Littérature scientifique sur le sujet « Peer-led Model »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Peer-led Model ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Peer-led Model"
1
Yoong, Andrel, Navin Mukundu Nagesh, Dupinderjit Singh Rye et Vikram Devaraj. « Consultant led peer assisted learning model ». Clinical Teacher 16, no 5 (2 décembre 2018) : 502–6. http://dx.doi.org/10.1111/tct.12970.
Texte intégral
2
Miller, William, et Lorna MacGilchrist. « A model for peer‐led work ». Health Education 96, no 2 (avril 1996) : 24–29. http://dx.doi.org/10.1108/09654289610109334.
Texte intégral
3
Upmacis, Rita. « Peer-Led Team Learning and Student Success ». Advances in Peer-Led Learning 1, no 1 (20 décembre 2021) : 25–43. http://dx.doi.org/10.54935/apll2021-01-04-25.
Texte intégralRésumé :
Peer-Led Team Learning (PLTL), a nationally recognized teaching and learning model, was introduced into the General Chemistry course at Pace University in 2014. The objective of this study was to determine the effect of the introduction of PLTL on the students’ final exam scores, and through surveys, determine how students viewed both the PLTL program and their Peer Leaders. In addition, this study sought to monitor the progress of Peer Leaders as they entered an upper-level Inorganic Chemistry class to determine whether the experience of being a Peer Leader helped their success in this course. The biggest difference, when comparing exam scores from two separate years before and after PLTL implementation, was found to be 10%. However, upon averaging exam scores over several years before and after the introduction of the PLTL program, a more modest average increase of 4% was determined. It was found that students with Peer Leader experience performed better in an upper-level Inorganic Chemistry class compared to those with no Peer Leader experience. Results from surveys administered to both students and Peer Leaders regarding their experiences, as well as the results from students evaluating their Peer Leaders, are reported here. Overall, the implementation of PLTL has led to greater interactions between the Instructor, Peer Leaders, and undergraduate students, thereby furthering a greater interest in chemistry and increasing the students’ sense of community.
4
White, Pamela, Amy Beth Rowland et Irena Pesis-Katz. « Peer–Led Team Learning Model in a Graduate–Level Nursing Course ». Journal of Nursing Education 51, no 8 (6 juillet 2012) : 471–75. http://dx.doi.org/10.3928/01484834-20120706-03.
Texte intégral
5
Gillard, Steve, Rhiannon Foster et Kati Turner. « Evaluating the Prosper peer-led peer support network : a participatory, coproduced evaluation ». Mental Health and Social Inclusion 20, no 2 (9 mai 2016) : 80–91. http://dx.doi.org/10.1108/mhsi-12-2015-0045.
Texte intégralRésumé :
Purpose – A range of one-to-one, group and online approaches to peer support are increasingly complementing formal mental health service delivery. Evidence is emerging of the potential benefits and challenges of peer support for individuals, communities and organisations. There is more limited evidence describing peer-led peer support networks. The paper aims to discuss these issues. Design/methodology/approach – In an evaluation of Prosper, a peer-led, peer support network and social movement, members of the network played a participatory role in the design, conduct and interpretative work of the evaluation. An online survey, one-to-one interviews and group discussions were used. Findings – The evaluation describes an evolving network with planning and development meetings constituting core activity for many members alongside a monthly training programme supporting people to set up their own activities. There were strong shared values, and consensus that Prosper could strengthen social networks, improve individual well-being and impact on the way people used mental health services. Challenges were identified around feelings of uncertainty and vulnerability in relation to involvement in the network. Research limitations/implications – The participatory nature of the evaluation adds value to the learning offered. This was a descriptive evaluation; potential is indicated for the more formal modelling and testing of peer-led network and social movement initiatives. Practical implications – Clarity is needed on the relationship of the network to statutory mental health services – specifically around taking on a “service provider” role – and on the advantages and challenges of a “hybrid” organisational model that combines traditional, hierarchical and new distributed forms of leadership and structure. Social implications – Prosper demonstrated potential to create a sense of common culture based on sharing lived experience and mutual peer support, providing an alternative to the traditional culture of mental health services. Originality/value – This paper offers wider learning derived from evaluation of a highly original initiative in peer leadership, network structure and interface with statutory mental health services.
