Thematische Bibliographien / Educational city

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Educational city“

Autor: Grafiati

Veröffentlicht am 12. September 2023

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Zeitschriftenartikel zum Thema "Educational city"

Smirnov, S. A. „City-campus, or Educational Space of the City. Methodological Construct“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, Nr. 4 (21.04.2019): 44–59. http://dx.doi.org/10.31992/0869-3617-2019-28-4-44-59.

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The article considers the city from the point of view of its educational potential and in the categories of educational space, approaching the main cultural and historical forms of the city as educational institutions. With this review, at least three focus points are retained: 1) Consideration of the city space and its infrastructure as an educational space and educational infrastructure that are not reducible to usual school and university (the latter should also be culturally and historically distributed, showing their basic etymons and missions); 2) Consideration of education as an institution of educational and, more broadly, anthropological practices of the development and formation of a person, and not as a disciplinary institution and matrix; 3) Consideration of the repertoire of anthropological practices development as a practice unfolding in urban space. It is shown that these three foci act as mirrors directed at each other, mirroring and showing each other mutual potential and mutual scarcity, the need for each other. The actual wealth (thesaurus) of the urban space depends on the density, frequency and variety of connections between these areas. Next, we look at specific cultural and historical forms, such as the Temple, School, Museum, University, etc., which constitute the basic infrastructure nodes of the city space itself. These cultural institutions are considered not so much from the point of view of their internal tasks, but from the position of their place in the city, in the urban space, with regard to their place and role as special educational nodes-institutions in this space. Further, the urban space is considered in the categories of the campus city, in which this space is linked by different anthropological practices repertoires.

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Strand, Steve, und Joe Winston. „Educational aspirations in inner city schools“. Educational Studies 34, Nr. 4 (Oktober 2008): 249–67. http://dx.doi.org/10.1080/03055690802034021.

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Ludwig, Jens. „Information and inner city educational attainment“. Economics of Education Review 18, Nr. 1 (Februar 1999): 17–30. http://dx.doi.org/10.1016/s0272-7757(97)00054-x.

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McDonald, Katrina Bell, und Thomas A. LaVeist. „Black Educational Advantage in the Inner City“,. Review of Black Political Economy 29, Nr. 1 (Juni 2001): 25–47. http://dx.doi.org/10.1007/bf02717274.

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Rae, Darren. „Aberdeen City Council Educational Psychology Service update“. Educational Psychology in Scotland 21, Nr. 1 (2021): 5. http://dx.doi.org/10.53841/bpsepis.2021.21.1.5.

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Del Fatto, Vincenzo, Gabriella Dodero, Armin Bernhard, Angelo Ferrando, Davide Ancona, Viviana Mascardi, Robert Laurini und Giuseppe Roccasalva. „Hackmytown: an Educational Experience on Smart Cities“. Interaction Design and Architecture(s), Nr. 32 (20.03.2017): 153–64. http://dx.doi.org/10.55612/s-5002-032-009.

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This paper describes the preparation and the execution of an educational experience consisting of a challenge, called Hackmytown, among five different teams composed by university students, aimed at experiencing challenges in the definition of ‘smart’ services for a city. Glurns/Glorenza, the smallest city of South Tirol (Italy), was chosen as the ideal location to verify the application of the concept of Smart City in a small community by adopting a bottom-up approach involving local stakeholders and Municipality.

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MEADOR, ANITA. „HHNA Participates in City of Hope Educational Project“. Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 20, Nr. 1 (Januar 2002): 63. http://dx.doi.org/10.1097/00004045-200201000-00017.

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Gordon, Ian. „Family Structure, Educational Achievement and the Inner City“. Urban Studies 33, Nr. 3 (April 1996): 407–23. http://dx.doi.org/10.1080/00420989650011834.

