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Artykuły w czasopismach na temat "Students – Scotland – Central Region"
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Rose, James, and Mike J. Smith. "Glacial geomorphological maps of the Glasgow region, western central Scotland." Journal of Maps 4, no. 1 (2008): 399–416. http://dx.doi.org/10.4113/jom.2008.1040.
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Page, R., and C. Page. "The excavation of a disused military road at Buchlyvie, Central Region." Glasgow Archaeological Journal 19, no. 1 (1994): 101–6. http://dx.doi.org/10.3366/gas.1994.19.19.101.
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Summary Excavation of a road suspected to be Roman revealed a massive foundation surmounted by a flimsy upper road that had been little used except for cart traffic. The road was apparently part of the Stirling to Dumbarton military road, constructed between 1771 and 1780, one ofthe last military roads built in Scotland.
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Wilson, R. B. "A study of the Dinantian marine macrofossils of central Scotland." Transactions of the Royal Society of Edinburgh: Earth Sciences 80, no. 2 (1989): 91–126. http://dx.doi.org/10.1017/s0263593300014413.
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ABSTRACTThe stratigraphy, classification and correlation of the marine strata in the Dinantian (Lower Carboniferous) succession of central Scotland are discussed. Correlations of eight principal marine bands in the upper part of the sequence are proposed and four Hosie limestones are recognised in Fife. The marine macrofossils are listed and their vertical and lateral distribution discussed. Biofacies maps of the main marine faunas are presented, which indicate an eastern origin for the marine transgressions and suggest the existence of a river entering the region to the N of Glasgow. Observations are made on the range of host-sediments in which the most commonly occurring genera are found and palaeoecological interpretations are made concerning the main components of the faunas. Some evidence is given to suggest that some elements of the faunas migrated into the region from the E. The palaeogeography is discussed and a correlation is outlined between epifaunal forms at some horizons and areas of less subsidence in the general regional pattern of differential subsidence.
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Berg, Laila. ""Nordic Aspirations"." Nordlit 51, no. 1 (2023): 1–16. http://dx.doi.org/10.7557/13.6867.
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This article explores the Scottish discourse on the Nordic region, that is, dominant conceptualisations of the Nordic region in contemporary Scotland in the context of the current Scottish nation-building project. Since the early 2000s, the Nordic region has received wide political attention and been presented as a viable and desirable role model for Scottish development by key political and social actors, including the Scottish Government and the Scottish National Party (SNP). This interest in the Nordic countries and the idea that they offer an alternative for Scotland which is line with dominant self-images of Scotland as egalitarian and social democratic has established itself as a central argument and aspect of the Scottish independence movement and the wider Scottish public debate. This article examines the historical development of the discourse on the Nordic region in Scotland, and its content by showing how the Nordic region is a multifaceted concept which intersects with Scottish nationalism and long-standing associations to the North. The Nordic region, in the Scottish context, is hence both a reality and a myth, a practical example and an idea. This dual quality is at the heart of the appeal and resilience of the Nordic region in contemporary Scotland, making the Nordic region Scotland’s main positive Other. Keywords The Nordic region, Scottish nationalism, the Other, discourse, conceptualisations of North
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Bailey, Nick, and Ivan Turok. "Central Scotland as a Polycentric Urban Region: Useful Planning Concept or Chimera?" Urban Studies 38, no. 4 (2001): 697–715. http://dx.doi.org/10.1080/00420980120035295.
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Cowie, Trevor. "A survey of the Neolithic pottery of eastern and central Scotland." Proceedings of the Society of Antiquaries of Scotland 123 (November 30, 1994): 13–41. http://dx.doi.org/10.9750/psas.123.13.41.
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Pottery from at least sixteen sites in eastern and central Scotland can be attributed more or less certainly to the Earlier Neolithic. Although the quality of much of the evidence precludes detailed classification, at least some of the groups, characterised by the presence of carinated bowls, may be presumed to date from an early stage of the Neolithic. Other types, including a range of heavy unshouldered bowls, were certainly current by the mid-- to late fourth millennium BC, in terms of calibrated radiocarbon dates, while the evidence from other regions suggests that some decorated pottery may have made a similarly early appearance. The Later Neolithic pottery from the region is discussed briefly, mainly to highlight some of the problems which may be resolved by future discoveries. Major domestic assemblages of Earlier Neolithic pottery are yet unknown; some material derives from intact contexts involving structured deposition, but much is from residual and unrepresentative scatters.
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Soorenian, Armineh. "Disability disclosure: categorical and cultural difficulties HETL Scotland 2017." Journal of Applied Research in Higher Education 10, no. 2 (2018): 182–93. http://dx.doi.org/10.1108/jarhe-04-2017-0051.
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Purpose The purpose of this paper is to analyze a group of disabled students’ views and feelings on disclosing the nature of their impairments by applying via Universities and Colleges Admissions Service (UCAS, 2016), using a numerical coding system. The adequacy of “disability” categories on both university and UCAS forms, and related sensitive issues will be central to this paper. Design/methodology/approach Thus, the author will visit the debates surrounding the two contrasting models of “disability”, namely, the individual medical and the social model of “disability”. The associated advantages and disadvantages that are ensued will be examined. Findings This paper will conclude by offering inclusive solutions to disclosure, which are sensitive to both impairment and cultural-related issues and encourage disclosure from students with a wide range of impairments. The benefits of all-encompassing inclusive practice and the resulting wider implications for the student population at large will, therefore, be highlighted. Originality/value There is an acute shortage of similar kinds of research conducted on disabled international students’ experiences of disclosure, which make the current work timely and original.
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Turpie, Tom. "A monk from Melrose? St Cuthbert and the Scots in the later middle ages, c. 1371–1560." Innes Review 62, no. 1 (2011): 47–69. http://dx.doi.org/10.3366/inr.2011.0004.
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During the early and central middle ages St Cuthbert of Durham (d. 687) was arguably the most important local saint in northern England and southern Scotland. His cult encompassed a region approximately corresponding to the ancient kingdom of Northumbria. While Scottish devotion to the saint in that period has been well researched, the later medieval cult in Scotland has been surprisingly little studied. Following the outbreak of Anglo-Scottish warfare in 1296 a series of English monarchs, the Durham clergy and local political leaders identified Cuthbert with military victories over the Scots. Several historians have assumed that this association between Cuthbert and English arms led to the decline of his cult in Scotland. This article surveys the various manifestations of devotion to St Cuthbert in late medieval Scotland in order to reappraise the role of the saint and his cult north of the border in the later middle ages.
