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Dissertations / Theses on the topic 'IKS in Modern Education'

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Published: 5 June 2025
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1

Cecchinato, Andrew. "The Legal Education of Thomas Jefferson." Doctoral thesis, Università degli studi di Trento, 2017. https://hdl.handle.net/11572/368852.

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Thomas Jefferson’s legal education offers a unique insight into the authoritative foundations of modern constitutionalism and sheds light on the revolutionary effort to digest American political experience according to the scientific legacy of Western jurisprudence. Much attention has been dedicated by contemporary literature to the sources of Jefferson’s thought. However, the interpretations offered over the past fifty years have told us more about Jefferson’s political alignment, than of his comprehensive engagement with the many strands and several authorities the Western legal tradition. The dissertation offers a study of Jefferson’s engagement with European jurisprudence. It tries, in particular, to connect Jefferson’s constitutionalism with medieval and early modern authorities addressing questions of sovereignty and religious freedom. These trans-Atlantic connections point equally to Common Law sources, as well to Continental Romano-Canonical jurisprudence and challenge, at the same time, the very distinction between the two traditions. In selecting the sources, preference has been given to those that belonged to Jefferson’s personal library. And, amongst these, particular attention has been dedicated to the ones that bear Jefferson’s annotations or inscriptions. The Introduction presents Jefferson’s copy of the foundational treatise on modern public law: Jean Bodin’s Les Six Livres de la Republique. Although Jefferson’s engagement with Bodin constitutes one of the main themes of the entire dissertation, the Introduction focuses mostly on the markings inscribed by Jefferson in his copy of the Republique and suggests that Jefferson may have been drawn to this work as it addressed the nature of power and of its constitutional limitations beyond any contingent concern. The dissertation’s first part is then dedicated to the exploration of Jefferson’s doctrine on sovereignty. It assumes, as its starting point, Jefferson’s “Bartolist†doctrine on tyranny. The first chapter traces the development of this doctrine from the Middle Ages to Modernity. It also evaluates the force of its various arguments in Jefferson’s own historical understanding of the conditions that defined the struggle for independence as the rational outcome of a legal process. The second chapter investigates, instead, the legal titles placed by Jefferson at the origins of the Americans’ lawful acquisition of power – expatriation, conquest, and citizenship – and their connection to the European jurisprudence on the iura naturalia. The third chapter closes the first part of the dissertation with an examination of Jefferson’s later reflections on the exercise of power. It focuses, in particular, on a two distinct groups of letters, dedicated to the independent exercise of sovereign power by each living generation, according to a Bodinian understanding of sovereignty, and to the constitutional relevance of intermediate bodies, maintained by Jefferson in keeping with Montesquieu. The second part of the dissertation is dedicated to religious freedom. The fourth chapter provides an examination of Jefferson’s participation in the “Grotian moment†and illustrates his understanding of religion as the naturalized foundation of morality and jurisprudence. Moreover, it traces the enduring relevance of the distinction between spiritual and temporal jurisdictions within his thought. The fifth and final chapter, instead, focuses on Jefferson’s integrative jurisprudence and insists that the multiple dimensions of law remained a fundamental feature of Jefferson’s legal persuasion, as he strived to substantiate the checks on power through his continuous engagement with the legacy of Western jurisprudence.
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2

Cecchinato, Andrew. "The Legal Education of Thomas Jefferson." Doctoral thesis, University of Trento, 2017. http://eprints-phd.biblio.unitn.it/2088/1/The_Legal_Education_of_Thomas_Jefferson.pdf.

