Academic literature on the topic 'Theme-based lessons'
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Journal articles on the topic "Theme-based lessons"
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Adugna, Ebabu Tefera. "Processability of English grammar lessons for Ethiopian students’ books: Upper grades of primary schools in focus." Bahir Dar Journal of Education 25, no. 2 (2025): 64–82. https://doi.org/10.4314/10.4314/bdje.v25i2.5.
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The study examined the processability of grammatical structures incorporated in grades 3-6 primary school English language students' textbooks currently in use in Amhara Regional State. To meet this objective, document analysis was used to collect data. The grammar lessons collected from four English textbooks (Grades 3–6) were analyzed using qualitative content analysis techniques. The framework used to analyze the data was Pienemann’s processability hierarchy. Findings showed that the grammatical lesson presentations in the four textbooks under study were inconsistent with the developmental sequence of the second language English acquisition process due to the material writers’ complete reliance on a theme-based approach. Therefore, it is recommended for materials writers to revise the textbooks and rewrite the grammar lessons by balancing the theme-based approach with Pienemann’s processability theory.
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Bercasio, Rebecca Rosario, and Rutesa A. Adornado. "Enriching High School English Lessons with Global Citizenship Education Using Phenomenon-based Learning." Randwick International of Education and Linguistics Science Journal 4, no. 2 (2023): 216–32. http://dx.doi.org/10.47175/rielsj.v4i2.651.
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This study aimed to develop and validate the Grade 7 English lessons with GCED using phenomenon-based learning (PhenoBL). The local and global phenomena were used in the GCED integration in the lessons. Conducted in a public school in the Philippines during the school year 2019-2020 using the descriptive method and documentary analysis, this study specifically developed a curriculum guide for mainstreaming GCED in Grade 7 English, developed sample phenomenon-based GCED-enriched Grade 7 English lessons, and assessed and analyzed these sample lessons. Data gathering strategies included focus group discussion, a workshop on developing the lessons, collaborative critiquing of the lessons, assessing the lessons by validators, and analysis of the final lessons. A validated researcher-made rubric was used to assess the lessons in terms of appropriateness of GCED integration, relevance to the curriculum, flexibility of GCED integration, and significance of the theme, both the GCED integrated and the phenomenon or phenomena focused in the lesson. Findings indicate that the proposed curriculum guide for the mainstreaming of GCED in Grade 7 English lessons using a phenomenon-based learning approach is highly acceptable while the proposed phenomenon-based GCED-enriched Grade 7 lessons are very good instructional resources for teaching about and for global citizenship. The validators’ feedback improved the phenomenon-based GCED-enriched Grade 7 English lessons. Critical themes and local and global phenomena covered in the lessons are helpful in emphasizing GCED. Recommendations to disseminate and utilize the validated phenomenon-based GCED-enriched lessons and conduct a study to determine the effectiveness of the lessons are forwarded.
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Asanbekova, G. K. "Lessons on creating 3d models in SketchUp." Informatics in school 1, no. 9 (2020): 31–50. http://dx.doi.org/10.32517/2221-1993-2020-19-9-31-50.
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The article presents a fragment of a tutorial created to study the theme "3D modeling" based on the implementation of practical works in the editor of 3D graphics SketchUp. It is proposed to master this theme during one quarter — seven lessons, one hour a week (not counting the introductory and final lessons). Lessons include 11 practical works on modelling, from 2D model creation to 3D animation. As part of the study of the theme, students are offered problem situations taken from real life, to solve which the capabilities of SketchUp can be used. Additional resources that teachers and students can use to learn more about SketchUp are described. Also, as an alternative to using SketchUp, working in the online 3D editor Tinkercad is considered.
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Wang, Claudia, Dong-Chul Seo, and Roy W. Geib. "Developing a mind–body exercise programme for stressed children." Health Education Journal 76, no. 2 (2016): 131–44. http://dx.doi.org/10.1177/0017896916652433.
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Objective: To describe the process of developing a Health Qigong programme for stressed children using a formative evaluation approach. Methods: A multi-step formative evaluation method was utilised. These steps included (1) identifying programme content and drafting the curriculum, (2) synthesising effective and age-appropriate pedagogies, (3) consulting an expert panel, (4) teaching pilot lessons and soliciting feedback from students and (5) revising and finalising the programme. Results: A total of 16 theme-based lessons were generated in order to help children manage stress by imitating interesting plants and animals, such as sunflowers, pine trees, white cranes, tigers, sleeping lions and deer. Five age-appropriate teaching strategies were synthesised to make the programme fun and enjoyable for children. These included (1) using theme-based lesson plans, (2) building mind–body connections, (3) balancing repetition and creativity, (4) interweaving pictures, stories, volunteers and teamwork and (5) involving parents and school teachers. Modifications based on feedback from the expert panel and students were incorporated to make the programme relevant to elementary school settings. Conclusion: This Health Qigong for Stressed Children programme appears effective in reducing stress over a 16-week period. Future studies should explore the efficacy and wider applicability of the programme with a larger and more diverse population of children.
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Samad, Farida, Rosita Wondal, and Nurhasanah Nurhasanah. "Early Listening Skill on Lesson Study-Based Activities." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (2021): 1930–37. http://dx.doi.org/10.31004/obsesi.v6i3.1895.
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This study aimed to describe children's listening skills in lesson study-based learning activities at Telkom preschool group B1 in Ternate City. The students involved were 24 early students. The lesson study process included preparing, observing, and reflecting lessons in the context of listening skills. In data analysis, Miles and Huberman interaction model was employed to describe the data qualitatively and quantitative data analyzed using descriptive statistics. The results showed that children listening skill on lesson study-based learning activity on the ‘market day’ topic implemented at Telkom Preschool Group B1 in Ternate City was categorized as good (81.8) and sufficient (68.2). Furthermore, the data the development of a non-cognitive assessment instrument for listening ability in early childhood based on lesson study is feasible to be implemented .The result can be used as a basis for improvement and strengthening a lesson study activities dealing with listening skills in preschool that lesson study-based activities can improve children early listening skills in understanding subjects on the theme ‘market day’.
