Academic literature on the topic 'Professional foul'
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Journal articles on the topic "Professional foul"
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Owen, D. H. O. "The Privy Council and the Professional Foul." Medico-Legal Journal 60, no. 2 (1992): 128–41. http://dx.doi.org/10.1177/002581729206000204.
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Wright, M., and N. Hirotsu. "The professional foul in football: Tactics and deterrents." Journal of the Operational Research Society 54, no. 3 (2003): 213–21. http://dx.doi.org/10.1057/palgrave.jors.2601506.
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Pirrie, Anne. "The New Game: professional foul or own goal?" British Educational Research Journal 23, no. 5 (1997): 565–74. http://dx.doi.org/10.1080/0141192970230502.
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Bennison, Neil. "Discourse analysis, pragmatics and the dramatic ‘character: Tom Stoppard's Professional Foul." Language and Literature: International Journal of Stylistics 2, no. 2 (1993): 79–99. http://dx.doi.org/10.1177/096394709300200201.
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Is there any way in which characters in dramatic texts may be considered a worthwhile object of criticism? The dearth of recent critical material in this area would suggest not, but the aim of this article is to demonstrate that the study of dramatic character may be effectively achieved by the application of theoretical principles derived from the linguistic analysis of conversation. The difficulties of accounting precisely for how readers of the play text get from the words on the page to judgements concerning the ‘personalities' of characters are overcome, to some extent, by the analysis of their conversational behaviour and using the powerful interpretative apparatus of discourse analysis and pragmatics to this end. As a focus for discussion, the character of Anderson, in Stoppard's play, Professional Foul, has been chosen, and a wide range of approaches taken from discourse analysis and pragmatics is used to identify in particular scenes the ways in which four prominent character traits are deducible from his conversational behaviour. The analysis begins with an examination of turn-length, turn-taking and topic-shift before applying pragmatic theories such as Grice's Cooperative Principle, Brown and Levinson's Politeness Phenomenon and Leech's Politeness Principle. In addition, this article addresses the problematic notion of character ‘development’ and argues that this may be accounted for in terms of a change in the conversational strategies used by a character, from which changes in attitude are inferable.
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Schild, Christoph, Laura J. Botzet, Luca Planert, Karolina A. Ścigała, Ingo Zettler, and Jonas W. B. Lang. "Linking personality traits to objective foul records in (semi-)professional youth basketball." Journal of Research in Personality 87 (August 2020): 103987. http://dx.doi.org/10.1016/j.jrp.2020.103987.
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Luig, Patrick, Werner Krutsch, Thomas Henke, et al. "Contact — but not foul play — dominates injury mechanisms in men’s professional handball: a video match analysis of 580 injuries." British Journal of Sports Medicine 54, no. 16 (2020): 984–90. http://dx.doi.org/10.1136/bjsports-2018-100250.
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AimWe aimed to identify patterns and mechanisms of injury situations in men’s professional handball by means of video match analysis.MethodsModerate and severe injuries (absence of >7 days) sustained in competition in one of six seasons (2010 to 2013 and 2014 to 2017) in men’s professional handball were prospectively analysed with a newly developed standardised observation form. Season 2013 to 2014 was excluded because of missing video material.Results580 injuries were identified: 298 (51.4%) contact injuries, 151 (26.0%) indirect contact injuries and 131 (22.6%) non-contact injuries. Head (87.5%), hand (83.8%), shoulder (70.2%) and ankle (62.9%) injuries were mainly sustained during direct contact. Typical contact injuries included collision with an opponent’s upper extremity or torso, and ankle injuries mainly consisted of foot-to-foot collisions. A large proportion (41.7%) of knee injuries were caused by indirect contact, whereas thigh injuries mainly occurred (56.4%) through non-contact mechanism. Wing (56.9%) and pivot (58.4%) players had the highest proportion of contact injuries, whereas backcourt players had a high proportion of indirect contact injuries (31.5%) and goalkeepers of non-contact injuries (48.9%). The injury proportion of foul play was 28.4%. Most injuries occurred in the central zone between the 6-metre and 9-metre lines (26.1%) and during the last 10 min of each match half (OR 1.71, p=0.016).ConclusionsIn men’s professional handball in a league setting, contact — but not foul play — was the most common mechanism associated with moderate and severe injuries. Head, hand, shoulder and ankle injury were mainly sustained during direct contact.
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Kosiewicz, Jerzy. "Foul Play in Sport as a Phenomenon Inconsistent with the Rules, yet Acceptable and Desirable." Physical Culture and Sport. Studies and Research 52, no. 1 (2011): 33–43. http://dx.doi.org/10.2478/v10141-011-0012-x.
