Relevant bibliographies by topics / Unconventional approach to teaching

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Unconventional approach to teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Unconventional approach to teaching"

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Мыльникова and N. Mylnikova. "System-and-Activity-Based Approach in Teaching to Primary Schoolchildren." Primary Education 3, no. 1 (2015): 42–48. http://dx.doi.org/10.12737/7840.

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The paper makes a case for efficiency of system-and-activity-based approach when implemented in the practice of primary school teaching.
 The author highlights the unconventional educational methods and techniques, to be used by primary school children, such as: discussion of
 problems and topical issues; hypothesizing; completion of creative tasks, aimed at enhancing learners’ communicative activities.
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Strydom, Retha, and Menisha Moos. "Evaluating the learning experience of Undergraduate Entrepreneurship students exposed to an unconventional teaching approach: A South African Case Study." Southern African Journal of Entrepreneurship and Small Business Management 2, no. 1 (2009): 50. http://dx.doi.org/10.4102/sajesbm.v2i1.17.

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<p>At the University of Pretoria in South Africa, the teaching personnel decided to implement, in addition to the conventional teaching approach, an unconventional approach towards teaching entrepreneurship. The approach is unconventional in the sense that it differs from the norm or standard classroom teaching. The third-year entrepreneurship course is enriched with an assignment to start and grow an actual business. The purpose of this assignment is not only the practical application of the theory taught, but also to provide an opportunity for the student to start a business in a protected environment in order to break down any psychological barriers such as fear of failure. The lecturer guides the students through the entrepreneurial process, from finding an idea to organising the business. This paper evaluates the learning experience of the students exposed to the unconventional teaching approach. Preliminary observations suggest that the students acquired business skills and knowledge about the entrepreneurial process and created potentially sustainable, profitable business ventures in the class situation, despite coming from different fields of reference and different syllabi. This would seem to suggest that the practical teaching approach towards entrepreneurial learning created the conditions for these achievements.</p><p><strong>Key words and phrases:</strong> entrepreneurial education, entrepreneurial learning, innovative learning methods, student business ventures, start-ups</p>
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Anderson, Dana D. "Questioning the Conventional Wisdom and Critiquing Unconventional Perspectives in Abnormal Psychology: A Written Exercise." Teaching of Psychology 19, no. 4 (1992): 230–32. http://dx.doi.org/10.1207/s15328023top1904_9.

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This article describes a teaching exercise used in an undergraduate abnormal psychology course to strengthen students' critical-thinking abilities. Students complete a term paper critiquing a book that is itself a critique of the conventional wisdom in the field. Several books representing a variety of unconventional perspectives are available. The exercise aims at increasing students' historical perspective on the field and at confronting them with controversial issues. It also requires students to engage in an active dialogue with their instructor about an issue raised by the book. This dialogue culminates in the students defining a clear personal position on that issue. The exercise is consistent with an active approach to learning.
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Rodríguez-Gil, Maria E. "Deconstructing Female Conventions: Ann Fisher (1719–1778)." Historiographia Linguistica International Journal for the History of the Language Sciences 33, no. 1-2 (2006): 11–38. http://dx.doi.org/10.1075/hl.33.1-2.04rod.

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This paper examines Ann Fisher’s (1719–1778) most important and influential work, A New Grammar (1745?). In this grammar, the author did not follow the trend of making English grammar fit the Latin pattern, a common practice still in the eighteenth century. Instead, she wrote an English grammar based on the nature and observation of her mother tongue. Besides, she scattered throughout her grammar a wide set of teaching devices, the ‘examples of bad English’ being her most important contribution. Her innovations and her new approach to the description of English grammar were indeed welcomed by contemporary readers, since her grammar saw almost forty editions and reprints, it influenced other grammarians, for instance Thomas Spence (1750–1814), and it reached other markets, such as London. In order to understand more clearly the value of this grammar and of its author, this grammar has to be seen in the context of her life. For this reason, we will also discuss some details of her unconventional lifestyle: unconventional in the sense that she led her life in the public sphere, not happy with the prevailing idea that women should be educated for a life at home.
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Rodríguez-Gil, Maria E. "Deconstructing female conventions." New Approaches to the Study of Later Modern English 33, no. 1-2 (2006): 11–38. http://dx.doi.org/10.1075/hl.33.1.04rod.