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Mohirakhon, Abdumalikxodjayevna Usmonkhodjaeva. "GAMES, SONGS AND POEMS IN GERMAN LESSONS." International Journal of Education, Social Science & Humanities. Finland Academic Research Science Publishers 11, no. 5 (2023): 1214–20. https://doi.org/10.5281/zenodo.7964772.
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<em>In article was discussed music, activities, and poems based on the lesson theme. Their characteristics are critical in developing students' knowledge based on their abilities. The most crucial rule for the game is that they thoroughly comprehend the students and the game's regulations. The game must not be very complicated; it must be enjoyable, interesting, and inspiring, and it must provide the opportunity to compete without penalty.</em>
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Ndruru, Dafid Timothy, Rahmat Kartolo, and Sutikno Sutikno. "The Effect of Implementing Visual Learning Method Using Picture Media to Improve Poetry Writing Learning Competencies." International Journal of Educational Research Excellence (IJERE) 4, no. 1 (2025): 147–57. https://doi.org/10.55299/ijere.v4i1.1263.
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This study aims to examine the differences and effectiveness of using nature-themed image media in poetry writing lessons among eighth-grade students at SMP Negeri 2 Alasa, North Nias Regency, during the 2024-2025 academic year. The subjects of this study were 28 students. The experimental method with an experimental research design was applied. Data were collected through poetry writing tests and using analyzed statistical tests. The analysis results indicate a significant difference in poetry writing performance between students taught using nature-themed image media and those taught without it. The average score of the experimental group was higher than that of the control group, demonstrating that using nature-themed image media effectively improves students' poetry writing skills. Furthermore, this media aids students in developing their imagination and a deeper understanding of the given theme, leading to more creative and expressive writing outcomes. Based on these findings, it is recommended that teachers consider using nature-themed image media in poetry writing lessons to enhance student interest and skills. Visual media relevant to the lesson theme can serve as inspiration for students, improving the quality of their written work.
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Henriet, Julien. "Artificial Intelligence-Virtual Trainer: An educative system based on artificial intelligence and designed to produce varied and consistent training lessons." Proceedings of the Institution of Mechanical Engineers, Part P: Journal of Sports Engineering and Technology 231, no. 2 (2016): 110–24. http://dx.doi.org/10.1177/1754337116651013.
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AI-Virtual Trainer is an educative system using Artificial Intelligence to propose varied lessons to trainers. The agents of this multi-agent system apply case-based reasoning to build solutions by analogy. However, as required by the field, Artificial Intelligence-Virtual Trainer never proposes the same lesson twice, whereas the same objective may be set many times consecutively. The adaptation process of Artificial Intelligence-Virtual Trainer delivers an ordered set of exercises adapted to the objectives and sub-objectives chosen by trainers. This process has been enriched by including the notion of distance between exercises: the proposed tasks are not only appropriate but are hierarchically ordered. With this new version of the system, students are guided towards their objectives via an underlying theme. Finally, the agents responsible for the different parts of lessons collaborate with each other according to a dedicated protocol and decision-making policy since no exercise must appear more than once in the same lesson. The results prove that Artificial Intelligence-Virtual Trainer, however perfectible, meets the requirements of this field.
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Nuryadi, Achmad, Mulyono, Shandy Pieter Pelamonia, I. Gede Dharma U, Ramadhany Hananto P, and Riga Mardika. "Learning Innovation With The Theme Of Online-Based Learning Innovation." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (2022): 399–403. http://dx.doi.org/10.36526/gandrung.v3i1.1598.
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To implement based on the results of the rapid survey analysis of learning from home during the COVID-19 prevention period, Ministry of Education and Culture April 2020, the obstacles faced by teachers in learning from home include the percentage of teachers' ability to operate digital devices of 67.11%, the availability of facilities and infrastructure owned by students. by 29.45%. Difficulty in understanding lessons is a complaint of the majority of students in almost all types of education units. There are difficulties in understanding related to subjects that are almost the same experienced by every level of our education, of course there needs to be a way how to need student assistance. In preparation for offline learning, SMPN 1 Tegalampel Bondowoso requires many references on how to innovate online learning. Therefore, it is necessary to hold counseling about Online Learning Innovation at SMPN 1 Tegalampel Bondowoso. The implementation of the Community Service Program activities by the Physical Education Lecturer Team at PGRI University Adi Buana Surabaya went smoothly. The teachers of SMPN 1 Tegalampel Bondowoso were very enthusiastic about participating in every scheduled activity. In order to prepare for offline learning, SMPN 1 Tegalampel Bondowoso needs many references on how to innovate online learning. Starting from knowledge of other innovations that can benefit all
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Smolnyakov, V. G. "Using the Tinkercad environment when studying the theme "Control" in an informatics course at the level of basic general education." Informatics in school, no. 5 (November 25, 2023): 50–56. http://dx.doi.org/10.32517/2221-1993-2023-22-5-50-56.
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The article discusses the author's methodology for teaching the theme "Control" of an informatics course of basic general education based on the Tinkercad environment. The place of this theme in the Work Program of Basic General Education in the subject "Informatics" is highlighted. The main advantages of using the Tinkercad environment are described. Two options for covering this theme are considered, depending on the availability of robotic equipment at the school. For each option, thematic planning is provided, and the main features of conducting lessons are highlighted. The types of activities of the teacher and students at each stage of the theme's lessons are considered. For all classes, projects are proposed, each of which covers the stages of prototyping and programming. The proposed projects have varying complexity, but at the same time they are interconnected, which makes it possible to build a holistic methodology for studying the topic. All projects are aimed at developing students' subject and meta-subject results for each subsection of the "Control" theme. Sources are provided in which project code is available for downloading to students' personal accounts on the Tinkercad platform.
Books on the topic "Theme-based lessons"
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Christine, Kirker, ed. Kindergarten magic: Theme-based lessons for building literacy and library skills. American Library Association, 2012.