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H, Herman, Andi Anugrah Mahyuddin und Amirullah Amirullah. „Communication of Educational Zoning Policy in Makassar City“. Jurnal Ad'ministrare 9, Nr. 1 (30.05.2022): 95. http://dx.doi.org/10.26858/ja.v9i1.33110.

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This study aims to 1) To examine the communication of the educational zoning policy for the acceptance of new students in the city of Makassar, 2) To describe the implementation of the educational zoning policy for the acceptance of new students in the city of Makassar, 3) To describe the pattern of mass communication in the education zoning policy on the acceptance of participants. new students in Makassar city. This research method uses a qualitative approach with data collection techniques through observation, interviews and documentation. The data analysis technique uses an interactive model, namely data collection, data condensation, data presentation, and verification/conclusion. The results showed that 1) the communication of the educational zoning policy for the acceptance of new students was deemed to be less effective, 2) The implementation of the zoning policy for New Student Admissions is considered less effective, 3) The mass communication pattern in the zoning policy for new student education in Makassar is considered effective. Overall, it can be understood that the communication of education zoning policies in Makassar City is less effective, this is the absence of massive socialization

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Reyes, Mario R. Delos, Keith Gerard L. Daguio und Mark Anthony M. Gamboa. „City Profile: Batangas City, Philippines“. Environment and Urbanization ASIA 10, Nr. 2 (September 2019): 151–75. http://dx.doi.org/10.1177/0975425319863930.

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Cities have always been the predominant centres of political power, economic growth, educational and cultural advancement and technological innovation. However, rapid urbanization and growth of metropolitan cities, especially in developing countries, have resulted to various challenges that national and local governments and institutions fail to address completely. Against this background, small- and medium-sized cities are becoming the new growth nodes of the country. Batangas City in the Philippines is a medium-sized city located in the proximity of the Metro Manila region. This article provides an overview of the urbanization of Batangas City with special reference to its social, economic and urban characteristics along with its pressing challenges. The study highlights the current state of Batangas City with an emphasis on Sustainable Development Goals (SDGs) on health, education and urban sustainability. Finally, the article attempts to conclude on whether the city is gearing towards a learning, healthy and sustainable Batangas City.

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Dissertationen zum Thema "Educational city"

Cheung, Priscilla 1980. „Charles River City : an educational augmented reality simulation pocket PC game“. Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/27096.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, February 2004.
Includes bibliographical references (p. 79).
This thesis has designed and implemented Charles River City, an educational, location-based augmented reality simulation game that uses Pocket PC devices and GPS technology. As mobile devices and processing power become more common and affordable, high school teachers can take advantage of these technological advances to explore new channels for teaching and motivating students. The Charles River City game seeks to engage middle to high school students in learning science in a fun and innovative way. The story and background in the game is loosely based on a previous work called River City, a desktop multi-player virtual simulation game. In Charles River City, students work in teams to investigate the cause of several illnesses in a virtual town. Through interviewing virtual characters, gathering water samples, and analyzing collected data, students learn to think and solve problems as a scientist would. A test run of the game shows that the simulation game is an effective teaching tool that gives students a hands on experience in solving a real world problem that is fun and challenging.
by Priscilla Cheung.
M.Eng.

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Hobbs, Madison. „Automating an Engine to Extract Educational Priorities for Workforce City Innovation“. Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1388.

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This thesis is grounded in my work done through the Harvey Mudd College Clinic Program as Project Manager of the PilotCity Clinic Team. PilotCity is a startup whose mission is to transform small to mid-sized cities into centers of innovation by introducing employer partnerships and work-based learning to high school classrooms. The team was tasked with developing software and algorithms to automate PilotCity's programming and to extract educational insights from unstructured data sources like websites, syllabi, resumes, and more. The team helped engineer a web application to expand and facilitate PilotCity's usership, designed a recommender system to automate the process of matching employers to high school classrooms, and packaged a topic modeling module to extract educational priorities from more complex data such as syllabi, course handbooks, or other educational text data. Finally, the team explored automatically generating supplementary course resources using insights from topic models. This thesis will detail the team's process from beginning to final deliverables including the methods, implementation, results, challenges, future directions, and impact of the project.