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Thomas Jefferson’s legal education offers a unique insight into the authoritative foundations of modern constitutionalism and sheds light on the revolutionary effort to digest American political experience according to the scientific legacy of Western jurisprudence. Much attention has been dedicated by contemporary literature to the sources of Jefferson’s thought. However, the interpretations offered over the past fifty years have told us more about Jefferson’s political alignment, than of his comprehensive engagement with the many strands and several authorities the Western legal tradition. The dissertation offers a study of Jefferson’s engagement with European jurisprudence. It tries, in particular, to connect Jefferson’s constitutionalism with medieval and early modern authorities addressing questions of sovereignty and religious freedom. These trans-Atlantic connections point equally to Common Law sources, as well to Continental Romano-Canonical jurisprudence and challenge, at the same time, the very distinction between the two traditions. In selecting the sources, preference has been given to those that belonged to Jefferson’s personal library. And, amongst these, particular attention has been dedicated to the ones that bear Jefferson’s annotations or inscriptions. The Introduction presents Jefferson’s copy of the foundational treatise on modern public law: Jean Bodin’s Les Six Livres de la Republique. Although Jefferson’s engagement with Bodin constitutes one of the main themes of the entire dissertation, the Introduction focuses mostly on the markings inscribed by Jefferson in his copy of the Republique and suggests that Jefferson may have been drawn to this work as it addressed the nature of power and of its constitutional limitations beyond any contingent concern. The dissertation’s first part is then dedicated to the exploration of Jefferson’s doctrine on sovereignty. It assumes, as its starting point, Jefferson’s “Bartolist” doctrine on tyranny. The first chapter traces the development of this doctrine from the Middle Ages to Modernity. It also evaluates the force of its various arguments in Jefferson’s own historical understanding of the conditions that defined the struggle for independence as the rational outcome of a legal process. The second chapter investigates, instead, the legal titles placed by Jefferson at the origins of the Americans’ lawful acquisition of power – expatriation, conquest, and citizenship – and their connection to the European jurisprudence on the iura naturalia. The third chapter closes the first part of the dissertation with an examination of Jefferson’s later reflections on the exercise of power. It focuses, in particular, on a two distinct groups of letters, dedicated to the independent exercise of sovereign power by each living generation, according to a Bodinian understanding of sovereignty, and to the constitutional relevance of intermediate bodies, maintained by Jefferson in keeping with Montesquieu. The second part of the dissertation is dedicated to religious freedom. The fourth chapter provides an examination of Jefferson’s participation in the “Grotian moment” and illustrates his understanding of religion as the naturalized foundation of morality and jurisprudence. Moreover, it traces the enduring relevance of the distinction between spiritual and temporal jurisdictions within his thought. The fifth and final chapter, instead, focuses on Jefferson’s integrative jurisprudence and insists that the multiple dimensions of law remained a fundamental feature of Jefferson’s legal persuasion, as he strived to substantiate the checks on power through his continuous engagement with the legacy of Western jurisprudence.
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3

Riffel, Alvin Daniel. "Social and cultural relevance of aspects of Indigenous Knowledge Systems (IKS), meteorological literacy and meteorological science conceptions." University of the Western Cape, 2020. http://hdl.handle.net/11394/7258.

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Philosophiae Doctor - PhD<br>This research study examines those aspects of Indigenous Knowledge (IK) that could be socially and culturally relevant in the Western Cape Province, South Africa, for teaching meteorological science concepts in a grade 9 Social Science (Geography) classroom using dialogical argumentation as an instructional model (DAIM). The literature reviewed in this study explains the use of argumentation as an instructional method of classroom teaching in particular dialogical argumentation, combined with IKS (Indigenous Knowledge Systems), which in this study is seen as a powerful tool both in enhancing learners’ views and positively identifying indigenous knowledge systems within their own cultures and communities, and as tool that facilitates the learning of (meteorological) literacy and science concepts. With the development of the New Curriculum Statements (NCS) and the Curriculum and Assessment Policy Statements (CAPS) for schools, the Department of Basic Education (DBE) of South Africa acknowledges a strong drive towards recognising and affirming the critical role of IK, especially with respect to science and technology education. The policy suggests that the Department of Education take steps to begin the phased integration of IK into curricula and relevant accreditation frameworks. Using a quasi-experimental research design model, the study employed both quantitative and qualitative methods (mixed-methods) to collect data in two public secondary schools in Cape Town, in the Western Cape Province, South Africa. A survey questionnaire on attitudes towards, and perceptions of high school, of a group of grade 9 learners, as well as their conceptions of weather, was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. An experimental group (E-group) of learners were exposed to an intervention - the results were recorded against a control group (C-group) that were exposed to no intervention. Both the E-group and C-group were exposed to a Meteorological Literacy Test (MLT) evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks underpinning the study, namely, Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). The findings of this study revealed that: Firstly, the socio-cultural background of learners has an influence on their conceptions of weather prediction and there was a significant difference between boy’s and girls’ pre-test conceptions about the existence of indigenous knowledge systems within the community they live in. For instance, from the learners’ excerpts, it emerged that the girls presented predominantly rural experiences as opposed to those of the boys which were predominantly from urban settings. Secondly, those E-group learners exposed to the DAIM intervention shifted from being predominantly equipollent to the school science to emergent stances and they found a way of connecting their IK to the school science. The DAIM model which allowed argumentation to occur amongst learners seemed to have enhanced their understanding of the relevance of IK and how its underlying scientific claims relate to that of school science. Thirdly, the argumentation-based instructional model was found to be effective to a certain extent in equipping the in-service teachers with the necessary argumentation skills that could enable them to take part in a meaningful discourse. The study drew on the personal experiences and encounters from a variety of sources. These included storytelling-and sharing, academic talks with local community members recorded during the research journey, formal round table discussion and talks at international and local conferences, conference presentations, informal interviews, indigenous chats at social event-meetings, and shared experiences at IKS training workshops as a facilitator. These encounters lead to the formulation of the research study and occurred throughout the country in various parts of the Southern African continent including: Namibia, Zimbabwe, Malawi, Botswana, Tanzania and Mozambique.
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4