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Bedard, Jean-Paul. Beyond the textbook III: Theme-based lessons with photocopiable activities for Canadian Language Benchmark levels 5-8. Toronto Catholic District School Board, Continuing Education Department, Adult Education Program, 2003.
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Bedard, Jean-Paul. Beyond the textbook II: Theme-based lessons with photocopiable activities for Canadian Language Benchmark levels 5-8. Toronto Catholic District School Board, Continuing Education Department, Adult Education Program, 2002.
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Theme-Based Lesson Plans: The Language of Literature: Grade Seven. McDougal Littell, 2006.
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Williams, Connie Hamner. Understanding Government Information. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798216029458.
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This book demonstrates how government information can be used to engage students through inquiry and project-based activities, thereby providing opportunities for creative investigation and discovery. Many government agencies and institutions provide educators with curricula, lesson plans, data, and direction—all of it free. But to access this largely hidden world of government information, one needs an understanding of how this government information is organized and knowledge about how to best utilize the finding aids, databases, and other search mechanisms to help guide effective research. This guidebook shows you how to locate high-quality, effective lesson plans developed by the nation's best educators, access reliable government data, and find curated lists of free government sources that are theme-based and reference national standards in social studies and health. Understanding Government Information: A Teaching Strategy Toolkit for Grades 7–12 is ideal for middle school and high school librarians and teachers in all subject areas, public youth services librarians, as well as parents teaching their students in home school based programs. You'll learn how to access expert-developed lesson plans, documents, images, and other primary sources along with suggested activities. The book also includes a teacher toolkit that details strategies for lessons and student activities that can be used across the curriculum.
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McDougal Littell Language of Literature West Virginia: Theme-based Lesson Plans Level 3. MCDOUGAL LITTEL, 2006.
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Ford, Deborah B. Scary, Gross, and Enlightening Books for Boys Grades 3–12. ABC-CLIO, 2009. http://dx.doi.org/10.5040/9798216011071.
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Finally, a book to help educators promote sure-fire reading pleasers to boy readers in grades 3–12! Scary, Gross, and Enlightening: Books for Boys Grades 3-12 is the helpful new reference handbook for educators looking for just the right books to captivate the imaginations of boys in a way that makes reading fun as well as effective. In chapters than span the full range of categories and genres, Scary, Gross, and Enlightening surveys the latest and greatest titles aimed at boys in the primary and secondary grades, including nonfiction, graphic novels, mystery and adventure, sports, sci-fi and fantasy, humor, history, books that were made into movies, read-aloud titles, and classic works that have stood the test of time. Each chapter suggests a number of appropriate and delightful titles on a specific theme and includes listings of corresponding websites, reproducible lessons, and activities. The book also provides lists of professional titles to support each chapter's theme, as well as research-based strategies for teaching with the suggested books.
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Kenyon, Ian R. Quantum 20/20. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198808350.001.0001.
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This text reviews fundametals and incorporates key themes of quantum physics. One theme contrasts boson condensation and fermion exclusivity. Bose–Einstein condensation is basic to superconductivity, superfluidity and gaseous BEC. Fermion exclusivity leads to compact stars and to atomic structure, and thence to the band structure of metals and semiconductors with applications in material science, modern optics and electronics. A second theme is that a wavefunction at a point, and in particular its phase is unique (ignoring a global phase change). If there are symmetries, conservation laws follow and quantum states which are eigenfunctions of the conserved quantities. By contrast with no particular symmetry topological effects occur such as the Bohm–Aharonov effect: also stable vortex formation in superfluids, superconductors and BEC, all these having quantized circulation of some sort. The quantum Hall effect and quantum spin Hall effect are ab initio topological. A third theme is entanglement: a feature that distinguishes the quantum world from the classical world. This property led Einstein, Podolsky and Rosen to the view that quantum mechanics is an incomplete physical theory. Bell proposed the way that any underlying local hidden variable theory could be, and was experimentally rejected. Powerful tools in quantum optics, including near-term secure communications, rely on entanglement. It was exploited in the the measurement of CP violation in the decay of beauty mesons. A fourth theme is the limitations on measurement precision set by quantum mechanics. These can be circumvented by quantum non-demolition techniques and by squeezing phase space so that the uncertainty is moved to a variable conjugate to that being measured. The boundaries of precision are explored in the measurement of g-2 for the electron, and in the detection of gravitational waves by LIGO; the latter achievement has opened a new window on the Universe. The fifth and last theme is quantum field theory. This is based on local conservation of charges. It reaches its most impressive form in the quantum gauge theories of the strong, electromagnetic and weak interactions, culminating in the discovery of the Higgs. Where particle physics has particles condensed matter has a galaxy of pseudoparticles that exist only in matter and are always in some sense special to particular states of matter. Emergent phenomena in matter are successfully modelled and analysed using quasiparticles and quantum theory. Lessons learned in that way on spontaneous symmetry breaking in superconductivity were the key to constructing a consistent quantum gauge theory of electroweak processes in particle physics.
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Armstrong, Pat, and Ruth Lowndes, eds. Creative Teamwork. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190862268.001.0001.
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Creative Team Work: Developing Rapid, Site-Switching Ethnography is much more than a description of a new way of doing rapid ethnography to capture the rich complexity and contradictions of social relations, although it is certainly that. It is about the imagination, stimulation, and reflection that can come with international, interdisciplinary teams sharing the development, application, analysis, and dissemination of research. Although the book is based on a large, seven-year project studying care homes to search for promising practices and is guided by feminist political economy, the lessons we have learned are relevant for everyone undertaking empirical investigation. All research needs to consider theory, the organization of information, ethics, and dissemination, for example. The specific techniques and approaches we discuss can be applied to a wide range of qualitative methods and are not exclusive to this kind of ethnography. By dissecting our experiences together and uniting chapters through the theme of creative, reflexive team work, the book considers issues and methods of interest to all those struggling through the research process, with or without team support. Although some of our strategies may not work for everyone, and some did not work for us, we have identified areas that need to be addressed in research projects big and small, especially in those interested in putting research to work for change.
