Relevant bibliographies by topics / International Baccalaureate Primary Years Programme

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'International Baccalaureate Primary Years Programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "International Baccalaureate Primary Years Programme"

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Choi, Euna. "Music Curriculum in International Baccalaureate Primary Years Programme." Korean Music Education Society 49, no. 4 (November 30, 2020): 271–92. http://dx.doi.org/10.30775/kmes.49.4.271.

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Steffen, Verónica, and Ángeles Bueno-Villaverde. "Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation." Journal of Research in International Education 17, no. 2 (August 2018): 116–33. http://dx.doi.org/10.1177/1475240918791244.

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The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.
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Dulfer, Nicky. "Differentiation in the International Baccalaureate Diploma Programme." Journal of Research in International Education 18, no. 2 (August 2019): 142–68. http://dx.doi.org/10.1177/1475240919865654.

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There is now widespread acceptance of the importance of differentiated instruction in today’s classrooms. However, much of the research regarding differentiated instruction takes place in primary and middle years environments, with very little focussed on the senior secondary years. This article explores differentiated instruction practices in senior secondary high stakes environments. Specifically focussed on the experiences of teachers in the International Baccalaureate Diploma Programme (IBDP) in Hong Kong and Australia, where the IB is predominately taught in high-fee-paying institutions, the article explores some of the current practices and concerns of teachers involved in the programme. In exploring differentiated instruction in the IBDP it asks the questions 1) How do teachers employ differentiation in their approaches to teaching in IBDP environments?, and 2) What factors inhibit or enable differentiation in their classrooms? Results from the study indicate that teachers of the IBDP provide several differentiation opportunities within the content and product areas. However, the areas of process and environment were more problematic, with the amount of content that needed to be covered impacting on the approach to teaching and learning adopted by both the teachers and the students. The IB prides itself on its Learner Profile attributes which support the students to become “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” (IB, 2019a). However, in this study questions were raised regarding the amount of time students are given to think, reflect, or inquire. This is something that all senior secondary years programmes will need to consider as we move through the twenty-first century.
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Casinader, Niranjan, and Lucas Walsh. "Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective." Journal of Research in International Education 18, no. 3 (November 26, 2019): 257–73. http://dx.doi.org/10.1177/1475240919891001.

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It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.
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Lebreton, Marlène. "Additional language teaching within the International Baccalaureate Primary Years Programme: A comparative study." Journal of Research in International Education 13, no. 1 (March 2, 2014): 3–18. http://dx.doi.org/10.1177/1475240914521346.

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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "How accessible is IB schooling? Evidence from Australia." Journal of Research in International Education 16, no. 1 (March 15, 2017): 65–79. http://dx.doi.org/10.1177/1475240917696037.

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This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
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Souefi, Nevine El. "The Impact of Implementing the International Baccalaureate Primary Years Programme on Students' Self-efficacy Beliefs." Universal Journal of Educational Research 9, no. 3 (March 2021): 606–20. http://dx.doi.org/10.13189/ujer.2021.090320.

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Palmer, Nicholas. "Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education." Journal of Research in International Education 15, no. 3 (October 17, 2016): 208–23. http://dx.doi.org/10.1177/1475240916669029.

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The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.
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Twigg, Vani Veikoso. "Teachers’ practices, values and beliefs for successful inquiry-based teaching in the International Baccalaureate Primary Years Programme." Journal of Research in International Education 9, no. 1 (March 26, 2010): 40–65. http://dx.doi.org/10.1177/1475240909356947.

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Lochmiller, Chad R., Audrey Lucero, and Jessica Nina Lester. "Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools." Journal of Research in International Education 15, no. 2 (August 2016): 155–74. http://dx.doi.org/10.1177/1475240916660803.

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Dissertations / Theses on the topic "International Baccalaureate Primary Years Programme"

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Wikström, Nermina. "Alternative assessment in primary years of international baccalaureate education." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8012.

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The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.

While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.

International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.

Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.

This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).

The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.

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Hardwick, Gail C. "Teachers' Perceptions of Reflective Practices Within an International Baccalaureate Primary Years Programme." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6331.