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Abdul, Kahlid. „Nature and scope of outdoor education in the city-state of Singapore“. Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31369.

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This study focuses on the analysis of collective meaning associated with secondary school-teachers' and outdoor practitioners' beliefs about the value of outdoor education in the city-state of Singapore. A phenomenographical approach was employed to map the qualitatively different ways in which people understand, perceive, or experience various aspects of outdoor education. By conducting in-depth interviews with school-teachers and outdoor practitioners (n=11), a range of beliefs about the value of outdoor education were revealed. Through a phenomenographic analysis framework, three conceptions were identified that detail the participants' collective meanings of the value of outdoor education; namely (a) belief in the value of outdoor environments in providing affordances for authentic, realistic learning, (b) belief in its value in fostering social emotional growth, physical and mental robustness, and (c) belief in the value of outdoor education as preparation for students' futures. A secondary research question considered the factors that influence the beliefs of the two sets of actors, teachers and outdoor practitioners, who are the focus of this study. The analysis and discussion focus on the context and meaning of the values ascribed to outdoor education as well as the factors that influenced the beliefs. The findings indicate that school-teachers and outdoor practitioners have strong beliefs about the value of outdoor education. This strong intrinsic belief is constructed through 'sense-making' of their own experiences in the outdoors. This suggests that there is value in investing in the continuing professional development of school-teachers and outdoor practitioners in their outdoor education practice, so that this increased capacity in their complementary roles can bring about the added value of outdoor education to students. Several recommendations for policy, practice as well as further research in the field are offered.

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Benton, Robin L. „The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform“. Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.

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The purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.

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Reid, Jennifer. „Educational and policy approaches to water conservation for the city of Lethbridge“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ48245.pdf.

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Jiles, Tywanda. „The perceptions of developmental therapists about the influence of inner-city home environments on service delivery“. ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/777.

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The reauthorization of the Individuals with Disabilities Act required that early intervention services for young children from birth to age 3 take place in their natural environment. However, limited research has been conducted on the impact of this requirement on the actual service providers who work within the home environments. Lewin's field theory on behavior, individual person, and the environment formed the theoretical framework for this descriptive case study, which examined the perceptions of developmental therapists on how their service is influenced by the inner-city home environment. Ten developmental therapists in a midwestern metropolitan city were interviewed about their beliefs and experiences on working within this environment and the influences of those beliefs and experiences on service delivery. Participants were members of a developmental therapy association of a Midwestern U.S. state who provided services in the inner city. Participant responses were transcribed, put into categories and assessed for themes. Five common elements within the inner-city environment were found to influence service delivery: (a) traffic of nonparticipants: (b) noise from TV, radio, and so on: (c) safety while traveling: (d) transient families: and (e) need for professional development. In addition, this study examined the providers' perspectives on their educational preparation to work in this setting. The results identified from this study provided the basis for a much-needed reform to the current professional development model and identified professional learning communities (PLC) as the guide to implement change. Incorporating PLCs can equip inner-city therapists with the ongoing support and training that is needed to provide services in a variety of environments, which increases the effectiveness of their service delivery while providing measurable outcomes and continuity of services for children. This study influences change at local and federal levels by reviewing current practices to effectively implement meaningful professional development.

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Maritz, Colette. „Alice in a township : accessible learning through an interactive communal educational environment“. Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/31583.