Roush, Erik P. "Rethinking Education for Modern Man." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366161337.

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5

Helen, L. "A role of ecological education in forming of modern specialist, particularly modern manager." Thesis, Вид-во СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/13072.

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Ecological education as a factor of forming of public ecological consciousness and culture, for the decision of ecological and social economic problems of nowadays is a major direction of education on all levels. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/13072
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6

MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.

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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. &quot;That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools&quot;. Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?
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7

Alobaidi, Omar. "Arabic conversational agent for modern Islamic education." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/309/.

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This thesis presents research that combines the benefits of intelligent tutoring systems (ITS), Arabic conversational agents (CA) and learning theories by constructing a novel Arabic conversational intelligent tutoring system (CITS) called Abdullah. Abdullah CITS is a software program intended to deliver a tutorial to students aged between 10 and 12 years old, that covers the essential topics in Islam using natural language. The CITS aims to mimic a human Arabic tutor by engaging the students in dialogue using Modern standard Arabic language (MSA), whilst also allowing conversation and discussion in classical Arabic language (CAL). Developing a CITS for the Arabic language faces many challenges due to the complexity of the morphological system, non-standardization of the written text, ambiguity, and lack of resources. However, the main challenge for the developed Arabic CITS is how the user utterances are recognized and responded to by the CA, as well as how the domain is scripted and maintained. This research presents a novel Arabic CA and accompanying a scripting language that use a form of pattern matching, to handle users' conversations when the user converse in MSA. A short text similarity measure is used within Abdullah CITS to extract the responses from CAL resources such as the Quran, Hadith, and Tafsir if there are no matching patterns with the Arabic conversation agent's scripts. Abdullah CITS is able to capture the user's level of knowledge and adapt the tutoring session and tutoring style to suit that particular learner's level of knowledge. This is achieved through the inclusion of several learning theories and methods such as Gagne's learning theory, Piaget learning theory, and storytelling method. These learning theories and methods implemented within Abdullah's CITS architecture, are applied to personalise a tutorial to an individual learner. This research presents the first Arabic CITS, which utilises established learning typically employed in a classroom environment. The system was evaluated through end user testing with the target age group in schools both in Jordan and in the UK. Empirical experimentation has produced some positive results, indicating that Abdullah CITS is gauging the individual learner's knowledge level and adapting the tutoring session to ensure learning gain is achieved.
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8

Gurney, David William. "Education and the early modern English separatists." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10007378/.