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Foul Play in Sport as a Phenomenon Inconsistent with the Rules, yet Acceptable and DesirableAuthor considers assumptions related to foul play in sport as a phenomenon, that affect the body, psyche, or relationships - various social involvements, conditionings, and determinants of those involved with that particular form of athletic activity. This includes fouls committed on and off the field, as well as those not even related to a particular game. Our considerations include fouls of a verbal or acoustic nature; fouls in the form of printed materials; those in the form of visual commentary in films, TV shows, Internet appearances, whether in feature films, dramatized documentaries, documentaries or reports presented in a different publications, festivals, exhibitions, during which co-participants, adversaries or competitors make comments on past or future events during or beyond the competition.Fouls in sport, particularly those committed by athletes during competition, will always be inconsistent with the accepted rules of the game, that is, with the official regulations. Fouls will also always influence - in more or less annoying, depressing, painful or even tragic ways - the fate and the health of athletes.No logical - conditional, cause and effect - connection exists between a foul and the rules. Neither the need for nor praise of foul play can stem from the regulations. Yet people directly associated with the sport tolerate it because there is a widespread, quiet acquiescence of such play. Foul play is strongly opposed by supporters of the fair play principle, by those who do not regard sports competition as a phenomenon that can be considered independently beyond moral good and evil.Foul play is seen also as a desirable phenomenon, when inter alia, regardless of the various penalties imposed on players and team, it helps - in the final balance of losses and benefits - to achieve the planned success. Moreover, it is worth adding that, for instance, the so-called "good foul" in basketball enables one to stop the game clock, the so-called pure-play time of the referee. This creates the possibility of obtaining at least one more point (for a possible 3-point shot from a distance) than the team that executes its two one-point penalty shots granted for the offense (that is, "good foul").Foul play may also enhance the course of the sports spectacle, and encourage spectators to cheer more frequently. This is particularly important when professional athletic contests are treated as a form of business. The dramatization of foul play as a creation of "game" within a game can also be an additional attraction of the competition; foul play might be used as sophisticated and spectacular trickery, that dismays and hurts in its pragmatic-aesthetic construction, both the referee and the opponent.Foul play in sports has so many forms and will probably never lose its popular and sometimes spectacular character. Knowing that, everything should be done to protect players from bothersome health, interpersonal, and cultural disablements resulting from foul play.
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McQuillan, Martin. "Derrida in Prague: Poussin, Adami, Stoppard and the innocence of deconstruction." Derrida Today 10, no. 2 (2017): 197–215. http://dx.doi.org/10.3366/drt.2017.0156.
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This paper attends to the curious affair of Jacques Derrida in Prague when he was arrested by the Czechoslovakian police on charges of drug smuggling. It reads two images by Valerio Adami and Nicolas Poussin, entitled, ‘The Massacre of the Innocents’, Tom Stoppard's play, Professional Foul about dissident philosophers in Prague, and a section from Ken McMullen's film Ghost Dance on Kafka. It turns around the question of what ‘innocence’ might mean in politics and reading.
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Zhang, Jing, Xin-Yu Lin, and Su Zhang. "Correlation Analysis of Sprint Performance and Reaction Time Based on Double Logarithm Model." Complexity 2021 (February 9, 2021): 1–11. http://dx.doi.org/10.1155/2021/6633326.
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In sprint track events, the starting reaction time is an important professional capacity of the athletes, and it is closely related to their performance. This study examines the reaction time and the results of the male and female sprinters participating in the World Athletics Championships from 2011 to 2019 in the 100 m, 200 m, 100 m, and 110 m hurdles. The researchers used least squares estimation, multivariate analysis of variance, and other methods and theories to construct a double logarithmic model and a multivariate analysis of a variance model. The researchers used Econometrics Views and SPSS software programs to analyze the correlation between the performance and the starting reaction time, as well as the patterns in the changes of the reaction time of athletes of both genders in different types of and rounds in the competitions. Research results show that there is a direct correlation between the reaction time and the performance, and the degrees of correlation vary depending on the gender of the athlete, year of competition, type of competition, and round of competition. There is a correlation between the foul types and the type of competition, but there is no correlation between foul types and the gender of the athlete. The research results are science-based and are of practical value and thus can be used as a reference by coaches in sprint running to offer more professional guidance to the athletes.
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Kamal, Sodiq, Suroto Munahar, Aries Abbas, Yoshifumi Ito, and Agus Wahyudi. "Hospital Bed for Diabetes Care: An Invention to Support Professional and Hygienic Nursing Practice." Mechanical Engineering for Society and Industry 1, no. 1 (2021): 7–13. http://dx.doi.org/10.31603/mesi.5262.