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The Alice Project investigates the problem behind the lack of provision for children in developing areas. The project recognises the potential in formal educational facilities as being the most important designed children’s space in townships [as developed transit camps]. The study will aim to address school environments in an extroverted or interactive manner. This will be done in order to transform the school grounds into a community children’s ‘city of learning’ [H.Hertzberger.2008:127]. The study questions the one dimensional identity of current educational environments, while focusing on Olievenhoutbosch as the main research area [Olievenhoutbocsh Ministerial Housing Estate: July 2005] The study identifies the problem behind the dystopian institutional character of current educational facilities as; introverted layouts, isolation, mono function and functionally dominant and intimidating spaces [H.Zeither.1996:16; H.Hertzberger.2008:71]. In order to address dissertation elements of spatial alienation, the dissertation will investigate counter theories of contextual inclusion and humane places of interaction, using contextual informants of community use of spaces to assist in program allocation and determinants of spatial hierarchy, supported with theories by Jane Jacobs [1961] and Jan Gehl [2010 and 2011] on qualities of a humane compact city space. These theories will then be combined with educational design theories of learning spaces implemented as a city in miniature, ultimately allowing the educational environment to socially extrovert to include community life and achieve a social academic atmosphere through an interactive educational environment .
Dissertation MArch(Prof)--University of Pretoria, 2012.
Architecture
MArch(Prof)
Unrestricted

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Nieves, Ramon Luis. „Community development, an educational and practical approach“. Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.

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OLIVEIRA, RAFAELA BISACCHI COELHO CORRÊA DE. „STUDY ABOUT AN INNOVATIVE EDUCATIONAL PROPOSAL IN THE CONTEXT OF AN EDUCATIONAL REFORM OF THE MUNICIPAL EDUCATION NETWORK IN THE CITY OF RIO DE JANEIRO, BRAZIL“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26874@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A dissertação objetivou verificar até que ponto a proposta educacional inovadora, denominada Ginásio Experimental de Novas Tecnologias Educacionais, elaborada no contexto de reforma da Rede pública municipal de educação do Rio de Janeiro, contribuiu para modificar a organização, forma e instituição escolar, atribuindo sentido para os sujeitos que vivenciam a escola. Buscou-se ainda identificar o sentido atribuído à inovação na proposta educacional, e se esta contribuiu, com o auxilio das tecnologias, para que alunos e professores fossem produtores de conhecimentos. O estudo foi norteado pelos conceitos de Rui Canário (2005; 2006), e contou com contribuições de Nóvoa (2007; 2014), Santomé (1998), Sibilia (2012), Lévy (1999), entre outros autores. A pesquisa é de natureza qualitativa e foram realizadas onze entrevistas com participantes da proposta educacional além de observações em campo entre o período de julho e novembro de 2014, e análise de documentos. O estudo concluiu que a proposta educacional seguiu a lógica de reforma ao invés da lógica de inovação, pois os participantes da escola não foram envolvidos na elaboração desta, tampouco houve espaço para a formação endógena destes. As mudanças na organização escolar foram aparentes, não ocorreram mudanças na forma e instituição escolar, atribuindo pouco sentido para os sujeitos que vivenciam a escola. O currículo da Secretaria Municipal de Educação do Rio de Janeiro (SMERJ), com base nos cadernos de apoio pedagógico e avaliações bimestrais predominou, de maneira que o uso das tecnologias representou apenas uma mudança de suporte, portanto alunos e docentes não se tornaram produtores de conhecimentos.
This dissertation sought to verify to what extent the innovative educational proposal called Experimental Gymnasium of New Educational Technologies - elaborated in the context of educational reform of the municipal education network in the city of Rio de Janeiro, Brazil – contributed to modify the school organization, form and institution, giving meaning to the subjects that experience the school. It also sought to identify the meaning given to innovation in the educational proposal, and if this contributed, with the aid of technologies, so that students and teachers became producers of knowledge. This study was guided by the concepts of Rui Canário (2005;2006), and the contributions of Nóvoa (2007; 2014), Santomé (1998), Sibilia (2012), Lévy (1999), among other authors. This is a qualitative research; eleven interviews were made with participants of the educational proposal, as well as field observations between July and November of 2014 and documental analysis. This study came to the conclusion that the educational proposal followed the logic of reform instead of the logic of innovation, since the school participants were not involved in its elaboration, neither was there any space for the endogenous formation of the participants. The changes in the school organization were apparent, and there were no changes in the school form and institution, with little meaning being given to the subjects that experience the school. The school curriculum of the Rio de Janeiro s Municipal Secretary of Education (SME-RJ), based on the notebooks of pedagogical support and the bimestrial evaluations, was predominant. The use of new technologies represented only a change of technological base, therefore students and teachers did not become producers of knowledge.