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This study reassesses the significance of education in the lives and thinking of the early modern English Separatists. For this purpose, 'early modern' is construed as the period from the accession of Elizabeth I in 1558 to the outbreak of the First Civil War in 1642. ,The thesis first describes the origins, nature and development of Separatism during this period, and then sets the study in context by delineating the nature of education in those eight or so decades. In order to facilitate the handling of the material germane to the study, the leading original proponents of the distinctive Separatist ideology are considered in chapters three and four. Chapter three deals with the three men who in the late Tudor years set the parameters for the subsequent groVV'ch of a comprehensive and self-consistent Separatist philosophy. Chapter four examines the contributions of the 1 7 most prominent men who built on their work in the early Stuart period. The very fact of their prominence, however, entails the likelihood that they were better-educated than the majority of their fellowbelievers, and perhaps to that extent unrepresentative of them. The resulting possible distortion is therefore corrected by investigating the educational levels of 52 Separatist prisoners in London gaols at the turn of the ninth and tenth decades of the sixteenth century. Past work in this field has tended to a minimalist interpretation of the available evidence. This thesis concludes that both the educational achievements of the first early modern English religious Separatists, and their attitudes to education, have been underestimated. It seeks to correct this misrepresentation with a judgement more closely corresponding to the evidence yielded by an objective review of the facts.
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9

Ben, Tania, Yuliia Onofriichuk, and Roman Golovatyi. "Use of modern information technology in education." Thesis, Lviv State University of Life Safety, 2019. http://hdl.handle.net/123456789/5997.

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The processes of globalization that characterize the development of modern society, the introduction of digital technologies at all levels of education are significantly changing the requirements for professional education of future educators. Formation of competent specialists, who are free to navigate in the information space of modern education, have a high level of information and communication technologies, use them in training, professional activity, during the conduct of scientific research, is one of the urgent tasks of higher education.
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10

Krasnyuk, Svitlana Olexandrivna. "Features of modern management in higher education." Thesis, Національний авіаційний університет, 2016. https://er.knutd.edu.ua/handle/123456789/10508.

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The modern educational system as the totality of socio-economic institutions that contribute to the formation and development of intellectual potential of the country is one of the most important areas in the process of formation and education of members of society and requires a special approach to solving problems for its effective management.
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Вишневська, Марина Олександрівна. "Problems of modern adults education in Ukraine." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13044.

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Denysenko, M., and Yu Shevchuk. "Modern education system in the hotel industry." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/14491.

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13

Ilyina, K., H. Libovych, I. Kushnir, and O. Pavlyshyn. "Crossfit as modern means of physical education." Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/49501.

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Physical education is a pedagogical process aimed at physical development, functional improvement of organism, studies of basic efferent skills of vital importance and knowledge related to them for the future successful professional activities.
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14

Vasiljev, Artem. "Modern technologies and learning English: distance education." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20866.

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15

Водоласкова, Катерина Юріївна. "SPIRITUAL ASPECTS OF MODERN LEGAL HIGHER EDUCATION." Thesis, Сучасна правова освіта: [матеріали VIІ Міжнародної науково-практичної конференції, Київ, Національний авіаційний університет, 23 лютого 2018 р.]. – Тернопіль: «Вектор», 2018, 2018. http://er.nau.edu.ua/handle/NAU/32693.

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16

Tarhoni, Daw. "Higher education & tribal identity in modern Libya." Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529723.

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17

Nakissa, Aria Daniel. "Islamic Law and Legal Education in Modern Egypt." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10523.

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This dissertation examines the transmission of Islamic legal knowledge in modern Egypt. It is based on two years of ethnographic fieldwork in Cairo among formally trained Islamic scholars. With governmental permission, I was able to attend classes at both al-Azhar’s Faculty of Sharīʿah and Cairo University’s Dār al-ʿUlūm. I also participated in the network of traditional study circles operating in and around al-Azhar mosque. Combining ethnographic data with extensive archival research, I trace the effects of government-led initiatives over the past century and a half to reform traditional religious learning. Such have revolved around increased incorporation of Western educational methods. There are two themes on which I focus. The first centers on ethics and subjectivity. Talal Asad has suggested that for pre-modern Muslim jurists, accurate understanding of sacred texts presupposed an appropriate "habitus". Drawing on Wittgenstein and Bourdieu, I elaborate Asad’s brief remarks along the following lines. Given that how a text is read depends upon the attributes of the reader, religious authorities insisted that proper interpretations could only be generated by proper character. The way in which to produce proper character was to mold it through a suitable program of ethical discipline. I demonstrate that pre-modern Islamic educational techniques were structured with the aim of imparting a particular habitus (modeled on that of the Prophet) by enjoining meticulous and constant imitation of the Prophet’s personal habits (Sunnah). By transforming themselves into living replicas of the Prophet, jurists believed that they acquired the ability to mirror his textual interpretations. I then describe how traditional linkages between knowledge and ethics have been eroded by the importation of Western learning techniques, scrutinizing the effects of these changes on substantive legal doctrine. The second overarching theme of my research examines how changes in pedagogical methods have produced a corresponding shift in "episteme". Using Foucault, I argue that premodern religious learning was dominated by an episteme centered on language and grammar. I proceed to describe how modern educational reforms have succeeded in inaugurating a new episteme modeled on the natural sciences. I assess the impact of this shift on modes of legal reasoning.<br>Anthropology
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18

