Academic literature on the topic 'National teacher of the year award'
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Journal articles on the topic "National teacher of the year award"
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Julius, Ssegantebuka. "Pre-Service Visual Arts Teachers’ Perceptions of Their Experiences of School Practice: A Case of National Teachers College in Uganda." Academic Journal of Interdisciplinary Studies 7, no. 1 (2018): 45–55. http://dx.doi.org/10.2478/ajis-2018-0004.
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AbstractThe aim of this study was to describe and analyse the second year pre-service visual arts teachers’ perceptions of their experiences of school practice. School practice is a fundamental facet of all teacher preparation that strengthens one’s teaching competencies. Pre-service visual arts teachers in National Teacher Colleges (NTCs) in Uganda are trained as generalist on a two-year diploma program, leading to an award of a diploma in secondary education (DSE). During the entire training pre-service visual arts teachers are exposed to twelve weeks of school practice of which six weeks are done in year one and the remaining six weeks of school practice are done in their final second year. The study followed a quantitative research design where a self constructed questionnaire was administered to fifty pre-service visual arts teachers in one of the NTCs. Descriptive statistics were used to analyse the data collected through the questionnaires. Although the research revealed that pre-service visual arts teachers were satisfied with the general prior preparations for the actual teaching, they needed urgent support in using of a number of assessment strategies; accessing and using tools; selecting and using the most appropriate teaching methods and creating an effective learning environment. It was recommended that NTCs expose pre-service visual arts teachers to the ideal school environment that equips them with the necessary knowledge and skills needed for effective teaching and adaptive skills for any teaching context while still at teacher colleges.
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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.
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Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according to the teacher and the serviceman, often directed the person question is the military officer is also teacher's this crowd of associations otherwise has the teacher specialized ability. The question lies in this group of military officer teacher not to have the further education to obtain the qualified teacher card, and before the present education system also does not have the defense education curriculum teacher duty, to train with the university which awards cultivates the unit. This research discussion's key is defense education teacher's essential ability and the teachers cultivates the system the relations. We watched proposed that more than school union-like teachers cultivate the organization plan the solution conception. Was the utilization already the qualified teacher, but not yet investigated teacher of the employment, gave the second specialty to give public notice of entrance examination receives training, opened the second specialty teachers to the common teacher to authenticate by the time supplements insufficiency of the teachers. The male even plan is gives comprehensive duty training to the military officer teacher to award the certificate of quality again
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Board, Editorial. "Best Professor of HRM National Award by Times Ascent." Global Journal of Enterprise Information System 9, no. 1 (2017): 140. http://dx.doi.org/10.18311/gjeis/2017/15888.
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Dr. Lokinder Kumar Tyagi, Professor & Deputy Director, Amity University, NOIDA has been conferred with the National Level Award of Best Professor in Human Resource Management. This award has been given by the Times Ascent and World HRD Congress, governed by Global Advisory Council which guides the strategic intent of the congress to its logical success. Dr. Lokinder Kumar Tyagi (PhD, M.Phil, MBA, PGDPM) currently working for Amity University, Noida as Professor and Dy. Director. Worked as Dean Student Welfare & Associate Professor, BVIMR, New Delhi has 27+ Years of Industry & Academic experience with Reputed Educational Institutions/Universities like, Bharati Vidyapeeth Univesity, Delhi University, AIMA, IP University etc. He has been conferred with “International VIFA-2016 as Distinguished Faculty Award-2016” by Hon’ble Mr Justice T.N. Vallinayagam of Tamilnadu & Prof. Matthew Hibberd of University of Stirling, on 9th September, 2016 in Chennai, (2) “Teacher Excellence Award-2014” by Prof. Yeshpal, Padam Vibushan in Sept.2014 and (3) “Efficient Teacher Award-2014” by Mrs. Meenakshi, Mayor East Delhi in BVIMR on 24th December, 2014 .
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Griggs, Richard A. "Division Two 4-Year College and University Teaching Award Winners: A Composite Profile." Teaching of Psychology 23, no. 4 (1996): 231–32. http://dx.doi.org/10.1207/s15328023top2304_5.
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The curricula vitae and award citations for the 15 winners of Division Two's 4-Year College and University teaching excellence awards (1980 to 1994) were analyzed in order to construct a composite profile of the typical recipient. This profile was then compared with the relevant characteristics of the 1995 awardee. A high degree of similarity was observed. The awards program seems to have been successful at recognizing teachers who might otherwise not have received national attention.
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Thompson, Gregory W., and Leon G. Schumacher. "Selected Characteristics Of The National FFA Organizations Agriscience Teacher Of The Year Award Winners And Their Agriscience Programs." Journal of Agricultural Education 39, no. 2 (1998): 50–60. http://dx.doi.org/10.5032/jae.1998.02050.
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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.
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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest.
 Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program
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Hatipova, I. A. "Mikhail Vasilyevich Sechkin – Pianist, Conductor, Teacher." Aspects of Historical Musicology 18, no. 18 (2019): 155–70. http://dx.doi.org/10.34064/khnum2-18.09.
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Target setting. In the modern musical culture of the Republic of Moldova M. V. Sechkin stands out as one of the key figures. He proved to be a multi skilled musician: piano player, conductor, and pedagogue. The scientific challenge disclosed in the article touches on creation of a coherent reflection of the work conducted by M. Sechkin in musical and artistic institutions of the Republic of Moldova during 1988–2015. Thus, notably contributing to the theoretical perception of the process of musical art development in the Republic of Moldova at the turn of the 21st century while filling up the gap in studying the history of Moldovan musical culture. Review of literature. The activity conducted by M. Sechkin was not reflected in the scientific literature. The present paper is the first attempt to present the creative portrait of the musician by summarizing press articles and a range of interviews. The purpose of this paper is confined to disclosing the contribution made by the famous piano player, conductor, and pedagogue M. Sechkin in the process of musical art development in Moldova at the turn of the 21st century. Research methodology. In the research of creative activity of M. Sechkin, use has been made of a complex of methods applicable in modern study of art: the empirical level of scientific research was established through informal personal conversations with M. Sechkin and other musicians, directly linked with his activity. Applied at the theoretical level were general scientific methods, such as analysis and synthesis, induction and deduction, comparison, etc. Statement of basic material. Over the years, M. V. Sechkin, born on March 31, 1943 in the Ukrainian City of Kharkov, has contributed decisively to the development of musical culture in the Republic of Moldova as a pianist, opera and symphony orchestra conductor, professor and public figure. He took his first lessons in music from his mother Maria Sechkin Zakharchenko, the follower of K. N. Igumnov. He attended the profile secondary musical school, class of Regina Gorovitz – the sister to the famous pianist Vladimir Gorovitz. In 1966, M. Sechkin graduated from Kharkov Conservatoire as a pianist on the class of Professor Mikhail Khazanovsky and then selected to remain with the Chair as an assistant. However, his dream of making a carrier of symphony and opera conductor has taken the young musician to a different path. The interest for conducting appeared under the influence of the art of conducting revealed by Leonid Khudoley, disciple of Nikolay Golovanov. Therefore, two years later, after graduation, M. Sechkin has entered the faculty of conductors at Kharkov Institute of Arts. One year later, he moves to Kyiv Conservatoire named after P. I. Tchaikovsky, where he attended the class of Professor Mikhail Kanershtein, disciple of one of the founders of the Soviet school of conducting Nicolay Malko. Next followed probation assistantship, where M. Sechkin attended a training course headed by the outstanding Ukrainian conductor Stephan Turchak. Having accomplished his probation assistantship, M. Sechkin has joined the Symphonic orchestra of Zaporozhye Philharmonics and later on invited to Donetsk Opera Theatre, where he mastered a rather comprehensive theatrical repertoire. The Chisinau (Moldova) period of maestro’s creative biography started beck in 1988, when he accepted the invitation to join the Moldovan State Conservatoire as Professor of the Chair of Special Piano and the Chair of Operatic Training. By then he headed the Students Symphony Orchestra, being one of the first conductors of Opera Studio. The Studio repertoire included the best images of West European and Russian opera classics. Prepared from the scratch were such operas as Carmen by G. Bizet and the Noblewoman Vera Sheloga by N. А. Rimsky Korsakov. The students – alumni of this conservatoire then worked successfully at the National Opera Theatre, performed in prestigious opera scenes around the world; among these one could mention Petru Racovita, Natalia Margarit, Lilya Sholomey, Yuri Gasca, Robert Khvalov, Stephan Curudimov, Mefodie Bujor, and Liliana Lavric. The Opera Studio Orchestra was touring in Italy and Spain. For a number of decades, M. Sechkin acted as one of the key conductors at the National Opera and Ballet Theatre, while from 1990 to 1992 acted as the Principal Conductor and the Art Director. Here he worked on staging the ballets Romeo & Juliette by S. Prokofiev, Spartacus by А. Khachaturian, and operas the Marriage of Figaro by W. Mozart, Don Carlos by G. Verdi, and Iolanta by P. I. Tchaikovsky. In parallel to the theatre plays, M. Sechkin has brightly proven his qualities as a conductor of the Symphony Orchestra of the National Philharmonics named after S. Lunchevici. Under his leadership (2008–2013), the orchestra performed more than twenty show programs, including premiere hits by P. Tchaikovsky (Symphony No. 5, symphony Manfred), A. Scriabin (Symphony No. 2 and No. 3), and S. Rachmaninoff (Symphony No. 3). Many of the musicians are marking high conducting mastery of M. Sechkin in performing orchestral accompaniment and special work with the soloists prior to orchestra performance. Likewise appreciated was the work of maestro with young musicians. The conductor devotes a lot of his time to promoting the oeuvre of Moldovan composers. Since 2000 and until nowadays, within the frameworks of the Days of New Music Festival, jointly with the National Philharmonics Orchestra, the maestro prepared a number of programs compiled from the works of V. Polyakov, V. Zagorsky, V. Rotaru, A. Luxemburg, O. Negruza, B. Dubossarsky, and Z. Tcaci. In 30 years of his activity in Chisinau, M. Sechkin cooperated with all of the known orchestra ensembles. Back in 90th, maestro was successfully touring with the National Opera and Ballet Theatre in Italy, Spain, Portugal, Switzerland, Rumania and Chile. In Rumania, M. Sechkin was working full time as a conductor and then as the principal conductor of the Symphony Orchestra of the city of Botosani (1998–2013), where he managed to stage about 70 show programs. The multifaceted and fruitful activity of the musician was repeatedly marked with Certificates of Honor and Diplomas. In 1996, he was decorated with the award Maestru în Artă (Master of Arts) and in 2018 with the noble award of the People’s Artist of the Republic of Moldova. Conclusions and prospects. While appreciating the contribution made by this outstanding musician into the development of the musical culture in the Republic of Moldova, one could clearly see the determinant trajectory of his life and artistic journey – the stalwart devotion to music, musical education, nurturing young performers and listeners of different age group generations.