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The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.
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O'dell, Kathleen Alyce O'Dell. "HOW PRESERVICE TEACHERS EXPERIENCEBECOMING INTERNATIONALLY MINDEDTHROUGH PRIMARY YEARS PROGRAMME CERTIFICATION." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1502679007714987.

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Redmond, Christopher Ian. "An exploration of the nature of democratic curriculum development in the context of the International Baccalaureate Organization's Primary Years Programme." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446567.

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Oates, Susan Rosemary. "Does the International Baccalaureate's Primary Years Programme facilitate students' motivation toward self-regulatory, autonomous learning?" Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11732/.

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The purpose of this study was to ascertain whether the International Baccalaureate’s (IB) Primary Years Programme (PYP) motivates students to become self-regulated learners. Boerkaert’s model of self-regulated learning is particularly drawn on through this research. Questionnaires were given to 20 teachers and their 404 students from twelve schools in eight countries. The student questionnaire was developed, piloted, distributed and analysed. The Problem in Schools questionnaire was given to the teachers of the students in the study to ascertain their stance toward autonomy support. Five of the schools were IB curriculum schools and the other seven comprised UK National Curriculum, South African and Nigerian schools. The study found that 83.5% of the total students surveyed attained a high total self-regulated learning score. Examining the data and the published curricula backgrounds of the schools demonstrated that, although the IB’s PYP does motivate students to become more self-regulated, other curricula schools also promote student self-regulation. The emphasis of the study shifted to the importance of the individual teacher in the development of self-regulated students. Teacher training is seen as of paramount importance in producing autonomy supportive teachers who encourage self-regulated learners. The data suggested a modification to Boerkaert’s model of self-regulation and a revision is proposed to include an emergent level of self-regulation provision for younger students. Aspects of the curriculum are also raised in the conclusion as to the components of a curriculum that supports the importance of student autonomy.
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Mcleod, Mok Ham-wing Wendy. "Teacher learning in a context of comprehensive school change a case study of an international school in Hong Kong during implementation of the international baccalaureate primary years programme /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4357208X.

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Haddock, Lucy. "A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6282.

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The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track
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Robertson, John Eric. "An analysis of the role of International Baccalaureate Middle Years Programme Coordinator." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555746.

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International Baccalaureate (IB) programmes are increasingly prevalent, yet lack systematic study of their implementation and leadership. This enquiry analyses the role of IB Middle Years Programme (MYP) coordinator in implementing the MYP in a variety of school settings. Empirical research involved interviews with experienced coordinators and case studies of an international private, a national private, and a national public school. It focussed on school setting and its impact on coordination, curriculum implementation, key functions of coordinators, and approaches to accountability and professional development. The research found, first, that a primary aim of MYP coordination, facilitating links between subjects and between middle and high schools, was viewed by coordinators as compelling though ambitious. Second, schools' pre-existing organizational, resource, and external accountability settings often presented coordinators, particularly in national public schools, with difficulties, primarily logistical. Third, the subject-based structure of respondents' high schools provided avenues for disciplinary implementation but also presented structural and cultural barriers to collaborative interdisciplinary planning. Fourth, coordinators typically had much responsibility with little formal authority. They sought therefore to overcome above barriers through key functions, termed 'guide alongside', 'facilitator', and 'professional developer'. These functions were effective in developing trust and credibility with teachers, fostering constructive discourse, and enlisting the authority and structural support of senior managers. Fifth, MYP's approaches to accountability and professional development were viewed as complementary and constructive. The MYP emphasized collaborative partnership with participating schools in the evolutionary development of its curriculum framework. Accordingly, coordinators demonstrated 'creative professionalism' with this nascent programme, taking leadership opportunities within their schools and for lB. This approach differs from many depictions in middle management literature, in which subject leaders struggle with conflicting, externally-imposed, responsibilities for collaborative school improvement and teacher evaluation. Significant implications of this study include: for middle management research, the importance of school setting for understanding structural and cultural barriers to curriculum implementation; for education policy, greater consideration of 'collaborative partnership' as a means for school improvement; and for practice, the value of 'creative professional' development opportunities.
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Kobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.