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Okhoshin, Oleg. "AFTERMATH OF BREXIT FOR WALES." Scientific and Analytical Herald of IE RAS 24, no. 6 (2021): 104–11. http://dx.doi.org/10.15211/vestnikieran62021104111.
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After withdrawal of the UK from the EU its Celtic regions (Scotland, Northern Ireland, Wales) faced a deterioration in the conditions for their socio-economic development and began to demand from B. Johnson to revise the principles of interaction between central government and local authorities in favor of expanding devolution. In Wales, separatist tendencies have not reached the same magnitude as in Scotland and Northern Ireland. Nevertheless, an acute confrontation arose at the intergovernmental level – the M. Drakeford’s Labour government protests against B. Johnson’s regional policy. The most acute contradictions arose against the background of the application of the UK Internal Market Act 2020 and the inability of the British government to compensate the region for the loss of subsidies from the EU structural funds after Brexit. To put pressure on the central government, Labour Party in Wales organized a special commission in October 2021 to consider separating the region from the United Kingdom and transferring additional powers to the local authority. This fact indicates the growth of a deep systemic crisis in the country, which makes the regions doubt the ability of the central government to effectively use its instruments to cope with the consequences of Brexit and the coronavirus pandemic.
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June, Andrea, and Carrie Andreoletti. "INTERGENERATIONAL COURSE ABROAD EXPLORES AGE INCLUSIVITY IN SCOTLAND." Innovation in Aging 7, Supplement_1 (2023): 25–26. http://dx.doi.org/10.1093/geroni/igad104.0085.
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Abstract In 2017, Central Connecticut State University (CCSU) joined the Age-Friendly University (AFU) global network. Guided by the AFU framework to promote age inclusivity in higher education, many programs and services at CCSU have been expanded to encourage the participation of older adults in all core activities of the university. The authors have a particular interest in fostering intergenerational learning opportunities, for which there are reciprocal benefits (e.g., Andreoletti & Howard, 2016). With the goals of promoting intergenerational connection and global age-inclusivity, we developed a course abroad to Scotland called Global Aging & Age-Friendly Initiatives. Prior to traveling, students are introduced to theory and research in lifespan development and to the World Health Organization’s (WHO) definition of healthy aging and domains of livability aimed at enhancing well-being and longevity. Livability community efforts in the USA are explored so that similarities and differences can be examined while in Scotland. During 9 days of travel, students are exposed to urban and rural areas of Scotland, noting the accessibility of public transportation, the availability of green spaces, the cultural attitude toward older adults, and other domains of livability. They will also hear from local academics and community organizers invested in promoting engagement across the lifespan. In June 2023, eight age-diverse learners will travel with the authors. In addition to providing more detail on the development and implementation of the course abroad, this presentation will share feedback from students and international collaborators with the goal of encouraging other AFUs to develop similar opportunities.
Rozprawy doktorskie na temat "Students – Scotland – Central Region"
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Cox, Nancy Lynne. "Student characteristics and self-concept of secondary career and technical education students in a north central Texas region." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28407/.
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Self-concept, discussed as a scholarly topic since the time of Socrates and Plato, is an important theoretical construct in education because self-concept is considered to be a desirable trait and a facilitator of positive future behavior. The purpose of this study was to examine the relationship between the characteristics of students enrolled in career and technical education (CTE) programs and students' self-concept scores as measured by specific subscales from the Self-Description Questionnaire (SDQ). A total of 196 male and 89 female secondary students (Grades 9-12) enrolled in arts, audio/video technology and communications cluster courses in North Central Texas school districts participated in the study. Student characteristic variables of interest were age, gender, CTE program enrollment, and participation in CTE. The self-concept subscales analyzed were General, Academic, Verbal, Math, and Problem Solving. A canonical correlation analysis was conducted using the four student characteristic variables as predictors of the five self-concept variables to evaluate the multivariate shared relationship between the two variable sets. The full model across all functions explained about 23% of the variance between the variable sets. Function 1 explained 15% of the shared variance and Function 2 explained 7% of the variance that remained. This study detected a relationship between specific student characteristics and self-concept as measured on certain domain-specific first-order factors. Gender and participation in CTE were found to be related to verbal self-concept and problem-solving self-concept. Results suggest that females in arts-based CTE programs have a higher verbal self-concept than their male counterparts; male students have a higher problem-solving self-concept. Results further suggest that students with a high level of participation in CTE also have high verbal and problem-solving self-concepts.
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Yelkpieri, Daniel. "Socio-economic status (SES) of parents and its effects on students' achievements in the Awutu Senya and Effutu Educational Directorates in the Central Region of Ghana." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37970.
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This study investigated how much influence the SES of parents has on students’ achievements in the Awutu-Senya and Effutu Educational Directorates of the Central Region of Ghana. The study focused on parents’ financial status, educational qualifications, jobs, enabling learning environment provided by parents and the type of school attended and how these affected students’ achievements. The study adopted a cross sectional and a multi-site case study designs. The population consisted of school officials, teachers, students of SHS and parents in the Awutu Senya and Effutu Educational Districts in the Central Region of Ghana. A sample size of 531 respondents was chosen for the study. The instruments used in the data collection were questionnaires, semi-structured interviews, focus group discussions, direct observation and secondary data. A range of sampling techniques from simple random, purposive, census, to cluster sampling techniques was adopted in selecting the participants. The researcher used descriptive and inferential statistics in presenting the data. Respondents agreed that parents’ financial circumstances affected students’ academic achievements in the study area. Respondents were of the opinion that learning environment provided by parents at home determined the academic achievements of students. The study found that students from high socio-economic homes were provided with most of the materials they needed to succeed in their education than their counterparts. Respondents agreed to some extent with the assumption that educational qualifications of parents influenced students’ academic success. They argued that parents’ educational attainments enhanced home environment for students’ learning. The study made original contributions by highlighting parents’ financial difficulties they faced in promoting their children’s education, isolating some of the influences of SES of parents on students’ learning and providing policy implications. The study recommends that Government of Ghana should expand its youth training programme on skills acquisition to cover all categories of people who desire skills.
