videos. However, it was also revealed that female students learn better in terms of visual style as compared to their male counterpart. Hence, it is recommended that college instructors and professors consider and take a look at the teacher education students’ preferred learning styles when crafting teaching strategies for their students even in remote learning in the time of pandemic.
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Augustus, Camie. "Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 1–17. http://dx.doi.org/10.47678/cjhe.v45i4.184894.
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Over the past few years, Canadian universities have been at the forefront of institutional changes that identify Aboriginal people, internationalization, and pedagogical change as key areas for revision. Most universities’ strategic planning documents cite, at least to varying degrees, these three goals. Institutions have facilitated these changes by supporting new programs, teaching centres, and course redevelopment. While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges. Based in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, this article uses key concepts from Indigenous epistemologies, knowledge translation, and Sue Crowley’s (1997) levels of analysis to propose “knowledge liaisons” as a teaching model that addresses these challenges.
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Wennerstrom, Ashley, Benjamin F. Springgate, Felica Jones, Diana Meyers, Norris Henderson, Anthony Brown, Anjali Niyogi, et al. "Lessons on Patient and Stakeholder Engagement Strategies for Pipeline to Proposal Awards." Ethnicity & Disease 28, Supp (September 6, 2018): 303–10. http://dx.doi.org/10.18865/ed.28.s2.303.
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The Patient Centered Outcomes Research Institute (PCORI) supports patient-centered clinical comparative effectiveness research (CER) including health disparities and engagement portfolios. In 2013, PCORI launched the Pipeline to Proposal (P2P) mechanism to support development of novel patient- and stakeholder-centered partnerships focused on designing clinical CER funding proposals. By providing a tiered structure of successive small contracts and technical assistance, the P2P mechanism encourages development of new research partnerships among diverse stakeholders. As a comparatively new field, patient-centered outcomes research (PCOR) has few well-delineated methods for engaging patients and other non-scientists in effective teams with academics or clinicians to develop and implement rigorous, scientific research proposals. Community partnered participatory research (CPPR) provides a useful framework for structuring new partnerships.In this article we highlight the origins, development, and prospects of three current examples of funded P2P initiatives based in New Orleans and Los Angeles. We outline how these projects – Prisoner to Patient, the NOLA Partnership, and Resilience Among African American Men – use CPPR principles. We also describe how they have collaborated with, and contributed to, a two-way learning and knowledge exchange among members of the PCORI-funded Community and Patient Partnered Research Network. Lessons learned may be applicable to other groups planning to create new partnerships focused on implementing PCOR.Ethn Dis. 2018;28(Suppl 2):303- 310; doi:10.18865/ed.28.S2.303.
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Pino, Ángela, Carla Rodríguez-Rossell, and Laia Viladot Vallverdú. "'How can I include them?': Teaching pupils with visual impairment in the inclusive music classroom." Didacticae: Revista de Investigación en Didácticas Específicas, no. 12 (October 14, 2022): 124–37. http://dx.doi.org/10.1344/did.2022.12.124-137.
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In most cases, music teachers lack specific strategies to give an appropriate response to the educational needs of students with visual impairments. Taking into account the need to find new approaches that are helpful for music teachers to go through the many challenges of inclusion, this article explores the potential that active music methods may have in the inclusive music education of students with visual disabilities. This exploratory study uses qualitative content analysis in combination with a case study method, intending to contrast the resources found in three active music methods (Ward’s, Dalcroze’s, and Suzuki’s) with the real experience of a music teacher. Results include ten resources which promote learning for all students along with the description of how the teacher used them in real life, examples and guidelines to be applied in the music classroom. Conclusions show that the pedagogies analyzed offer a wide range of opportunities for multi-sensory learning through the resources presented -which can also be transferred to other music pedagogies-, and confirm that active music methods facilitate inclusion in environments where students with visual disabilities are present.
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Yang, Weiwei. "Transformation of Students’ Societal Perceptions through Data-Driven Pedagogies in Sociology Courses." International Journal of Emerging Technologies in Learning (iJET) 19, no. 02 (January 25, 2024): 116–30. http://dx.doi.org/10.3991/ijet.v19i02.47221.
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Advancements in big data and artificial intelligence technologies have infiltrated the field of education, significantly impacting teaching methods in sociology courses. Traditional sociology pedagogy, which primarily depends on written resources, case studies, and instructor-led discussions, has frequently been found to inadequately capture subtle changes in students’ emotions and perspectives. To address this limitation, a new approach was developed, focusing on integrating the enhanced representation through knowledge integration (ERNIE)-gram model, the deep pyramid convolutional neural network for text categorization (DPCNN) with attention mechanism, the Word2vec model, and an improved convolutional neural network (CNN) model. By employing this integrated approach, we have been able to achieve a more accurate understanding of students’ inherent attitudes toward societal phenomena. Such revelations provide powerful strategies for further refining sociological educational techniques.