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Appropriate diabetes mellitus (DM) wound care requires safe and comfortable space and facilities for patients and nurses. However, the existing hospital bed for DM has not supported the safety and comfort for nurses to serve patients, including the problem of liquid waste and some DM wounds emit a foul smell. Therefore, a hospital bed for DM wound care was designed in this research to support professional, efficient, ergonomic, and safe nursing practice. Multidisciplinary collaboration by engineers, wound nursing practitioners, and industry is carried out in this project. The level of risk of work disturbances was evaluated using a rapid entire body assessment (REBA), the level of risk of contamination was evaluated by a qualitative exposure assessment, and the level of comfort was measured using the visual analog method. Trials on 30 respondents consisting of 28 nurses and 2 doctors indicated that they were comfortable working with the new design of this prototype with lower risk.
Dissertations / Theses on the topic "Professional foul"
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Bendau, Shirley Ann Riddle. "From kneeling to standing in the teaching profession : four case studies of experienced teachers' professional development /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640044637121.
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Zitzelsberger, Louise. "The self dancing, four stories of professional women dancers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0009/NQ38803.pdf.
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Anderson, Michael. "Journeys in Teacher Professional Development: Narratives of Four Drama Educators." University of Sydney. Policy and Practice, 2002. http://hdl.handle.net/2123/665.
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Ongoing teacher professional development is an essential part of the wellbeing of the schooling system and successful outcomes for students. In the past, teacher professional development has been used to describe an often �top-down� method of training to meet systemic needs while taking little account of teacher's individual needs. This approach often conceptualises the teacher's life as a dichotomy with the personal and the private separated and unrelated. In contrast, teacher professional development in this study is conceptualised as a journey that includes encouraging and discouraging turns. The journey is explored through the experiences of two primary and two secondary drama educators using Hargreaves and Fullan's (1992) organisers: teacher development as knowledge and skill development; teacher development as self understanding and teacher development as ecological change. The study focussed specifically on teachers of drama. Of the four educators two were beginning teachers, one primary and one secondary and two were experienced teachers, one primary and one secondary. The teachers were interviewed over twelve months. Narrative vignettes were developed from the interviews. As the context for these teacher journeys was pivotal, the influences on the teaching of drama in New South Wales were investigated. This included an exploration of the major issues that have influenced the development of drama education both internationally and in Australia. The concluding reflections from this study suggest that there is strong interaction between teachers' personal and professional lives. Teachers' personal circumstances, family histories and schooling backgrounds all have an important influence on their work as teachers. Significantly, issues related to drama education's history and current context reflected these teachers' classroom realities. The teachers argue that they understand their professional development needs best and should have influence and ownership of their own professional development experiences. They found aspects of their tertiary training and teacher induction unsatisfactory. The two beginning teachers in this study struggled to survive the difficulties of their first year and both seriously considered leaving teaching. The teachers describe self understanding through distinct phases of development that are made unique by each teacher's personality and context. The teachers saw subject identity and pedagogy as important to their professional identity. They report that times of crisis often lead to positive changes in their professional development journeys. The ecology for these teachers was made up of several complex issues that are resistant to change and there were a number of impediments reported by the teachers that arise from their teaching ecologies. Two of the teachers have used a change of context to improve their satisfaction and confidence levels. Two teachers described beneficial experiences with supervisors in the school setting. If beneficial ecological change is to occur, education systems must attend to the needs of teachers and provide opportunities to teach unimpeded by systemic obstacles. The study calls for changes in professional development and for the recognition of the multilayered nature of the teachers' journey. The study calls for a reconceptualisation of teacher professional development that recognises each teacher's ecology and self understanding. The renewed impetus for arts education will only be successful if the complexity of the teachers' journey is recognised and systemic obstacles are removed.
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Hemmelgarn, Mary F. "Franchise Relocation in the Four Major Professional Sports Leagues: An Analysis of General Trends." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/584.
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Over sixty franchise relocations have occurred across the four major professional sports leagues in the United States, Major League Baseball, the National Basketball Association, National Football League and National Hockey League. By taking a look at the changes in four factors that occurred from the pre-move to post-move site of each franchise and move date, years in pre-move location and winning percentage of each franchise pre-move, this paper is able to determine general trends in determining why franchises move from and to particular locations. The six factors that are looked at in this study are standard metropolitan area size, moved date, years in pre-move location, racial demographics, per capita income and unemployment rate.
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Zhou, Changjun. "Evaluation and professional development for young teachers at four Chinese universities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103703.