6
Kumwenda, Moses K., Webster Mavhu, Wezzie S. Lora, Richard Chilongosi, Simon Sikwese, Miriam Taegtmeyer, Karin Hatzold, Cheryl C. Johnson, Elizabeth L. Corbett et Nicola Desmond. « Feasibility and acceptability of a peer-led HIV self-testing model among female sex workers in Malawi : a qualitative study ». BMJ Open 11, no 12 (décembre 2021) : e049248. http://dx.doi.org/10.1136/bmjopen-2021-049248.
Texte intégralRésumé :
ObjectivesHIV testing is the gateway to HIV prevention and care services. Female sex workers (FSW) may benefit from HIV self-testing (HIVST), which offers greater control and confidentiality than other approaches. However, FSW also have unique vulnerabilities, making it critical to understand their perspective of HIVST to best contextualise HIVST to their needs. This study explored feasibility and acceptability of providing oral fluid-based peer-led HIVST to FSW to inform tailored HIVST delivery approaches.DesignQualitative study.SettingMalawi.ParticipantsThirty-nine FSW who had obtained a HIVST kit and eight peer distributors.ResultsPeer distributors’ accounts suggested that peer-led HIVST is feasible. Overall, FSW spoke positively about peer-led HIVST and younger FSW preferred it to facility-based HIV testing. FSW highlighted both greater control of their testing experience and that HIVST could allow them to avoid discriminatory attitudes frequently experienced in public facilities. Some also felt that HIVST kits could enable them to establish the HIV status of their sexual partners, better informing their decisions about condomless sex. Despite overall acceptance of HIVST, a few expressed doubts in the procedure. Some FSW already aware of their HIV-positive status reported using HIVST. A few accounts suggested peer pressure to self-test predominantly from peer distributors.ConclusionsThis study enabled us to explore feasibility and acceptability of peer-led HIVST among FSW, as well as potential shortcomings of the HIV testing modality. Peer distributors are a welcome additional model. However, they should avoid distribution in actual venues. Programmes should ensure a range of testing options are available and expand peer’s representation. Study findings will be used to tailor the HIVST distribution model to ensure its enhanced uptake among key populations in general and FSW, specifically.
7
Peterson, Paula, Donata Sackey, Margaret Kay, Ignacio Correa-Velez et Caroline Nicholson. « Using a peer led researcher model to connect with vulnerable communities around health ». International Journal of Integrated Care 17, no 3 (11 juillet 2017) : 65. http://dx.doi.org/10.5334/ijic.3177.
Texte intégral
8
Thompson, Brian L., Jason B. Luoma, Christeine M. Terry, Jenna T. LeJeune, Paul M. Guinther et Harold Robb. « Creating a peer-led acceptance and commitment therapy consultation group : The Portland model ». Journal of Contextual Behavioral Science 4, no 3 (juillet 2015) : 144–50. http://dx.doi.org/10.1016/j.jcbs.2014.11.004.
Texte intégral
9
Cole, Jaclyn D., Gwendolyn A. Wantuch, Melissa J. Ruble, Kamila A. Dell, Erini S. Serag-Bolos, Olivia R. Pane et Aimon C. Miranda. « Experiential Innovations : Student peer-led topic discussions through a faculty team-based model ». Currents in Pharmacy Teaching and Learning 8, no 4 (juillet 2016) : 543–48. http://dx.doi.org/10.1016/j.cptl.2016.03.014.