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Neferu, Ramona, and Alice Yi. "Shifting from picking up the pieces to preventive health." University of Western Ontario Medical Journal 85, no. 2 (2016): 72–73. http://dx.doi.org/10.5206/uwomj.v85i2.4152.
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Dr Lori Teeple has been a family and emergency medicine physician for over 25 years. She is an award-winning teacher and has published several national papers for physician education. Currently, Dr Teeple is a part of the Bluewater Area Family Health Team, which serves approximately 3500 patients with an interdisciplinary team of health care professionals. Dr Teeple recently published Overweight is a Disease: A Canadian Doctor’s Prescription for Self-Management,1 a workbook designed to provide an evidence-based approach to lifestyle modification using self-reflection, healthier diet, and exercise habits. Her main academic interests are in education; she is currently on an educator sabbatical, developing small group educational modules for continuing professional development.
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Gould, Julius. "Edward Shils (1910–1995)." Government and Opposition 30, no. 2 (1995): 240–48. http://dx.doi.org/10.1111/j.1477-7053.1995.tb00125.x.
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EDWARD SHILS WAS A PROLIFIC, FORMIDABLE AND unconventional sociologist. Sustained by his immense learning and extraordinary memory, and following the traditions of Max Weber and of the Chicago School, he brought other disciplines (notably European social and political thought) to bear upon his sociology. Over his long and productive lifetime he held positions in the most distinguished of universities: in England these included the LSE, Manchester and Peterhouse, Cambridge. He regularly spent about half of every year in Cambridge. Above all he was a loyal and long-serving teacher at the University of Chicago where he was distinguished service professor and had been among those who established the Committee of Social Thought. His scholarship was recognized in the USA by the invitation of the US National Council on the Humanities to give the prestigious Jefferson Lecture in 1979 and in Europe by the award of the Balzan Prize for service to general sociology in 1983. Government and Opposition has itself lost a most valued contributor and member of its Advisory Board.
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Fuadi, Akhsanul. "Implementasi Total Quality Managemen di SMPIT Abu Bakar Yogyakarta dan Implikasinya Terhadap Prestasi Sekolah." LITERASI (Jurnal Ilmu Pendidikan) 11, no. 1 (2020): 1. http://dx.doi.org/10.21927/literasi.2020.11(1).1-10.
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<p class="yiv6690140979msonormal">Implementation of Total Quality Management is absolutely necessary to be implemented in school to increase schools achievement . Total Quality Management is implemented by SMPIT Abu Bakar Yogyakarta as a strategy to increase a progressive achievements at the SMPIT Abu Bakar Yogyakarta. This management is implemented to every aspects to realize the progressive achievements and never stop.</p>The results of the implementation of the "Total Quality Management" strategy at SMPIT Abu Bakar Yogyakarta proved to be able to improve the achievements and quality of education at SMPIT Abu Bakar Yogyakarta. Based on the data starting from the 2010/2011 school year, Abu Bakar SMPIT won more than 200 championships by the students from the regency level to the national level. There was even one international event (ASEAN). There were 10 championships won by teachers from the regency level to the National level. For institutions, the school received an award as a school with national level integrity, a national family education model school, a superior quality model school at the provincial level, a champion of an environmentally friendly school for boarding program
Dissertations / Theses on the topic "National teacher of the year award"
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Elliott, Susan M. "Teacher formative assessment : influences and practice case study research at the year one level." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006618/.