Любіч, Діана Олександрівна. "Modern Education Systems in the Field of it." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7377.

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19

Ткаченко, Світлана Іванівна. "Challenges of life-long education in modern world." Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33074.

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20

Siketina, Natalya Hennadievna, and A. S. Shakyn. "Modern condition of economic education in Ukraine analysis." Thesis, Харківський національний університет будівництва та архітектури, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/36609.

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On the potential of overcoming through economic education and the education of the gap between consciously desirable reality and the existing objective reality lays many hopes on, because it depends on this on the ability of future generations to actively creative, creative and innovative self-realization in the economic, entrepreneurial and managerial fields.
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21

McCrate, Mark P. "Modern Mechanical Automata." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291146053.

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Herold, Michael J. "Teaching Software Engineering for the Modern Enterprise." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374192225.

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23

Fortin, Sylvie. "The Teaching of Modern Dance: What Two experienced Teachers Know, Value and Do." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392225790.

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Weng, Chi-hsiu Daniel. "Modern Shuai-Chiao: Its Theory, Practice and Development." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392025978.

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25

Shingadia, Ashwin. "Modern Canadian Universities, Mission Drift and Quality of Education." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22696.

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This study contributes to theory and public policy in Canada and globally. It uses mixed methodology and triangulation of evidence through policy documents(Bovey,Rae,Drummond),empirical studies and surveys(ranking,NSSE data,regression), CAUT/AUCC and Statistics Canada sources and qualitative sources - writings of university presidents (Bok,Kerr,Fallis),researchers (Rajagopal, Clark et al.)as well,talks with sessionals,teaching assistants and administrators. The framework consists of Altbach's four factors - democratization, the knowledge economy, globalisation and competition and three ideal types for university development - entrepreneurial, liberal education and deliberative. The thesis contrasts classical college with the modern university system. The results show strong evidence for research domination, mission drift and shift towards the entrepreneurial model. Quality is compromised by lowering requirements, compressed courses, less study time, large classes taught by sessionals and TAs, grade inflation and consumerist behaviour, while critical thinking and moral development are neglected.
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Pivnick, Janet. "Against the current, ecological education in a modern world." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ64883.pdf.

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27

Al-Rashoud, Talal. "Modern education and Arab nationalism in Kuwait, 1911-1961." Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/24384/.

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28

Muir, Dawn Patricia Eaton. "Relationships in education : modern dilemmas and a Socratic alternative." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627325.

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Ahmad, Fauzia. "Modern traditions? : British Muslim women, higher education and identities." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/81219129-6528-41a0-b0e8-c4e32a9dadbd.

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30

Sakun, A. V., F. M. Prodanyuk, and N. V. Griebiennikova. "Modernization of education: the challenges of the modern society." Thesis, Izdevniecība "Baltija Publishing", 2020. https://er.knutd.edu.ua/handle/123456789/15539.

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31

Fu, Tommy, Dennis Nilsson, and Johan Holmqvist. "Introducera modern teknologi i utbildningen." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-11131.