Texte intégral
10
Owen, Michael, Charlotte Kerner, Sarah Taylor, Robert Noonan, Lisa Newson, Maria-Christina Kosteli, Whitney Curry et Stuart Fairclough. « The Feasibility and Acceptability of The Girls Peer Activity (G-PACT) Peer-led Mentoring Intervention ». Children 5, no 9 (19 septembre 2018) : 128. http://dx.doi.org/10.3390/children5090128.
Texte intégralRésumé :
Enjoyment of physical activity (PA) is positively correlated with PA engagement. The inclusion of peers has been found to increase the likelihood of PA enjoyment in youth. Peer-led strategies, incorporating peer networks in the intervention delivery, is relatively underused and consequently understudied in school-based PA interventions. The purpose of this investigation was to evaluate the feasibility and acceptability of the novel Girls Peer Activity (G-PACT) peer-led mentoring intervention. Two-hundred and forty-nine Year 9 adolescent girls (13–14 years old) from three mixed-sex secondary schools located in West Lancashire, North-West England were invited to participate in the G-PACT project. The study employed a novel approach by using a three-tier model, including (Tier 1) Mentors (undergraduate students), (Tier 2) Leaders (Year 9 girls selected by teachers), and (Tier 3) Peers (whole Year 9 cohort). Mentors delivered a series of educational and leadership training to the Leaders in each respective school who then disseminated this information to their Peers and encouraged them to engage in more physical activities. Eight focus groups were conducted with Leaders (n = 40), 28 focus groups with Peers (n = 185), two focus groups with Mentors (n = 6), and three interviews with teachers (n = 4). Thematic analysis was used to analyze the pooled data and identify the key themes. The study found that the G-PACT intervention was feasible and acceptable for adolescent PA Leaders and their Mentors. The relationship between Leaders and their Peers required refinement to improve the communication processes to increase Peer engagement in the G-PACT project.
Thèses sur le sujet "Peer-led Model"
1
Kulatunga, Ushiri Kumarihamy. « Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry ». Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.
Texte intégralRésumé :
This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation.
The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors.
The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments.
A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies.
This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.
2
PALLADINO, BENEDETTA EMANUELA. « Evidence-based intervention against bullying and cyberbullying : measurement of the constructs, evaluation of efficacy and mediation processes ». Doctoral thesis, 2014. http://hdl.handle.net/2158/856713.
Texte intégralRésumé :
The present dissertation tried to provide an answer to the need of high-quality evaluations of theoretically grounded antibullying interventions (Baldry & Farrington, 2007; Ttofi & Farrington, 2011). Literature of the last ten years shows that aggressive behaviours carried out by peers may be experienced in both face-to-face and online interactions (Tokunaga, 2010; Wingate, Minney, & Guadagno, 2013); for this reason adopting a specific focus both on bullying and cyberbullying appears to be more suitable (Menesini, 2012). The general aim of the present dissertation was to evaluate Noncadiamointrappola! program 3rd Edition by adopting an evidence-based approach in analyzing aspects related to the intervention’s efficacy. Three empirical studies are presented. They cover three main issues: 1) measurement of the cyberbullying constructs; 2) efficacy of the Noncadiamointrappola! program in reducing bullying, cyberbullying, and internalizing symptoms; 3) mediational mechanisms involved in the explanation of the efficacy of the program in reducing cybervictimization.
In the first study we analyzed the psychometric properties of a revised instrument (FCBVSs; Menesini, Nocentini, & Calussi, 2011) devoted to measure cybervictimization and cyberbullying constructs. The analyses were conducted on a sample of 1142 adolescents (54.5% males) enrolled in 9th, 10th 11th grades of high schools in Tuscany. Results support a gender-invariant model based on 14 items and four factors both for cybervictimization and cyberbullying. The subscales cover four types of behaviours and describe different attacks made by peers in the cyber context (written-verbal, visual, impersonation and exclusion). The second order CFA confirmed that a “global”, second-order measure of cyberbullying and cybervictimization fits well with data. Overall the scales showed both good validity (construct, concurrent and convergent) and reliability (internal consistency and test-retest).