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周富滿. "The Study on Leisure Life of Students in Special Vocational Schools in Central Region of Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62174985707317902920.
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碩士<br>國立彰化師範大學<br>特殊教育學系所<br>98<br>The main purpose of this research is to understand the present situation of leisure life of students in special vocational schools in central region of Taiwan and discuss the different variables in the leisure participation, degree of satisfaction, leisure constraints and leisure demands.
The study of this research is based on the analysis of 148 effective questionnaires collected from National Jiayi Special Vocational School, National Zhanghua Special Vocational School, National Taichung Special Vocational School, and National Miaoli Special Vocational School. The questionnaire investigates a class of students in each grade in each of the four abovementioned special vocational schools in method of description statistics, in method of description statistics, t- test and One Way ANOVA.
The research discoveries are as follows:
First of all, in aspect of leisure participation, the participation frequency is highest by “the appreciation activity”, next is in order “the creativity and the self-realization activity”, “the sociality” and “the physical ability activity”. In different background variable difference comparison, there is no remarkable difference in students of different gender, levels of body or the movement disabilities in leisure participation. As for school, grade, mental retardation ranking, verbal expression ability, and social-economic status, they are significant factors that influence leisure participation.
Secondly, in leisure satisfaction aspect, “the relaxation”, “the esthetic sense”, “the psychology” dimensions show higher degrees of satisfaction. In different background variable difference comparison, there is no remarkable difference in students of different gender, grade, social-economic status in leisure satisfaction. As for school, mental retardation ranking, levels of body or the movement disabilities, verbal expression ability, they are significant factors that influence leisure satisfaction.
Thirdly, in leisure constraint aspect, the leisure life of students in special vocational schools encounters structural constraints most. In different background variable difference comparison, there is no remarkable difference in student of different gender, mental retardation ranking, levels of body or the movement disabilities, verbal expression ability, social-economic status in leisure constraint. As for school, grade, they are significant factors that influence leisure constraint.
Fourthly, in leisure demand aspect, the “social interaction” demand is highest among student's leisure demands. In different background variable difference comparison, there is no remarkable difference in student of different gender, grade, levels of body or the movement disabilities, social-economic status in leisure demand. As for school, mental retardation ranking, verbal expression ability, they are significant factors that influence leisure demand.
This research offers some suggestions to education authorities, teachers, and future researchers.
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Pierce, Mike. "At-risk students in the central region of the U.S. a qualitative meta-analysis of existing research /." 2007. http://digital.library.okstate.edu/etd/umi-okstate-2435.pdf.
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Ju, Chen Yen, and 陳嬿如. "A Study on Gifted Students’ Competence of Global Perspectives in Secondary School in Central Region of Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/83663997287725403065.
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碩士<br>國立臺灣師範大學<br>特殊教育學系在職進修碩士班<br>99<br>Abstract
The purposes of this research were to explore the current situation and realize the differences under different background variables of gifted students in secondary schools concerning their competence of global perspectives, including global of issues literacy, key competences, concern participation.
Data were collected from the questionnaire survey of 7 senior high schools and 8 junior high schools, including 576 gifted students. The obtained data were analyzed by the descriptive statistics, Kendall coefficient of concordance ,t-test, and one-way ANOVA .Finally, some suggestions for teaching, and future research were proposed according to the results.
The results of this study revealed as follows:
Ⅰ. The current status of gifted students in secondary schools concerning their competence of global perspectives, including global of issues literacy, key competences, and concern participation were above average level.
Ⅱ. There were some significant differences in gifted students in secondary schools concerning their competence of global perspectives, including global of issues literacy, key competences, and concern participation under their background variables.
This research offers some suggestions to education authorities, teachers, and future researchers.
Keywords：gifted student,global education, the competence of global perspectives
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Nandakumari, P. "A diagnostic study of errors in written Hindi of secondary school students of central schools in the Madras region." Thesis, 1992. http://hdl.handle.net/2009/3677.
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Yang, Hsiao Pei, and 楊曉佩. "Research on Social Support and Life Stress for Junior High School Girl Students at Aboriginal Country in Central Region of Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49764111006553636374.
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碩士<br>東海大學<br>社會工作學系<br>100<br>This study mainly attempted to explore the sources, dimensions and conditions of the social support for the teenage girls in aboriginal townships and the sources of their life stress, as well as the differences in social support and life stress between the aboriginal teenage girls and non-aboriginal teenage girls in aboriginal townships.
In this study, the teenage girls in the nine junior high schools within the seven aboriginal townships in the central area of Taiwan were taken as the research subject to complete the questionnaire survey. A total of 528
questionnaires were distributed and 498 were collected with a recall rate of valid questionnaires of 94.32%. The analysis was conducted based on the 444 valid questionnaires, and the research results of the statistical analysis are listed as follows:
(1) The distribution of the grade of the participants was uniform. More than 30% of the participants lived with their parents or other people, 35% were the youngest child of their family, 48% came from a family with sufficient economic resources, nearly 60% had used the subsidies of social resources, 55% were aboriginal and the rest were non-aboriginal, and 45% of the participants believed in Christianity or Catholicism.
(2) As for the sources of social support, peer support accounted for the majority of the support that the participants had received, followed by teacher support, family support, religious support, social welfare support, and the support from tribal organizations.
(3) As for the dimensions of social support, emotional support accounted for the majority of the support that the participants had received, followed by tangible support and informational support.
(4) As for the life stress, the stress of future development was the highest that the participants were aware of, followed by the stress of school life, the stress of family life, the stress of cultural differences, and the stress of geographical location.
(5) Different personal information resulted in different sources of social support, dimensions of social support, and life stress.
(6) There was a positive correlation between the sources of social support and the dimensions of social support. Moreover, there was a correlation between the sources of social support and life stress. Among which, family support, teacher support, and peer support all showed a negative correlation with life stress, whereas religious support, social welfare support, and the support from tribal organizations showed a positive
correlation with life stress, showing that the higher the religious support, social welfare support, and the support from tribal organizations that the participants received, the greater the pressure they tended to feel.
(7) There was a negative correlation between the dimensions of social support and life stress.
According to the above research results, this study suggests the following five recommendations:
(1) The school counseling office can provide relevant information in the future development through publications, lectures and conferences for students to prevent them from feeling too much pressure on the future development.
(2) School teachers should be a role model for teenagers when giving the counseling to their students, assisting them to have a better self-understanding of themselves and helping them to deal with day-to-day
problems.