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This exploratory study investigates evaluation and professional development for Chinese university teachers from their perspectives by focusing on young instructors. Teacher Evaluation and Professional Development (TEPD) play an important role in student learning, faculty development, and school success. Due to a hierarchical system that is built on seniority and neglects professional development, young teachers at Chinese universities tend to be marginalized in the process of TEPD. Through interviews and questionnaire surveys, the participants in this study described their perspectives on, identified problems in, and provided recommendations on TEPD at Chinese universities. The participants are 23 teachers from four Chinese universities. By employing qualitative research methods such as Constant Comparison and Narrative Analysis, I present the survey results from the interviews and data from the questionnaires. Findings reveal that the use of teacher evaluation for administrative purposes leads to an overemphasis on research achievements, overreliance on student ratings, lack of feedback systems, and limited opportunities for professional development. There is an urgent need to establish fair, sound, and effective TEPD systems emphasizing the interests of young university teachers. The major implications of the results include concern about the quality of higher education, a need to improve human resource management at universities, and attention to the marginalization of young teachers.<br>La présente d'étude exploratoire fait une enquête sur le système de l'évaluation et du développement professionnel, à l'égard de perspective des enseignants aux universités de la Chine, en visant les jeunes professeurs. Cette évaluation des enseignants et du développement professionnel (TEPD) joue un rôle important pour l'apprentissage des étudiants, le développement des facultés, ainsi que le succès de l'université. Du fait que ce système d'hiérarchie est établi sur l'ancienneté et néglige le développement professionnel, les jeunes professeurs dans l'université de la Chine ont tendance d'être marginalisés à l'application de cette évaluation. Au moyen des interviews et des questionnaires, les participants dans cette études décrient leur perspective, identifient leur problème, et donnent leur recommandations sur le TEPD aux universités de la Chine. Les participants sont les 23 enseignants venant de quatre universités des la Chine. Par la méthode de recherche qualitative de Comparaison Constant et d'Analyse Narrative et, je présente le résultat de l'enquête par trois interviews approfondies et par les données des questionnaires. La recherche révèle que l'application actuelle du système de l'évaluation des enseignants et du développement professionnel met trop l'accent sur la réalisation de la recherche, la dépendance du taux d'étudiants, manque de système de réaction et limite l'opportunité de développement professionnel. Il existe une urgence d'établir un système de TEPD sain, effectif et d'égalité, en mettant l'importance sur l'intérêt des jeunes enseignants aux universités. L'implication essentielle du résultat de l'étude concerne la qualité d'éducation supérieure, le management de ressource humaine dans l'université, et la marginalisation des jeunes professeurs.
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Day, Jane Margaret. "Expertise as seen through the professional journeys of four specialist therapeutic radiographers." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273520.
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Lewenson, Sandra Beth. "The relationship among the four professional nursing organizations and woman suffrage: 1893-1920 /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857734.
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Barker, Ronald. "Educating gerontologists and associated health professionals about Medicare| a four-hour workshop." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196529.
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<p>The purpose of this directed project was to develop a four-hour workshop for Gerontologists and associated health professionals to assist older adults in understanding the Medicare products available to them. The workshop was specifically developed for delivery through a non-profit called ?In Transition Planning,? which is an educational platform to assist aging individuals with the aging process through education, community involvement and training. The four-hour workshop was based on the ?Medicare and You? booklet developed by the Centers for Medicare and Medicaid Services (CMS) sent to older adults prior to turning 65 years old and annually. This workshop covers the basics of Medicare planning, which includes elections on basic Medicare, Medicare Advantage, and Medicare Supplemental Plans that a senior receiving Medicare needs to consider. Workshop materials were sent to three expert reviewers, who gave suggestions for revision. General suggestions included adding material about Medicaid and rules for dual eligibles, discussing identity theft as it relates to one?s Social Security card, including breaks in the presentation, and condensing some of the material for the time allotted. The workshop will educate Gerontologists and associated health professionals about the different components of Medicare and insurance coverage available to older adults.
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Sweat, Ashley Dawn. "What is the Nature of the Professional Practice of Artist-Teachers? Four Case Studies." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/art_design_theses/3.
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Many artist-teachers struggle to nurture and pursue their ambitions in their dual roles. The purpose of this research is to explore the nature of the professional practices of artist-teachers. While there is a substantial amount of research that provides models of artist-teachers, who teach at the post secondary levels, there are not many models for artist-teachers who teach primary and secondary age groups. Four artist-teachers, whose practices are currently contributing to the art world, as well as the educational world, were interviewed for a multiple case study. The roles represented in the study include painters, sculptors, a ceramist, a musician, a performance artist, art teachers, a music teacher, and a performance-art educator. This multiple case study provides four models of artist-teachers whose professional practices contribute to their identity and fulfillment in their dual roles. The study reveals the artist-teacher’s practice as an artist, practice as a teacher and relationship between the dual roles.
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Tan, Yuen Sze Michelle. "Professional development of four grade 10 biology teachers in Singapore : the learning study approach." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33379.
