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Relevant bibliographies by topics / 3-8 education

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Academic literature on the topic '3-8 education'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "3-8 education"

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Editors, RISE. "RISE 8(3) Full Issue." International Journal of Sociology of Education 8, no. 3 (2019): 206–317. http://dx.doi.org/10.17583/rise.2019.4755.

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Krampen, Günter. "Kognitive Entwicklung bei 3- bis 8-Jährigen." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 40, no. 2 (2008): 79–86. http://dx.doi.org/10.1026/0049-8637.40.2.79.

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Zusammenfassung. Empirische Untersuchungsbefunde aus zwei Studien zur Entwicklung der Konzentrationsleistung bei 3- bis 8-Jährigen und zum Zusammenhang der Konzentrationsleistung mit den Phasen des vor-operatorischen versus konkret-operatorischen Denkens nach der Entwicklungstheorie von Jean Piaget bei 6- bis 8-Jährigen werden dargestellt. Die Konzentrationsleistung wurde in beiden Studien mit der Kaseler-Konzentrations-Aufgabe für 3- bis 8-Jährige (KKA) erfasst. In Studie I waren N = 5.314 Kinder an Querschnittserhebungen und 471 Kinder aus drei Geburtskohorten an vier Messzeitpunkten im Jahresabstand umfassenden Längsschnitterhebungen beteiligt. Übereinstimmend weisen die Entwicklungsgradienten auf einen starken Anstieg der Konzentrationsleistung im Alter von drei bis sechs Jahren. Für die 6- bis 8-Jährigen zeigt sich ein Deckeneffekt. Korrelationsstatistisch ergab sich für die Konzentrationsentwicklung eine hohe positionale Stabilität. In Studie II wurden neben der KKA die Coloured Progressive Matrices (CPM) und die Aufgaben für die Entwicklungsdiagnostik des kognitiven Entwicklungsstandes nach der Theorie von Jean Piaget (PIA-AUF) eingesetzt. Für nach den KKA-Ergebnissen aus der Ausgangsstichprobe von N = 152 6- bis 8-Jährigen gebildete Extremgruppen mit sehr niedriger (n = 31) versus sehr hoher Konzentrationsleistung (n = 37) zeigte sich ein enger, altersunabhängiger Zusammenhang mit ihrer Zuordnung zu den Phasen des vor-operatorischen versus des konkret-operatorischen Denkens. Die Ergebnisse werden im Kontext der Einbettung der Konzentrationsentwicklung in allgemeine Modelle der kognitiven Entwicklung diskutiert, wobei das Modell der fluiden und kristallisierten Intelligenz sowie die Theorie zur kognitiven Entwicklung von Piaget im Vordergrund stehen. Konzentrationsfähigkeiten und die allgemeinen Phasenbeschreibungen Piagets werden der fluiden, domänen-spezifische Umsetzungen von Assimilationsschemata der kristallisierten Intelligenz zugeordnet. Dies führt zu einem Erklärungsansatz für Phänomene der horizontalen Verschiebung (décalage).

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del Carmen Nolasco Salcedo, Ma. "Perception of the Students in Computer Engineering in the Use of Online Courses as Teaching-Learning Process Support in the Software Engineering I Course." American Journal of Educational Research 3, no. 3 (2015): 301–6. http://dx.doi.org/10.12691/education-3-3-8.

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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA

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Tratras Contis, Ellene, and Batoul Abdallah. "Sustaining Solutions in Undergraduate STEM Education." ATHENS JOURNAL OF SCIENCES 8, no. 3 (2021): 199–212. http://dx.doi.org/10.30958/ajs.8-3-3.