(3) Parents should strengthen their awareness of family support, focus on creating a better family atmosphere and a sounder family structure, and provide their children with warm emotional support. By doing this, children
will feel less stress of family life.
(4) Social workers should hold a professional, caring and tolerant attitude towards their service objects. While the service objects receive more support, social workers can reduce their pressure at the same time.
(5) It is recommended that the relevant government authorities should relax the restriction on financial aid or have a further understanding of the needs of the people while reviewing the case in order to help the teenage girls reduce their pressure caused from the economic problems of their family.
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Li, Jia-Ling, and 李嘉鈴. "A Study on Leisure Participation and Leisure Constraints ofHearing-Impaired Students at Senior and VocationalHigh Schools in the Central Region of Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84745546956557021469.
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碩士<br>大葉大學<br>管理學院碩士在職專班<br>97<br>The purpose of this study was to explore the current status of the leisure participa-tion and leisure constraints of hearing-impaired students at senior and vocational high schools in the central region of Taiwan. Through the application of "the Questionnaire for survey of the leisure participation and leisure disabilities of the hearing-impaired students at senior and vocational high schools in the central region of Taiwan" and investigation by purposive sampling, with a total of 180 questionnaires issued and 151 valid questionnaires recovered which achieved an 83.9% of effective response rate, the following results was obtained after the statistical analysis based on the data referred above:
1. The level of leisure participation of hearing-impaired students at senior and voca-tional high schools in central region of Taiwan is relatively not high, while the leisure constraints relatively low.
2. The Overall Leisure Participation of hearing-impaired students at senior and voca-tional high schools from central region of Taiwan with different "multiple disabilities signs" has significant differences.
3. -Hearing-impaired students at senior and vocational high schools from central region of Taiwan with different "type of educational placement", "the degree of hear-ing-impaired", "multiple disability signs", "communication method" and "friend status" have significant differences in the Overall Leisure Constraints.
4. The Leisure Participation and the Leisure Constraints of hearing-impaired students at senior and vocational high schools from central region of Taiwan don’t have signifi-cant correlations.
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LIN, I.-CHUN, and 林怡君. "Research on the comparative study of guiding students' reading literacy between elementary school teacher librarians and other elementary teachers in the central region of Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v889vd.
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碩士<br>國立臺中教育大學<br>區域與社會發展學系國民小學教師在職進修教學碩士學位班<br>107<br>This study aims at investigating the situation of guiding students’ reading literacy by elementary school teacher librarians and other elementary teachers in the central region of Taiwan and also exploring the difference between these two groups of teachers.
Questionnaire survey and semi-structured interviews were conducted in this study, that 84 elementary school teacher librarians and 126 elementary teachers in the central region of Taiwan in 2017 academic year were recruited as research subjects. A number of 210 valid questionnaires were collected. Descriptive statistics, independent sample t-Test, and one-way analysis of variance were used for statistical analysis. The data from semi-interviewed interview was transcribed, consolidated, and set up with files in order to fetch up the shortage of questionnaire survey. The research findings are as follows:
1. It demonstrated high level of overall performance on guiding students’ reading literacy by elementary school teacher librarians in the central region of Taiwan.
2. It demonstrated high-intermedium level of overall performance on guiding students’ reading literacy by other elementary school teachers in the central region of Taiwan.
3. It revealed no difference among different types of background variables on guiding students’ reading literacy by elementary school teacher librarians in the central region of Taiwan.
4. It revealed no difference among different types of background variables on guiding students’ reading literacy by other elementary school teachers in the central region of Taiwan.
5. There were some differences between elementary school teacher librarians and other elementary teachers in the central region of Taiwan, including the teaching ability of guiding students to construct sense from different categories of articles, the skills of developing students’ learning ability via reading, their participation in reading activities in schools and communities, their pleasures found in reading; However, there was no difference between these two teachers while guiding students to understand the language and know its application.
Finally, this study proposes some suggestions for schools, elementary teachers and researchers on the basis of this research findings.
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Chen, Hui-chun, and 陳慧君. "A Study of the Relationships among Self-Education Expectation, Learning Motivation and Learning Achievement of the Art-Talented Students in Junior High Schools in Central Region." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/15904802403640135806.
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碩士<br>逢甲大學<br>公共政策所<br>99<br>The main purpose of this study is aimed to realize the existing circumstances of self-education expectation, learning motivation, and learning achievement of the art-talented students in junior high schools, and to examine their differences between different individuals’ background variables.Besides it is also aimed to understand the relation among self-education expectation, learning motivation, and learning achievement of the art-talented students in junior high schools. Finally, based on research findings, this study proposed conclusions and suggestions as a reference for junior high schools to process art-talented class in the future.
The questionnaire survey method was adopted. Based on a self-developed questionnaire “Survey on Art-Talented Students’Self-Education Expectation, Learning Motivation, and Learning Achievement”, this survey was administered to public junior high school art-talented students in four cities/counties in central Taiwan (Miaoli county, Taichung city, Zhanghua county, and Nantou county). Through random sampling, a total of 595 questionnaires were distributed to art-talented students across 8 schools. 578 valid responses were obtained. These responses were analyzed using a series of methods, including means, standard deviation, t-test, Pearson’s product-moment correlation, and multiple regression to derive the following conclusions:
1. Art-talented students have high self-education expectation.
2. Art-talented students have high learning motivation.
3. Art-talented students have excellect learning achievement.
4. Art-talented students who didn’t studied in an art-talented class have higher self-education expectation in art subjects.
5. Students who possess art abilities have higher self-education expectation and learning motivation than art-talented students.
6. Art-talented students have better learning achievement in art subjects than students who possess art abilities.
7. There is a relationship among self-education expectation, learning motivation and learning achievement
8. There are many factors that affect art-talented students’ learning achievement, but self-education expectation and learning motivation are just few of them.
Książki na temat "Students – Scotland – Central Region"
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Great Britain. Forestry Commission. Woodland Surveys, ed. National inventory of woodland and trees: Scotland - Central Region. Woodlands Surveys, Forest Research, 2000.
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Great Britain. Fire Services Inspectorate. Central Region Fire Brigade inspection report: A report of Her Majesty's Inspectorate ofFire Services for Scotland. Scottish Office, 1995.