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This case study research investigated the formative assessment practices of four Year One teachers in one local education authority, and the influences which have shaped their skills. School-level contextual factors such as the role of colleagues, the head teacher, and experience in the classroom were investigated through interview and questionnaire. External influences on teacher practice, most specifically the influence of the National Curriculum and its assessment requirements, were also examined. The findings identified experience in the classroom and colleagues as key sources of influence on practice. The study reviewed the current understanding of formative assessment from social-constructivist perspective on learning. Research has illustrated specific elements of formative assessment practice, including the development of learning goals, communicating criteria, feedback, and the role of discourse. In this research, questioning emerged as a vital formative assessment skill. Underpinning the practice of the teachers who demonstrated the widest range of strategies were three key features. These teachers were reflective about their own daily practice, and demonstrated a problem-solving approach to teaching and learning. Lastly, they had established a collegial relationship of shared power in which pupil and teacher thinking processes and ideas could be expressed and exchanged. Theory has pointed to formative assessment as a teacher practice embedded in planning, teaching and assessing. Case study data were analysed to describe the practices of the teachers and to understand the ways in which formative assessment strategies might be linked together. A model of integrated practice is developed from the analysis, useful for teacher development and further research.
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Bedenbaugh, Larry. "FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NET." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3134.
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The purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet National Educational Technology Standards for Teachers (NETS-T) survey instrument. The sample (N=257) for this study was drawn from the population of Florida first year PreK-12 public classroom teachers from the 2005–2006 school year who were still teaching during the 2006-2007 school year. Demographic variables, perceptions of personal technology skills, and self-reported technology integration practices were collected on the sample. Descriptive and comparative statistics were used to identify relationships between the variables. It was concluded that first year teachers in Florida who held a professional teaching certificate or graduated from a Florida public university's teacher education program perceived they were better prepared to meet national educational technology standards than first year teachers in Florida who did not. It was also determined that there was a statistically significant relationship between first year teacher perceptions for preparedness for technology integration and their perceived personal technology skills, as well as between self-reported technology integration practices of first year teachers and their perceptions of their ability to integrate technology. Two additional findings came to light during the study. The majority of first year teachers in Florida did not take the traditional university teacher preparation program as their path to certification. Additionally, the vast majority of first year teachers in Florida gave credit to independent learning in increasing their own personal technology skills.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership EdD
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Olson, Derek Jon. "Exemplary Teachers' Perspectives on Effective Teaching Elements in Danielson's Framework for Teaching." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1799.
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Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson's Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson's framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson's 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.
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Esbjörnsson, Kersti, and Yvonne Hagberg. "Åtgärdsprogram - överensstämmelse mellan provresultat och åtgärder?" Thesis, Kristianstad University College, School of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4944.
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<p>Syftet med studien är att se hur upprättade åtgärder överensstämmer med resultatet på det nationella provet i svenska i skolår 5, samt att studera vilken typ av åtgärder som nedtecknats. Syftet är också att granska specialpedagogens roll vid arbetet med de elever som inte nådde målen. De teoretiska ramar vi valt för denna studie baserar sig på författares och forskares böcker och forskningsresultat vilka behandlar ovanstående ämne. För att utföra denna studie har vi intervjuat två lärare och två specialpedagoger på två olika skolor och i två olika klasser. I de två klasserna finns tio elever i behov av särskilt stöd. De dokument vi använt oss av är nationella provet i svenska i skolår 5 och åtgärdsprogrammen för dessa elever. Vår studie visar att det finns mycket få brister i överstämmelsen mellan de åtgärder eleverna erhållit och de svårigheter de uppvisat på provet.</p><br><p>The purpose of this study is to examine if actions written down in the action program is consistent with the results pupils reach in the national sample in Swedish in school year 5 and to study what sort of actions teachers write down. The purpose is also to find out what roll the special teacher has in the work with the pupils that did not pass the national sample. The theoretical framework we have chosen for this study is based on the writers and researchers, books and researches which deals with the above topic. To perform this study, we interviewed two teachers and two special educators in two different schools and in two different classes. In the two classes are ten pupils in need of special support. The documents we made use of are the national sample in Swedish in school year 5 and action programs for these pupils. Our study shows that there are very few shortcomings in consistency between the actions the students received and the difficulties they have shown in the sample.</p>
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Mahan, Sibongile Johannah. "Investigating Grade one teacher perceptions of reception year learner readiness." Diss., 2015. http://hdl.handle.net/10500/19113.
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The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One.
The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng.
Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development.
This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation.
The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms.
Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One.<br>Curriculum and Instructional Studies<br>M. Ed. (Specialisation in Curriculum Studies)
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Nantanga, Suama Panduleni. "Novice teachers' experiences of induction in selected schools in Oshana region, Namibia." Diss., 2014. http://hdl.handle.net/10500/14200.
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The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach.
Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
Books on the topic "National teacher of the year award"
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Sitomer, Alan Lawrence. Teaching teens & reaping results*: Stories, strategies, tools & tips from a three-time Teacher of the Year Award winner. Scholastic, 2008.