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Costa, Maristela Julio, Sinéia Neujahr dos Santos, Alexandre Hundertmarck Lessa, and Carolina Lisboa Mezzomo. "Proposal for implementing the Sentence Recognition Index in individuals with hearing disorders." CoDAS 27, no. 2 (April 2015): 148–54. http://dx.doi.org/10.1590/2317-1782/20150000316.
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Purpose: To present and describe a new strategy and protocol for obtaining the Sentences Recognition Indexes (SRI), using the Lists of Phrases in Portuguese test (LPP), considering words in the analysis of responses; to analyze and compare the results using the previous and the new strategies by checking their applicability and suitability. Methods: To consider each word of the sentence, words were classified according to their importance: functional and content words, assigning them, respectively, two and one points. SRI were obtained in 33 normal hearing adults, and results were compared using the two strategies. Results: A new protocol was established. Each point corresponds to the following percentages in each list: 1B, 1.11%; 2B, 1.13%; 3B, 1.17%; 4B, 1.16%; 5B, 1.20%; and 6B, 1.11%. The median SRI obtained through usual and new strategies were, respectively, for the list 1B: 60 and 82.57%; 2B: 70 and 80.79%; 3B: 50 and 76.60%; 4B: 70 and 82.60%; 5B: 50 and 77.20%; and 6B: 60 and 82.14%. A significant difference was found when these strategies were compared. Conclusion: New strategy and protocol for evaluating the SRI were developed using the LPP test, considering each word of the sentence. When comparing the responses it was noticed that when considering each word in the sentence it is possible to scale, more detailed and less variability, the actual ability to recognize speech of each individual, the new strategy and protocol developed confirmed its applicability and suitability to assess Sentence Recognition Indexes in Quiet in individuals with hearing disorders in a specific listening condition.
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Strolger, Louis-Gregory, Jamila Pegues, Tegan King, Nathan Miles, Michelle Ramsahoye, Keith Ceruti II, Brett Blacker, and I. Neill Reid. "PACMan2: Next Steps in Proposal Review Management." Astronomical Journal 165, no. 5 (April 26, 2023): 215. http://dx.doi.org/10.3847/1538-3881/acc2c4.
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Abstract With the start of a new Great Observatories era, there is renewed concern that the demand for these forefront facilities, through proposal pressure, will exceed conventional peer-review management’s capacity for ensuring an unbiased and efficient selection. There is need for new methods, strategies, and tools to facilitate those reviews. Here, we describe PACMan2, an updated tool for proposal review management that utilizes machine-learning models and techniques to topically categorize proposals and reviewers, to match proposals to reviewers, and to facilitate proposal assignments, mitigating some conflicts of interest. We find that the classifier has cross-validation accuracy of 80.0% ± 2.2% on proposals for time on the Hubble Space Telescope and the James Webb Space Telescope.
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Pentón Herrera, Luis Javier. "Refugees in Romania: A New Paradigm in Romanian Language Education." Romanian Studies Today 7, no. 7/2023 (February 20, 2024): 75–89. http://dx.doi.org/10.62229/rst/7.1/6.
Full textAbstract:
This paper explores the transformative role of Romanian language education in the context of the recent influx of refugees into Romania. Focusing on the integration of Ukrainian refugees, the study delves into the necessity of adapting Romanian language education to meet the unique needs of this population. It underscores the pivotal role of culturally responsive teaching, trauma-informed pedagogies, and community engagement strategies in facilitating refugee integration. The analysis is segmented into key areas: defining the refugee experience, examining Romania’s response to the refugee crisis, and proposing innovative reforms in Romanian language teacher preparation programs. The paper advocates for the incorporation of multicultural education principles and a comprehensive, empathetic approach to language teaching. It highlights the potential long-term societal benefits of effectively integrating refugees through language education, including cultural enrichment and social cohesion. The study concludes by emphasizing the urgent need for educational reforms in Romania and suggests directions for future research to evaluate the impact of these changes.
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Plotkins, Marilyn. "A Shared Multi-Disciplinary Creativity Requirement for First Year Students." Student Success 9, no. 2 (March 26, 2018): 95–100. http://dx.doi.org/10.5204/ssj.v9i2.423.