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Despite the importance of genetics as a school curriculum topic and its increasing application in everyday life, and despite challenges teachers face teaching genetics, a repertoire of pedagogical strategies that draws upon selected theories of learning may not always be readily available for teachers. In the context of Singapore, this is exacerbated by potential unfamiliarity with the newly implemented genetics curriculum, and how there also appears to be a lack of appropriate teacher professional development programs. What is noteworthy is that these challenges are similarly shared by teachers elsewhere.
A study was framed to investigate how teacher collaboration could be utilized to alleviate, if not overcome, these challenges. Through a learning study framework, four collaborating Grade 10 biology teachers employed the theory of variation to manage and overcome the challenges of teaching the new genetics curriculum in Singapore. A learning study amalgamates teacher collaboration, teacher reflection, teachers researching into their classrooms and the employment of a theoretical framework.
This study seeks to answer the research question “How does Singaporean teachers’ participation in a theory of variation-framed learning study affect their learning about their own pedagogy?” The thesis reports a phenomenographic analysis of the different ways the teachers experienced learning during collaborative endeavors, revealing the complex nature of teacher learning – complex ways of curriculum interpretation, lesson planning and implementation, and evaluation of teaching practices. The impact of the learning study on teachers’ pedagogies and professional development was also elucidated. Consequently, the experience of increased clarity and coherence in terms of curriculum interpretation, demonstration of ownership and authentic lesson planning manifested during the enactment of theory-guided lessons. The experience of collaborative inquiry into teachers’ own teaching practices also led to the generation of new insights on teaching, as well as shifts in their beliefs about teaching and learning. The results support (1) the use of learning study as a professional development approach to enhance students’ learning and to encourage teachers to develop their own curriculum; (2) the use of theory of variation as a framework to organize, implement and analyze teacher learning.
Books on the topic "Professional foul"
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Daniels, John W. Four marks of the healthy ministry professional. HeartSpring Pub., 2007.
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Professional parents: Parent participation in four Western European countries. Falmer Press, 1985.
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Wilson, Golder. Four mothers, four faces of disAbility: Information and inspiration for parents and professionals. KinderGenome Press, 2005.
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Tweedie, D. P. Challenges facing the auditor: Professional fouls and the expectation gap. University College Cardiff, 1987.
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Hughes, Anna K. Developing European professions: Delivering continuing professional development in Europe : a comparative study of four professions in six countries. University of Bristol Department for Continuing Education, 1994.
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Yendol-Hoppey, Diane. Powerful professional development: Building expertise within the four walls of your school. Corwin Press, 2010.
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Yendol-Hoppey, Diane. Powerful professional development: Building expertise within the four walls of your school. Corwin Press, 2010.
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1964-, Dana Nancy Fichtman, ed. Powerful professional development: Building expertise within the four walls of your school. Corwin Press, 2010.
Find full textBook chapters on the topic "Professional foul"
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Wright, M., and N. Hirotsu. "The Professional Foul in Football: Tactics and Deterrents." In Operational Research Applied to Sports. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137534675_11.
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Perry, Thomas D. "Four Stages of Reflection." In Professional Philosophy. Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4532-6_1.
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Hallgrímsdóttir, Guðný. "Guðrún at her professional peak." In A Tale of a Fool? Routledge, 2019. http://dx.doi.org/10.4324/9781315162409-6.
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Alt, Rainer, and Olaf Reinhold. "Social CRM: Four Case Studies." In Management for Professionals. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23343-3_2.
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Vanderbroeck, Paul. "Four Queens: Lessons in Leadership." In Management for Professionals. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39623-6_7.
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Stanko, Elizabeth A., and Paul Dawson. "Step Four: A Thinking Professional." In SpringerBriefs in Criminology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20648-6_5.
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Vanderbroeck, Paul. "Four Queens: Lessons in Career Development." In Management for Professionals. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39623-6_6.
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McLean, G. R. "Four principles." In Ethical Basics for the Caring Professions. Routledge, 2021. http://dx.doi.org/10.4324/9781003176541-6.
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Davis, Janine S. "Case Study Four." In Building a Professional Teaching Identity on Social Media. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-702-3_14.
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Kasulke, Stephan, and Jasmin Bensch. "Building a Solid Foundation: The Four Cornerstones of Quality Management." In Management for Professionals. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53739-9_5.
Full textConference papers on the topic "Professional foul"
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Hwang, Irene. "RFP: Request for Pedagogy." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.15.
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As the professional reality of architectural practice has radically transformed in the last decade, the teaching of professional practice as a core course has remained static for four times as long. Even while current practice explodes into many different innovative models and methods, the teaching of professional practice has hardly budged. We must turn our focus to a new tertiary, the territory between the historical binary of the scholarly pursuit of the academy and the practical work of the profession. To that end, this paper presents a new mindset for teaching professional practice by unpacking piloted methods and concepts through five compact case studies: 1) First Day of Class: Setting the Tone for Engagement 2) Syllabus: The Importance of Transparency 3) Writing The Syllabus: The Importance of Transparency 4) Curricular Value: Why Credits Matter 5) RFP: Request for Pedagogy
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Haberman, Bruria, and Cecile Yehezkel. "A Computer Science Educational Program for Establishing an Entry Point to the Computing Community of Practice." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3224.