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The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p
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Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.

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The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room. The responses to this survey were then value coded for four different phases of inquiry and three degrees of student-centeredness to analyze understandings of these practices. This study concludes that conceptions of these instructional methods vary greatly in occasionally contradictory ways. There is need for more robust lesson plans examples and increased frequency and access to subject specific training, in both physical and online settings.
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Books on the topic "International Baccalaureate Primary Years Programme"

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IB World Schools Yearbook 2014: The Official Guide to Schools Offering the International Baccalaureate Primary Years, Middle Years, Diploma Prograames and Career-Related Certificate. Catt Educational, Limited, John, 2014.

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Biro, Ildiko Murrayne. Two teachers' perspectives of teacher-teacher interactions during the implementation of the international baccalaureate primary years program. 2003.

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Book chapters on the topic "International Baccalaureate Primary Years Programme"

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"Case Study." In Advances in Early Childhood and K-12 Education, 95–111. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2613-1.ch005.

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Chapter 5 presents a case study that reports on the assessment of self-directed learning (SDL) in three schools categorized with the local curriculum framework, and three nearby schools with the International Baccalaureate's Primary Years Programme. Results of the investigation indicate that there is a link between curriculum and students' knowledge of, as well as their response to, instruction about SDL. The chapter ends with a discussion of the implications of curriculum emphasis on inquiry for students' SDL, and the opportunities that exist for using the assessment of SDL with local curriculum documents that aim to promote effective learning in primary schools.
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Dever, Robin. "The International Baccalaureate Middle Years Programme (MYP) in US Middle Level Schools." In International Handbook of Middle Level Education Theory, Research, and Policy, 31–40. Routledge, 2019. http://dx.doi.org/10.4324/9781351122115-3.

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Dorrington, Pam. "Family Maths: Experiential Learning." In Theory and Practice: An Interface or A Great Divide?, 145–49. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.29.

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The international Family Maths programme adopts an inquiry teaching and learning approach and it encourages learners, often from diverse backgrounds, to participate fully in the learning process. The programme also aims to develop the vocabulary necessary for meaningful communication in mathematics, develop problem solving skills and increase confidence and enjoyment of mathematics. The programme has proven to be a powerful catalyst in this regard and holds important lessons for both curriculum development and developing positive attitudes towards mathematics teaching and learning. This experiential learning, interactive work-session focuses on primary school mathematics curricula (for pupils approximately 9 – 13 years of age) and aims at giving participating conference delegates an opportunity to engage with and experience some of the hands-on problem solving activities used in the Family Maths programme. Discussion will be encouraged around the relevance of these activities for the teaching and learning of mathematics. Our conference organisers encourage presenters to consider the relationship between research and classroom teaching, and how, and if, these relate to each other in practice. Can the Family Maths philosophy and practice be a catalyst in narrowing the divide between the theory and practice of effective mathematics teaching and learning?
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Huenneke, Laura F., and William H. Schlesinger. "Patterns of Net Primary Production in Chihuahuan Desert Ecosystems." In Structure and Function of a Chihuahuan Desert Ecosystem. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195117769.003.0015.