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Even though interest in embedding creativity into tertiary curricula has grown internationally, little scholarship exists about implementation strategies or the efficacy of linking creativity pedagogies to first-year experience programs. This practice report describes how Suffolk University in Boston, Massachusetts, inserted a new creativity requirement for first-year students as a part of curriculum reform in the College of Arts and Sciences and in the Sawyer Business School in spite of considerable resistance. It will demonstrate the uniqueness of the approach and suggest anticipated outcomes in advance of a comprehensive assessment process now underway.
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Affouneh, Saida, Soheil Salha, Michael Agyemang Adarkwah, and Ahmed Tlili. "A Large-Scale Study on the Preferred Learning Mode in Higher Education: Which One Suits Me Better in the New Normal?" International Journal of Emerging Technologies in Learning (iJET) 19, no. 04 (April 24, 2024): 4–16. http://dx.doi.org/10.3991/ijet.v19i04.42237.
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With the end of school closures due to COVID-19, students had to return to school, where they were exposed to various learning pedagogies while adhering to health restrictions. In this era known as the “new normal,” several organizations, such as UNESCO, have urged the investigation of effective learning strategies and methods to ensure positive learning outcomes. This study aims to investigate students’ preferred learning mode in the new normal. A sequential mixed-methods approach was conducted with 3139 university students. The results revealed that students were divided about their preferred learning mode in the new normal. More than half of them believed that blended and online learning were the future of education, while the rest believed that face-to-face learning was more appropriate.
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Paranjpe, Madhav G., Tom J. Vidmar, Melissa D. Denton, Reem H. Elbekai, Peter C. Mann, Marie Mckeon, Caren Brown, and John Martineck. "A Proposal for New Strategies in Dose Selection for 26-Week Tg.Rash2 Carcinogenicity Studies." International Journal of Toxicology 40, no. 4 (March 30, 2021): 311–21. http://dx.doi.org/10.1177/10915818211003302.
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Our experience indicates that extrapolation of doses from the maximum tolerated doses (MTD) derived from 4-week dose range finding (DRF) studies conducted in CByB6F1 may overpredict tolerability and undermine utility of the high-dose groups in 26-week carcinogenicity studies conducted in Tg.rasH2. In the 26-week carcinogenicity studies conducted in Tg.rasH2 mice, we analyzed the initial body weights, food consumption (FC), terminal body weights, body weight gain (BWG), mortality, and tumor incidence for vehicle and test article–treated dose groups for 26 studies conducted from 2014 to 2018. Although not statistically significant compared to the control dose group, the % BWG decreased in male mice of mid- and high-dose groups by >10%, whereas in females there were no differences. The mortality increased in a statistically significant manner for medium and high doses of males. In female mice, the mortality increased in the high-dose group but not in a statistically significant manner. When the cause of death (COD) was analyzed in all dose groups of both sexes, the COD due to tumors was highest in the control groups, whereas it was lowest in high-dose groups of both sexes. At the same time, the COD due to undetermined causes, which is possible indication of test article–induced toxicity, was highest in high-dose groups of both sexes. These findings together indicate that MTD derived from earlier DRF studies was exceeded when applied to 26-week carcinogenicity studies and did not serve any purpose in the outcome of these studies.
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Haida, Andreas, Luka Crnič, and Yosef Grodzinsky. "Linguistic barriers to logical reasoning: a new perspective on Aristotelian syllogisms." ZAS Papers in Linguistics 60 (January 1, 2018): 453–68. http://dx.doi.org/10.21248/zaspil.60.2018.476.
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Experimental studies investigating logical reasoning performance show very high errorrates of up to 80% and more. Previous research identified scalar inferences of the sentencesof logical arguments as a major error source. We present new analytical tools to quantify theimpact of scalar inferences on syllogistic reasoning. Our proposal builds on a new classificationof Aristotelian syllogisms and a closely linked classification of reasoning behaviors/strategies.We argue that the variation in error rates across syllogistic reasoning tasks is in part due toindividual variation: reasoners follow different reasoning strategies and these strategies playout differently for syllogisms of different classes.Keywords: syllogisms, reasoning errors, individual variation, scalar inferences.
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Omari, Kamal, Mohamed Moussetad, El Houssine Labriji, and Said Harchi. "Proposal for a New Tool to Evaluate a Serious Game." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (September 11, 2020): 238. http://dx.doi.org/10.3991/ijet.v15i17.15253.