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Howard, Christopher. Who Cares. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190074456.001.0001.
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Abstract Societies are often judged by how they treat their most vulnerable members: the poor and near poor. In the United States, this responsibility belongs not only to governments but also to charities, businesses, individuals, and family members. Their combined efforts generate a social safety net. Many academics and journalists have studied discrete pieces of this net. However, it is still hard to see larger patterns and learn general lessons. Who Cares pulls these pieces together to offer the first comprehensive map of the US social safety net. The central theme of the book is care. Part I describes how much we care about people in need, as well as who we think should take care of them. Individual chapters capture the views of ordinary citizens, business and labor organizations, churches and other charities, and public officials. The emphasis in Part II is on tangible acts of caring. Who pays for government programs and charitable services? Who are the most important caregivers, public and private? How adequate is the care that people receive? Each chapter answers these questions for specific human needs—income, food, housing, medical care, and daily care. Although the US social safety net is extensive, major gaps remain, particularly impacting Blacks, Hispanics, and individuals who are not employed full-time. These problems persist even when the economy seems healthy; Who Cares is based heavily on evidence from the years right before the Covid-19 pandemic. The postscript offers an initial assessment of how the social safety net performed during the pandemic.
Book chapters on the topic "Theme-based lessons"
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Riviou, Katerina, and Sofoklis Sotiriou. "Teachers’ Professional Development in the Theme of Competence-Based Learning—Impact and Lessons Learnt." In Research on e-Learning and ICT in Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34127-9_21.
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Boni, Alice Selene. "Urban Living Labs: Insights for Institutionally Promoted Urban Policies." In The Urban Book Series. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19748-2_4.
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AbstractThis chapter presents the results of a study that analyzed the conditions in which it is possible to scale-up to the Urban Living Lab (ULL) approach, which was developed in large-scale social housing neighbourhoods, characterized by phenomena of social and spatial marginalization. Specifically, the aim of the study is to provide indications and tools, but also indicate challenges and critical issues to those public institutions interested in promoting and adopting, in such contexts, the ULL approach for programmes of social and/or urban regeneration. The study is based on a comparative analysis of local experimentations produced both by launching or consolidating the ULL, promoted by universities within the SoHoLab project in three European cities and by a public programme developed in the Lombardy region from 2014, which has features in common with the ULL. The study analyzed the documentation produced and thirty interviews with different stakeholders (public institutions, NGOs, social housing companies). Considering some specific topics and the important lessons learned from the local projects, the chapter deals with the theme of the transferability of labs, from a local level to a regional or national level, by an institutional lever.
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Nasution, Nasution, Harti Harti, Andre Dwijanto Witjaksono, et al. "The Development of Social Studies Lesson Plan Based on ESD: Theme of the Rise of Local Entrepreneurs." In Proceedings of the International Joint Conference on Arts and Humanities 2022 (IJCAH 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-008-4_167.
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Boland, Richard J. "Accounting as a Representational Craft Lessons for Research on Information Systems." In Rethinking Management Information Systems. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198775331.003.0012.
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Abstract In order to deal with the broad topic of how the traditions of research in accounting can provide lessons for our approach to thinking about research in information systems, I have found it necessary to narrow the scope of this study considerably. I will focus on financial and managerial accounting, and will not be touching on other topics of accounting re search, such as taxation or auditing. I have also chosen to avoid accounting research based on agency theory, behavioural decision-making, capital markets, and so-called positive theory. This narrowing still leaves a large domain, and as an organising theme for considering that body of research I will focus on the construction and use of accounting representations such as income statements, balance sheets, funds flow statements, budgets, and cost statements.
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Link, Jason S., and Anthony R. Marshak. "So What?" In Ecosystem-Based Fisheries Management. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843463.003.0013.
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This book has had eight regional chapters, one international chapter, and a synthesis chapter which all contain copious material for U.S. marine fisheries ecosystems. But what does it all mean? The overarching theme of this book is that although much work remains, much progress has occurred. This chapter provides a short synopsis of several major “so-whats” to elucidate the major lessons we have learned and the major issues still facing us regarding progress toward ecosystem-based fisheries management (EBFM). We attempt this synopsis by posing a series of questions, questions which are routinely presented to us, and then attempt to address them. We pose the question of what happens if we don’t do EBFM, and briefly explore some considerations that question raises. We conclude by asking where we will be in 10 years with respect to EBFM? Ten years ago the debate shifted from “what and why” of EBFM to “how” we actually do EBFM. Ten years from now we hope that the EBFM debate will have shifted into “how well have we been doing.”
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Witkowski, Gregory R. "Nonprofit collaboration and coordination in disaster response: lessons from the 11 September recovery." In Philanthropic Response to Disasters. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781447362531.003.0009.
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A key theme of this chapter is the value of collaboration of philanthropic responses and coordination of service provision. Although much has been written about philanthropy associated with the 11 September attacks, this chapter provides novel perspectives in terms of how philanthropy interacted with service provision. The detailed historical analysis documents the effectiveness of the September 11th Fund, a collaboration between the United Way of New York City and the New York Community Trust, and the United Services Group (USG), an independent nonprofit organisation founded by large New York-based human services nonprofits to help victims of the attacks. Having a separate organisation to coordinate service provision gave victims an organisation they trusted. It also allowed service-providing nonprofits to return to their normal activities while programmes serving the special needs of disaster victims were also in place. Although the 9/11 disaster is unique – combining a small geographic footprint with an enormous outpouring of philanthropic support – the September 11th Fund and USG offer a blueprint for more coordinated philanthropic and service provision responses for other types of disasters.
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Mayo, Marjorie, Pilgrim Tucker, and Mat Danaher. "Community unionism: looking backwards, looking forwards." In Class, Inequality and Community Development. Policy Press, 2016. http://dx.doi.org/10.1332/policypress/9781447322450.003.0015.