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Radio, Scottish News, and Central Scotland Broadcasting Ltd, eds. Application to the Radio Authority for the Independent Local Radio Service for the Central Scotland Region. [s.n.], 1998.
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Great Britain. Fire Services Inspectorate. Central Region Fire Brigade inspection report: A report of Her Majesty's Inspectorate of Fire Services for Scotland. Scottish Office, 1994.
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Boyle, Douglas McK. Cost-effective disposal of organic wastes, Central Region, Scotland: An appraisal of the feasibility of the composting option. Central Regional Council, 1992.
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Aleksandrov, Vadim, and Aleksandr Solodovnikov. Fuel and energy complex of the Urals: Orenburg region. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1977990.
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The monograph presents a regional and municipal description of the development of the oil and gas industry in the Orenburg region. A brief description of the natural conditions, the resource base of hydrocarbon raw materials is given, the stages of formation and development of the oil and gas industry in the context of the region and the largest oil and gas producing enterprises are revealed. The availability of fuel and energy resources in the Orenburg region is shown, data on production volumes at the territorial level, for the largest subsurface users and small companies, including those that have ceased their economic activities, are presented. The role of the oil and gas industry in the formation and development of the oil refining and gas chemical industry is revealed.
 When working on the book, data from the Central Dispatch Department of the Fuel and Energy Complex of Russia, the Federal State Statistics Service, the Office of the Federal State Statistics Service for the Orenburg Region, departments and departments of the Government of the Orenburg Region, research and design institutes, major enterprises, literary sources, periodicals, Internet resources were used.
 It is addressed to geographers, geologists, oilmen, economists, politicians, managers, specialists dealing with the problems of the development of the oil and gas industry. It will be useful for university students studying in geographical, geological, technical and economic fields of study and specialties, teachers, graduate students, high school students, lyceums, gymnasiums and anyone interested in their "small and large Homeland".
Części książek na temat "Students – Scotland – Central Region"
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Vogel, Lars, and David Will. "Notions of EU Citizenship Among Young People in the Peripheral Regions of East Central Europe." In The Future of Europe. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29793-9_3.
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AbstractThis chapter explores the notions of EU citizenship among young adults in the peripheral regions of East Central Europe (ECE). Based on structured interviews in five countries of the region with questions partially derived from the Eurobarometer, the results suggest that postmodern civic notions of EU citizenship are more prevalent among them than traditional ones. However, this notion is ambiguous given the students’ moderate level of attachment to the EU, their limited knowledge about EU legal rights defining citizenship, and their lack of actual experience in political participation. Traditional and postmodern notions are, however, equally compatible with political support for EU integration. Further, traditional notions of citizenship and lowered political support are not connected to the perceived peripheral status of one’s own region of living but to the perception of its superiority.
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Cárdenas, Sergio, Dulce Lomelí, and Ignacio Ruelas. "COVID-19 and Post-pandemic Educational Policies in Mexico. What is at Stake?" In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_6.
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AbstractThe Latin American region is experiencing an educational crisis due to the COVID-19 pandemic since efforts to contain the outbreak will grow the deep educational and economic gaps characterizing this region. During the pandemic, Mexico’s central intervention to continue instructional activities in the basic education system was implementing distance education based on educational television. As expected, this intervention raised different concerns on its effectiveness and how different student populations will be affected. This chapter has four main goals: (a) to describe and analyze educational gaps before the pandemic, identifying the central educational policies implemented in previous decades; (b) to describe and analyze educational policies implemented during the pandemic and how these may affect students at risk; (c) to conduct a prospective analysis to identify potential effects of the sanitary crisis in the administration of the education system in Mexico, and (d) to identify the main policy lessons resulting from the Mexican government initial response to the COVID-19 sanitary crisis.
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Strom, Alexander. "Central Asia Rockslides Inventory: Compilation, Analysis and Training—Progress of the IPL WCoE." In Progress in Landslide Research and Technology, Volume 1 Issue 1, 2022. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-16898-7_21.
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AbstractJSC “Hydroproject Institute” together with Institute of Seismology of National Academy of Sciences of Kyrgyz Republic were awarded a World Centre of Excellence on Landslide Risk Reduction (WCoE) since the 1st World Landslide Forum in 2008. This award was confirmed during the 2nd, 3rd, 4th and 5th World Landslide Forums. The core activity of this WCoE is the Kokomeren Summer School on Rockslides and Related Phenomena—a two-week long annual field training course aimed to acquaint students and young landslide researchers with unique and very didactic examples of large-scale rockslides, rock avalanches and manifestations of active tectonics abundant in the Kokomeren River basin in Central Tien Shan. Further development of these activities evolved in compilation of the complete rockslide database of the entire Central Asia Region embracing Pamir, Tien Shan and Dzungaria that belong to six states—Afghanistan, China, Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan.
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Vedeler, Gørill Warvik, Merete Saus, Tatiana Wara, Hilde Sollid, and Astrid Strandbu. "Practices of Living Well Among Youth in an Arctic Region." In Living Well in a World Worth Living in for All. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1848-1_10.
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AbstractGlobal challenges related to health, climate, the economy and political tensions have affected many, including those living in remote areas. We explore how youth live and appreciate life in the Arctic region of Norway. We facilitated four dialogue café sessions where participants talked about the everyday lives of young people. Based on these conversations in this chapter, we ask: What future prospects are present for youth in the Arctic? And What transformations are needed for them to live well in this region? This dialogic approach develops site-ontological knowledge to use when educating teachers and develop schools that promote youth’s wellbeing and growth. We use the term ‘(re)orientation practices’, along with Anthias’ concept of translocational positionality, to expand the debate on prospect identity and belonging from a focus on culture, nation, ethnicity or place of upbringing to intersections of social positions and social divisions in complex practices. Three themes emerged through analyses: youth’s reasons for choosing to live in this region; to live sustainably and well in this area; and the tension between the southern and northern parts of the country. The students’ conversations revealed negotiations on translocational positionality, and how tensions are scaled by a central-periphery dichotomy, diverse reasonings and socially-biased semantics.
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Holicza, Peter. "Regional Mobility in Europe: The Importance of CEEPUS Based on Hungarian Evidence." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_6.