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The current enthusiasm of generations of students for video games and the marked interest of training institutions for the use of playful strategies, which facilitate learning, has encouraged the development and use of formative games called Serious Games. The main aim behind these games is not to substitute the traditional training mode, but to complement it by making the learner benefit from the interactivity and ergonomics of the graphical interfaces offered by a SG.
So far, much research work has focused on the benefits that SGs can bring to a training envi-ronment. However, little has been done in terms of evaluating an SG, not as a training tool but as the outcome of a development project of a tool meant for use in a learning context.
The purpose of this paper is to propose an evaluation tool of a SG designed in terms of four necessary dimensions that a SG should have in order to fulfill the task for which it was designed. These four dimensions are represented in terms of measurement criteria and prioritized according to the Fuzzy-AHP method « Fuzzy Analytic Hierarchy Process ».
This model was tested on an SG validated by an educational committee and used by biology students in Hassan II University, Ben M'Sik Faculty of Sciences. The results obtained show the quality and relevance of the evaluation of the proposed tool.
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O'Ceallaigh, TJ, Cornelia Connolly, and Emma O Brien. "Hybrid Pedagogies: Nurturing teaching presence in multi-modal learning spaces." Routledge Open Research 2 (January 13, 2023): 2. http://dx.doi.org/10.12688/routledgeopenres.17674.1.
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The COVID-19 pandemic significantly impacted teaching and learning practices, particularly those in Higher Education. Students and Educators are reflecting on their practices and experiences over the past 18 months and the demand for new modes of teaching and learning have emerged. One such mode is Hybrid-Flexible or HyFlex. Utilising a HyFlex model, teachers teach students at the same time face-to-face (f2f) and synchronously online through video-conferencing software while enabling other students to engage in asynchronous learning (Beatty, 2019). Each class and learning activity is offered in-person, synchronously, and asynchronously. An underlying principle of HyFlex is to ensure a cohesive, connected student experience and to ensure that no student is academically disadvantaged. While a HyFlex design enables students to choose whether to attend classes f2f or online, synchronously or asynchronously, it requires faculty to reconceptualize the learning experience and rethink student engagement. Designing, developing and facilitating multiple modes of participation in HyFlex is a challenging endeavour which calls for specialized pedagogical knowledge, competencies and skills (Ulferts, 2021). There is a need to prepare educators for the diverse set of multifaceted roles HyFlex presents, however, there is a dearth of literature which explores the pedagogies that integrate physical and virtual learning spaces in the HyFlex learning environment. This paper firstly defines HyFlex and examines its strengths and shortcomings with a particular focus on pedagogy. Universal design principles and instructional strategies are then outlined and the notion of presence in the HyFlex teaching and learning environment is considered. In particular, it considers the role of teaching presence and how it might be redefined in a Hyflex environment to ensure cohesive, coordinated quality provision.
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Roca, Estanislau, and Inés Aquilué. "A New Park for Shanghai." Journal of Public Space, Vol. 4 n. 4 (December 31, 2019): 155–78. http://dx.doi.org/10.32891/jps.v4i4.1239.
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This article summarizes the urban proposal of the team led by Professor Estanislau Roca, consisting of professors and students of the Polytechnic University of Catalonia (UPC), for the International Student Urban Design Competition for Shanghai Railway Station presented in 2015 at the Haishang Cultural Center in Shanghai. Harvard University, the Massachusetts Institute of Technology (MIT), Tongji University, Cardiff University, Southeast University of Nanjing and UPC participated in the competition. The UPC team won a second ex aequo prize with MIT. The UPC proposal represents the urban redevelopment of an extensive area located in the heart of the city of Shanghai, where the creation of a park comprising about 40 hectares was conceived. The park is designed to form a vast new space in the city, in an area covered by railroad tracks east of the Shanghai Railway Station, which form a great barrier that divides the Zhabei District into two disconnected parts. In the framework of the Shanghai Master Plan 2020–2040, the metropolitan scale is reflected at the local level. The proposal reinforces the continuity of green and blue through strategies that connect the new park with other existing open urban spaces and rivers. Furthermore, it enhances ecological continuity and stimulates regeneration. The project contributes to improving problems with air pollution while at the same time making the currently adopted measures more economically sustainable. Conceived from a holistic perspective, the idea is modelled on a harmonious, inclusive, friendly, smart, accessible, sustainable city networked through the state-of-the-art technology that is essential for such complex urban transformations. What is more, it rigorously pursues economic viability throughout each stage of implementation by guaranteeing that each phase finances itself while maintaining the ledger in a positive balance.