In the second study we evaluated the effects of the Noncadiamointrappola! program in two quasi-experimental trials that involved different samples of adolescents attending the first year of Italian high schools. We found that the program in the experimental group significantly predicted a decrease in all targeted variables (victimization, bullying, cybervictimization, and
4
cyberbullying) in both quasi experimental trials. Looking at the first quasi experimental trial results (Control group, N=171; Experimental group, N=451), we found significant long-term effects of the program (six months); the outcomes did not decay over time. At the same time, we found that the program was efficacious in reducing internalizing symptoms in the experimental group through the decrease in cybervictimization above and beyond the mediational effect of the decrease in victimization. In the second independent trial (Control group, N=227; Experimental group, N=234) we tested for potential moderating effects of gender; we found that it did not have interactive effects with the efficacy of the program.
In the third study, using data about the first quasi experimental trial, we analyzed the mediational mechanisms that explain the efficacy of the program in reducing cybervictimization. We found that the program predicted the increase over time in seeking support coping strategy, both on informational and instrumental aspects (distal advice) and on the more emotional way of getting help from people (close support). Noncadiamointrappola! program had significant indirect effects, through distal advice and close support, in reducing cybervictimization.
Results are discussed highlighting their contributions to the literature both on evidence-based interventions and on bullying and cyberbullying phenomena. Finally, the overall strengths, limitations and implication for future studies are pointed out.
3
Zambuto, Valentina. « Peer led models to prevent bullying and cyberbullying : how and for whom they can be effective ». Doctoral thesis, 2018. http://hdl.handle.net/2158/1130546.
Texte intégralRésumé :
This dissertation aims to improve our knowledge of the effectiveness of peer-led models within the literature on anti-bullying programs.
Previous studies highlighted discordant positions on the effectiveness of involving peers in antibullying interventions (Ttofi and Farrington, 2011; Smith et al. 2012; Lee et al., 2015) and invited scholars to study this model more deeply in order to understand “what works, for whom and under what circumstances.” In order to answer to this issue, we hypothesized that recruitment of peer educators might influence the characteristics of the group of students, and, above all, the effectiveness of the entire program.
The First chapter describes the theoretical framework of the research. The social nature of bullying, what is known about antibullying interventions, and the evaluation and the characteristics and strengths of peer-led models within health psychology and prevention of risk behaviours.
In the Second Chapter we presented a pilot research on the characteristics of the peer educators in the NoTrap! anti-bullying program (edition 2011/2012). Specifically, we found that, compared with classmates (N= 406; males= 46%), peer educators (N= 118; males= 51%) have higher levels of victimization, perceived support from friends, and prosocial and defending behaviour.
In Third chapter we presented two studies from a unique research design carried out within the 2015/2016 edition of the NoTrap! program. Specifically, we used two different recruitment strategies (volunteering vs peer nomination) with a sample of classes with voluntary peer educators (N=500) and a group of classes with peer educators nominated by classmates (N=466). The two studies aimed to understand how peer educators were different in the two groups and how the different methods can affect the results of the intervention.
In study 1 we found that voluntary peer educators are more involved in victimization, whereas nominated ones are the most popular and accepted by classmates. In study II, we tried to answer the questions: “under which circumstances and for whom” is NoTrap! effective. A set of linear mixed-effect model (MIXED) procedures showed that the program was effective only in the “voluntary recruitment condition,” in which there was a decrease of bullying and victimization, and a concurrent increase of defending behavior for the whole class (peer educators and their classmates). In the final chapter results are discussed highlighting their implications for future studies.
Livres sur le sujet "Peer-led Model"
1
Head, Paul D. The Choral Experience. Sous la direction de Frank Abrahams et Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.3.