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Science, Technology, Engineering and Mathematics (STEM) programs that attract and sustain student interest feature learning that is experiential, investigative, hands-on, personally significant to both students and faculty, connected to other inquiries, and suggestive of practical application to students’ lives. Such learning flourishes in a community in which faculty are committed equally to teaching, to maintaining their own intellectual vitality, and to partnering with students in learning, and in which institutional support for such a community exists. The Creative Scientific Inquiry Experience (CSIE) Program at Eastern Michigan University (EMU) is involved in retaining and increasing the number of STEM graduates by including faculty professional development, student connectedness to the sciences and mathematics through academic service-learning, and curricular reform. In this conference paper we report on the success of the CSIE program, including course development, student engagement, student success, especially among underserved students, and sustainability. This work is important because it offers insight into the development, sustainability, and scalability into faculty-driven STEM education reform spanning 15 years. Keywords: STEM education, retention strategies, undergraduate STEM, majors/non-majors

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Szczurek-Boruta, Alina. "Intercultural Education in Cieszyn Silesia." American Journal of Educational Research 2, no. 3 (2014): 154–58. http://dx.doi.org/10.12691/education-2-3-8.

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Kraska, Thomas. "Mathematical Modeling in Secondary Chemistry Education: Chromatography." World Journal of Chemical Education 8, no. 3 (2020): 114–21. http://dx.doi.org/10.12691/wjce-8-3-3.

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Holubova, Renata. "Environmental Education – A Model of the Gulf Stream." American Journal of Educational Research 3, no. 8 (2015): 1057–61. http://dx.doi.org/10.12691/education-3-8-18.

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Buckner, Terrelle. "Across the Tables, Vol. 8, No. 3." Performance Improvement Quarterly 8, no. 3 (2008): 135–47. http://dx.doi.org/10.1111/j.1937-8327.1995.tb00693.x.

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Lin, Grace. "Reviewer Acknowledgements for Journal of Education and Learning, Vol. 8, No. 3." Journal of Education and Learning 8, no. 3 (2019): 251. http://dx.doi.org/10.5539/jel.v8n3p251.

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Dissertations / Theses on the topic "3-8 education"

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Nivens, Ryan Andrew. "Content Tests for Grades 3-8 Aligned to CCSSM." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/236.

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Tamsberg, Merle S. "Gifted and talented program evaluation : the acquisition of research skills in grades 3-8 /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733599290369.

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Appalachia, East Tennessee State University Archives of. "Archives of Appalachia Newsletter (vol. 8, no. 3, 1987)." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/archives-newsletter/30.

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Miller-Jones, Annette Marjorie. "The Effect of Music Therapy Upon Language Acquisition for Children on the Autism Spectrum Aged 3-8 Years." Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603122.

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<p> Research indicates the characteristics of Autism Spectrum Disorder include challenges with receptive and expressive language, which can negatively impact social-emotional development and physical regulation. The needs of children with autism are expected to greatly impact the current medical and educational resources, thus effective intervention for language development is considered crucial. A recently implemented intervention is music therapy. Effective intervention strategies for families and special education staff are constantly being sought after. This qualitative study sought to determine, (a) how does music therapy affect the receptive and expressive language skills in children diagnosed with Autism Spectrum Disorder aged 3–8 years? (b) what components of music therapy do parents and music therapists profess to make the most impact on language acquisition development in their child diagnosed with Autism Spectrum Disorder, aged 3–8? Participants included ten family units in southern California and six music therapists in the states of California, Oregon, Idaho and Washington. The participants were asked to provide information pertaining to the language ability of their child/client before and after participating in music therapy. Results showed an increase in word utterance, progress toward special education goals, emotional wellbeing, expressive communication in the home and community, and an increase in social skills. The language ability of the children before and after participating in music therapy sessions ranged from a nonverbal state to singing songs, from using gestures to speaking three to four word phrases, from using language without pragmatics to making friends, and from uttering one to two word phrases to regulating their emotions. </p><p>

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Richmond, Daena J. "The relationship between teacher ratings on the Indiana Standards Tool for Alternate Reporting (ISTAR) : English/language arts/math assessment for students in grades 3 and 8." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325993.