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The Jornada Basin of southern New Mexico has long been an important location for the study of productivity in desert ecosystems. Researchers have studied the magnitude and sustainability of plant production since the founding of the USDA Jornada Experimental Range (JER) in 1912. The consistent administration and research focus of the JER and of the Chihuahuan Desert Rangeland Research Center (CDRRC) have facilitated a number of long-term studies of vegetation dynamics and productivity. These long-term data sets are especially critical for understanding arid ecosystems, where interannual and decadal scale variation in climate is great and plant performance is strongly constrained by the physical environment. Long-term data, including the net primary productivity (NPP) data that are the focus of this chapter, are also essential for understanding the progression or rather, degradation of ecosystem structure that has been called desertification. Through the years a variety of approaches have been used to evaluate plant production in the Jornada Basin. These approaches span the range from applied or management-oriented techniques, focused primarily on assessing patterns of palatable forage production, to more basic empirical studies based on dimension analysis or similar measurements of plant growth, to estimates based on photosynthetic measurements, to remote sensing and modeling approaches. NPP was a particular focus of the work performed during the International Biological Programme or IBP (1970s) and is still a major emphasis in the Long-Term Ecological Research (LTER) era. Thus, the Jornada provides a unique opportunity to compare the strengths and weaknesses of different approaches applied to a complex system. Ecosystem science has provided a set of general hypotheses about the factors regulating NPP in arid and semiarid ecosystems (reviewed by Noy-Meir 1973; Hadley and Szarek 1981; Ludwig 1986, 1987). These premises include the following: 1. Plant productivity is low relative to that of other ecosystems (Lieth 1975). 2. NPP is regulated primarily by localized water availability and hence should be correlated closely with precipitation (Le Houerou 1984; Le Houerou et al. 1988). This premise is related to Noy-Meir’s (1973) definition of deserts as “water-controlled ecosystems with infrequent, discrete, and largely unpredictable water inputs.”
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Magnus, Dan, Sebastian Taylor, and Bhanu Williams. "Introduction to child health." In Oxford Textbook of Global Health of Women, Newborns, Children, and Adolescents, edited by Delan Devakumar, Jennifer Hall, Zeshan Qureshi, and Joy Lawn, 177–81. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198794684.003.0035.

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Over the last twenty years there have been significant improvements in global child health and mortality. These advances have been due to improvements in diseases like diarrhoea, pneumonia, malaria, and measles but are also attributable to a broader global health agenda and increased global aid and expenditure on health, with reductions in poverty and enhanced community-oriented and primary healthcare services. This chapter provides an overview of global child health and looks at indicators of child health, the causes and distribution of child deaths and morbidity and disability, as well as the importance of the social determinants of health and future priorities. Addressing current and future threats to child health will require national and international level programme approaches to dealing with key threats such as prematurity, pneumonia, and injuries, as well as health system strengthening, strategies for improving the social determinants of health and investments in supporting research and data systems.
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Carnelli, Luisella. "Operaestate Festival Veneto, A socio cultural and economic analysis." In Focus On Festivals. Goodfellow Publishers, 2015. http://dx.doi.org/10.23912/978-1-910158-15-9-2622.

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Bassano Operaestate Festival Veneto has presented more than four hundred shows in castles, parks, palaces, villas, squares and museums in thirty municipalities of the region of Veneto in the North East of Italy. The festival hosts artists and productions from all over the world, ranging from contemporary theatre to the most innovative international dance, music, opera, classical, jazz and art films. The diversity, breadth and quality of its programmes are its greatest strengths. The primary objective of the festival is to enable large audiences to experience the performing arts in its many different forms, and to do so through a programme of cultural animation across the entire region. This case study of Bassano Operaestate aims to provide a picture of the effects produced by the festival with over three decades of activity, in an area that has experienced vibrant and dynamic growth in the industrial, creative, artistic and cultural sectors, especially in recent years. The research study was commissioned by the festival and carried out by Fondazione Fitzcarraldo (FF). FF is an independent centre, based in Turin, for planning, research, training and documentation on cultural, arts and media management, eco- nomics and policies, at the service of those who create, practice, take part in, produce, promote and support arts and cultural activities.
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Whitford, Walter G., and Brandon T. Bestelmeyer. "Chihuahuan Desert Fauna: Effects on Ecosystem Properties and Processes." In Structure and Function of a Chihuahuan Desert Ecosystem. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195117769.003.0016.