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Nya teknologier utvecklas hela tiden och ett fåtal av dessa har möjligheten att revolutionera tillvägagångssättet av hur vi gör saker. Utbildningsområdet är ett av de äldsta områdena som finns kvar även idag och som återkommande har dragit nytta av ny teknologi för att förbättra kärnkonceptet.Vår forskning täcker fenomenet virtual reality som ett supplement i utbildningen. Vi undersöker hur studenter vid Högskolan i Borås uppfattar introduceringen av denna moderna teknologi som ett hjälpmedel till deras studier. Vi använder oss utav enkäter för att samla in information, och vi fick svar från 143 studenter. Vår slutats anser att den övergripande attityden är positiv hos studenterna, samtidigt som vi behåller en viss skepticism för att detta resultat ska ligga till grund som fakta för framtida beslutstaganden.<br>There is a constant development of new technologies happening in the world. A handful of these are deemed to have the potential of truly revolutionizing the way we do things. The field of education is one of the oldest fields that continue to be present even today and has time and time again come to make use of new technologies that streamlines and improves upon its core concept.The research we put forward covers the case of virtual reality as an improvement into the field of education. We research how students at the University of Borås perceive the introduction of this novel technology as an aid in their studies. We utilize questionnaires in order to receive this information and received a total of 143 respondents’ answers. We conclude that the general attitude of the students is positive, while maintaining skepticism in terms of this result as a piece of document for proving the results as facts.
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32

Eaker, Lisa. "The Social Sacrifices of Being Modern." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26233.

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Finding conceptual tools that lend themselves to the creation of consensus is no easier in an age of mass communication, mass transportation or mass education, than it was in earlier less "modern," technology adventurous, times. In fact, as I argue in this dissertation, modernity can be analyzed and experienced as being anathema to those characteristics upon which consensus can be built. This dissertation examines why this is the case and what may be done to ameliorate the worst excesses of modernity while building on its greatest strengths.<br>Ph. D.
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McEachern-Kelly, Mary Clare. "Provision of modern foreign languages for lower achievers and pupils with special educational needs in secondary schools in England, Scotland and the Czech Republic." Connect to e-thesis, 2008. http://theses.gla.ac.uk/218/.

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Thesis (M.Litt.) - University of Glasgow, 2008.<br>M.Litt. thesis submitted to the Department of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Maxson, Hillary, and Hillary Maxson. "Martial Motherhood in Modern Japan, 1905-1955." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12446.

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Over the course of forty years, from 1905-1945, Japan's Ministry of Education successfully formed, propagated, and invented the martial mother tradition. The stories compiled in the Ministry of Education's textbooks taught young women not only to encourage their future sons' patriotism but also to enter public spaces themselves and show their own patriotism, or matriotism. Throughout wartime Japan many mothers behaved as stoic, tear-less, child-sacrificing martial mothers in public; however, in private they shared very close and loving relationships with their adult children. While many mothers told their departing soldier sons to "come back dead" in public, the dynamics of their private relationship with their sons were quite different. In the postwar era, though the martial mother ideal vanished from Japan's educational system, the manifesto of the Mothers' Congress of 1955 revealed that martial motherhood was a significant aspect of many mothers' wartime experience.
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Wielgoszinski, Stephanie Ann. "Parental involvement and attitudes in FLES education /." Abstract, 2008. http://eprints.ccsu.edu/archive/00000534/01/1983Abstr.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.<br>Thesis advisor: Matthew Ciscel. "... in partial fulfillment of the requirements for the degree of Master of Science in TESOL." Includes bibliographical references (leaves 58-63). Abstract available via the World Wide Web.
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Sinclair, Paul. "Chinese language education, the contemporary Japanese university, and modern Japan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40673.pdf.

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Jin, Yilin, and 金以林. "The history of university education of Modern China 1896-1949 =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B44569749.

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Sydorchuk, L. P., O. A. Petrynych, R. I. Sydorchuk, et al. "MENTORING, NOT TEACHING BECOMES A MODERN TREND IN POSTGRADUATE EDUCATION." Thesis, Матеріали навчально-методичної конференції «АКТУАЛЬНІ ПИТАННЯ ВИЩОЇ МЕДИЧНОЇ ТА ФАРМАЦЕВТИЧНОЇ ОСВІТИ: ДОСВІД, ПРОБЛЕМИ, ІННОВАЦІЇ ТА СУЧАСНІ ТЕХНОЛОГІЇ», 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12407.