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Abstract The Central European Exchange Programme for University Studies (CEEPUS) was founded more than 25 years ago with the aim of supporting the strategic role of the region by academic and further cooperation among the Central, Eastern and Balkan States of Europe. Its framework covers mobility grants for students and teachers within academic networks designed to operate joint programmes and degrees. The importance and impact of CEEPUS are less researched and highlighted compared to the European Union flagship Erasmus Programme, but its results and potential made a comeback to international political agendas and are an actual topic on policy forums. The current scheme is secured only until 2025. Therefore, this research intends to support decision and policymaking processes for future planning by presenting the outcomes of programme participation and necessary changes for improvement and to answer whether the CEEPUS is still needed besides the Erasmus+ and other mobility programs. Hungary is among the founders and one of the most important member states considering the allocated grants, the number of professional networks and mobilities—that make the processed sample representative and valuable.
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Sharygin, Ethan. "Estimating Migration Impacts of Wildfire: California’s 2017 North Bay Fires." In The Demography of Disasters. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49920-4_3.
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Abstract This chapter examines a cluster of wildfire conflagrations that hit northern California during October 2017, which resulted in significant loss of housing units (6874 residential structures destroyed or damaged). To assess the magnitude of the migration response and network of destinations, a method to estimate migration drawing from a proxy universe of households with students enrolled in public schools was proposed, using data on school exits and re-enrollments from a longitudinal student database. The analysis finds that a small minority of households affected by the fires moved out of the area. Out of nearly 7800 persons displaced by the central fire complex in one city, this study estimated fewer than 1000 changed neighborhoods; of those, fewer than 500 moved out of Sonoma County. These findings are applicable to other wildfires and localized disasters where a substantial portion of housing is lost but public infrastructure in the region remains intact.
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Santa, Robert, and Silvia I. Fierăscu. "Access Patterns in Romanian Higher Education. A Story of Asymmetry and Polarization." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_2.
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AbstractThe sharp decline in fertility rates that has occurred in Central and Eastern Europe in the immediate aftermath of the collapse of communist regimes has generated a realignment of social, economic and political realities across the region. Romania is no exception, and the ageing of its population has influenced a sharp reversal of the admissions boom of the 90s and 2000s. Universities are struggling to attract enough students while overall participation in higher education, when measured by the share of 30 to 34-year-olds with at least a bachelor’s degree, places Romania last among the 27 EU members. Drawing upon data from the National Matriculation Registry (RMU), the paper aims to analyse trends in student admissions and map university recruitment flows. The paper uses network analysis of existing student populations to identify universities with demographically vulnerable recruitment basins. The paper then discusses the impact of these vulnerabilities and analyse the wider challenges posed for universities by changing demographics and low cohort intakes. We find that variations in attractivity and demographic transformations combine to fuel a realignment of the structure of the Romanian Higher Education system that is already visible in enrolment patterns. This asymmetry does not only impact higher education but also development patterns and higher education funding policies. On the one hand, the paper informs policymakers on how existing demographic trends and recruitment flows are likely to influence the economic viability of existing universities, as well as how the currently low level of tertiary education attainment is reflected at a regional level. On the other hand, the paper encourages universities to rethink their competitive advantages in this revealed complex competition system to make better data-driven, evidence-based decisions when it comes to recruitment strategies in a context of scarcity and uncertainty.
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Szczudlik, Justyna. "The United Kingdom." In The Role of Regions in EU-China Relations. Wydawnictwo Uniwersytetu Łódzkiego, 2021. http://dx.doi.org/10.18778/8142-517-9.05.
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The aim of this chapter is to analyse how the UK actors cooperate with their Chinese counterparts at the regional and local level. Due to the United Kingdom’s constitutional and administrative structure, consisting of the four nations (countries), i.e. England, Wales, Scotland (collectively known as the Great Britain) and Northern Ireland, and a highly developed (yet asymmetrical) model of decentralisation of executive and legislative powers (known as devolution) within those four nations, in the UK’s case Sino-British local cooperation refers either to the nations themselves (e.g. Scotland), to various metropolitan projects in England (e.g. the Northern Powerhouse) or to individual cities. This chapter undertakes to answer the following questions: Do local authorities in the UK follow the central government’s policy on China? What are the British local governments’ main goals and areas of cooperation with their Chinese partners? What is the model of the UK’s paradiplomacy? The chapter consists of two main parts. The first one is devoted to the central level: the description of the UK government’s policy towards China, the state of play of UK-China relations, and the UK’s perception of China, including China’s “soft” presence in Britain (tourists, students, Confucius Institutes, etc.). The second part is focused on the local and regional level. It starts with an explanation of the legal framework of British local and regional level cooperation, then it sets forth the survey results, concluding with the presentation of two case studies: Liverpool – a city in England; and Scotland – one of the UK’s nations and EU regions
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"Stirling (Central Region, Scotland)." In Northern Europe. Routledge, 2013. http://dx.doi.org/10.4324/9780203059159-168.
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Atkinson, Martin E. "Introduction to the central nervous system." In Anatomy for Dental Students. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199234462.003.0022.
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Dental students and practitioners need a working knowledge of the central nervous system (CNS) for several reasons. • A general knowledge of the structure and function of the nervous system is required to understand the major roles it plays in controlling body functions. • The cranial nerves innervating the head and neck, including the oral cavity, underpin all functions in these areas; knowledge of these nerves, including their connections to the CNS is vital to understanding the anatomy and physiology of this region. • Clinically, dental students and practitioners will frequently encounter patients suffering from one or other of the many diseases affecting the central and peripheral nervous system. Satisfactory dental management of such patients requires some understanding of their illness which in turn requires knowledge of the general structure of the nervous system. The anatomy of the nervous system was described long before we understood much of its function. Like all other parts of the body, everything is named; some of the names seem to defy the logic of anatomical nomenclature used to describe structures elsewhere in the body introduced in Chapter 1. Some of the structures visible to the naked eye were named by their fanciful resemblance to everyday objects such as olives; their names, therefore, bear no resemblance to their function. However, the nerve tracts that connect different areas to form functional pathways are described using a consistent system of naming. Only the most important structures that can be observed in dissected brains or form important landmarks in functional pathways are included in these chapters on the nervous system. It is important to appreciate that much of the detailed structure of the brain can only be observed microscopically. Special microscopical methods are required to show its structure and even then, a practised eye is required to interpret them. Nevertheless, it does help to know the outline of how the connections and functions of the nervous system have been investigated to understand how we have arrived at our present level of knowledge. Initially, careful clinical observations of signs and symptoms prior to death were correlated with post-mortem changes in the brain.