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This chapter focuses on the direct and indirect effects of animals on ecosystem processes and/or their effects on ecosystem properties. This set of effects has been the primary focus of animal studies on the Jornada Experimental Range (JER) and the Chihuahuan Desert Rangeland Research Center (CDRRC) during the twentieth century. Early studies dealt with animal species that were thought to reduce the amount of primary production that was available to support livestock. With the establishment of the International Biological Programme (IBP) in the late 1960s and its premise that ecosystems could be modeled based on energy flow, animal studies were designed to measure energy flow through consumer populations. Those studies yielded estimates of consumption of live plant biomass between 1% and 10% of the annual net primary production (NPP) (Turner and Chew 1981). From these studies Chew (1974) concluded that in most ecosystems consumers process only a small fraction of the NPP as live plant material but play important roles in ecosystems as regulators of ecosystem processes rather than energy flow. Chew’s hypothesis was then the focus of animal studies in the Jornada Basin for nearly 30 years. Studies of animals as regulators of ecosystem processes led to the expansion of Chew’s hypothesis to include the effects of animals on ecosystem properties, such as patchiness. Many of the studies examined in this chapter support the hypothesis that animals affect spatiotemporal heterogeneity and in turn are affected by it. Because this research focused on the role of animals in ecosystems, studies of animal populations were conducted simultaneously with functional studies. Population and behavioral studies were considered an integral part of the central theme because they supported an understanding of the spatial and temporal variation of desert ecosystem properties. We review animal studies that focused on spatial patterns in the distribution and ecosystem effects of several taxa and guilds. Large-scale ecosystem degradation and vegetation changes in the Jornada Basin occurred prior to studies of animal populations (Buffington and Herbel 1965). Therefore, it is important to bear in mind that the published data on animal populations reflect vegetation and ecosystem conditions that are very different from the conditions in which many Chihuahuan Desert species existed only a century before (see chapter 10).
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Conference papers on the topic "International Baccalaureate Primary Years Programme"

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Cuchet, J. M., P. Luycx, M. Wathion, M. Willems, A. De Goeyse, and M. Braeckeveldt. "The HRA-SOLARIUM Project: Processing of Historical Waste on the Belgoprocess Site (Belgium)—Project Description and Lessons Learned After 3 Years Operations." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7026.

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At the end of the 80’s, the Belgian State ordered an inventory of the liabilities of the Belgian nuclear programme, to be fully or partially financed by them. ONDRAF/NIRAS (National Agency for Radioactive Waste and Enriched Fissile Materials) was entrusted with the management of the waste and the development of a programme for the clearance of the identified liabilities. One of these liabilities is the treatment and conditioning of some 200 m3 of widely varying high- and medium level waste. The gross volume of primary and secondary packages amounts to 2,600 m3. As the waste is stored in vaults or in concrete shielding containers and no appropriate treating and conditioning facilities are in operation, the HRA/SOLARIUM project was launched. The bulk of these wastes, of which 95% are solids, the remainder consisting of mainly solidified liquids, have been produced between 1967 and 1988. They originate from various research programmes and reactor operation at the Belgian nuclear energy research centre SCK·CEN, isotope production, decontamination and dismantling operations. About 4,800 packages of various types are concerned and must be treated (standard steel barrels, special containers, shielded overpacks,…); they contain medium-active wastes (solid or liquid), radium bearing or not, β/γ or α/β/γ, and special wastes (Al, spent resins, Na/Nak, …). The new HRA/SOLARIUM facilities, located on site 2 of Belgoprocess in Mol, have been commissioned in the 2nd semester 2003. The paper describes the project itself and focuses on the lessons learned from first operation years.
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Yoshimura, K., I. Gaus, K. Kaku, T. Sakaki, A. Deguchi, and S. Vomvoris. "The Role of Large Scale Demonstration Experiments in Supporting the Implementation of a High Level Waste Programme." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96048.

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Large scale demonstration experiments in underground research laboratories (both onsite and off-site) are currently undertaken by most high level radioactive waste management organisations. The decision to plan and implement prototype experiments, which might have a life of several decades, has both important strategic and budgetary consequences for the organisation. Careful definition of experimental objectives based on the design and safety requirements is critical. The implementation requires the involvement of many parties and needs flexible but consequent management as, for example, additional goals for the experiments, identified in the course of the implementation, might jeopardise initial primary goals. The outcomes of an international workshop in which European and Japanese implementers (SKB, Posiva, Andra, ONDRAF, NUMO and Nagra) but also certain research organisations (JAEA, RWMC) participated identified which experiments are likely to be needed depending on the progress in implementing a disposal programme. Already earlier in a programme, large scale demonstrations are generally performed aiming at reducing uncertainties identified during the safety case development such as thermo-hydraulic-mechanical process validation in the engineered barrier system and target host rock. Also feasibility testing of underground construction in a potential host rock at relevant depth might be required. Later in a programme, i.e., closer to the license application, large scale experiments aim largely at demonstrating engineering feasibility and performance confirmation of complete repository components. Ultimately, before licensing repository operation, 1:1 scale commissioning testing will be required. Factors contributing to the successful completion of large scale demonstration experiments in terms of planning, defining the objectives, optimising results and main lessons learned over the last 30 years are being discussed. The need for international coordination in defining the objectives of new large scale demonstration experiments is addressed. The paper is expected to provide guidance to implementing organisations (especially those in their early stages of the programme), considering participating in and/or or conducting on their own large scale experiments in the near future.
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Babkina, N. V. "Children with developmental delay: self-regulation development through education." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.