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Summary This paper examines Ann Fisher’s (1719–1778) most important and influential work, A New Grammar (1745?). In this grammar, the author did not follow the trend of making English grammar fit the Latin pattern, a common practice still in the eighteenth century. Instead, she wrote an English grammar based on the nature and observation of her mother tongue. Besides, she scattered throughout her grammar a wide set of teaching devices, the ‘examples of bad English’ being her most important contribution. Her innovations and her new approach to the description of English grammar were indeed welcomed by contemporary readers, since her grammar saw almost forty editions and reprints, it influenced other grammarians, for instance Thomas Spence (1750–1814), and it reached other markets, such as London. In order to understand more clearly the value of this grammar and of its author, this grammar has to be seen in the context of her life. For this reason, we will also discuss some details of her unconventional lifestyle: unconventional in the sense that she led her life in the public sphere, not happy with the prevailing idea that women should be educated for a life at home.
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Konnova, Larisa, A. Rylov, and I. Stepanyan. "Content-Context Model of Teaching Mathematics in Economic University." Standards and Monitoring in Education 7, no. 6 (2020): 29–35. http://dx.doi.org/10.12737/1998-1740-2019-29-35.

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Introduction: A competent specialist for the digital economy must have applied mathematical methods and computer technology, as well as professional skills The paper proposes an integrative model of learning mathematics at the Computer Workshop for students-economists in the Bachelor. The authors for the fi rst time use two technologies within one model: contextual and content, and expand opportunities of content training, applying it in an unconventional form. Materials and methods: The main research method is pedagogical modeling based on the following methodological approaches: competence, integrative, activity, context, content and the concept of the zone of immediate development. Results: The proposed model corresponds to the strategic goal of the Financial University under the Government of the Russian Federation on the early profiling of education. A contextual approach is used to strengthen the applied orientation of basic training of students: the content of the academic discipline is fi lled with a professional context (subject-technological and social). The second component of the model is the content approach. A joint study of interrelated disciplines allows us to demonstrate general patterns and most effectively distribute the classroom load, and the learning process becomes more motivated, informed and active. The model is implemented at a Computer Workshop with the aim of mathematical preparation of students, the formation of professional skills in the use of computer technology in Economics and Finance. Mathematics is used as the content of the model, the applied orientation of learning is enhanced by the economic context, and computer technologies act as means of implementation. Student survey shows the eff ectiveness of this model. Discussion and Conclusions: The relevance of owning mathematical methods and computer technology for specialists of the broadest profi le allows us to generalize the constructed model, fi lling it with various professional contexts.
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Qutoshi, Sadruddin Bahadur. "Journeying Through Informing, Reforming and Transforming Teacher Education: Reflections on Curriculum Images." Journal of Transformative Praxis 2, no. 1 (2021): 8–20. http://dx.doi.org/10.51474/jrtp.v2i1.520.

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This paper aims to address ‘how an auto/ethnographic muse explores informing, reforming and transforming states of teacher education and research practices.’ I critique informing and reforming states of teacher education in Pakistan for the limitations associated with these approaches rooted within the colonial system of education. Within these two approaches to education, I share the experiences of teaching, learning, research practices, and beliefs, which could not address a broader view of teacher education. To address the research problem, I applied an unconventional approach to research by using auto/ethnography as a methodological referent within a multi-paradigmatic research design space. In so doing, I used the paradigms of interpretivism, criticalism, postmodernism, and integralism as data referents, which enabled me to capture the lived experiences of my professional lifeworld at different stages. Moreover, I used critical reflections on the experiences as a teacher, teacher educator, and researcher as epistemic techniques to explore, explain and construct meaning out of the perceptions, beliefs, and practices. Perhaps, engaging autobiographically as an approach to knowing deep-seated views and practices and critically reflecting on the embodied values of practices open new ways of being and becoming a transformative learner(s). This paper invites readers to reflect critically on their own deep-seated practices by using such unconventional approaches to research that would enable them to experience a paradigm shift in their thinking, believing, viewing, and doing. I believe that in doing so, practitioners as researchers, with their own embodied values of practice in their professional lives, can transform self/others by creating their own living-educational-theories.
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Abdul Kadir, Syazwani. "The Use of Social Media in Millennials’ Teaching and Learning Activities in Design-Related Course." Environment-Behaviour Proceedings Journal 5, no. 13 (2020): 133. http://dx.doi.org/10.21834/e-bpj.v5i13.2087.