Streszczenia konferencji na temat "Students – Scotland – Central Region"
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Jung, Jin-ju. "Architectural Characteristics and Number of Elementary School Students from Multi-Cultural Families in the Central Region." In Architecture and Civil Engineering 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.112.01.
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Hrinko, Ján. "Examining the Relationship Between Foreign Direct Investment and Export in the Region of Selected Central and Eastern European Countries." In EDAMBA 2022: 25th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2023. http://dx.doi.org/10.53465/edamba.2022.9788022550420.149-162.
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In today's globalized world, both foreign direct investment and exports of goods and services are an indicator of the level of competitiveness of the economy and play an important role in economic growth. It is also the same in the countries of Central and Eastern Europe. The aim of the presented scientific article is to use scientific methods to examine the relationship between the inflow of foreign direct investment and exports within the region of selected Central and Eastern European countries. Many scientific studies have looked at the relationship between FDI and economic growth, but fewer describe the long-term or short-term relationship between investment and export value. In the following article, we will deal with the mutual relationship between them within selected eleven countries of Central and Eastern Europe.
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Sarwi, S., U. M. Munifatuzzahroh, S. Fathonah, and C. A. Putri. "Mastery of physics concepts using guided inquiry learning for high school students in the north coastal region of Central Java." In INTERNATIONAL CONFERENCE ON APPLIED COMPUTATIONAL INTELLIGENCE AND ANALYTICS (ACIA-2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0125970.
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Chen, Yuxiang. "Thinking on Service of Employment, Self-employment and Practice Bases for College Students Employment Under the Background of Construction of Central Plains Economic Region." In 3rd International Conference on Science and Social Research (ICSSR 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.166.
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Kirillov, Alexander Alexeevich. "Trajectories of the development of academic mobility of students in the conditions of cooperation between Russian universities and universities of the Central Asian region." In Стратегические ориентиры развития Центральной Азии: история, тренды и перспективы. Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/ksng-2021-15.
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Yelkpieri, Daniel. "CONDITIONS OF SCHOOLS AND ITS INFLUENCE ON STUDENTS’ ACADEMIC ACHIEVEMENT. A STUDY OF SENIOR HIGH SCHOOLS (SHS) IN AWUTU-SENYA AND EFFUTU EDUCATIONAL DISTRICTS IN THE CENTRAL REGION OF GHANA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2249.
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Fuehne, Joseph P., Julie Phillips, and Anji McKinney. "The Boiler Tech Challenge: A Fun Competition and Recruiting Tool for Engineering Technology Programs." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38967.
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Project Lead The Way, a pre-engineering curriculum for secondary students, has gained in popularity and importance at secondary institutions in the Region 9 workforce area in south central Indiana. The Purdue College of Technology in Columbus, Indiana stands to benefit from this effort by attracting these students to its programs, which have been enrollment-challenged in recent years. One possible recruiting tool instituted by the College of Technology in Columbus is the “Boiler Tech Challenge” for Project Lead the Way students throughout the region. Nearly 200 students from high schools around the region assembled at the Purdue College of Technology site in Columbus. There were teams of 4 students who needed to solve one of five possible challenges. With a space theme, the teams needed to design and build a space station tower to withstand a certain weight, build and assemble a spacesuit for one of the team members to wear, use a CAD tool to design a space station, design and build a pneumatic lift system to assist in the production of hydroponic vegetables in the space station, and design and build a carbon dioxide scrubber/filter to clean the air on a command module. This last challenge is similar to the situation encountered by the astronauts of Apollo 13. A maximum of 10 teams (no more than 4 team members per team) do each challenge and are given two hours to complete the challenge. Prizes are given to the winners. Other sessions throughout the day-long event include information sessions about the College of Technology in Columbus, a presentation by an engineer associated with the space program, and lunch. This work provides more details about the event and includes survey results of the participants. The initial event brought approximately 160 high school students to the Purdue College of Technology campus in Columbus and was a great recruiting tool.
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Librelotto, Lisiane Ilha, Paulo Cesar Ferroli, and José Manuel Couceiro Barosa Correia Frade. "Developing Sustainable Ceramic Products – Case Studies In Portugal." In ENSUS2023 - XI Encontro de Sustentabilidade em Projeto. Grupo de Pesquisa Virtuhab/UFSC, 2023. http://dx.doi.org/10.29183/2596-237x.ensus2023.v11.n1.p173-184.
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This article shows some projects developed as part of a design course. The chosen theme is ceramic design, and the research (field and documentary) was carried out with a focus on companies in the industrial subsectors of utilitarian and decorative ceramics in Portugal. The main objective of this article is to communicate a set of proposals that were developed within the scope of ceramic design in the Leiria district, covering the municipalities of Leiria, Batalha, Marinha Grande and Caldas da Rainha, all located in the central region of the country. The projects were developed by Product Design students – emphasis on ceramics and glass at the School of Arts and Design of the Polytechnic Institute of Leiria (Portugal). The ceramic market, especially for faience, is quite vast in the region and there are thousands of products and factories that produce objects in this material. The emphasis on sustainability (economic, social and environmental) provided the differential applied to the projected products.
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Shealy, Tripp, Mo Hu, and John Gero. "Patterns of Cortical Activation When Using Concept Generation Techniques of Brainstorming, Morphological Analysis, and TRIZ." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86272.
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This paper presents the results of an experimental study comparing cortical activation in the brain when generating solutions using brainstorming, morphological analysis, and TRIZ. Twelve engineering students were given the same three design tasks, respectively, using the three solution generation techniques. Students generated solutions while change in oxygenated blood along the prefrontal cortex (PFC) was measured using functional near-infrared spectroscopy. The results show that generating solutions using brainstorming, morphological analysis, and TRIZ leads to differences in cortical activation, specifically along the region of the brain associated with spatial working memory, cognitive flexibility, and abstract reasoning, called the left dorsolateral prefrontal cortex (left DLPFC). Brainstorming evokes a high average blood oxygenation level dependent (BOLD) response in the left DLPFC early during the solution generation process but this high response is not sustained. In comparison, morphological analysis and TRIZ evoke multiple high average BOLD responses across the solution generation process. Not only was the high average BOLD response sustained but the density of network coordination among brain regions across the PFC was greater for morphological analysis and TRIZ. Higher density is a proxy for higher cognitive effort. The brain regions most central to coordination also varied. During brainstorming the right hemisphere, in a region associated with memory encoding (right PFC), was most activated. During morphological analysis, the left hemisphere, the left DLPFC was most activated. During TRIZ, both the middle and left hemisphere included regions of high activation. These results indicate neuro-cognitive differences of activation patterns, cognitive effort over time, and brain regions central for coordination when using these three concept generation techniques. Future research can begin to explore neuro-cognitive differences as a result of these techniques over multiple uses and the effects of design education.