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This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self-regulatory development by first grade. The design of longitudinal study on conscious self-regulation development in cognitive activity in children with DD through education is described here. Children aged 7–8 years were involved in the study (n = 87), including children with DD (n = 57) and children with typical development (n = 30). At ascertain and control phase of the study, an analysis of medical and pedagogical record, psychologicial observation of children during the experimental research and in classes. parent and teacher questionnaire was conducted. The dotting test, visual pattern test, and Toulouse-Pieron attention test are the practical methods used in the study. The article describes the area of specific work and intervention aimed at selfregulatory development in school children with DD and aimed at special educational conditions that facilitate capacities of children in terms of conscious self-regulation. The study provides the experiment results of self-regulation development in primary school pupils with DD that estimate the efficiency of the suggested approach. Resuming the study results, this type of intervention should be included in psychological and educational intervention programme for children with DD.
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Verstricht, Jan. "Long-Term Monitoring Experiences at the HADES Underground Lab and its Relevance for Radwaste Repository Monitoring." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96332.

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In the frame of its radwaste disposal research programme, SCK•CEN started the construction of the HADES underground research facility in 1980. Including several extensions and a comprehensive experimental programme, it has provided a lot of experience on monitoring. Monitoring is performed for many reasons: construction follow-up, field characterisation, investigation of phenomena, and model validations — in which the underground lab offers the opportunity for upscaling conventional laboratory set-ups. Construction monitoring has allowed to develop and optimise the underground construction techniques in a previously poorly known environment, resulting in a well-mastered application of mechanised methods for gallery construction with minimal damage to the host formation. Access to this formation also allows its characterisation, both geotechnical, geological and geochemical, and the detailed investigation of phenomena such as fracturing and oxidation. Finally, instrumented set-ups allow to test various numerical models by comparing the observations with the predicted behaviour. The specific conditions of the underground laboratory put particular requirements to the sensors. These conditions include the long-term nature of many set-ups — typically several years to decades, the inaccessibility of many sensors after installation, high mechanical and water pressures, and corrosion. Combined with the fact that many sensors are custom made, obtaining and maintaining a fully functional instrumented set-up can be challenging. A lot of experience has therefore been gained which is very valuable when designing the monitoring of radwaste repositories — and it has allowed us to determine the critical success factors for monitoring. Engineers tend to look at this first from a technical viewpoint — and there are many technical aspects indeed that determine the reliability of monitoring. A first one is the combination of different observations (“redundancy”) which can be implemented by the use of several sensors, different sensor principles, different (coupled) parameters, and the combination of point measurements with geophysical techniques. Cabling is also a critical issue as it is often considered as the primary enemy of barrier integrity. Minimal cabling techniques, such as distributed fibre optic monitoring and wireless signal transmission, therefore get increasing attention. Also the interpretation of the monitoring data — in particular those that are perceived as “wrong” or “unexpected”, needs sufficient attention. The long-term experience has however also shown that the design of a monitoring programme must look beyond the technical part. In particular for long-term applications, issues such as data management and record keeping are vital to guarantee success in this.
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Morris, Jenny, Stephen Wickham, Phil Richardson, Colin Rhodes, and Mike Newland. "Contingency Options for the Dry Storage of Magnox Spent Fuel in the UK." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16330.