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The rapid evolvement of the computing domain has posed challenges in attempting to bridge the gap between school and the contemporary world of computing, which is related to content, learning culture, and professional norms. We believe that the interaction of high-school students who major in computer science or software engineering with leading representatives ofthe computing community of practice may motivate them to pursue their studies further or pursue a career in the field. Accordingly, our program aims at exposing talented high-school students "directly by leading experts" to state-of-the-art computing research, advanced technologies, software engineering methodologies, and professional norms. The interaction between the students and the experts, who actually become role models for the students, occurs at two levels: (a) during enrichment plenary meetings, and (b) through one-to-one interaction in which students develop software projects under the apprenticeship-based supervision of professionals from the computing community of practice. In the last four years, six hundred students participated in enrichment activities; 86 of these students accomplished high-level software projects under the supervision of experts.
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Hathazi, Andrea, and Ioana-Letitia Serban. "THE IMPORTANCE OF REFLECTION-BASED STRATEGIES IN TRAINING PROFESSIONALS WORKING WITH MDVI CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end048.
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This paper focuses on the professional development regarding communication abilities of the teachers and therapists working with children with multiple disabilities and a visual impairment (MDVI). Since the development of communication abilities is a complex process, it must be approached from a continuous, systemic and structured perspective. MDVI children acquire and develop communication skills based on various factors which depend on their specific features and usually they need a large amount of time to learn how to employ different systems of communication so they can express a need or a desire and have an impact on other people or on the environment. In this context, a team of 3 universities, 4 special schools for the blind and visual impaired, one NGO and one IT company have come together in an Erasmus+ European project called PrECIVIM (Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities) to address the need of a professional training in communication abilities of the specialists working with MDVI children. As a result, a complex training program has been created, based on common experiences, reflective strategies, and different training components. Method: We have focused on a group of 21 professionals working with MDVI children. They were the beneficiaries of a four-part training programme conducted by three experienced trainers on a time frame of 6 months. The programme was delivered in multiple ways, each of them with great reflective value: training manual (individual study), onsite group training, online group supervision and written individual reflective logs. Results: The individual feedback of each participant has been processed and discussed revealing significant improvement in their intervention approach toward MDVI children, in their selection of communication methods or in their professional relationship with the MDVI child. The results of the training programme are presented in terms of the efficiency of the reflection-based strategies for the professional development of each participant. Conclusion: The training programme applied to this group of professionals has emphasized the need of mentors and partners who offer constructive feedback and who implement reflective strategies in the intervention process regarding communication with MDVI children. In this sense, the reflective logs should be considered a great resource in the intervention and therapeutic process of MDVI children.
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Choate, Rober, and Kevin Schmaltz. "Improving Student Design Skills Through Successive Design and Build Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14734.
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Mechanical Engineering students at Western Kentucky University (WKU) are given instruction and must demonstrate their abilities to execute design projects during each of their four years of study. The features and goals of these projects are governed by a Professional Plan, which assures that graduates of the program have experienced key areas of the engineering profession and shown the ability to perform in an acceptable professional manner. The Engineering Design component of the Professional Plan is the focal point of the professional experiences. For students to be able to execute a structured approach to solving problems with an appreciation for the art of engineering, they must experience meaningful projects that expand and challenge their capabilities. WKU ME freshmen individually create physical devices with little engineering science, developing a sense of the manufacturing skills required for realistic designs. Sophomore students execute a team design project with more technical expectations, and also individually complete a design and build project that continues from their freshman project. As juniors, the team design experience is extended to an external audience with greater technical rigor, and additionally student teams implement the ASME Student Design Competition (ASME SDC) as their design and build project. The goal is for seniors to be prepared to implement an industry-based design and build project subject to realistic constraints and customer needs. The implementation of the Engineering Design Component has evolved over the past four years guided by ongoing assessment of both course outcomes and program outcomes, internal and external evaluations of the design project outcomes, and the maturing status of the program facilities and curriculum. One strength of the Professional Plan framework is the ability to build upon previous coursework, assess student progress, and adjust course activities based on prior assessment results to assure that graduates are capable of practicing as engineers. This paper will detail a sustainable model for implementing the design process across the curriculum, with the basis for selecting projects, managing the efforts of student teams, and providing effective feedback. In addition to the engineering design component, the use of professional communications and professional tools are also structured within the design projects.