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Klaf, Suzanna. „THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970.

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Bücher zum Thema "Educational city"

Wang, Margaret C. Fostering educational resilience in inner-city schools. [Philadelphia, PA]: Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory at Temple University, Center for Research in Human Development and Education, 1997.

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Freire, Paulo. Pedagogy of the city. New York: Continuum, 1993.

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1947-, Hattendorf Lynn C., Hrsg. Educational rankings annual 1994: 3000 rankings and lists on education, compiled from educational and general interest published sources. Detroit: Gale Research, 1994.

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Gordon, Ian. Family structure, educational achievement and the inner city. Reading: University of Reading Department of Geography, 1995.

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Barbara, Tizard, Hrsg. Young children at school in the inner city. Hove, UK: Lawrence Erlbaum, 1988.

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C, Wang Margaret, und Gordon Edmund W, Hrsg. Educational resilience in inner-city America: Challenges and prospects. Hillsdale, N.J: L. Erlbaum Associates, 1994.

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Siino, Carolyn Jane. Conquering corruption in New York City education. Ozone Park, N.Y: Lucky Literature, 1994.

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B, Forsyth Patrick, und Tallerico Marilyn, Hrsg. City schools: Leading the way. Newbury Park, Calif: Corwin Press, 1993.

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Education reform in New York City: Ambitious change in the nation's most complex school system. Cambridge, Mass: Harvard Education Press, 2011.

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1953-, Boaz David, und Cato Institute, Hrsg. Liberating schools: Education in the inner city. Washington, D.C: Cato Institute, 1991.

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Buchteile zum Thema "Educational city"

Barrett, Sarah Elizabeth. „Educational Borderlands“. In Spatialized Injustice in the Contemporary City, 189–210. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429434570-13.

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Huff, Alice. „Re-Forming the Post-Political City?“ In Educational Futures, 87–102. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_6.

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Mccarthy, Cameron, und Brenda Nyandiko Sanya. „The New Iconography of the Global City“. In Educational Futures, 53–67. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_4.

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Geddes, Patrick, und Ray Bromley. „Proposed Educational and Scientific Buildings“. In Town Planning towards City Development, 121–26. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Studies in: Routledge, 2017. http://dx.doi.org/10.4324/9781315761961-22.

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Martin, Hewitt. „The case of educational reform“. In Making Social Knowledge in the Victorian City, 73–86. London; New York, NY: Routledge/Taylor & Francis Group, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780367135690-5.

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Aylett, Samuel. „‘The Peopling of London’ Catalogue and Educational Resources“. In Legacies of an Imperial City, 126–51. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146148-8.

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Linares, Ruth Jatziri García. „Muslim Community Educational Center (Mexico City, Mexico)“. In Encyclopedia of Latin American Religions, 1–2. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08956-0_214-1.

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García, Ruth Jatziri Linares. „Muslim Community Educational Center (Mexico City, Mexico)“. In Encyclopedia of Latin American Religions, 1054–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-27078-4_214.

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Hernández-Martín, Lourdes, und Peter Skrandies. „Taking the Foreign out of Language Teaching: Opening up the Classroom to the Multilingual City“. In Educational Linguistics, 293–325. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55761-4_13.

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Carr, Sarah. „Excerpt From Hope Against Hope: Three Schools, One City, and America’s Struggle to Educate its Children“. In Educational Futures, 71–85. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_5.