Texte intégralRésumé :
Much has changed in the choral rehearsal room over the past two generations, particularly in regard to the role the choral conductor assumes—or commands—in the rehearsal process. This chapter discusses the ever-evolving stereotypical roles of the conductor, while examining alternatives to traditional leadership models with particular emphasis on the encouragement of student engagement and peer-based learning. In addition to the facilitation of collaborative learning exercises, the chapter outlines a specific process of written interaction with the choral ensemble. This section is inspired by the renowned “Dear People” letters of Robert Shaw. Finally, in response to the recently revised National Standards for Music Education in the United States, the author discusses possible implementation of the Standards in a performance-based classroom. In the shadow of the relatively recent phenomena of collegiate a cappella groups, these student ensembles have created a new paradigm for peer-led instruction.
Chapitres de livres sur le sujet "Peer-led Model"
1
Anbu, Deepika, Alistair Robson, Octavia Kurn, Charles Taylor, Oliver Dean, December Payne, Eva Nagy, Charlotte Harrison, Samuel Hall et Scott Border. « Evaluating the Efficacy and Optimisation of the Peer-Led Flipped Model Using TEL Resources Within Neuroanatomy ». Dans Advances in Experimental Medicine and Biology, 1–22. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76951-2_1.
Texte intégral
2
Saam, Nicole J., et David Sumpter. « Intergovernmental Negotiations ». Dans Social Simulation, 192–206. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-522-1.ch015.
Texte intégralRésumé :
Concession behavior is typically seen in bargaining processes, e.g. in intergovernmental negotiations. In traditional bargaining theory, especially in game-theoretic models, concessions to opponents are interpreted as actions in which the conceding party looses face. In this article, we propose a new approach to bargaining: peer coordination. Rather than loosing face on conceding to opponents, focal governments will increase their reputation among peers when adjusting to the present positions of the peers. Relying on a data set on the EU Intergovernmental Conference of 1996 which led to the Amsterdam treaty, we test and corroborate the hypothesis that a peer coordination model which assumes peer coordination in intergovernmental policy networks makes better predictions for negotiation outcomes than a random model which we interpret as a kind of null model.
3
Chen, Xiaojun, Jea H. Choi, Ji Hyun Yu et Timothy Newby. « The Teaching Assistants’ Community of Practice Facilitates Undergraduate Online Learning in a Blended Course ». Dans Cases on Online Learning Communities and Beyond, 88–112. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1936-4.ch005.
Texte intégralRésumé :
This chapter describes a peer-led community of teaching assistants. The aim is to illustrate ways in which peer-led mentored training enables the creation of a teaching assistant community in which all actors are encouraged to contribute to the establishment of a body of knowledge and expertise about the effective use of technology for educational purposes. There is an expectation that instructors would be taking the lead in the use of technology, as well as establishing a body of knowledge and experience about the effective use of technology. Little scholarly research, however, has been conducted in either the training or support of faculty and graduate teaching assistants in their methods to teach within the online learning environment. The community of practice model supports this shift in roles and activities for teaching assistants and faculty by increasing peer-to-peer engagement and offering new opportunities to engage with experts and expert practice. Specifically, this chapter will illustrate these ideas by referencing one undergraduate blended course (combining online and face-to-face settings).
4
Chiocchi, John, Paula Slevin, Lisa Evans, Catriona Gray, Nicola Armstrong et Kerry Anderson. « Working with Families and Carers ». Dans Structured Clinical Management (SCM) for Personality Disorder, sous la direction de Stuart Mitchell, Mark Sampson et Anthony Bateman, 198–212. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780198851523.003.0012.
Texte intégralRésumé :
This chapter describes a personal journey from a carer perspective that led to the development of a co-produced Peer-Led Training Programme (a carer education approach). It then provides an overview of three different models of carer programmes and family intervention sessions for people diagnosed with borderline personality disorder (BPD), as part of a structured clinical management (SCM) pathway. All three programmes were co-created by service users and their supporters and it is likely that drawing on the knowledge of both experts by experience and experts by occupation will blend helpful interventions whatever the dominant therapeutic model. Attending to both the needs of the service user’s wider support system and the resources they offer is integral to any SCM programme.