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The importance of building alliances based upon shared community and trade union interests is a theme with resonances from the history of community development, both in Britain and beyond. This chapter starts by summarising the lessons from previous approaches to building such alliances. The issues arising have even more relevance for community development workers in the contemporary context, the chapter argues, drawing on the findings from the authors’ work by way of illustration. The chapter then moves on to explore the experiences of the two largest trade unions in Britain: UNITE and UNISON. Both have their successes to share. Both have also faced challenges, however, illustrating some of the tensions inherent in building alliances between organisations and movements with differing histories and cultures. The chapter concludes by summarising the implications for building solidarity and developing alliances based upon mutual trust and understanding, rooted in shared values for social justice.
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Tasker, Twyla J., Kinsey O. Hansen, and Amy Murphy. "Success as a Sisterhood." In Addressing the Queen Bee Syndrome in Academia. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7717-5.ch006.
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The three authors will take the sting out of the Queen Bee Syndrome by introducing the characteristics of the queen bee, the colony, and the hive. This chapter will feature narratives from the all-female department in which the three authors are employed and discuss the evidenced-based strategies their department has purposefully implemented to promote support for one another. Each author brings a unique perspective to this topic. Though they work together in an all-female department with a female department chair and female dean, they coordinate different programs within that department, bring different experience to their roles, and have reached different stages of motherhood. The chapter will introduce the Communities of Practice Framework as the structure for their “hive.” Strategies for creating a sisterhood with intentionality will also be shared. Lessons learned for overcoming short-term barriers and long-term educational trends will conclude the chapter. The theme of a “colony of bees” will be carried throughout the chapter.
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"Determine Theme in Story." In Teaching Evidence-Based Writing: Fiction: Texts and Lessons for Spot-On Writing About Reading. Corwin, 2017. http://dx.doi.org/10.4135/9781071800843.n13.
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"Determine Theme in Poetry." In Teaching Evidence-Based Writing: Fiction: Texts and Lessons for Spot-On Writing About Reading. Corwin, 2017. http://dx.doi.org/10.4135/9781071800843.n15.
Full textConference papers on the topic "Theme-based lessons"
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Polydorou, Doros. "The Fall of R’Thea: Digital Fiction." In 28th International Symposium on Electronic Art. Ecole des arts decoratifs - PSL, 2024. http://dx.doi.org/10.69564/isea2023-76-full-polydorou-digital-fiction.
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This paper outlines the creative process and the immersive approaches undertaken to create the location-based storytelling experience The Fall of R’Thea. The installation revolves around the theme or Artificial Intelligence, digital humans and artificial life and aims to immerse the users into a hybrid environment of a physical and virtual nature. The experience is told through multiple mediums, and the story needs to be carefully pieced together by the audience. As this experience requires participants to engage in various activities, the immersive qualities shift in type and intensity. The authors, through this paper, aim to share the approaches they chose to immerse the participants into their spaces, as well as highlight the challenges and the lessons they learned.
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Popa, Tache. "The reasonable limits of militarising climate change as a new problem for international law." In XXI međunarodni naučni skup Pravnički dani - Prof. dr Slavko Carić, na temu: Odgovori pravne nauke na izazove savremenog društva. Faculty of Law for Commerce and Judiciary, Novi Sad, 2024. http://dx.doi.org/10.5937/pdsc24283p.
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The reality of climate change and security has become a central theme in contemporary international policy and academic discussions, recognising climate change not just as a serious environmental and economic issue, but also as a significant security threat. This study examines the distinctions between immediate climate-induced emergencies and potential future events, highlighting the need for objective and explicit clarifications to avoid preventive measures that could compromise fundamental rights. It traces the historical gap between concern and action on climate change and investigates the emerging militarisation of responses to climate change, with a focus on lessons learned. By analysing international policies, strategies, and legal regulations, the article underscores the importance of distinguishing between necessary urgent actions and current emergencies, and proposes some solutions based on the precise definition of certain terms.
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Khorshidifard, Sara. "Deconstructing Design Research in Design Studio Pedagogy: Lessons from Action Research." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.14.
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Inclusive, introspective, and meticulous research plays a crucial role in the types and qualities of insights and the rigor of the knowledge created by architecture’s design creations. Design research deliberations in multidisciplinary contexts (including architecture) have explored positive dispositions while likewise acknowledging both definition and methodology related uncertainties coupled with an identified immaturity for design research in general. With regards to research expectations for design process, what might be understood in a rather straightforward or intuitive manner by an expert researcher or experienced designer can pose difficulties for a novice, while resulting in even more misunderstandings for a beginner-level learner in architecture school. Even at expert levels, such characterizations as research for, into, and through architectural design can be perceived inexplicable, and certainly more daunting for novice learners. For the latter, doubts on research constituents and processes can quickly escalate, clashing not only with prior misconceptions on the idea of research itself, but also on design process, raising issues as to what design itself is supposed to be and what a design process should look like. All such doubts are part of what learners carry with them into design processes early on upon entering any design studio. Intertwined with their pre-knowledge impacting their essential effective skills, such misunderstandings must be addressed in advance before they can get in the ways of learning. This article draws on and shares the process and outcomes of an action research project conducted during the 2020-2021 academic year supported by Drury University ITC’s “Action Research Fellowship” program. Focused on exploring the teaching of research skills in design-centered learning environments as its umbrella theme, the study-in-action examined how curriculum design and instructional activities might better assist novice architectural learners in making sense of nuanced complexities of design research expectations to make better use of applied research prospects in design. The need for conducting the study was identified during the author’s first year at the new institution, based on primary reflections on the different instructional needs. The scrutiny was comparative to schools with STEM-based or more technology-driven curricula, or those specifically cultivating more demanding research environments due to, for instance, housing doctoral programs. Two questions guided the study: What pedagogies can help tackle misunderstandings early on, and help demystify and streamline the process of design research? What effective teaching methods can enable and further enhance learners’ research aptitudes? The study began by pre-assessment probes to locate misunderstanding patterns and identify learner perception variations, for example, on what they see as act of design (as creative and open-ended, and meticulous?) or [pure] research (as rigorous, systematic, logical, or creative?).