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Teaching teens & reaping results*: Stories, strategies, tools & tips from a three-time Teacher of the Year Award winner. Scholastic, 2008.
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J, Bentley Charlotte, ed. Performance one: An interpretive guide to the Malcolm Baldridge National Quality Award Criteria for Performance Excellence, Year 2000 Version. WorldSource One, Inc., 2000.
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Bubb, Sara. Improving induction: Research-based best practice for schools. Routledge/Falmer, 2003.
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Ginzburg, Sergey. English-Russian explanatory dictionary of hockey terms. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24257.
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The dictionary contains more than 5000 eponymous, acronymic and figurative terms used in such a modern and popular sport in Russia and abroad as ice hockey. Special attention is paid to terms from the field of game technology, its history and rules. The dictionary includes figurative expressions that are actively used in modern hockey. Terminology from the field of sports medicine is widely presented-names of symptoms, syndromes, diseases, injuries that occur in hockey. The dictionary is provided with historical excursions-description of rules, traditions adopted in hockey, stories about famous players of the past, awards given in their honor. The dictionary also contains modern and historical names of hockey arenas in the world, indicating the names of the clubs that play on them, and the main technical characteristics of the arenas. The dictionary provides a wide range of typologies of hockey clubs currently playing and clubs that have become history.
 The publication contains a large number of examples of the use of hockey terms in modern sports journalism and scientific literature. These examples are taken from articles by North American sports journalists describing each national hockey League championship game. The book is based on more than thirty years of experience of the author-a professional translator who has been a passionate fan of ice hockey since childhood.
 The dictionary is intended for students of higher educational institutions who are studying in bachelor's and master's degrees in the areas of Linguistics, Journalism, Philology, International relations, Advertising and public relations, and Physical culture, as well as for teachers of these areas. This dictionary can also be useful for professional hockey players, coaches, referees, hockey commentators, and specialists. The publication will also be of interest to a wide range of readers who are interested in such a popular and actively developing sport around the world as ice hockey.
Book chapters on the topic "National teacher of the year award"
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Ahmad, Arshad, Denise Stockley, and Roger Moore. "3M Fellows Making a Mark in Canadian Higher Education." In Cases on Quality Teaching Practices in Higher Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch011.
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The 3M National Teaching Fellowship program has a rich history in Canada as the premier teaching award, coveted by university professors and post-secondary institutions alike. This program was developed in 1985 through a unique partnership with the Society for Teaching and Learning in Higher Education (STLHE) and 3M Canada. It has evolved into one of the most successful public/private partnerships in Canada. While the Fellowship Program has expanded and strengthened over the years, the original vision of celebrating teaching excellence and leadership in teaching continues to distinguish it from other national award programs. Each year, 10 new individuals are chosen to join the Fellowship through the submission of a detailed nomination package, which in turn is adjudicated by a rigorous selection process. Unlike the UK National Teaching Fellowship Scheme, the European Award for Teaching Excellence, or the Australian Awards for University Teaching that offer significant monetary benefits, the 3M Fellows are not awarded money. In addition, while self-nomination is not encouraged, increasingly institutions nominate their recent award winners, especially when they have been recognized for teaching internally and by regional and provincial bodies. So, why do the 3M Fellowships receive nominations year after year and why are they perceived to be more prestigious than ever before? This case study reveals why by highlighting the history of this award, the selection process, and the multiplier effect of the community of 3M Fellows. Further, the authors distinguish the salient aspects of the 3M Fellowship Program from other award schemes in higher education.
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Seelke, John Louis, and Kelly Mills. "edTPA Local Evaluation." In Evaluating Teacher Education Programs through Performance-Based Assessments. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9929-8.ch007.
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Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 500 teacher preparation programs, with nine states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.
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Falco, James, Meredith Riddle, Gregory Duffy, Tracy Mulvaney, and Lauren Niecz. "Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers." In Strategic Leadership in PK-12 Settings. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9242-6.ch011.
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The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.
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Ball, Blake Scott. "The Future Frightens Me." In Charlie Brown's America. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190090463.003.0003.
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Peanuts in the 1950s could be a strange, quirky, existentialist journey. Equal parts bleak and absurd, Charles Schulz’s humor resonated with mid-century Americans plagued by feelings of alienation, anxiety, and dislocation. Peanuts was in many ways a Cold War story. Nuclear explosions and fallout, cowboy and Indian battles, and spacemen played a prominent role in the children’s play. Linus’s security blanket and Lucy’s psychiatry booth became powerful metaphors for the therapeutic revolution in American culture and were regularly used in psychiatry textbooks of the period. Schulz’s work became increasingly popular among college-aged existentialists and beatniks. In 1955, Schulz’s rapid rise in popularity led to a national Cartoonist of the Year award.
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Orsini-Jones, Marina, Bin Zou, Yuanyan Hu, and Li Wei. "Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch074.