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Yousfi, Houssameddine, Amin Mesmoudi, Allel Hadjali, Houcine Matallah, and Seif-Eddine Benkabou. "SRDF_QDAG: An efficient end-to-end RDF data management when graph exploration meets spatial processing." Computer Science and Information Systems, no. 00 (2023): 46. http://dx.doi.org/10.2298/csis230225046y.
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The popularity of RDF has led to the creation of several datasets (e.g., Yago, DBPedia) with different natures (graph, temporal, spatial). Different extensions have also been proposed for SPARQL language to provide appropriate processing. The best known is GeoSparql, that allows the integration of a set of spatial operators. In this paper, we propose new strategies to support such operators within a particular TripleStore, named RDF QDAG, that relies on graph fragmentation and exploration and guarantees a good compromise between scalability and performance. Our proposal covers the different TripleStore components (Storage, evaluation, optimization). We evaluated our proposal using spatial queries with real RDF data, and we also compared performance with the latest version of a popular commercial TripleStore. The first results demonstrate the relevance of our proposal and how to achieve an average gain of performance of 28% by choosing the right evaluation strategies to use. Based on these results, we proposed to extend the RDF QDAG optimizer to dynamically select the evaluation strategy to use depending on the query. Then, we show also that our proposal yields the best strategy for most queries.
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Suxia, HUO, WANG Guogang, XIU Chun, ZHANG Tianyu, and CHEN Keke. "Coastline Management: Review and Countermeasure Proposal." E3S Web of Conferences 206 (2020): 03029. http://dx.doi.org/10.1051/e3sconf/202020603029.
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The scientific coastline management is of great significance to the development of marine economy, coordinated development of land and marine and construction of ecological civilization. The coastline management in China has experienced two main stages: (i) the stage of basic survey and jurisprudential establishment, and (ii) the stage of perfection under new situation. There are challenges in promoting modern marine governance and marine power, which are characterized by the lack of high-quality management involvement throughout the coastline management process. Accordingly, coastline supervision is not comprehensive, the standardized system still needs to be improved, and the research on the main function of coastline has not been conducted yet. On this basis, the corresponding strategies were put forward from the perspectives of top-level design, main function, the “double-index” assessment system, requisition-compensation balance of natural coastline, with a view to provide strategic support for coastline management in China.
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Nancy Mohd Al Hamad, Ololade Elizabeth Adewusi, Chika Chioma Unachukwu, Blessing Osawaru, and Onyebuchi Nneamaka Chisom. "A review on the innovative approaches to STEM education." International Journal of Science and Research Archive 11, no. 1 (January 30, 2024): 244–52. http://dx.doi.org/10.30574/ijsra.2024.11.1.0026.
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This review delves into the dynamic terrain of STEM education, navigating classic techniques and novel pedagogies. It investigates the advantages and disadvantages of traditional approaches while highlighting new trends like project-based and inquiry-based learning, collaborative strategies, and technological integration. It stresses the importance of teacher professional development in enabling the implementation of these innovations. As STEM education grows, key future directions include incorporating emerging technology, inclusive practices, global collaboration, and ethical issues. Policymakers are advised to play a critical role in creating an environment that promotes innovation, equity, and lifelong learning. In essence, this review emphasizes STEM education's transformative journey, emphasizing its function in knowledge dissemination and in instilling vital skills for 21st-century issues.
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Basavaiah, Jagadeesh, Audre Arlene Anthony, and Chandrashekar Mohan Patil. "Transformation of engineering education through student-centric learning." International Journal of Learning and Teaching 13, no. 1 (January 30, 2021): 32–41. http://dx.doi.org/10.18844/ijlt.v13i1.5137.
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Modernisation in higher education is one of the major objectives to meet the universal challenges and provide higher knowledge-based and sustainable development levels. It is decisive to encourage the quality of teaching and innovative pedagogy. Technological advancement has led to the development of many efficient methods for innovative pedagogies in the field of education. Engineering education is built on a new-fangled standard in which engineering is to be practiced with technical expertise as well as social responsibility. The teaching fraternity has incorporated a lot of teaching strategies for changing teacher-centric education to learner-centric education. This paper aims to present the aspects of the teaching–learning process, teaching pedagogy and curricular approaches of engineering pedagogy and study the teaching strategies followed by engineering teachers. To study the different teaching strategies followed by teachers in engineering education, an online survey on teaching strategies was conducted for the engineering teaching fraternity all over India. The survey depicts that there is a change in the teaching and learning process from teacher-centric education to learner-centric education. Almost 80%–90% of the teachers follow student-centric teaching by using different tools and strategies, which in turn results in outcome-based education. Keywords: Engineering education, learning, learner-centric, outcome-based education, pedagogy, teaching, teaching strategies.