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Al Kalbani, Muhannad, Asma Al Barwani, Malak Al Farsi, and Said Al Kindi. "Water Injection Enhancement in Nimr Fields Sandstone Formations: Restoration and Lessons Learnt." In Gas & Oil Technology Showcase and Conference. SPE, 2023. http://dx.doi.org/10.2118/214126-ms.
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Abstract Acid matrix stimulation in Nimr fields located in the South of the Sultanate of Oman has historically been utilized with caution for production enhancement. This is due to the prevalence of clastic rock as the main rock type coupled with the lack of precise minerology data from all wells with some drilled in the 70s’ and 80’ of the last century. This rendered matrix stimulation a risky endeavor due to the perceived lack of damage mechanism understanding and the occurrence of potential damaging precipitation. Acid treatments are however readily used to treat skin buildup over time due to scale deposition, and this is a common theme across Nimr fields’ injector wells. These wells suffer from significant scale deposition over time caused by water incompatibilities and pressure/temperature changes. Hence these wells are often treated with hydrochloric acid (HCl) to dissolve deposited calcium carbonate, yet due to the presence of HCl insoluble mineral deposits, these treatments were found inadequate and only provided temporary solutions to a much larger problem. Thus, this study attempted formulating a fit for purpose acid treatment strategy, and new recipes were attempted on both injector and producer wells using available field level minerology data to set a standard for acid stimulation and scale treatments in Nimr fields. Laboratory tests were done in-house and at third party laboratories to investigate several suitable acid systems which would aid in near wellbore skin removal from producer wells, as well as scale removal from injector wells. These tests consisted of emulsion tendency tests, X-ray fluorescence (XRF) analysis, X-ray diffraction (XRD) analysis of scale, and solubility tests. Other tests were done concurrently such as scale inhibition tests at various conditions to investigate the best sustainable solution for scale inhibition in injector wells to avoid adhoc stimulation treatments. Based on these laboratory tests, several trials were attempted in producer and injector wells across Nimr showing positive results. Laboratory results showed that using minerology data from analogous wells, mud acid (9%Hydrochloric acid-1%Hydroflouric acid) can be safely used for stimulating poorly performing injectors and producers. This is due to the relatively high clays content and lack of calcite which can otherwise be treated by HCl alone. Tests have also shown that chealant based solvents along with organic acid blends produce the best scale removal from Nimr wells, where scale content was confirmed via XRD analysis. Once these test results were verified, trials at target well level were attempted and showed considerable improvement in skin removal. This resulted in enhanced production and injection rates of up to 20% and 50% respectively. The case studies proven by tests and field trials have reversed skepticism regarding the utilization of non-traditional acid and solvent systems in sandstone formations in the Southern fields of the Sultanate of Oman.
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Devendorf, Matt, Kemper Lewis, Timothy W. Simpson, Robert B. Stone, and William C. Regli. "Evaluating the Use of Cyberinfrastructure in the Classroom to Enhance Product Dissection." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35549.
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Recent cyberinfrastructure initiatives seek to create ubiquitous, comprehensive, interactive, and functionally complete digital environments that consist of people, data, information, tools, and instruments for research communities. With product dissection as our unifying theme, we are forging a cyberinfrastructure to support undergraduate design engineering education through CIBER-U: Cyber-Infrastructure-Based Engineering Repositories for Undergraduates. CIBER-U pairs two of the nation’s leading design repository developers with several active users and their students to realize a high-impact application of cyberinfrastructure in engineering undergraduate curricula involving freshmen through seniors. Specifically, CIBER-U combines product dissection activities at three universities with two digital design repositories, CAD modeling and animation, video, MediaWiki technology, multimedia, and undergraduate summer research experiences to enable cyberinfrastructure-based product dissection activities. Nearly 700 students have participated in the Phase I efforts of CIBER-U, which have focused primarily on generating, capturing, and storing data in two digital design repositories. Lessons learned from these efforts are presented from the students’ perspectives as well as that of the faculty in both engineering and computer science. The implications for implementing CIBER-U on a national scale are discussed along with ongoing research.
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Mishra, Sudarshan, Manas Ranjan Panigrahi, and Pranita Gopal. "Enhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1858.
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The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educators from Odisha to implement Blended Learning in their pre-service teacher education classrooms. The objectives of this paper was to identify blended learning skill sets needed by teacher educators in Odisha and to design, organise and evaluate blended learning training programs for teacher educators of Odisha. Through a baseline study, the training needs of the teacher educators, their perception towards different components of blended learning and the skill level of ICT integrated online teaching was identified. Based on the baseline study, a series of capacity building programs were designed and conducted through online at three phases during September to October 2021. These programs dealt with areas of Integration of ICT Tools in Teaching Learning; OER, Techno-pedagogy and Online Assessment; and Design and Development of Lessons for Blended Learning. 105 teacher educators participated in the workshop. Participants of the capacity building program found the program useful to enhance their technological – pedagogical and content skills – with the workshops / demonstrations and hands-on experience. The teacher educators further reported that the skill set learned during the training was useful to design courses that implemented blended learning. A major theme that emerged from this study was the need for institutional policy on blended learning so as to empower teacher educators to implement blended learning.
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Mainz, Denis, and Vladimíra Lovasová. "INFLUENCE OF PROJECT-BASED LEARNING IN SUBJECT INFORMATION AND COMMUNICATION TECHNOLOGY ON SUBJECTIVE PERCEPTION OF ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-162.