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Konferenzberichte zum Thema "Educational city"

Chlasta, L. „Educational buildings as part of sustainable urban planning“. In SUSTAINABLE CITY 2016. Southampton UK: WIT Press, 2016. http://dx.doi.org/10.2495/sc160081.

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Carbajal Castaneda, V. M. „Biomedical engineering educational programs in Mexico City“. In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1988. http://dx.doi.org/10.1109/iembs.1988.95226.

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Rossinskaya, Anastasia N. „Educational Assessment of City Objects and Facilities“. In The Fourth Annual International Symposium "Education and City: Quality Education for Modern Cities". European Publisher, 2022. http://dx.doi.org/10.15405/epes.22043.3.

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Shuklina, Elena, und Elizaveta Shirokova. „STUDENT SELF-EDUCATION IN THE OPEN CITY EDUCATIONAL SPACE: SUCCESSFUL PRACTICES“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1116.

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Alegre, Alexandra, und Evangelia Raikidou. „Learning (in/from/the) city: reconfiguration of urban space into a sustainable ‘macro-school’“. In 3rd Valencia International Biennial of Research in Architecture, VIBRArch. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/vibrarch2022.2022.15972.

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This paper intends to intertwine the fields of educational space, architecture and urban design, as well as sustainable development, and it is grounded in two main arguments. The first argument is that in recent decades there have been trends of breaking boundaries between independent spatial units within the school building, as well as within the planning/design process, with the ultimate goal of opening the educational environment to public space and public debate. Consequently, as the urban environment is progressively recognised as a canvas of multiple learning experiences, open-air space is approached as an environmental tool for informal/non-formal education and sustainability. The breaking of spatial boundaries within the school building to outdoor spaces and the city renders the city as a sustainable ‘macro-school’. This discussion is theoretically framed in the educational perspective about the relationship between education and the city defended by Trilla (1993); the city as a context for education; as a medium for education; and as an educational subject; and in the dimensions mentioned by Palmer (2002): education about, in and for the environment. Thus, open-air learning space is explored as a tool of environmental education, through participatory planning processes, the co-creation of liveable urban spaces, and their use for spatial literacy, socialisation, environmental action and bottom-up activism. The interpretation of a set of examples of individual urban sites, that cover a diversity of purposes and geographies, brings some insights into this debate and enables us to understand how urban space is being reconfigured into a sustainable 'macro-school'.

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Dumancic, Mario. „SMART EDUCATION IN SMART CITY AND STUDENT MODEL“. In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-077.

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Smart cities are not just a trend; they have become a tendency of development of living and social environment. Green energy, coexistence with the nature, better and technologically supported living environment are the foundation of Smart cities. Smart cities are broader and more complex social projects to change the life we live. One of the elements of the Smart cities project is also "smart education". Strong impetus for development of Smart cities has to come from development of Smart Education environment. In Smart Cities, the need for educating all citizens is the basic element of the very development of Smart Cities. Only continually educated (lifelong learners) citizens will be able to make this step. Today's education and its organization and implementation are not sufficient for the future of smart cities. The development of smart education encompasses the use of different educational technologies and access to IoT technology in education. Creating a new technological environment IoT provides new approaches to education of all regardless of age. The current educational approaches will not be able to support the needs of education. ICT infrastructure is changing which will directly affect the existing approaches and technology in education . The future of education is smart education. Are we ready for new changes? What are the options and what are the mistakes? This paper discusses the notion and the characteristics of Smart education on the example of Smart cities of the future. Are we ready for new changes? What are the options and what are the mistakes? This paper discusses the notion and the characteristics of Smart education on the example of Smart cities of the future.

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Kazuya Takemata, Yoshiyuki Kawata und Tsugio Chiba. „City air temperature observation used as educational resources“. In 2007 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2007. http://dx.doi.org/10.1109/igarss.2007.4423273.