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Sakun, A. V., T. I. Kadlubovich, and D. S. Chernyak. "Actuality of the humanitarian direction of philosophy of modern education." Thesis, Izdevnieciba "Baltija Publishing", 2020. https://er.knutd.edu.ua/handle/123456789/16377.

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Gutnyk, M. V. "Development of polytechnical education on the territory of modern Ukraine." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48130.

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41

Olsen, Stephanie. "Raising fathers, raising boys: informal education and enculturation in Britain, 1880-1914." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32273.

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Raising Fathers, Raising Boys: Informal Education and Enculturation in Britain, 1880-1914 is primarily focused on popular preoccupations surrounding masculinity (manliness), boyhood, adolescence, and fatherhood, in the context of widespread concerns about national efficiency, public vice, and private morals at the fin de siècle. This thesis reveals the growing consensus amongst the publishers of juvenile literature that children (especially boys) of all areas and social backgrounds were being failed by the various institutions of formal education (be they the elite public schools or the new schools springing up since the Education Act of 1870), and that certain moral imperatives were being inadequately met by the nation's parents. Stressing the continuity of religious influence in the everyday experience of children throughout the late-Victorian and Edwardian period (and thereby challenging the secularization thesis put forward by some scholars), this study charts the agreement established between disparate groups on the importance of disseminating Christian values for the task of raising the nation's boys into manly, domesticated men and good fathers. This emphasis on family life is crucial, since it broadens the current historiographical focus on the imperial connotations of elite education and the supposed middle-class "flight from domesticity." By showing that masculinity was not only about patriarchal or imperial outlooks, the work explicates the meaning of fatherhood in the period, stressing the continuing importance and validation of men as fathers and of the boy "as father to the man." The major sources for the thesis arise out of a variety of religious organi<br>Raising Fathers, Raising Boys: Informal Education and Enculturation in Britain, 1880-1914 est une étude des préoccupations populaires vis-à-vis la masculinité [manliness], de l'enfance et l'adolescence masculines et de la paternité, situés dans un contexte contemporain caractérisé par une inquiétude régnante face à l'efficacité nationale, le vice public et la moralité privée. Cette thèse démontre l'existence d'un consensus de plus en plus marqué parmi les éditeurs de la littérature populaire pour les enfants, (particulièrement pour garçons) sur le fait que l'éducation formelle que recevaient leurs jeunes lecteurs (que ce soit dans des écoles élite, ou, après la loi de 1870, dans les nouvelles institutions d'éducation de masse) leur faisait défaut, et, de plus, que les parents de la nation étaient inaptes à leur transmettre certains impératifs moraux, et ce, peu importe leurs origines géographiques ou sociales. En insistant sur la continuité de l'influence religieuse dans la vie quotidienne des enfants de l'époque (contestant donc la thèse de sécularisation défendue par plusieurs historiens), cette thèse met en évidence la mise en accord de groupes hétéroclites sur l'importance d'une dissémination des valeurs chrétiennes au sein d'une éducation visant à créer des hommes à la fois domestiques et véritablement mâles, et de bons pères. L'accent mis ici sur la vie familiale est crucial, car il permet d'élargir les courants historiographiques focalisant sur les implications impérialistes de l'éducation des élites et la tendance des classes moyennes à « fuire la sphère domestique » qu'on a appelé « flight from domesti
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Weng, Ch-hsiu Daniel. "Modern Shuai-Chiao : its theory, practice and development /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740721342.

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43

Li, Yuh-shin. "John Dewey and Modern Chinese Education: Prospects for a New Philosophy." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392375511.

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Mathur, Nameeta. "Women and physical culture in modern Poland." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2162.

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Thesis (Ph. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains v, 373 p. Includes abstract. Includes bibliographical references (p. 329-373).
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Angulo, Filho Luiz Felipe. "A SATISFAÇÃO DO UNIVERSITÁRIO EM IES PARTICULARES NO MUNICÍPIO DE SÃO PAULO: UM MODELO DE MENSURAÇÃO." Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/178.