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Puamau, Virisila Qolisaya Lidise. "Affirmative action and racial inequalities in education the case of Fiji /." [St. Lucia, Qld], 1999. http://www.paddle.usp.ac.fj/cgi-bin/paddle?e=p-010off-paddle--00-1--0---0-10-TX--4-------0-11l--11-en-50---20-home---00-3-1-000--0-0-11-0utfZz-8-00&a=file&d=thesis003.

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Sousa, Sofia Cristina Amado Cabeço de. "Continuidade educativa nas aprendizagens básicas entre os 3 e os 8 anos." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/10420.

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Mestrado em Ciências da Educação - Formação Pessoal e Social<br>O nível 1 do Quadro Europeu de Qualificações - QEQ tem correspondência em Portugal ao 6.º ano de escolaridade. Na Europa tem havido diferentes soluções para a organização deste nível de educação (e formação inicial) até aos 12 anos. Pretende-se analisar a temática da articulação curricular entre a educação pré-primária e primária, com o objectivo de favorecer a continuidade educativa destes subníveis de educação, nomeadamente as aprendizagens básicas que se valorizam no desenvolvimento das crianças entre os três e os oito anos e estudar até que ponto a Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF) pode constituir um instrumento de facilitação e continuidade da programação e avaliação curricular destes dois subníveis.<br>Level 1 of the European Qualifications Framework (EQF) corresponds, in Portugal, to the 6th school year. In Europe there are been different solutions to the organizacion of this level of initial education under 12 years old pupils. The main target is to analyze the theme of the articulation of the curriculum between pre-primary and primary education, with the aim to understand the educational continuity of those levels of education, namely the basic learning that are enhanced in the development of children between 3 and 8 year olds and to study in what way the International Classification of Functioning, Disability and Health (ICF) can be an instrument of curricular continuity between those two levels of education.

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Tarsus, Bas Meltem. "Evaluation Of Environmental Attitudes Of Elementary School Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611714/index.pdf.

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This thesis aimed to assess attitudes of primary school students toward environment by four dimensions<br>awareness of environmental problems, awareness of individual responsibility general awareness of solutions and awareness of national environmental problems according to gender, grade level, student parents&rsquo<br>education level and student parents&rsquo<br>occupation. Data was obtained by the application of Environmental Attitude Questionnaire (EAQ) during 2009-2010 semesters. The sample of the study is comprised of 817 students from seven public schools in Bodrum. Data were analyzed by using frequency distributions, one-way ANOVA, independent sample t-test, Pearson product-moment correlation (zero order). Findings revealed that, there is a statistically significant effect of grade level, gender, mothers&rsquo<br>and fathers&rsquo<br>education level on students&rsquo<br>attitudes. Moreover, frequency distributions of the student responses indicated that students were aware of general and national environmental problems and individual responsibilities but they were mostly undecided about the effects of industrialization on the environment. Besides, they were not aware of the role of science and technology for finding solutions for environmental problems. Another important finding regarding to local circumstances was that, students living in Bodrum are not aware of the local environmental problems, such as the reasons for sea pollution. It is concluded as a result that, environmental education attempts shall be proceeded in accordance with the local conditions as well as national and global issues and the curriculum should lead students to make relations between life styles and environmental problems.

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Domínguez, Martínez Sergio Andrés. "Percepciones de docentes, personal del kiosco y apoderados de estudiantes de 3-8 años acerca de la lonchera del pre-escolar y escolar de una Institución Educativa Privada, Pachacútec - Ventanilla, Callao- 2018." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2020. https://hdl.handle.net/20.500.12672/11582.