5
Oflaz, Nihal Kalayci. « Blockchain Ecosystems in the Sharing Economy ». Dans Handbook of Research on Strategic Fit and Design in Business Ecosystems, 520–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1125-1.ch023.
Texte intégralRésumé :
In the 21st century, the free movement of information became quite important with the increase of internet technology. The fact that people can exchange money or data with each other without the need for any intermediary has led to the development of a new economic area under the name of the sharing economy. One of the most important features of the sharing economy is that the parties of the economic transaction establish this relationship through a technological platform. Similarly, allowing peer-to-peer transactions and seeing them as a reliable and public platform has made blockchain technology the focus of attention as a digital business technology in various sectors. In this study, blockchain technology, which is considered as the future technology of the sharing economy, is explained within the framework of a health sector model that deals with the partnership between the sharing economy and blockchain technology.
6
Shahriar, Saleh. « Literature Survey on the “Belt and Road” Initiative ». Dans Foreign Business in China and Opportunities for Technological Innovation and Sustainable Economics, 79–115. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8980-8.ch005.
Texte intégralRésumé :
The purpose of this chapter is to analyze some peer-reviewed publications to find out the key research journals, contents, and emerging issues of the “B&R” Initiative led by China. Based on the tools and techniques of bibliometric approach, a total of 210 research papers were extracted systematically from the Scopus, Science Direct, and the Web of Science databases. The research methods integrated in this chapters are systematic literature review, bibliometric citation, authorships and affiliations, and contents analyses. This chapter argues that there are growing academic interests and attentions in the B&R research across the world. The principal reasons for the increase in research with regard to the B&R Initiative are the appearance of publications in prestigious journals, the global economic rise of China and its model of development, and the policy priorities of the government of China. The results show that a total of 32 peer-reviewed research papers were published in 10 prestigious journals.
7
Dzur, Albert W. « Democratic Innovation in K-12 Education ». Dans Democracy Inside, 43–66. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658663.003.0003.
Texte intégralRésumé :
Civic engagement and service learning are now part of mainstream American education, but such programs are normally embedded in hierarchical, rule-bound, and inegalitarian institutions. Even while called to service outside, most students are excluded from meaningfully shaping the social environment inside their schools. This chapter examines schools embracing a different model. Democratic schools involve students in curriculum design, teaching, and institutional governance. Regular all-school advisory meetings, student-led inquiry, peer juries, and other forms of participatory conflict resolution are common in these schools. Historically linked to progressive education reforms and to student power efforts in the 1960s, contemporary democratic innovators in mainstream K-12 education are motivated by three factors seen as under threat: professional identity, academic engagement, and genuine civic education. Drawing on interviews with teachers and principals working in democratic schools across different regions, this chapter describes barriers to growth as well as available resources for sustaining long-term reform.
8
Papadimitropoulos, Vangelis. « Introducing the Commons ». Dans The Commons : Economic Alternatives in the Digital Age, 1–30. University of Westminster Press, 2020. http://dx.doi.org/10.16997/book46.a.