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This paper discusses an action research on the use of social media in millennials’ teaching and learning activities in a design-related course. The objective is to investigate students’ feedback on their experience of utilizing social media as a platform to submit and present an assignment. The method employed is a questionnaire survey on students’ experience of utilizing such method in their study. Many respondents also provided additional comments regarding this unconventional approach. The findings of this study show that most respondents favor the use of social networking apps in their learning activities, especially for courses related to design and creativity.Keywords: Social media; Millennials; Teaching and learning; Action researcheISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v5i13.2087
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Шабанова, Ирина Анатольевна, and Светлана Владимировна Ковалёва. "USE OF PEDAGOGICAL TEACHING TECHNOLOGIES IN PRACTICAL WORK ON CHEMISTRY." Pedagogical Review, no. 1(35) (February 10, 2021): 65–72. http://dx.doi.org/10.23951/2307-6127-2021-1-65-72.

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Охарактеризован традиционный подход к методике проведения практических работ по химии и выделены его компоненты. Обосновано использование блочно-модульной технологии обучения при проведении химического эксперимента, дана ее характеристика. Описано содержание модульной карты, состоящей из учебных элементов, включающих инструкцию к практической работе, источники учебного материала, вопросы и задания, входной и выходной контроль знаний и умений. Приведен пример модульной карты для практической работы в 11-м классе. Показаны методические возможности использования кейсов и кроссенсов как средств контроля знаний, их особенности для химического эксперимента. Приведены примеры кейса и кроссенса. Представлены результаты анкетирования обучающихся с целью выявления их отношения к работе с модульными картами, кейсами и кроссенсами. The traditional approach to the method of carrying out practical work in chemistry is characterized and its main components are identified. The use of block-modular teaching technology in conducting a chemical experiment has been substantiated. A characteristic of block-modular technology is given, the content of a modular map, consisting of educational elements reflecting the content of practical work in chemistry, sources of educational material, questions and tasks, input and output control of knowledge and skills, is described. The functions of educational elements in the module are highlighted, which allow organizing the experimental activity of students. An example of a modular card for practical work in chemistry in grade 11 is given. The methodological possibilities of using cases as one of the unconventional means of input and output control of knowledge and skills, their features for a chemical experiment are described, an example of a case is given. The characteristic is given to crossenсes as elements of the game technology of teaching, which are used to control the quality of mastering the content of practical work. An example of crossenсe to the experiment “Obtaining hydrogen in a test tube” is presented. The results of a survey of schoolchildren in order to identify their attitude to work with modular cards, cases and crossenсes are presented. It was found that the majority of respondents reacted positively to the use of these didactic materials in practical work in chemistry.
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Sverdlova, Iryna. "PROCEDURES FOR ASSESSING COGNITIVE SKILLS OF PROSPECTIVE LANGUAGE TEACHERS." Advanced Education 8, no. 18 (2021): 92–101. http://dx.doi.org/10.20535/2410-8286.231421.

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The purpose of the research was to find out how the procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson’s theory of cognitive skills development and Glaser’s taxonomy of dimensions for assessing achievement. We developed the instrument, which encompassed two empirical questionnaires for treatment groups. Both questionnaires comprised an equal number of tasks but differed in the content of procedures for measuring knowledge acquisition and structure as one of the dimensions of cognitive assessment. Empirical Questionnaire 1, based on a traditional approach to assessment, included multiple-choice questions related to the lecture material. Empirical Questionnaire 2 comprised both traditional and unconventional measures, such as a SVT test; constructed and conversation-based responses; simple and high order rule tasks. Thirty-four third-year students of the Department of Foreign Languages, V.N. Karazin Kharkiv National University participated in three-stage research-oriented teaching, which lasted ten weeks. Both qualitative and quantitative data analysis methods were employed for the evaluation of learning outcomes. After final testing, we compared the results obtained from the students. The group mean difference (EG vs. CG) was 0.12 points, 95% confidence interval (0.07 - 0.17), two-sample t-test p < 0.0001. Findings suggest that cognitive skills assessment considerably affects and improves student learning. The implications relate to final grades assessment and curriculum design and contribute to expanded uses for cognitive skills testing.
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Dissertations / Theses on the topic "Unconventional approach to teaching"

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Singh, Kalwant. "Basin analog approach answers characterization challenges of unconventional gas potential in frontier basins." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4972.