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The paper describes a research conducted on the Faculty of Education of the University of West Bohemia in Pilsen in 2011. The research aims to map the influence of project-based learning on the subjective perception of the academic achievement of students in the subject Information and communication technology (ICT). Target group was composed of high school students. Described research is a part of a broader research conception that focuses on a potential of project-based learning in educational area Information and communication technology. This conception of a project-based learning application in an educational area of ICT was determined problematic by an initial survey. Within the scope of this broader conception we already focused on adolescent student experience during project-based learning in ICT that included possibilities of emotional disorder reduction, published in (Mainz, Lovasov?, Magdin, 2012). This time, we focused on a potential of project-based learning in an area of perception of the academic achievement. Student?s performance in a subject is not determined only by his skills, but also by a manner in which he is aware of his skills. Self-perception is a major factor that influences learning, work motivation and determines a level of anxiety experienced by student in a task situations (Balcar, 1983). The research design consists of a preparatory part and a research and implementation part. In the preparatory phase, projects have been implemented in high school lessons of ICT. The projects were drawn according to the methodology of the Buck Institute for Education that allows very clear definition of boundaries among project-based learning, theme-based learning and problem-based learning. In the research and implementation part, the self-concept of student?s academic achievement was observed in these categories: evaluation of common intellectual skills, evaluation of specific skills for informatics and self-confidence in a performance in a context of a social group. For the purposes of the observation, a modified standardized psychometric tool - SPAS "Self-concept of the Academic Achievement of Children" (Mat&#283;j&#269;ek, V?gnerov?, 1992) was used. This tool was successfully used many times for evaluation of newly implemented educational methods. The results were processed according to the manual for the standardized psychometric tool and were compared to the results of control groups, in which project-based method was not implemented. The research was conducted in cooperation with the Department of Computer Science and Educational Technology and the Department of Psychology at the Faculty of Education of the University of West Bohemia in Pilsen.
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Mountain, Jeffrey R., and Angela D. Riddick. "Process Control System Design Experiences: A Real World Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80306.
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Hands-on, design oriented experiences have been shown to increase the visibility of the engineering profession; inspiring pre-college students to better prepare in math and science, and pursue an engineering degree. Most of these programs are successful, but they primarily focus on the creative aspects of highly specialized industries with little regard to the detail process of real world engineering design. Many students enroll in engineering programs believing the profession is solely focused on creativity and “building stuff” from a provided set of components. Once faced with the analysis and detail-oriented aspects of engineering practice, or the reality that most engineers are not employed by NASA or in robotics related industries, many students abandon engineering programs for other degree plans. The University of Texas at Tyler is using process control systems design as a theme to expose pre-college and college-level students to “common” engineering practices. This outreach program is part of a National Science Foundation funded project to provide hands-on opportunities to design, build, and test thermal/fluid based process control systems in an effort to attract and retain increased numbers of engineering students. This paper describes the proof of concept Process Control Breadboard System developed to provide a broad spectrum of students with exposure to the design of “common” engineering systems. Pre-college students come to realize that a wide range of engineering disciplines including: agricultural, chemical, electrical, mechanical, and petroleum engineering, consider process controls a part of their discipline. In addition, middle school students get exposed to the detail oriented aspects of real world engineering design; gaining experience in CAD modeling and producing bills of material prior to the hands-on build and test of their systems. Results from a variety of outreach and university level curriculum integration activities, conducted during the first two years of grant funding, will be presented, along with a summary of lessons learned and plans for future activities.
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Mainz, Denis, Martin Magdin, and Vladimíra Lovasová. "INFLUENCE OF PROJECT-BASED LEARNING IN INFORMATICS ON THE MENTAL CONDITION OF HIGH-SCHOOL STUDENTS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-033.
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The paper describes a research conducted on the Faculty of Education of the University of West Bohemia in Pilsen in 2010 and 2011. The research aims to map the influence of project-based learning in Informatics on the mental condition of high-school students. Importance, pros and cons of project-based learning have been discussed several times within professional public; however, the area of project-based learning in connection with Informatics is still to be mapped to a full extent. The pilot research, which was conducted due to social demand of high-school Informatics teachers in the Czech Republic, clearly shows that the implementation of project-based learning directly into Informatics lessons is even more difficult. As a part of our research, we are focusing on the possible added value of project-based learning in the area of experience acquisition in the process of education. The age composition of the evaluated sample of responders was chosen intentionally, while we believe that subjective perception of mental condition in education is the key factor in the process of learning, mainly for adolescents. Our assumptions are based on the statement (Štefanovi&#269; a Rosina, 1960; Magdin et al., 2011), that person’s mental processes and attributes can be recognized and observed, for example, by means of psychological analysis of the constructs of their activity. The research consists of a preparatory part and a research and implementation part. As a part of the preparatory stage, projects that were specifically aimed on Informatics were created to be implemented as parts of educational process in selected high schools. To provide the best possible respect for specific principles of project-based learning and its delimitation in relation to theme-based or problem-based education, the projects were drawn according to the methodology of the Buck Institute for Education. They were being implemented into the educational process in five to seven weeks. In the research and implementation stage, the mental condition of the students was observed, during which time the scope of components of mental condition being detected was oriented on the spheres of comfort – discomfort and acquisition of experiences versus activity. For the purposes of the observation, a standardized psychometric tool focused on the evaluation of the structure and dynamics of subjective experiences and conditions – SUPSO - was used due to its validity and reliability. SUPSO is the outcome of factor analysis of precisely delimitated and pragmatically formulated scales formally including 92, in the next stage 72 (SUPSO 8) and then 28 (SUPSO 7) adjectives describing individual particular symptoms of psychological experiences, emotions and conditions of an individual (Mikš&iacute;k, 2004). The results were processed according to the manual for the standardized psychometric tool and compared to the results of control groups. The control groups consisted of students of parallel classes of high school, i.e. of the same age and the same educational content, which did not implement the project-based learning. The research was conducted in cooperation with the Department of Computer Science and Educational Technology and the Department of Psychology at the Faculty of Education of the University of West Bohemia in Pilsen.
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Ohata, Hitoshi, Toshikazu Nishibata, and Tetsuya Onose. "The Outline of the Five-Percent Power Uprate Project in Tokai-2." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29845.