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Explora las percepciones de docentes, personal del kiosco y apoderados de estudiantes de 3 - 8 años acerca de la lonchera del pre-escolar y escolar de una Institución Educativa Privada, Pachacútec - Ventanilla, Callao. El estudio es de enfoque cualitativo, diseño teoría fundamentada. En el estudio participaron 38 personas, 29 apoderados, 7 docentes y 2 personales del Kiosco que pertenecen a la I.E.P. Virgen de Guadalupe - Ventanilla. Se realizaron 20 entrevistas a profundidad y 6 mini grupos focales. Se transcribieron las grabaciones. Para el análisis se utilizó software Atlas Ti, para hacer las codificaciones abierta, axial y selectiva. Se resumió en categorías y ejes temáticos. El 62% tenía sus estudios secundarios. Se derivaron tres grandes temas percibidos. El primero relacionado al contenido de la lonchera. En los tres sujetos de estudios percibieron que debe contener frutas y preparaciones caseras para beneficio del niño, tanto a nivel académico como físico. Percibieron que son fáciles de preparar porque hay disponibilidad de alimentos. Hubo una minoría de apoderados y docentes, que expresaron que era complicado preparar una lonchera por la falta de tiempo para hacerla. Percibieron que el rol que desempeña el personal del Kiosco al expender productos saludables es importante. Así como, los apoderados al enviar a sus niños alimentos balanceados y los docentes al concientizar sobre la importancia de la lonchera del escolar. Se concluye que las percepciones sobre el contenido de lonchera de la mayoría de docentes, personal del kiosco y apoderados fueron similares vinculado al contexto socio-cultural y vivencias.<br>Tesis

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Walker, Sarah Jayne. "Effect of an after school education and gardening program on nutrition and physical activity behaviors in school age youth, grades 3-8." 2006. http://digital.library.okstate.edu/etd/umi-okstate-1699.pdf.

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Books on the topic "3-8 education"

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Browne, Ann. Developing language and literacy 3-8. 2nd ed. P. Chapman Pub., 2001.

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Developing language and literacy 3-8. P. Chapman, 1996.

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Developing language and literacy 3-8. 3rd ed. SAGE, 2009.

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Morgan, Susan. Fully alive 1: Year 8 key stage 3 : Catholic religious education programme. Veritas, 2004.

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Anna, Woloski-Wruble, ed. Life values and intimacy education: Health education for the Jewish school, grades 3-8. Tzelem, 2008.

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Nonfiction matters: Reading, writing, and research in grades 3-8. Stenhouse Publishers, 1998.

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International Conference on Education, 42nd session, Geneva, 3-8 September 1990: Final report. Unesco, International Bureau of Education, 1991.

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1940-, Strong Mary, ed. Literature circles: Cooperative learning for grades 3-8. Teacher Ideas Press, 1992.

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Cvetković-Lay, Jasna. Ja hoću i mogu više: Priručnik za odgoj darovite djece od 3 do 8 godina. 2nd ed. Alinea, 2002.

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K, Flahive Lynn, ed. Blooming: Category activities : skills: categorization, vocabulary, thinking, age level: 3 thru 8, grades: preschool thru 3. LinguiSystems, 2006.

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Book chapters on the topic "3-8 education"

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Bergsten, Christer. "Mathematical Approaches." In Encyclopedia of Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_95-8.

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Schildkamp, Kim, Adam Handelzalts, Cindy L. Poortman, et al. "Step 8: Evaluation." In Springer Texts in Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58853-7_8.

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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.

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Treviño, Ernesto, Diego Carrasco, Ellen Claes, and Kerry J. Kennedy. "Conclusion: Citizenship Norms Endorsement Among Grade 8 Students." In IEA Research for Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75746-5_12.

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Luedtke, Melissa, and Karen Sorvaag. "Using Children’s Literature to Enhance Math Instruction in K-8 Classrooms." In Transdisciplinarity in Mathematics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63624-5_3.

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Mödritscher, Felix, Vanda Luengo, Effie Lai-Chong Law, H. Ulrich Hoppe, and Karsten Stegmann. "Grand Challenge Problem 8: Interactive Learning Analytics: From Accountability to ‘Opportunity Management’ in a Multi-actor Perspective." In SpringerBriefs in Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12562-6_9.