Raporty organizacyjne na temat "Students – Scotland – Central Region"
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.
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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.
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Tapia, Carlos, Nora Sanchez Gassen, and Anna Lundgren. In all fairness: perceptions of climate policies and the green transition in the Nordic Region. Nordregio, 2023. http://dx.doi.org/10.6027/r2023:5.1403-2503.
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The survey presented in this report reveals that Nordic citizens are concerned about climate change. Many people are willing to increase efforts to fight climate change, even if this entails a personal contribution in terms of higher taxes or behavioural change. The survey shows that different social groups perceive the impacts of climate change and climate mitigation policies in different ways. In general, attitudes towards climate policies and perceptions regarding their fairness are conditioned by socio-demographic factors such as gender, age, employment status, type of housing and transport behaviour. General attitudes towards climate change and climate policies The first part of this report explores general attitudes towards climate change and climate policies. This section shows that seven in ten (71%) respondents think that climate change is a serious or very serious problem, particularly among the youngest age group (18-29 years). Three in four (74%) interviewed persons in this group share this view. Those with a university degree are more concerned about climate change (83%) than those with primary or secondary education (57% and 62%, respectively). Approximately half (48-51%) of respondents in all age groups agree that more financial resources should be invested in preventing climate change, even if this would imply an increase in taxes. The survey results show that women in the Nordic Region are more concerned about climate change than men (79% compared to 64%). It also reveals that people living in urban areas are more worried about climate change (82%) than those who live in towns and suburbs (68%) or in rural areas (62%). Urban dwellers are also more positive about investing more resources in preventing climate change (59%) than those who live in rural areas (39%) and in towns and suburbs (46%). More than half of the respondents (52%) agree that taking further action on climate change would be beneficial for the economy. Students, unemployed and retired people are more likely to agree with this view (55%, 57% and 55%, respectively) than those currently in employment, including the self-employed (50%). Those employed in carbon-intensive sectors are less positive about the expected economic impact of climate policies than those who work in other economic sectors (41% compared to 55%). They are also more concerned about the risk of job losses during the transition to a low-carbon economy than those employed in sectors with lower carbon intensity (37% compared to 24%). Concerns about this issue are also higher among those who live in rural areas (31%) or towns and suburbs (30%) compared to those who live in cities (22%). Present and future effects of climate change mitigation policies on individuals and households The central part of the survey explores perceptions regarding the present and future impacts of climate policies. Such challenges are perceived differently depending on specific sociodemographic conditions. Nearly one fourth (23%) of respondents state that high energy costs mean they are struggling to keep their homes at a comfortable temperature. Those living in houses report being more impacted (27%) than those living in apartments (18%), and those using fossil fuels to heat their homes are most affected (44%). The risk of energy poverty is also higher among non-EU immigrants to the Nordic Region. Those who say they are struggling to keep their homes at a comfortable temperature range from 23% among Nordic-born citizens to 37% among non-EU immigrants. Nearly three in ten respondents (28%) have modified their transportation behaviour during the last year due to high fuel costs. This proportion is substantially greater among those living in towns and suburbs (32%) compared to those who live in rural areas (29%) or cities (23%). The majority of the Nordic population (52%) states that current climate policies have a neutral effect on their household economies. However, 28% of respondents say they are negatively impacted by climate policies in economic terms. Men report being negatively affected more frequently than women (33% vs 22%, respectively). People who live in houses are more likely to claim they are being negatively impacted than people who live in apartments (31% and 23%, respectively). Nearly half (45%) of the respondents in the Nordic Region agree that climate initiatives will improve health and well-being, and half of the respondents (50%) think that climate change initiatives will lead to more sustainable lifestyles in their area. However, half (51%) of the Nordic population expect to see increases in prices and the cost of living as a consequence of climate policies, and those who believe that climate policies will create jobs and improve working conditions in the areas where they live (31% and 24%, respectively) are outnumbered by those who believe the opposite (35% and 34%, respectively). Fairness of climate policies The last section of the report looks at how the Nordic people perceive the fairness of climate policies in distributional terms. In the survey, the respondents were asked to judge to what extent they agree or disagree that everyone in their country or territory is equally affected by initiatives to fight climate change regardless of personal earnings, gender, age, country of origin and where they live – cities or rural areas. The results show that the Nordic people believe climate change initiatives affect citizens in different ways depending on their demographic, socioeconomic and territorial backgrounds. More than half of the respondents (56%) disagree that everyone is equally affected by initiatives to fight climate change regardless of earnings. Only 22% agree with this statement. Younger age groups are more pessimistic than older age groups on this point (66% in the 18-29 age group compared to 41% in the 65+ group). Almost half of respondents (48%) agree that climate policies are fair from a gender perspective, while 25% disagree with this statement and 23% are neutral. Roughly one in three (30%) respondents in the Nordic Region agree that people are equally affected by climate change initiatives regardless of age, 41% disagree with this statement and 25% are neutral. More than one third (35%) of the Nordic population agree that everyone is equally affected by initiatives to fight climate change regardless of the country of origin, while 34% of them disagree. More than half of respondents (56%) think that the impact of climate initiatives differs between rural and urban areas, while only 22% think that all areas are equally affected. Respondents who live in cities are more likely to respond that climate policy impacts differ between rural and urban areas (60%) than respondents who live in rural areas (55%) and towns and suburbs (53%). One third (33%) of respondents in the survey think that the Sámi population is affected by climate change initiatives to the same extent as the rest of the population. In Greenland, a majority of the population (62%) agrees that the indigenous population in Greenland is equally affected by measures to combat climate change. The results from this survey conducted in the autumn of 2022, show that the population in the Nordic Region perceive the impacts of climate mitigation policies in different ways. These results can raise awareness and stimulate debate about the implementation of climate mitigation policies for a just green transition.