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Tippens, Dora. "Interculturalizing the Technical or Business Communications Course." Journal of Technical Writing and Communication 23, no. 4 (October 1993): 389–412. http://dx.doi.org/10.2190/0l80-83wf-5maa-tc8x.
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Technical or business communications courses need to be interculturalized to prepare students for effective productivity and humanity in the new global workplace. This article defines and exemplifies problems of ethnocentrism, language barriers, and cultural differences. To assist informed educators in preparing new pedagogies for meeting these challenges, strategies include out-of-class and in-class sensitizing activities, and lectures to expand knowledge of basic cultural traditions, such as those of the East and the West. Traditional assignments including letters, resumes, memos, research feasibility projects, oral reports, and visual aid usage are shown to be easily modified for an intercultural audience or with intercultural content. Resources include up-to-date intercultural books, journals, videos, newsletters, training programs, and databases. The scale of interculturalizing depends on the creativity of the educator, and the partnership within the institution and with business.
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Grijalvo Martín, Mercedes, Antonia Pacios Álvarez, Joaquín Ordieres-Meré, Javier Villalba-Díez, and Gustavo Morales-Alonso. "New Business Models from Prescriptive Maintenance Strategies Aligned with Sustainable Development Goals." Sustainability 13, no. 1 (December 28, 2020): 216. http://dx.doi.org/10.3390/su13010216.
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The industry has entered on the Fourth Industrial Revolution, the so-called Industry 4.0, with global markets and strong competition, some traditional manufacturing firms are implementing new maintenance innovations and policies, based on digitalisation and data driven approach, but also based on servitisation. The implementation of these new equipment maintenance business models, could require new organisational approach at different levels. Different sorts of integration are arranged, in vertical with a flat structure of intelligent, flexible and autonomous units working integrated, in horizontal with a strong external and internal supply chain integration, and in transverse, with an integrated approach that link internal and external stakeholders. A new prescriptive maintenance business model for equipment exploiting digitalisation opportunities, including stakeholder relationship is proposed. Different perspectives such as organisational, innovation and sustainability have been adopted to discuss the implications of the proposal. The social value potentially gained as well as the alignment with the SDGs are discussed as well.
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Dalla Vedova, Matteo D. L., and Pier Carlo Berri. "Proposal of a new simplified fluid dynamic model for aerospace servovalves." MATEC Web of Conferences 304 (2019): 04014. http://dx.doi.org/10.1051/matecconf/201930404014.
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Highly detailed computer models are required for design and development of modern flight control systems, capable of emulating with high accuracy the behaviour of on-board equipment. At the same time, different simplified models are needed, specifically intended for operations such as the optimization of preliminary design and the development of diagnostic or prognostic strategies. These simplified models are required to combine sufficient levels of accuracy and reliability with reduced computational costs, to minimize the computational burden associated with prognostic and optimization algorithms. In this work, we focus on electro-hydraulic actuators, since they are critical subsystems in terms of safety and availability of the aircraft. Advanced monitoring and prognostic algorithms require new numerical models, combining an acceptable computational effort with a satisfying ability to simulate their performance and dynamics. To this purpose, this paper proposes a new simplified numerical model of the servovalve fluid-dynamic behaviour. This numerical algorithm, based on a very compact semi-empirical formulation, is intended to take into account in a simplified but sufficiently accurate way several typical effects related to the SV spool geometry and the operating conditions. To evaluate the approximations introduced by this model into a system-level simulation, it has been integrated into a dedicated numerical model simulating a simple electrohydraulic on-board actuator, and compared with a higher fidelity servovalve model.
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Benoudjafer, Ibtissame, and Imene Benoudjafer. "Proposal a New Energy Certification with Multi-Criteria Analysis of Strategies Passives of Tertiary Building in Arid Region." Progress in Solar Energy and Engineering Systems 5, no. 1 (December 31, 2021): 8–11. http://dx.doi.org/10.18280/psees.050102.
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This study aims to develop a new energy certification rating system in hot and dry climates. To do this, sustainable strategies must be applied for tertiary buildings. The methodology consists to evaluate these passive strategies by covering three proportions of sustainability (energy, economic and comfort), with a dynamic simulation. In addition, to calculate energy performance and energy savings indicators, we are carrying out a survey to establish reasonable and fair criteria for case study. In this study, four stages were carried out data collection and analysis, evaluation of the energy performance indicators of the strategies. With a multi-criteria analysis, we can evaluate indices of the energy performance of a building, in order to set up a new energy certification, which can allow energy savings and maintain comfort.