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To continue increasing the energy supply to meet global demand in the coming decades, the energy industry needs creative thinking that leads to the development of new energy sources. Unconventional gas resources, especially those in frontier basins, will play an important role in fulfilling future world energy needs. We must identify and quantify potential unconventional gas resources in basins around the world to plan for their development. Basin analog assessment is one technique that can be used to identify and quantify unconventional gas resources that is less expensive and less time consuming. We have developed a basin analog methodology that is useful for rapidly and consistently evaluating the unconventional hydrocarbon resource potential in exploratory basins. We developed software, Basin Analog System (BAS), to perform and accelerate the process of identifying analog basins. Also, we built a database that includes geologic and petroleum systems information of intensely studied North America basins that contain well characterized conventional and unconventional hydrocarbon resources. We have selected 25 basins in North America that have a history of producing unconventional gas resources. These are “reference” basins that are used to predict resources in frontier or exploratory basins. The software assists us in ranking reference basins that are most analogous to the target basin for the primary purpose of evaluating the potential unconventional resources in the target basin. The methodology allows us to numerically rank all the reference basins relative to the target basin. The accuracy of the results depends on the descriptions of geologic and petroleum systems. We validated the software to make sure it is functioning correctly and to test the validity of the process and the database. Finding a reference basin that is analogous to a frontier basin can provide insights into potential unconventional gas resources of the frontier basin. Our method will help industry predict the unconventional hydrocarbon resource potential of frontier basins, guide exploration strategy, infer reservoir characteristics, and make preliminary decisions concerning the best engineering practices as wells are drilled, completed, stimulated and produced.
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Payne, Alan Robert. "An intertextual approach for teaching literature /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.<br>Typescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
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Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.

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Dawes, A. "Why chemistry teaching? : a narrative approach." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1561583/.

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The narrative approach used in this study is a complement to larger scale quantitative studies into teacher recruitment and suggests that chemistry teachers’ relationship with the subject and prior teaching experience can have a large part to play in them entering the profession, whilst the influence of their own teachers is more nuanced than the wider literature suggests. There have been recent international concerns over teacher recruitment and attrition rates, especially in mathematics and the physical sciences. Much has been written about the recruitment of student teachers and the reasons people give for going into teaching, but little on the broader context of these people’s lives and the complex influences on their career decisions. This study concerns eight current UK chemistry teachers and their stories of becoming teachers. These are told through interviews and examine twin research areas: namely, the key influences on becoming a teacher, and what can be learned about teacher recruitment from considering the narratives of teachers at different points in their careers. Two analytic lenses were used for these eight narratives: a broadly inductive thematic analysis and a broadly deductive analysis, using the psychoanalytical idea of the defended participant and attempting to ‘read between the lines’. These lenses were used to both exemplify and challenge each other, providing triangulation of interpretation. Results align with that of the broader literature that family background and interest in, and utility of, studying chemistry influence career life decisions, but that some people experience moments where their career trajectory changes towards teaching whereas others followed a smooth path towards this end. Particularly influential appears to be prior teaching experience which led to changes of trajectory for some of the participants in this study. The narrative approach used complements current perspectives on teaching recruitment as it seeks to consider the wider picture of a person’s life and, through a defended participant perspective, exposes influences that may not have been obvious to the participants themselves.
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O'Broin, Sean. "An approach to teaching computer simulation." Thesis, Loughborough University, 1985. https://dspace.lboro.ac.uk/2134/25495.