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This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers' beliefs towards online learning in general and MOOCs in particular; b. ‘learning by doing': taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this article highlight that the understanding of what a MOOC is might differ between the UK and China. The article concludes by presenting the perceived pros and cons of adopting a ‘distributed flip MOOC blend' as previously discussed in related work.
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Eller, Jonathan R. "“Make Haste to Live”." In Bradbury Beyond Apollo. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043413.003.0037.
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Bradbury’s 1999 induction into the Science Fiction Hall of Fame opens chapter 36. That year he also received the George Pal Memorial Award from the Academy of Science Fiction, Fantasy, and Horror Films, followed in 2000 by a National Book Foundation Medal. His November 1999 stroke and subsequent loss of sight in his left eye did not prevent him from attending this ceremony, or from finally gathering his half-century-old stories of the supernatural Elliot family into a novelized story collection, From the Dust Returned. The chapter closes with Bradbury’s cautions against the loss of freedom of the imagination; these thoughts had resurfaced in his new book’s inter-chapter bridges and in his letter to Leon Uris reflecting on the mid-century climate of fear.
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Bonura, Sandra E. "The Turbulent Ending of the Nineteenth Century." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0014.
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In 1898, a series of explosive events led to the U.S. declaring war on Spain. A multitude of soldiers were in the port when the news came that President McKinley had signed the resolution annexing Hawai‘i. Frances Parker, visiting the school, witnessed Pope’s private rebellion, by asking girls to boldly sing their kingdom’s patriotic songs in their native tongue while their Hawaiian flag was removed. Annexation was a divisive issue at the school; it placed Pope on one side and the parents on the other. Pope, while deeply sympathetic to the plight of the country and the Hawaiian culture she had come to love, was well aware that this year of annexation, she would need to teach her girls more than history or literature; she would have to teach them to be Americans in Hawai‘i. Like the girls, Pope had torn allegiances and conflicting emotions, but it would be up to her to motivate the girls, despite their collective sadness over the demise of their sovereign nation.
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Rékasi, Anna, and Csaba Szabó. "Modification of the geometry curriculum in relation to the curriculum reform in the light of the Van Hiele levels." In Theoretische und empirische Analysen zum geometrischen Denken. WTM-Verlag Münster, 2021. http://dx.doi.org/10.37626/ga9783959872003.0.15.
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In this paper the level of geometry education in mathematics education in Hungary is investigated. The relationship between the National Core Curriculum, the Framework Curriculum and the final exam is analyzed from the geometry point of view via the Van Hiele levels as a tool for comparison. It is observed that the geometry problems on the final exams do not follow the level prescribed by the National Core Curriculum. We compare these observations with the results of the Usiskin-test of first year preservice math teacher students.
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Mattar, Karim. "The Revolution of Form: Naguib Mahfouz from the Suez Crisis to the Arab Spring." In Specters of World Literature. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474467032.003.0004.
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This chapter considers how Naguib Mahfouz has been co-opted in global and in national literary cultures alike. I argue that while the Swedish Academy’s decision to award Mahfouz the Nobel Prize in 1988 was based on universalist principles that obscure what I regard as his more local aesthetic and formal sensibilities, his subsequent recognition by the Egyptian state as a national writer similarly obscures his lifelong critique of that same state for its authoritarianism, corruption, and political violence. Against these co-optations, I aim to restore Mahfouz’s significance for world literature. I do so by considering the novels of his late, indigenous / traditional phase. In Arabian Nights and Days, Mahfouz draws on the frame narrative, folklorish elements, and magical devices of the 1,001 Nights in order to reinvent the novel as a world literary form. In Morning and Evening Talk, he adopts and adapts the classical Arabic genre of the ṭabaqāt in order to reinterpret the 200-year trajectory of modernity in the country from the perspective of its political, social, cultural, and economic margins. Mahfouz’s “revolution of form”, I conclude, enacts a deeply rooted, organic, and historically conscious form of revolution against the abuses of (Egyptian) modernity.
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Markun, Urska, and Jasna Kos. "Research Work in a Secondary School Classroom: How Well are Teachers Equipped for it?" In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.66.
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A university degree is not enough in itself to equip a mathematics teacher for successful secondary school-teaching in the longer term. Without continuous training and career-long learning, a teacher will not be able to provide adequate support for students in activities such as extended essays or explorations, both of which are compulsory components of the IB programme. In this paper, we present some examples of such work by IB students at our school. In addition, some Slovenian secondary school students regularly participate in a national research competition for which they must submit project-based work in various fields. The present article describes how university departments co-operated with our secondary school in the course of such research. Examples of research carried out by a number of 16-year-old students at our school are also presented here.
Conference papers on the topic "National teacher of the year award"
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Kostyk, Liubov, and Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.
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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.
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Rathod, Mulchand S. "Improving Learning Outcomes of a Course in Instrumentation." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13589.