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Soykurt, Mutlu. "REFLECTIONS OF CREATIVITY IN THE 21ST CENTURY CLASSROOM." Near East University Online Journal of Education 4, no. 1 (February 13, 2021): 100–108. http://dx.doi.org/10.32955/neuje.v4i1.290.
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Creativity has long been on the agenda of those innovative and inspirational teachers who have devoted themselves to doing their jobs more effectively. 21st century teachers are required to fit their skills, abilities and thinking skills into the latest improvements and changes in effective learning pedagogies and look for ways not only to make necessary adaptations in their curriculum, but also go beyond to stimulate learners to develop certain thinking skills to learn. This study mainly puts emphasis on innovative teaching strategies and some out-of-the-box ideas about the way teachers should convert their ideas to be effective in class to shed a new light on effective teaching.
Keywords: creativity, EFL classes, creative activities, 21st century skills
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M.Gilbert Rani and R.Premkumar. "The Impact of Blended Learning in Mathematics teaching at Rural Higher Educational Institutions." international journal of engineering technology and management sciences 7, no. 2 (2023): 519–24. http://dx.doi.org/10.46647/ijetms.2023.v07i02.060.
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Blended learning is a new strategy for meeting the current needs of the teaching and learning process. Blended learning meets the need for online learning in cyberspace, particularly during the period of disruption caused by COVID-19 last year. Because blended learning incorporates various learning strategies, learners have a better learning experience and make academic progress. Students can advance at their own pace. This strategy's learning outcomes are assessed using standard assessment tools. Swayam Portal assists the learning community in gaining knowledge in a variety of disciplines. This portal incorporates subjects from all fields, such as Science, Social Science, Engineering, and so on. This study focuses on the impact of various pedagogies that rely on technology and how we use them effectively in mathematics teaching.
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Davis, Dana-Ain. "Constructing fear in academia: neoliberal practices at a public college." Learning and Teaching 4, no. 1 (March 1, 2011): 42–69. http://dx.doi.org/10.3167/latiss.2011.040104.
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Neoliberal values and ideology, which have broadly undermined social justice ideals, have been inserted into a range of public spheres both in the U.S.A. and internationally. Public higher education institutions have increasingly acquiesced to neoliberal strategies, which restrict access to public services, commodify the public sphere and challenge the legitimacy of progressive and liberal politics. This article explores some neoliberal practices at one public institution of higher education in the United States. I present three incidents that took place between 2000 and 2006 at a college that is part of a public State University system: a shift to disparagement of 'activism' in a college that had prided itself on its activist traditions; a confusion over the profitable marketability of Global Black Studies, in a context where political pressures diminished 'minority' perspectives in the interest of reasserting homogeneous 'Western civilisation'; and a partnership between this public college and a prestigious private university. In each case I explore my own response in terms of faculty governance, and how I developed new courses and pedagogies to open up these aspects of the operation of neoliberalism to critical examination by students. These incidents show how neoliberal practices create fear and feelings of vulnerability among faculty, especially faculty members of colour; they also show the importance of developing critical pedagogies to expose their assaults on social justice and equity.
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Fernandes, Haniel. "Refeeding Day Strategies in Elite Soccer Players: A New Way to Maintain Performance Losing Body Fat Percentage." Journal of Clinical and Biomedical Investigation 3, no. 1 (June 25, 2023): 20–21. http://dx.doi.org/10.52916/jcbi234025.
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The refeeding days strategies are already used by bodybuilders in pre-contest periods to increase the decrease in body fat percentage without impairing the performance of these athletes and maintain fat-free mass for their competition day. But, among elite soccer players, who always want to have low percentages of body fat, how could the refeeding days strategies be used? Perhaps in off-season periods where there is not so much concern in optimizing performance but in keeping the fat-free mass high and reducing the body fat percentage. This work demonstrates a scientifically based commentary with articles that address the subject and a proposal of how the prescription of a dietary week that includes refeeding days strategies for elite soccer players who want to reduce body fat percentage during off-season periods could be.
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Prescia, R., and A. Scianna. "ARAB-NORMAN HERITAGE: STATE OF KNOWLEDGE AND NEW ACTIONS AND INNOVATIVE PROPOSAL." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5/W1 (May 16, 2017): 535–41. http://dx.doi.org/10.5194/isprs-archives-xlii-5-w1-535-2017.