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The thesis proposes a method for teaching computer simulation. The method involves the use of a large-scale real-life project which had been carried out by the author on a consultancy basis. This project has been developed into a teaching package which is intended for a wide spectrum of students, thus little knowledge of mathematics is assumed. This method has been found to be the most successful one by the author in over twenty years of experience with different types of students and this particular package has been tried successfully with a group of students in Hong Kong. The.real system and the relevant problems involved are first described and considered. From this an extremely simplified version is then extracted. Solution methods are considered and the usefulness of simulation demonstrated. The tools required for a simulation are then introduced, the simulation language used being GPSS which is considered by the author to be the most appropriate on the basis of ease of learning and future usefulness. In a series of steps realistic complications are added to this simple system while in parallel the required extra elements of the simulation language are introduced building up to the final simulation of the real system by the students who will by then have a thorough grasp of GPSS. They will also have had the experience of developing a full-scale simulation model. At this stage the students will be in a position to apply their knowledge and experience to problems in other fields and the author hopes that the lecturer will be motivated to develop similar projects for teaching in other areas.
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Goodman, S. H. "Investigation into the potential application of microbial enhanced oil recovery on unconventional oil : a field specific approach." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3022534/.

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A substantial amount of the world’s recoverable oil reserves comprise unconventional resources. However great difficulty has been encountered in recovering oil lower than 22° API. Therefore, advanced methods of Enhanced oil recovery (EOR) such as microbial enhanced oil recovery (MEOR) have been employed to increase the amount of recovered residual oil. MEOR involves the use of bacteria and their metabolic products to alter the oil properties or rock permeability within a reservoir in order to promote the flow of oil. Although MEOR has been trialled in the past with mixed outcomes, its feasibility on heavier oils has not been fully demonstrated. The aim of this study was to show that MEOR can be successfully applied to unconventional oil fields to increase oil production. Using both genomic and microbiologically applied petroleum engineering techniques, it was possible to target and isolate key indigenous microorganisms with MEOR potential from the reservoir of interest. In this study we have identified an indigenous microorganism (Bacillus licheniformis Bi10) that was capable of enhancing heavy oil recovery. This strain was applied to field specific microcosms and the effect of this microorganism was compared to variant inoculate, showing improved recovery beyond levels shown by previous MEOR related bacteria (Additional Oil Recovery- 11.8%). Furthermore, we also confirmed that the use of biosurfactant lichenysin alone was not as effective in MEOR compared to viable cell treatment, and hypothesized that a dual mechanism of action approach may be taking place within the microcosm, of both bio-plugging and wettability alteration. The interfacial tension of biosurfactant produced by the Bi10 isolate also showed a substantial decrease in wettability calculations, to < 5 mNm-1, lower than any other bacterial surfactants have been shown in heavy oil environments Comparative genomics also revealed key genetic variations between this and similar MEOR strains that could hold the key to its increased potential for future MEOR strategies. The results presented in this thesis were part of an ERDF project, involving academic and industrial partner, BiSN Laboratory Services, on fundamental and applied aspects of microbial enhanced oil recovery in heavy oilfield environments, which was funded to improve the understanding of MEOR and its processes in these unconventional oil environments.
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Raghava, Rao Jonnalagadda, Murali Sathish, Rathinam Aravindhan, and Thanikaivelan Palanisamy. "A Novel Preservation-cum-Unhairing Process for Sustainable Leather Manufacturing - 245: An Unconventional Approach in Leather Making." Verein für Gerberei-Chemie und -Technik e. V, 2019. https://slub.qucosa.de/id/qucosa%3A34198.