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Gandhile, Pooja, und Arati Petkar. „Spatial Analysis of Educational Facilities in Pune City“. In ASCE India Conference 2017. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784482025.053.

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Ciesielska, Magdalena, Nina Rizun und Tomasz Janowski. „Interdisciplinarity in Smart Sustainable City education: exploring educational offerings and competencies worldwide“. In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.299.

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LADIANA, DANIELA, PIERO ROVIGATTI und CAMILO ANDRES CIFUENTES QUIN. „DESIGNING “CLOUDS” FOR A FLEXIBLE USE OF EDUCATIONAL SPACE: RESEARCH AND DIDACTIC EXPERIMENTATION FOR PUBLIC ENGAGEMENT IN THE POST-PANDEMIC ERA“. In SUSTAINABLE CITY 2022. Southampton UK: WIT Press, 2022. http://dx.doi.org/10.2495/sc220171.

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Berichte der Organisationen zum Thema "Educational city"

Hayden, Linda. Elizabeth City State University Instrumentation for Educational Use. Fort Belvoir, VA: Defense Technical Information Center, Januar 1997. http://dx.doi.org/10.21236/ada325889.

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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov und Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.

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Benabou, Roland. Workings of a City: Location, Education, and Production. Cambridge, MA: National Bureau of Economic Research, Oktober 1991. http://dx.doi.org/10.3386/t0113.

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Goodwin, Peter. Metadata Report for 2022 Matheson Wetland and Vegetation Mapping. Utah Geological Survey, März 2023. http://dx.doi.org/10.34191/ofr-748.

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The Scott and Norma Matheson Wetlands Preserve (the Preserve) occupies nearly 900 acres between the Colorado River and city of Moab, Utah, and encompasses an extensive floodplain-wetland complex that provides several unique functions in the arid west such as recreation, educational opportunities, and crucial aquatic habitats for sensitive wildlife species. The ability of the Preserve to provide these functions is related to water supplies from surrounding groundwater and surface water systems and is likely to be affected by upgradient changes in water use and delivery to the Preserve. The Nature Conservancy (TNC) and the Utah Division of Wildlife Resources (UDWR) jointly manage the Preserve and contracted the Utah Geological Survey (UGS) to conduct a multi-year study that would better inform managers with the baseline data, research, and monitoring necessary to evaluate potential impacts and develop strategies that maintain the ecological health of the Preserve. As part of this multi-year study, the UGS mapped vegetation communities to reflect current habitat and conditions and serve as a baseline for further groundwater studies, remote sensing analyses, or management actions.

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Larco, Nico, und Marc Schlossberg. Disseminating the Sustainable City Year Program (SCYP) Education Model. Portland State University Library, April 2016. http://dx.doi.org/10.15760/trec.126.

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Rajan, Vijitha, Jyoti Dalal und Chetan Anand. Education, Margins and City: Examining the Linkages Through an Ethnographic Exploration. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1006.2023.

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The city’s relationship with its margins in the context of how state affects the lives of the people has increasingly become an important site of research—especially how pressures of governance split the nature of power and violence of the state at the margins vis-à-vis the city—where the experience of the state and how it operates is starkly different from how it unfolds for the middle-classes of the city. Education in this context has been an under researched area.

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Noora, Ruoho, Lasse Leponiemi und Ilona Taimela. HundrED Forerunner: Improving Education in Helsinki. HundrED, Oktober 2019. http://dx.doi.org/10.58261/ctjo6863.

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The city of Helsinki is proud to be the first HundrED Forerunner. As the world around us has become more complex, new and versatile skills are required in order to thrive. HundrED Forerunner identifies top-level innovations that can improve education immediately and at scale. HundrED Forerunner on Helsinki presents system-level innovations for implementing the goals of the new curriculum in Finland.

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Kerr, Jeannie. Initial Teacher Education and the Inner-City Practicum: Research Report for Collaborators. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009221528.

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Kerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009220101.

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