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This paper wants to offers a perlustrative recognition on the 'state of the studies', concerning to the Arab-Norman architecture of Palermo, admissed by Unesco in 2015 and explain a research in progress which, starting from re-cognition of the peculiarities of the restoration work carried out on it, consisting of the identification of authentic material-constructive values and / or reconstruction, it orients itself to develop a concrete proposal of filing for a more conscious knowledge. She, moreover, wants contribute to real enhancement through the use of targeted communication strategies that use innovative means capable, on one hand, to attracting the greatest possible number of users, on the other hand, to plan further interventions of conservation coherent with the previous data. The product that you want to achieve is that of a Bank-data that allows the "networking" of monumental emergencies, that become the virtual itineraries <i>waypoint</i>, which can be implemented periodically and whose boards meet the cataloging needs and documentation but with reference at geo-referred systems, compatible with the conservation and management of heritage and with need of usability, real and virtual.
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Gallar-Hernández, David. "Forging Political Cadres for Re-Peasantization: Escuela de Acción Campesina (Spain)." Sustainability 13, no. 7 (April 6, 2021): 4061. http://dx.doi.org/10.3390/su13074061.
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Bolstering the political formation of agrarian organizations has become a priority for La Vía Campesina and the Food Sovereignty Movement. This paper addresses the Spanish case study of the Escuela de Acción Campesina (EAC)—(Peasant Action School), which is a tool for political formation in the Global North in which the philosophical and pedagogical principles of the “peasant pedagogies” of the Training Schools proposed by La Vía Campesina are put into practice within an agrarian organization in Spain and in alliance with the rest of the Spanish Food Sovereignty Movement. The study was carried out over the course of the 10 years of activist research, spanning the entire process for the construction and development of the EAC. Employing an ethnographic methodology, information was collected through participant observation, ethnographic interviews, a participatory workshop, and reviews of internal documents. The paper presents the context in which the EAC arose, its pedagogical dynamics, the structure and the ideological contents implemented for the training of new cadres, and how there are three key areas in the training process: (1) the strengthening of collective union and peasant identity, (2) training in the “peasant” ideological proposal, and (3) the integration of students as new cadres into the organizations’ structures. It is concluded that the EAC is a useful tool in the ideological re-peasantization process of these organizations.
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Reinoso, Guadalupe. "Neopyrrhonism as Metaphilosophy: A Non-Quietist Proposal." Praxis Filosófica, no. 54 (April 22, 2022): 11–30. http://dx.doi.org/10.25100/pfilosofica.v0i54.11935.
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Fogelin (2002 [1976]; 1992 [1981]; 1994) was the first one to speak about “Neopyrrhonism” to link Wittgenstein and Sextus Empiricus. To him, Pyrrhonism “combines philosophical scepticism with scepticism about philosophy, that is, to have doubts about philosophy on the basis of philosophical arguments” (1994, p. 3). Following this interpretation, Neopyrrhonism can be understood as a kind of scepticism that cancels philosophy using self-destructive arguments (peritrope). Both Sextus -with his proposal of suspension of judgment- and Wittgenstein -with his idea of the dissolution of philosophical problems- are representatives of quietism. Neopyrrhonism as quietism can be conceived of as a therapeutic proposal mainly based on not postulating an argumentative-constructive philosophical theory. Against this perspective, I propose interpreting Neopyrrhonism as Metaphilosophy, from which a performative proposal emerges. In this approach, Neopyrrhonism is an open-ended inquiry that implies the ability of using different philosophical argumentative strategies in a performative sense to encourage a new way of exercising philosophy.
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Quintas-Froufe, Natalia, and Ana González-Neira. "A new challenge for advertising on mobile devices: Social TV." Revista ICONO14 Revista científica de Comunicación y Tecnologías emergentes 13, no. 1 (January 1, 2015): 52–75. http://dx.doi.org/10.7195/ri14.v13i1.755.
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Mobile device advertising is a rapidly growing market due to the penetration of mobile devices in Spanish society. Advertising communication in this digital ecosystem continually poses new challenges. One of these - the subject of this proposal - is the link-up between mobile advertising with social TV. It opens up new possibilities for the development of advertising strategies on mobile devices.The aim of this paper is to describe the challenges faced by the Spanish advertising industry with the recent introduction of Social TV. Spain has one of the most developed Social TV sectors in Europe. It will provide a global overview of this new reality and uncover the new possibilities and main challenges for the development of advertising strategies for mobile devices. To this end we propose an examination of the perception of two of Spain’s major broadcasting empires, Atresmedia and Mediaset España, of this phenomenon.