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Reactor thermal power uprate (Power uprate) of operating light water reactors has long successful experiences in many nuclear power plants in the United States of America and European countries since late 1970’s. And it will be also introduced in Japan soon. This paper mainly describes the outline of the attempt of five-percent reactor thermal power uprate of Tokai No.2 Nuclear Power Station (Tokai-2) operated by the Japan Atomic Power Company (JAPC). It will be the leading case in Japan. Tokai-2 is GE type Boiling Water Reactor (BWR) of 1100 MW licensed electric power output and it commenced commercial operation in November 28, 1978. Power uprate is an effective approach for increasing electric power output. And it is recognized as one of the measures for effective and efficient use of existing Japanese operating nuclear power plants. It can contribute to inexpensive and stable electric power supply increase. Especially “Stretch Power Uprate (SPU)” requires only minor equipment modification or component replacement. It is also a countermeasure against global warming. Therefore it is a common theme to be accomplished in the near future for both Japanese electric power companies and government. JAPC started feasibility studies on power uprate in 2003. And in 2007, JAPC established a plan to achieve five-percent power uprate in Tokai-2 and announced this project to the public. This is a leading attempt in the Japanese electric power companies and it is the first case under the current Japanese regulatory requirements. In this plan, JAPC reflected lessons learned from preceding nuclear power plants in the United States and European countries, and tried to make most use of the performance of existing systems and components in Tokai-2 which have been periodically or timely renewed by utilizing more reliable and efficient design. JAPC plans to submit application documents to amend current License for Reactor Establishment Permit shortly. It will contain a complete set of revised safety analysis results based on the uprated reactor thermal power condition. Successful introduction of Tokai-2 power uprate will contribute to the establishment of regulatory process for power uprate in Japan and following attempts by other Japanese electric power companies.
Reports on the topic "Theme-based lessons"
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Aguiar Borges, Luciane, and Hannah Matthiesen. Urban Agriculture for a Resilient Future. Nordregio, 2024. http://dx.doi.org/10.6027/r2024:41403-2503.
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This report is the outcome of the project Urban Agriculture for a Resilient Future (FutureUA) financed by the Nordic Council of Ministers and implemented in 2023. In this final report, we discuss the future of urban agriculture across different themes, namely (1) cultivating change in connection with innovation and legislation, (2) cultivating community in connection with culture, and (3) cultivating knowledge in connection with education and science. While the first theme reflects the potential of agriculture to occupy more space in cities and to be perceived as a desirable urban function through innovation and legislative support, the second theme focuses on the known benefits of urban agriculture for building community and fostering social inclusion. The third theme reflects the momentum urban agriculture is gaining in institutional education through the implementation of programmes that respond to the growing demand for systematic knowledge of urban agriculture at different qualification levels. This report is primarily a presentation of seven urban agriculture initiatives that tell stories about how different actors have engaged with or support the practice of growing food in cities. The description of the cases was based on webinar discussions, interviews with the main stakeholders of each case, and study visits. These cases provide the context to show how different actors can engage in urban agriculture and food systems, as well as to discuss their challenges and opportunities and to draw lessons from their practices. The report targets a broad and heterogeneous audience, including planners, entrepreneurs, academics, and the general public, who are interested and believe in the potential of urban agriculture to tackle many of the challenges we face today, such as the climate crises. After reading this report, the reader is expected to gain: - A glimpse of the literature on the benefits and drawbacks of growing food in cities. - An understanding of urban agriculture from different perspectives (e.g., municipalities, entrepreneurs, communities, educational institutions). - An overview of opportunities and challenges for implementing agriculture in cities. - Inspiration for alternative urban futures as the stories told in this report carry seeds for change that can assist transitioning our cities to more functional ecosystems.
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Fenton, Sam, Joanne Porter, Megan Simic, and Daria Soldatenko. Strategic planning report for the tourism innovation working group: Heyfield & District, 2024. Federation University, 2024. http://dx.doi.org/10.35843/sprtiwh24.
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Tourism is one of six innovation themes identified in the Heyfield and District Context Analysis1, which states the following regarding the opportunity to develop tourism in the area (p. 3): Heyfield’s location, nearby places of scenic beauty, Lake Glenmaggie, forested areas including tracks and trails, can support and add value to tourism ideas. Heyfield is known locally as a Gateway to the Southern Alps. The aim of the Heyfield and District Context Analysis was to “to investigate opportunities that will lead to long-term economic and social benefits, new jobs in sustainable industries, and to support the transition away from native timber harvesting”1. Following the context analysis, the next step for the tourism innovation theme was to identify specific opportunities to leverage the community assets to improve the local economy, employment opportunities and community wellbeing. Through the Heyfield and District’s Local Development Strategy (LDS), a draft for the Heyfield Adventure Hub (Appendix 5) was developed as part of a smart specialisation strategy. An aspect of smart specialisation is identifying where innovative efforts (and funding) should be concentrated. The draft strategy (Appendix 5) represents current efforts by the Heyfield Tourism and Traders Association (HTTA) and the Tourism Innovation Working Group (TIWG) to focus on leveraging natural assets and current businesses to provide a platform for an improved local visitor economy. These efforts are encouraged by current visitor activity through the holiday and long weekend periods and are aimed at developing year-round tourism activity. The proposed Adventure Hub is an adventure and nature-based activity concierge for the Heyfield Region, located in the Wetlands & Information Centre, which, according to the draft strategy, may conduct the following activities: 1. Promote the Heyfield Region and all it has to offer in adventure and nature-based activities and experiences to existing and potential visitors. 2. Link visitors to an adventure together with the relevant information. 3. Hiring out equipment such as mountain bikes or paddleboards to assist visitors experience, their adventure or attract others to deliver services. 4. Work alongside stakeholders to develop and implement new adventure activities fitting in with the Heyfield Region (Heyfield, Cowwarr, Tinamba, Glenmaggie, Coongulla and Licola). This research report represents a community-led study approach, capturing views on local tourism, along with stakeholder and expert views on how to improve the visitor economy, while preserving or enhancing the local culture and the liveability of the region. A brief literature review provides a snapshot of the experiences and lessons learned from towns and regions that have transitioned from extracting resources from nature to support the local economy, to leveraging natural assets for tourism.