Texte intégralRésumé :
This introduction outlines peer production (P2P) as a type of social relations, a technological infrastructure and a new mode of production and property, whereby participants have maximum freedom to co-operate and connect. In the last decades, the author notes that the rise of peer production has been driven by three main factors: the sustainability crisis, neoliberalism and low cost information and communication technologies (ICTs). These factors have led to three main streams of peer production: firm-hosted peer production or platform capitalism (user-centric open innovation business models; the so-called sharing and gig economy); the commons (local and digital commons, the solidarity economy); and a hybrid commons-based peer production operating on the models of platform and open cooperativism. In turn, the author establishes his post-hegemonic perspective, focusing on commons-based P2P which is facilitated today by the architectural design of the Internet. To conclude, Vangelis proposes the book’s intention as to produce a critical dialogue between the different approaches to the commons, putting forth a postcapitalist commons-orientated transition beyond neoliberalism. freedom to co-operate and connect. In the last decades, the author notes that the rise of peer production has been driven by three main factors: the sustainability crisis, neoliberalism and low cost information and communication technologies (ICTs). These factors have led to three main streams of peer production: firm-hosted peer production or platform capitalism (user-centric open innovation business models; the so-called sharing and gig economy); the commons (local and digital commons, the solidarity economy); and a hybrid commons-based peer production operating on the models of platform and open cooperativism. In turn, the author establishes his post-hegemonic perspective, focusing on commons-based P2P which is facilitated today by the architectural design of the Internet. To conclude, Vangelis proposes the book’s intention as to produce a critical dialogue between the different approaches to the commons, putting forth a postcapitalist commons-orientated transition beyond neoliberalism.
9
Snow, Kim. « Earning a Hoodie, Voyager Capital ». Dans Leaving Care and the Transition to Adulthood, 315–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190630485.003.0017.
Texte intégralRésumé :
Most children in Ontario, Canada, who are involved in child protection services receive services while living with their family or kin; are temporarily placed in the custody of child protection services and live in foster homes, group homes, or kinship care homes; or are placed permanently in the care of child protection services. Until April 2018, this last group of young people were legally designated Crown Wards. This chapter describes a peer-led strategy which sees current and former Crown Wards in Ontario, Canada, plan their own educational journey while at the same time reaching out to other young Crown Wards to encourage them to do the same. Bourdieu’s field theory—specifically the concepts of social capital and habitus—are applied to the project. Fostering social capital, network mapping, and peer-centered practice are emergent models useful to the engagement process and essential as relational practice methods.
Actes de conférences sur le sujet "Peer-led Model"
1
Jayaraman, J. D. « A Peer-Led Teaching Model for Improving Financial Literacy Among Elementary and Middle School Children ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1583527.
Texte intégral
2
Nagah, Mostafa, et Mohamed Shaaban. « A Transactive Energy Microgrid Model using Blockchains ». Dans International Technical Postgraduate Conference 2022. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.141.31.
Texte intégralRésumé :
The price of technology used in the production of renewable energy (RE) has come down significantly, and end users' roles have shifted from that of simple energy consumers to that of active participants in the creation of their energy. This new function is known as a prosumer, and it has led to the change in electricity markets by enabling prosumers to resell energy excess to electricity suppliers and other prosumers. As a result, there is a need for a peer-to-peer (P2P) energy trading network that makes use of the Ethereum blockchain and a smart contract mechanism to operate as an interface between prosumers and consumers. This paper develops a microgrid model incorporating Blockchain technology to simulate peer-to-peer energy transactions. In the simulation setup, solar panels are employed as the primary source of electrical energy. In addition, energy storage batteries when the sun sets, complement the energy provided by the solar PV in the simulation developed. Furthermore, an automated bidding system to facilitate energy transactions is implemented. The bidding system consists of a full interface that shows houses supply, demand, batteries, and the bid on the energy. The simulation is carried out for 20 days, with 15 houses connected to the grid. Full transaction simulation resulted in peak prices that were more than 25 percent lower than real-life energy tariff coming from the electric utility company.
3
Shayesteh, Seemein, Zachary Cochran, Raj Dhavalikar, Ian Huelsman, Akul Madan, Taylor Peters, Ahmed Yago, Grant Wible et Maher Rizkalla. « Enhancing Course Objectives for a Sophomore Electronic Devices Class via Peer-Led Team Learning (PLTL) Model and Attached Projects ». Dans 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9097311.
Texte intégral
4
Zhao, Li, et Yan Jin. « Work Structure Based Collaborative Engineering Design ». Dans ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/dtm-48681.