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The UK Nuclear Decommissioning Authority (NDA) is responsible for safe and secure management of spent nuclear fuel. Magnox fuel is held at some Magnox reactor sites and at Sellafield where it is reprocessed using a number of facilities. It is intended that all Magnox fuel will be reprocessed as described in the published Magnox Operating Programme (MOP) [1]. In the event, however, that a failure occurs within the reprocessing plant, the NDA has initiated a programme of activities to explore alternative contingency options for the management of wetted Magnox spent fuel. Magnox fuel comprises metallic uranium bar clad in a magnesium alloy, both of which corrode if exposed to oxygen or water. Consequently, contingency options are required to consider how best to manage the issues associated with the reactivity of the metals. Questions such as whether Magnox spent fuel needs to be dried, how it might be conditioned, how it might be packaged and held in temporary storage until a disposal facility becomes available, all require attention. During storage in the presence of water, the corrosion of Magnox fuel produces hydrogen (H2) gas, which requires careful management. When uranium reacts with hydrogen in a reducing environment, the formation of uranium hydride (UH3) may occur, which under some circumstances can be pyrophoric, and might create hazards which may affect subsequent retrieval and/or repackaging (e.g. for disposal). Other factors that may affect the choice of a viable contingency option include criticality safety, environmental impacts, security and Safeguards and economic considerations. Magnox fuel has been successfully dry-stored as intact fuel elements in CO2- and air-filled primary and secondary cells at Wylfa Power Station, UK. Storage of some fuel elements in the Wylfa secondary cells has been carried out successfully for over 25 years. Other relevant experience includes the French UNGG (Uranium Naturel Graphite Gaz) and U.S. Hanford N-Reactor spent fuels, both of which have been retrieved and dried after decades of wet storage. The dried fuels are respectively stored in sealed canisters in modular vault stores at Cadarache (CASCAD) and Hanford (Canister Storage Building). The applicability of these and other potential store designs, such as concrete and metal casks and silos, to the storage of Magnox spent fuel is discussed.
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Suresh Kumar, K. V., V. Ramanathan, and G. Srinivasan. "Operating Experience of Fast Breeder Test Reactor." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75592.

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Sodium cooled fast breeder reactors constitute the second stage of India’s three-stage nuclear energy programme, for effective utilization of the country’s limited reserves of natural uranium and exploitation of its large reserves of thorium. The Fast Breeder Test Reactor (FBTR) at Indira Gandhi Centre for Atomic Research (IGCAR), Kalpakkam, is a sodium cooled, loop type fast reactor. Its main aim is to provide experience in fast reactor operation and large scale sodium handling and to serve as a test bed for irradiation of fast reactor fuels and materials. FBTR was built on the lines of the French Rapsodie-Fortissimo reactor, with modifications to make it a generating plant. FBTR heat transport system consists of two primary sodium loops, two secondary sodium loops and one common tertiary steam and water circuit. The steam water system mainly consists of a once-through steam generator, which produces super heated steam at a pressure of 125 bars and temperature of 480° C, feed water system and condensate system. The steam produced is supplied to a condensing turbine coupled to an alternator. The reactor achieved first criticality in Oct 85 with a small core of 22 fuel subassemblies (SA) having a unique carbide fuel rich in Pu. This fuel (called MK-I) was developed and made in India and has a composition of 70% PuC-30% UC. The steam generator was put in service in Jan.1993 and turbine generator was synchronized to the grid in July 1997. In the light of the excellent performance of the carbide fuel, which has endured a burn-up of 155 GWd/t without any clad failure, the core has been gradually expanded by the addition of mark II (55% PuC-45% UC) and MOX (44% PuO2−56% UO2) fuel SA to compensate for the burn-up reactivity loss, and the reactor power has been progressively raised from 10.6 MWt to a maximum of 17.4 MWt. Over the years, several safety related experiments have been conducted. These include natural convection tests and experiments to validate the Failed Fuel Detection System. The challenges faced include a major fuel handling incident, primary sodium leak and reactivity transients. Two major modifications were carried out — one on the Steam Generator Leak Detection System and the other in the steam-water circuit. These helped in improving the campaign availability from less than 50% to more than 90%. The main component limiting the life of reactor is the grid plate supporting the core. The fast flux at the grid plate was measured using Np foils. The residual life of the grid plate has been estimated as 11 effective full power years. The paper presents operating experience of the reactor, performance of the carbide fuel, safety related experiments done in the reactor, various challenges faced, various modifications carried out to improve system reliability and availability and residual life assessment of the reactor.
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Walthéry, Robert, Lucien Teunckens, Patrick Lewandowski, Danny Millen, and Sven Baumann. "Abrasive Blasting, a Technique for the Industrial Decontamination of Metal Components From Decommissioning to Unconditional Release Levels." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1307.