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Made available in DSpace on 2016-08-02T21:43:03Z (GMT). No. of bitstreams: 1 Luizpg1_ 24.pdf: 954548 bytes, checksum: 31b0f1d1ac1c93e4207e71d26f73f59e (MD5) Previous issue date: 2011-06-27<br>A gestão das instituições de ensino superior (IES) no Brasil tem apresentado inconsistências gerenciais: O que se faz não é o que o aluno espera. O que se ensina não é, geralmente, o que os universitários veem em seu Campus. A literatura aponta para, basicamente, duas questões as quais potencialmente apresentam maior impacto acerca desta realidade: A intervenção do governo na intenção de gerir a qualidade do ensino e a industrialização do ensino. Paralelo a estas questões, há uma carência na literatura de aportes ao que se refere à satisfação dos clientes. Muito embora existam modelos de mensuração, como a ACSI e o ESCI, e diversos conceitos de satisfação, os esforços direcionados para públicos específicos são insuficientes e/ou até inexistentes em alguns casos. Por fim, segundo o ANUP o Sudeste abriga quase a metade de todas as IES do país, sendo-as, com ampla predominância, instituições particulares, reiterando a relevância desta região para o Brasil e das IES privadas no país. Assim, este estudo se dispõe a aproximar os temas gestão de instituições de ensino superior, satisfação do consumidor e, por fim, o papel da região sudeste do país para a educação, com ênfase nas IES particulares, objetivando adaptar e validar um instrumento capaz de ser aplicado na gestão acadêmica e evidenciar os determinantes que promovem satisfação do universitário. Por meio deste projeto, pode-se analisar a utilização de um modelo adaptado do ACSI e identificar pesos e coeficientes entre as variáveis propostas: Expectativa, Qualidade, Valor e Satisfação.
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46

Neeriemer, Ann Louise. "Modern vernacular : Arts Link Education Center and Gallery in Asheville, NC." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3640.

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Thesis (M. Arch.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: School of Architecture, Planning and Preservation Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Doughty, Hannelore. "Critical perspectives on modern languages in Scottish further education 2000-2002." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/40.

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The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.
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Lockwood, Roy. "What it means to be modern : education, policy and New Labour." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2594/.

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This study examines the policy change and continuities in the delivery of public education services both preceding and following the election of the Labour government in 1997. These involve the changing relationship between local and central government and the development of an enhanced role for the private sector in the management and delivery of education services. The study considers the limitations and possibilities of these developments and their implications for governance and performance through critical policy analysis and consideration of key texts, government publications and contemporary interviews with individuals within the policy process. The study is divided into chapters dealing with the context of the research in key literature and issues of change and continuity in national education policy. It includes a critical description of the approaches to the inspection of local education authorities and an illustrative example of government intervention in an LEA leading to the outsourcing of services. Through interview material, the policy analysis is grounded in the experience of individuals who are enacting ‘modernisation’ and also commenting on its effects. There is also a consideration of the evidence of the impact of outsourcing on school performance in a number of authorities. In addition, the study considers the implications of these developments for future strategy in relation to the development of local authorities in the light of the Children Act (2004). It suggests that the readiness of local authorities to adopt the changes needed to enact the Children Act (2004) forms a contrast to their limited adherence to the local government reforms prefigured elsewhere by central government. This reflects the strength of concepts such as the well-being of children as agents of change, in contrast to the diffuse theoretical underpinnings of the third way.
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Thorpe, Anthony Richard. "Religious education in schools as a subject in the modern curriculum." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341340.

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50

Gale, Micah D. (Micah David). "Developing modern graphite exponential pile experiments to augment reactor physics education." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119041.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Nuclear Science and Engineering, 2018.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 39-40).<br>Reactor Physics is not always an intuitive subject for students to understand. When nuclear engineering was beginning as a field it was common for students to complete measurements on sub-critical reactors, which could not sustain a fission chain reaction, in order to develop student intuition. The Massachusetts Institute of Technology has one such reactor, a graphite exponential pile, which went unused for decades. In this thesis the MIT Graphite Exponential Pile was returned to experimental operation, and a prototypic student experiment was completed. The material buckling was found by indium foil activations completed with a plutonium-beryllium source in the pile. From the experimental results it was calculated the pile would have to be a cube with sides that are 5.42m long to become a critical reactor. This proof of concept experiment makes it possible for mens et manus based education at MIT for reactor physics.<br>by Micah D. Gale.<br>S.B.
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