Texte intégralRésumé :
Collaborative engineering design requires multiple people working together to achieve a common goal. Data sharing approach and workflow management approach have been developed to support collaborative design, but the disconnection of these two approaches has led to problems of efficiency and adaptability. In this paper, we propose a work structure based approach for collaborative design. Our goal is to improve process efficiency and adaptability by integrating management processes with engineering details and allowing designers to make certain managerial decisions through peer coordination. For a specific task, a work structure is a network of engineering work items connected by dynamically acquired engineering dependencies. It is used to generate multiple processes from which the one that best fits the current situation is dynamically determined through coordination among team participants. In order to capture engineering dependencies and associate engineering details, an adaptive work process model is developed that explicitly represents engineering work, work structure, and processes. Based on this model, a set of operations and algorithms are developed for intelligent agents to provide coordination support. Experiments have shown that by following this approach, engineering design processes can dynamically adapt to both requirement and resource changes, and the process efficiency can be significantly improved.
5
Foroudastan, Saeed, et Brigette Thompson. « Experimental Vehicles Program Aides in Innovative Hands-On Learning Experiences ». Dans ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66100.
Texte intégralRésumé :
The Experimental Vehicles Program (EVP) was created in 2004 as an umbrella program for five different undergraduate experimental vehicle design teams. These projects consist of the Solar Vehicle, Moonbuggy, Baja SAE, Formula SAE, and Solar Boat. The goal of the EVP is to foster undergraduate student development through hands-on construction of experimental vehicles with the guidance of faculty mentors and partnerships with both national and international industry leaders. Each EVP project performs a vital function in the professional development of students. The projects provide a forgiving environment in which students can test their classroom knowledge in a real-world setting and learn important skills such as leadership, effective communication, and working as a team member. Furthermore, the students in the EVP develop highly versatile and qualified skill sets that will allow them to fill various positions within the workplace. In the past 90% of EVP graduates have been able to obtain highly regarded national and international positions upon graduation due to their real-world hands-on experience gained throughout their involvement in the EVP. Each year the EVP sponsors up to sixty interdisciplinary students that come together in peer-led teams to combine and expand upon their classroom knowledge in building innovative vehicles. The successes of the MTSU EVP have been recognized by becoming the national model for hands-on engineering education; helping engineering students take classroom knowledge and apply it to real-world situations. Students work in teams to annually design, construct, and test novel vehicle designs for participation in national and international competitions. Due to the competitive nature of each of the events, students must use cutting edge technology and design methods in order to create the best entries possible. Often times this means creating partnerships with industry leaders who help mentor the students from the design conception, the fabrication, through the manufacturing of each vehicle. These partnerships benefit both the students and the companies; students are able to create real-world contacts and gain a working knowledge of the industry that they cannot learn in the classroom. Furthermore, the students are able to use the contacts to garner equipment like solar panels and wheels. Likewise, the companies are able to receive recognition at national and international competition as program sponsors are advertised on the competition vehicles. Moreover the industries are able to build relationships with future employees who have real-world experience and who have become intimately involved with specialized technology such as “green energy”.
6
Renelle, Amy, Stephanie Budgett et Rhys Jones. « Active Online ; Not Actively Learning ». Dans IASE 2021 Satellite Conference : Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.khesv.
Texte intégralRésumé :
Imagine, a keen university tutor, excited to help revamp the statistics tutorials for a first-year course into one focused on student-led learning… only to need to rapidly adjust to online teaching thanks to Covid-19. I have been involved in small-class tutorials for two first-year university courses (150 and 2000 students each), with a few modes of learning implemented – in-person, compulsory and non-compulsory tutorials, asynchronous peer discussion videos and tutor videos, as well as live online tutorials. Covid-19 highlighted difficulties implementing active learning in an online environment. With reduced attendance, blank screens, and silence in response to questions, motivating students to actively learn proved difficult. While the adoption of online teaching required rapid adjustments, we can now make improvements to help maintain quality teaching and social connection within our classes. It is important we spend time investigating how to better encourage active learning, with empirical evidence needed to guide future practices.