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McMahon, Kendra, and Christopher Collier. "A thematic approach to humans and animals in Early Years education." In Teaching Science and Technology in the Early Years (3–7). Routledge, 2019. http://dx.doi.org/10.4324/9780429464812-8.

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Roth McDuffie, Amy, and Mary Q. Foote. "Teachers Empowered to Advance Change in Mathematics: Modules for preK-8 Mathematics Methods Courses." In Transforming Mathematics Teacher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5_2.

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Sude, Mei Yuan, and Fred Dervin. "Case 8—Leishan No. 2 Middle School, Guizhou Province." In An Introduction to Ethnic Minority Education in China. Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-61068-8_11.

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Peled, Irit, and Anat Klemer. "Commentary on Chapters 8 to 10: Teachers’ Knowledge and Flexibility—Understanding the Roles of Didactical Models and Word Problems in Teaching Integer Operations." In Research in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_13.

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Conference papers on the topic "3-8 education"

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Kaniraras, Dyah Ayu, and Lantip Diat Prasojo. "Total Quality Management In 3 and 8 Yogyakarta State Senior High Schools." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.27.

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Rachman, A., and M. Simanjuntak. "Analyze Education and Training Using Marine Engine Simulator at Stip Jakarta Indonesia." In Proceedings of the 1st International Conference on Management, Business, Applied Science, Engineering and Sustainability Development, ICMASES 2019, 9-10 February 2019, Malang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.3-8-2019.2290734.

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Gogiberidze, Georgy М., and Maksim А. Skrynnik. "Social prevention of deviant behaviour in adolescents (a case study of the Moscow metropolitan area)." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-8.

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Truong, Van. "BRIDGING THE GAP BETWEEN FEMALES OF COLOR IN GRADES 3-8 AND STEM: A HERMENEUTIC PHENOMENOLOGICAL STUDY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0334.

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Kostrova, Yu S. "MODELING THE POPULATION DYNAMICS OF RUSSIAN MUSKRAT IN THE OKA BASIN." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-3-3-5-8.

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Muslim, S., E. Ismayati, N. Kusumawati, et al. "Critical Study of Research Results about TVET and Tefa's Role in Social, Economic and Education Development in The Country." In Proceedings of the 1st International Conference on Management, Business, Applied Science, Engineering and Sustainability Development, ICMASES 2019, 9-10 February 2019, Malang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.3-8-2019.2290744.

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Ryabova, T. S. "CONCEPT HIGHER EDUCATION IN RUSSIAN MASS MEDIA DISCOURSE IN 2012-2017." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-8.

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Yakusevich, S. V., Y. V. Zhirnova, R. M. Zhanshuakov, and A. K. Haymuldinova. "THE USE OF WASTE RECYCLING PRODUCTS AS ANTIFREEZE ADDITIVES IN THE COMPOSITION OF CONCRETE." In I International youth conference "Perspectives of science and education". Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/i-conf-usa-1-3-8.

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Burkhonova, N. A. "THE MODERN DEVELOPMENT TRENDS OF CYCLE TOURISM IN UZBEKISTAN." In IV International youth conference "Perspectives of science and education". Premier Publishing s.r.o., 2019. http://dx.doi.org/10.29013/iv-conf-usa-4-3-8.

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Bolotova, U. V., N. G. Bondarenko, I. S. Arakelyan, L. V. Kryukova, and M. B. Yanukyan. "MOUNTAIN ELITE IN SEARCH OF A COMPROMISE BETWEEN STATE INTERESTS AND ETHNIC PATRIOTISM." In VII International Youth Conference "Perspectives of Science and Education". Premier Publishing s.r.o., 2020. http://dx.doi.org/10.29013/vii-conf-usa-7-3-8.

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Reports on the topic "3-8 education"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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Abstract:

This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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