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Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides funding initiatives by organizations such as the National, Science Foundation, engineering professional societies continue to organize forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper would address an experiment in improved learning by students of a subject matter that is laboratory based. The instrumentation course is a required course for engineering technology (ET) students pursuing mechanical, manufacturing/industrial, product design, and electromechanical majors at Wayne State University (WSU). Most engineering technology students are more comfortable with experimental techniques than with derivation of equations and formulas. Setting for this course was a multi-media distance learning classroom and a set of lab experiments. The teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching materials were prepared for presentation in power point, after discussion with the class it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each session. Each team met on a regular basis going over its assignment and breaking up the tasks for each team member to lead presentation and discussion for the whole class. Learning objectives addressed in the course included team work, effective communication, system design and testing, continued student participation, effective learning for long term retention besides the contents of the subject matter. Overall, student really felt they were learning a lot and new things. This paper summarizes a very positive experience of students and faculty dealing with learning pedagogy.
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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.
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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Rathod, Mulchand S. "Ergonomics of Learning in a Very Descriptive Applied Human Factors Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79719.
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Teaching profession continues to hold its status as a noble profession and university faculty are held with high esteem by the general population. Some faculty teaching in engineering and technical programs have begun to address the pedagogy of learning in recent years. This is supported by a number of initiatives at the national level. Besides funding of such activities by organizations such as the National Science Foundation, engineering professional societies have created forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper addresses an experiment in improved learning by students of a subject matter that is very descriptive and non-traditional as compared to most engineering subjects. The applied human factors course is an elective course for engineering technology (ET) students and a required course for the (non-technical) industrial design students from the College of Fine, Performing, and Communication Arts (CFPCA) at Wayne State University (WSU). Technical students are more comfortable with equations and formulas where as the non-technical students have practically no exposure to such things. Setting for this course was a multi-media distance learning laboratory and the teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching material for the course was prepared for presentation in power point, after a discussion with the class, it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each class session. Each group met on a regular basis going over its assignment and breaking up the task for each team member to lead presentation and discussion for the next class. Learning objectives addressed in the course included team work, effective communication, system design and implementation, continued student participation, and effective learning for long term retention besides the contents of the subject matter. Overall, students really felt they were learning a lot and achieving unexpected new presentation skills. This paper would summarize a very positive experience of all dealing with learning pedagogy.
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Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.
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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.
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Mian, Ahsan, Margaret Pinnell, Leanne Petry, Raghavan Srinivasan, Suzanne Franco, and Melissa Taylor. "Summer Research and Collaborative Professional Development Experience for NSF RET Teachers in Advanced Manufacturing and Materials." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66141.
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The current collaborative National Science Foundation Research Experience for Teachers (NSF-RET) site placed seventeen in-service and pre-service teachers with research mentors at one of the three regional universities WSU, CSU, and UD to work on engineering research projects. These research projects were chosen in such a way so that they were relevant to regional strengths in advanced manufacturing and materials. In addition to research, the RET teachers participated in various professional development (PD) activities such as “boot camp” facilitated by ASM Materials Education Foundation prior to the start of their research experience, field trips, seminars given by guest speakers and group work that produced K-12 curriculum related to the teams’ research experience. The teacher groups also presented the developed STEM curriculum and the final laboratory project results, and provided regular guided reflections regarding their efforts during the six-week program. This paper presents a brief overview of the collaborative RET project and details the achievement during the first project year. Emphasis is given to the collaborative PD activities of all seventeen teachers and the research projects performed by the two WSU RET groups comprised of four in-service and two pre-service teachers.
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Marion, John, Mike Kutin, Aaron McClung, Jason Mortzheim, and Robin Ames. "The STEP 10 MWe sCO2 Pilot Plant Demonstration." In ASME Turbo Expo 2019: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/gt2019-91917.
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Abstract A team led by Gas Technology Institute (GTI), Southwest Research Institute® (SwRI®) and General Electric Global Research (GE-GR), along with the University of Wisconsin and Natural Resources Canada (NRCan), is actively executing a project called “STEP” [Supercritical Transformational Electric Power project], to design, construct, commission, and operate an integrated and reconfigurable 10 MWe sCO2 [supercritical CO2] Pilot Plant Test Facility located at SwRI’s San Antonio, Texas campus. The $119 million project is funded $84 million by the US DOE’s National Energy Technology Laboratory (NETL Award Number DE-FE0028979) and $35 million cost share by the team, component suppliers and others interested in sCO2 technology. This project is a significant step toward sCO2 cycle based power generation commercialization and will inform the performance, operability, and scale-up to commercial facilities. Supercritical CO2 (sCO2) power cycles are Brayton cycles that utilize supercritical CO2 working fluid to convert heat into power. They offer the potential for higher system efficiencies than other energy conversion technologies such as steam Rankine or organic Rankine cycles, especially when operating at elevated temperatures. sCO2 power cycles are being considered for a wide range of applications including fossil-fired systems, waste heat recovery, concentrated solar power, and nuclear. The pilot plant design, procurement, fabrication, and construction are ongoing at the time of this publication. By the end of this 6-year project, the operability of the sCO2 power cycle will be demonstrated and documented starting with facility commissioning as a simple closed recuperated cycle configuration initially operating at a 500°C (932°F) turbine inlet temperature and progressing to a recompression closed Brayton cycle technology (RCBC) configuration operating at 715°C (1319 °F).