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Abstract When decommissioning nuclear installations, large quantities of metal components are produced as well as significant amounts of other radioactive materials, which mostly show low surface contamination. Having been used or having been brought for a while in a controlled area marks them as ‘suspected material’. In view of the very high costs for radioactive waste processing and disposal, alternatives have been considered, and much effort has gone to recycling through decontamination, melting and unconditional release of metals. In a broader context, recycling of materials can considered to be a first order ecological priority in order to limit the quantities of radioactive wastes for final disposal and to reduce the technical and economic problems involved with the management of radioactive wastes. It will help as well to make economic use of primary material and to conserve natural resources of basic material for future generations. In a demonstration programme, Belgoprocess has shown that it is economically interesting to decontaminate metal components to unconditional release levels using dry abrasive blasting techniques, the unit cost for decontamination being only 30% of the global cost for radioactive waste treatment, conditioning, storage and disposal. As a result, an industrial dry abrasive blasting unit was installed in the Belgoprocess central decontamination infrastructure. At the end of May 2001, after 6 years of operation, 523 Mg of contaminated metal has been treated. 182 Mg of this material was unconditionally released, having been monitored twice by the in-house health physics department. About 303 Mg of the metal, presenting surfaces that could not be measured due to their shape, were melted for unconditional release in a controlled melting facility. The suitability of the abrasive blasting system was verified, and it was proved that there was no intrusion of contamination into the material surface. The paper gives an overview of the experience relating to the decontamination of metal material by abrasive blasting at the decommissioning of the Eurochemic reprocessing plant in Dessel, Belgium.
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Lewis, C., and B. Salter. "Towards the Holy Grail? A Novel, Power Dense, Low Noise Permanent Magnet Motor." In 14th International Naval Engineering Conference and Exhibition. IMarEST, 2018. http://dx.doi.org/10.24868/issn.2515-818x.2018.061.

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High power, high efficiency propulsion equipment with a high shock resilience capability that occupies the minimum volume, with a low weight and a very low noise signature is a “holy grail” of naval propulsion. Significant steps towards this goal have been made in the area of naval electric propulsion in the last 30 years, but it is hard to combine all these features in a single design since some features tend to militate against others. Solutions, therefore, require a balance between the thermal challenges of high power in a low volume and the requirement for shock proof, low signature machines. A permanent magnet propulsion motor with a patented novel cooling system designed for power density and low structureborne noise is being developed, manufactured and tested as a technology demonstrator. It is part of a programme part funded by InnovateUK under the Optimised Electric System Architecture project in partnership with the University of Nottingham and the University of Warwick. The primary market for the motor is envisaged to be naval and marine research vessels where power density and low noise is important. The motor is low speed and designed for direct mechanical coupling in the shaft line to the propeller and will be suitable for full electric or hybrid propulsion since the design is inherently scalable from relatively low powers up to those required for full electric warship propulsion. This paper describes the principles of the design and the approaches used to achieve the combination of high power density, high efficiency, high torque and low noise. It describes the thermal management approach and how the thermal behaviour of the different elements of the motor have been modelled. It also shows how advanced modelling techniques, combined with laboratory based and simple, practical testing have been used to develop the design and the manufacturing techniques required by this innovative solution. The paper also describes the testing approach used to validate the machine and its integration into a wider Direct Current or Alternating Current distribution system that could include energy storage elements. Finally, the performance of the motor is discussed along with the probable next stages in its development.
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