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Schmaltz, Kevin, Christopher Moore, and Joel Lenoir. "Professional Tools Instruction Within an Overall ME Design Curriculum." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11150.
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The Mechanical Engineering faculty at Western Kentucky University have developed and implemented a Professional Plan to assure that graduates of the program have experienced key areas of the engineering profession and demonstrated their abilities to perform in a professional manner. The Professional Components within the plan include Engineering Design, Professional Communications, Professional Tools and Engineering Ethics; students receive instruction in at least one course per academic year and are expected to develop within each component. This paper will detail the Professional Tools component, which provides students with computational design tools and prototype realization skills supporting the Engineering Design demands placed on them. Computational tools include software for traditional communication and data processing, solid modeling and analysis, engineering computation and project management. Prototype realization skills encompass the typical metal machining operations necessary to create a functioning reciprocating air-powered engine and activities required for electro-mechanical device construction and testing. Higher level prototyping skills, such as rapid prototyping and CNC machining, are presented to students who can choose to become proficient with these activities or can engage other trained students to assist with their design project needs. The foundation of the four-year Professional Plan is centered on engineering design and problem solving. By exposing freshmen to hands-on projects, sophomores to design-analyze-and-build internal projects, and juniors to team-based prototype realization and external projects, a meaningful senior capstone design sequence involving external customers can validate and refine professional competencies of graduates, rather than introducing students to project activities. Professional tools instruction is interwoven with the other Professional Component instruction. While prototyping training is structured to provide a safe and efficient environment for the students at all times, computational tools are sometimes introduced as required for a project, and at other times well before needed for projects. Refinement to the Professional Plan has been guided by ongoing assessment, which is performed at course level at the end of a semester, and through program outcome assessment reviewed on an annual basis. The paper will detail the Western Kentucky University Professional Tools component of the overall Professional Plan, which provides a framework developing necessary student competencies, building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that departing graduates will be capable of immediately contribute in their professional careers.
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Zhang, Xiaoting, and Junyi Chen. "Reform of Professional English Teaching under the "Four-Four System" Training Model." In Proceedings of the 2019 International Conference on Education Innovation and Economic Management (ICEIEM 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iceiem-19.2019.6.
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Ardila Díaz, David Enrique, William Genghini Galvís, Sandra Juliana Jaramillo Medina, et al. "Empowering Technical and Soft Skills in Students and Young Professionals of the Oil&Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205945-ms.
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Abstract To contribute to the construction of young professionals with an integral profile in which the competitive spirit is promoted through the resolution of a technological challenge applied to the Oil & Gas industry, under a scenario that demands a high degree of commitment and with the accompaniment of professionals with great experience in the industry. In accordance with the data acquired and the program's target population, an appropriate methodology has been established for the development and strengthening of technical and soft skills. This methodology consists of four main phases: 1. Challenge construction 2. Best Teams selection 3. Challenge Resolution and 4. Results presentation. During the challenge resolution phase, participants have multiple technical and soft skills training sessions where experienced professionals share their knowledge and experiences related to the challenge theme in an environment of generational knowledge transfer. During the last 4 years, around 120 participants from different cities of the country have managed to potentiate their soft skills and strengthen their knowledge in areas of the Oil & Gas industry such as unconventional, enhanced recovery, heavy oil, huff & puff, combustion had tests, wettability, waterflooding, among others and materialize it with the construction of an innovative technological tool. The best of each version was rewarded with their first work experience in the Oil & Gas industry where they were able to put into practice what they had learned during the program. Likewise, the continuous acquisition of valuable information about variables at the end of the program such as the knowledge areas of greatest interest for students and young professionals, the level of knowledge related to oil engineering and programming, the handling of a second language, and the skills acquired during the university training stage, has allowed strengthening the methodology of the"SPE en Sinergia" program, adjusting it to the current needs of the industry and placing the participants outside their comfort zone. The development of the program and the results obtained are based on the identification of the strengths and weaknesses currently displayed by students in their final semesters and young professionals in careers related to petroleum engineering in Colombia and that in one way or another have become part of the reasons why their link to the professional world has become more difficult. This has enabled a way to identify opportunities for improvement and establish lines of action to promote the professional fast-track development of the new generations in a joint effort between industry and academia.
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Thorsteinsson, Saemundur E., Kristinn Andersen, Helgi Thorbergsson, and Karl Gudmundsson. "Returning to academia from industry: Four case studies from Iceland." In 2017 IEEE International Professional Communication Conference (ProComm). IEEE, 2017. http://dx.doi.org/10.1109/ipcc.2017.8013974.
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Choate, Robert, and Kevin Schmaltz. "The ASME Student Design Contest as a Transitional Design Experience." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81337.