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Marion, John, Brian Lariviere, Aaron McClung, Jason Mortzheim, and Robin Ames. "The STEP 10 MWe sCO2 Pilot Demonstration Status Update." In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-14334.
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Abstract A team led by Gas Technology Institute (GTI®), Southwest Research Institute® (SwRI®) and General Electric Global Research (GE-GR), along with the University of Wisconsin and Natural Resources Canada (NRCan), is actively executing a project called “STEP” [Supercritical Transformational Electric Power project], to design, construct, commission, and operate an integrated and reconfigurable 10 MWe sCO2 [supercritical CO2] Pilot Plant Test Facility. The $122* million project is funded $84 million by the US DOE’s National Energy Technology Laboratory (NETL Award Number DE-FE0028979) and $38* million by the team members, component suppliers and others interested in sCO2 technology. The facility is currently under construction and is located at SwRI’s San Antonio, Texas, USA campus. This project is a significant step toward sCO2 cycle based power generation commercialization and is informing the performance, operability, and scale-up to commercial plants. Significant progress has been made. The design phase is complete (Phase 1) and included procurements of long-lead time deliver components. Now well into Phase 2, most major equipment is in fabrication and several completed and delivered. These efforts have already provided valuable project learnings for technology commercialization. A ground-breaking was held in October of 2018 and now civil work and the construction of a dedicated 25,000 ft2 building has progressed and is largely completed at the San Antonio, TX, USA project site. Supercritical CO2 (sCO2) power cycles are Brayton cycles that utilize supercritical CO2 working fluid to convert heat to power. They offer the potential for higher system efficiencies than other energy conversion technologies such as steam Rankine or Organic Rankine cycles this especially when operating at elevated temperatures. sCO2 power cycles are being considered for a wide range of applications including fossil-fired systems, waste heat recovery, concentrated solar power, and nuclear power generation. By the end of this 6-year STEP pilot demo project, the operability of the sCO2 power cycle will be demonstrated and documented starting with facility commissioning as a simple closed recuperated cycle configuration initially operating at a 500°C (932°F) turbine inlet temperature and progressing to a recompression closed Brayton cycle technology (RCBC) configuration operating at 715°C (1319 °F).
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Lagos, Leonel E. "The DOE Fellows Program: A Workforce Development Initiative for the US Department of Energy." 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/icem2013-96089.
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The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclearweapons development and government-sponsored nuclear energy research. Since 1995, Florida International University’s Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to “hands-on” DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a “pipeline” of minority STEM students trained and mentored to enter DOE’s environmental cleanup workforce. The program was designed to help address DOE’s future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE’s environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student posters and 7 oral presentations given at WM. The DOE Fellows participation at WM has resulted in three Best Student Poster Awards (WM09, WM10, and WM11) and one Best Professional Poster Award (WM09). DOE Fellows have also presented their research at ANS DD&R and ANS Robotics Topical meetings and this year two Fellows will present at the International Conference on Environmental Remediation and Radioactive Waste Management (ICEM13) in Brussels, Belgium. Moreover, several of our DOE Fellows have already obtained employment with DOE-EM, other federal agencies, DOE contractors, commercial nuclear power companies, and other STEM industry (GE, Boeing, Lockheed Martin, Johnson & Johnson, Beckman-Coulter, and other top companies). This paper will discuss how DOE Fellows program is training and mentoring FIU STEM students in Department of Energy’s Office of Environmental Management technical challenges and research. This training and mentoring has resulted in the development of well-trained and polished young scientists and engineers that will become the future workforce in charge of carrying on DOE-EM’s environmental cleanup mission. The paper will showcase FIU’s DOE Fellows model and highlight some of the applied research the DOE Fellows have conducted at FIU’s Applied Research Center and across the DOE Complex by participating in summer internship assignments.
Reports on the topic "National teacher of the year award"
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Manufacturing USA Institute Evaluation: Renewal Process and Performance Standards. National Institute of Standards and Technology, 2021. http://dx.doi.org/10.6028/nist.ams.600-8.
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The Manufacturing USA Program’s 2019 reauthorization allows the National Institute of Standards and Technology (NIST) to renew Manufacturing USA institute support, subject to a “rigorous merit review.” Following an initial five to seven-year cooperative agreement in which federal support must be cost-matched by at least a 1:1 match of non-federal co-investment over the performance period of the award, NIST-funded institutes are now eligible to apply for renewal of their support. This document describes the institute renewal process, with a focus on the performance standards for the merit review.