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Teams of Mechanical Engineering students at Western Kentucky University (WKU) participate in the ASME Student Design Contest (SDC) as a component of a Junior Design course. The required course activities include a design review, a mock contest at WKU, and project documentation. Students are also given the option of attending the Regional Conference SDC. Over the past two years, every team has participated at the Regional SDC, with 19 of 27 students attending. Both the 2004 and 2005 WKU teams won the regional competition. The Junior Design course uses the SDC as an intermediate component of a Professional Plan developed and implemented by the WKU ME faculty to assure that program graduates have experienced key areas of the engineering profession and demonstrated the ability to perform in a professional manner. The Professional Component consists of Engineering Design, Professional Communications, Professional Tools, and Ethics. Students receive instruction and practice in all four areas at least once per academic year. With the Engineering Design sequence, freshmen individually build an artifact, sophomores function in design teams, and juniors extend the design experience to an external audience. Technical rigor and faculty expectations obviously rise at each level. The goal is for seniors to be prepared to implement an industry-based project subject to realistic constraints and customer needs. As one of the two design projects in the Junior Design course, the SDC provides a structured design experience with an external flavor. Student teams must demonstrate both problem solving under constraints as well as creativity. To reinforce the economic aspects of design, teams are given a budget, and must fund over expenditures themselves. In addition to the design component of the SDC, the project also includes Professional Communications in the form of design reviews and design notebooks, and Professional Tools such as software for communication, CAD and analytical calculations. The 2005 class has been effective producing rapid prototype components of their designs from CAD models. The Junior Design implementation of the SDC has evolved over the past three years guided by ongoing assessment of both the course and the Professional Component program outcomes. The milestones and associated requirements in the ASME SDC project provides a definitive set of deliverables throughout the progression of the semester long experience. Individual and team performance can be monitored and evaluated with timely feedback, and course outcomes map well into program level assessment. This is a strength of the Professional Component framework that allows for building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that graduating ME students are capable of practicing as engineers.
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Foroudastan, Saeed D., and Dyani Saxby. "Mechanical Engineering Education: Not Just About the Math." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60721.
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It is of utmost importance that universities seek out creative ways to enhance the written and oral communication skills of their engineering students. Too many engineering students graduate and enter today’s competitive job market without sufficient communication skills that will ultimately give them an edge in their profession. It takes hard work and perseverance to obtain a four-year engineering degree, yet many talented students may be overlooked due to inadequate communication skills. Although a student may be more than qualified for an engineering position, a lack of written and oral communication skills could have a negative impact on his or her perceived level of skill. Employers today are searching for well-rounded individuals who are capable of performing multiple job tasks. They demand engineers who are not only technically astute, but who can also conduct research and effectively communicate their ideas to others. This paper examines the importance of written and oral communication skills in engineering professions. Additionally, it investigates various methods of teaching written and oral communication skills to many engineering students, including mechanical engineering, in higher education. It also describes the methods employed by the authors to enhance the communication skills of engineering technology students at Middle Tennessee State University (MTSU). Top priority should be given to see that students are able to live up to the highest standards both academically and professionally. It is time that universities empowered their students with the additional skills necessary to survive and flourish in today’s competitive and demanding job market.
Reports on the topic "Professional foul"
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.
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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.
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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Frydman, Roman, and Joshua Stillwagon. Market Participants Neither Commit Predictable Errors nor Conform to REH: Evidence from Survey Data of Inflation Forecasts. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp163.
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We develop a novel characterization of participants’ forecasts with a mixture of normal variables arising from a Markov component. Using this characterization, we formulate five behavioral specifications, including four implied by the diagnostic expectations approach, as well as three implied by REH, and derive several new predictions for Coibion and Gorodnichenko.s regression of forecast errors on forecast revisions. Predictions of all eight specifications are inconsistent with the observed instability of individual CG regressions’ coefficients, based on inflation forecasts from 24 professionals. Our findings suggest how to build on key insights of the REH and behavioral approaches in specifying individuals’ forecasts.
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Raei, Lamia. Exploring the Links: Youth participation and employment opportunities in Jordan. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7981.
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Oxfam partners with the Jordanian Hashemite Fund for Human Development (JOHUD) through its Youth Participation and Employment (YPE) programme in order to connect with communities and train local community-based organizations (CBOs). JOHUD’s aim is to build the job-seeking capacity of youth in four governorates in Jordan. The programme organizes informal activities involving peer-to-peer education to help young people engage in the community as volunteers, and links them to various governmental and non-governmental institutions. COVID-19 and the associated lockdowns have altered the organization’s operations, with most projects shifting online. JOHUD has adopted a youth-led initiative aimed at matching young people’s skills with labour-market demand in each governorate where the programme operates. This case study presents examples of how the programme has helped young people transform into professionals, and how youth-led employment centres can contribute to youth development activities.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.
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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.