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Content: Preservation (or) curing is an important unit process for transportation and storage of raw hides/skins without any deterioration. Popular preservation process is mostly achieved by reducing the moisture content of hides/skins using common salt (NaCl). Usage of salt in preservation process leads to generation of large amount of contaminated salt, total dissolved solids (TDS) and consume huge amount of water for subsequent rehydration step. On the other hand, lime-sodium sulphide based reductive process is commonly employed for the removal of hair from hides/skins. This process leads to generation of lime sludge and possible evolution of toxic hydrogen sulphide gas thereby making the working atmosphere more unpleasant. Several alternative techniques for preservation as well as unhairing process have been developed individually to replace salt and sulfide, respectively. However, a single compound performing dual functions such as preservation and unhairing action in neutral pH conditions has not explored so far. In the present work, a novel formulation has been developed, which possess the both preservation and unhairing potential, and applied on the hides/skins for storage up to 6 months at ambient conditions without dehydration. Low level of sulphide was used during alkaline fiber opening for complete removal of hair. The strength and organoleptic properties are on par with salted skins/hides. The developed process completely eliminates the use of salt and 75% sulphide and also reduces the time and water required for soaking process. The developed system reduces 85% of pollution load discharged from soaking and unhairing processes. Take-Away: One pot system for salt free preservation and low sulfide dehairing for sustainable leather manufacture.
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Ball, David Howard Tekach-Ball Mara Roxanne. "A modular approach to human rights teaching /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1074096x.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.<br>Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Heidi Hayes Jacobs, Paul Byers. Bibliography: leaves 302-309.
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FIGUEIREDO, ROBERTO LESSA. "A NEW APPROACH FOR TEACHING DIMENSIONAL METROLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3775@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A presente Dissertação de Mestrado Uma nova abordagem para o ensino de metrologia dimensional, propõe uma alternativa de utilização de tecnologia da informação e de internet como ferramenta educacional, focando, sobretudo, um novo conceito de sistema educacional interativo orientado para o treinamento de profissionais em metrologia dimensional. O sistema implementado, cujo o acesso foi facultado à comunidade universitária da Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio) e aos profissionais e clientes da Mitutoyo Sul Americana Ltda., constitui-se como parte do esforço do Programa de pósgraduação em Metrologia da PUC-Rio voltado ao desenvolvimento de técnicas mais eficazes de ensino e treinamento à distância em metrologia. O trabalho aborda, também, a evolução da educação a distância (EaD), sua utilização nos ambientes coorporativos, enfatizando as dificuldades associadas à disseminação da educação vocacional profissionalizante no Brasil e no mundo. Sugere, ainda, ações que possam efetivar a internet como ferramenta eficaz na preparação de profissionais para a sua inserção em um mercado globalizado competitivo.<br>The present Master`s Degree Dissertation A new approach for teaching dimensional metrology, suggests an alternative for the use of information technology and world wide web (Internet) techniques applied to education in metrology, focusing on a new concept of interactive educational system devoted to professionals interested in dimensional metrology. The implemented system, made available to the university community of the Catholic University of Rio de Janeiro (PUC-Rio) and also to professionals and clients of Mitutoyo Sul Americana Ltda., constitutes part of the inherent effort developed by the Post-Graduate Program in Metrology of PUC-Rio aiming at the development of more efficient and advanced techniques for teaching metrology. The work also addresses the evolution of distance education (EaD) and its use in corporate environments, emphasizing most common difficulties met to disseminate education in Brazil and around the world. Additionally, it also suggests actions that may turn the Internet into an efficient tool in preparing professionals for their entry into a competitive globalized market.
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Johnson, William Scott. "A natural law approach to teaching values." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3406/.

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The teaching of values to youth in contemporary societies is more problematic than ever before. Globalisation, technological change, the decline of belief systems, and the breakdown of the family have created an environment where people fear that character education may impart values to children which conflict with their own. Natural law holds the potential to identify basic values which almost all can embrace. Some believe Hume’s Guillotine has rendered natural law reasoning invalid. The perceived objections to ethical naturalism of Hume, Moore, and Mackie are herein shown to pose no significant obstacles to natural law thought. A contemporary form of ancient natural law reasoning is advanced here; it is then combined with a uniquely simple and practical approach to pedagogy. This pedagogy is shown to have exceptional motivational power. The ability of the form of natural law reasoning here set forth to deduce prescriptivity from the natural world is then demonstrated, using the area of reproductive and gestational health in order to give an instantiation of legitimate derivation of values from facts. This ethical reasoning and teaching strategy will likely be approved by those who would otherwise object to children being taught values while at school.
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Books on the topic "Unconventional approach to teaching"

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Vicki, Vinton, ed. The power of grammar: Unconventional approaches to the conventions of language. Heinemann, 2005.

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Teaching the unconventional child. Teacher Ideas Press, 1992.

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Unconventional success: A fundamental approach to personal investment. Free Press, 2005.

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Pioneering portfolio management: An unconventional approach to institutional investment. 2nd ed. Free Press, 2009.

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Wheldall, Kevin. Positive teaching: The behavioural approach. Positive Products, 1989.

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Chapman, Mim. Recorder teaching: A classroom approach. Peg Hoenack's MusicWorks, 1987.

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1945-, Voyce Stanley, ed. Teaching computing: A practical approach. Prentice-Hall, 1988.

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Sedgwick, Fred. Teaching literacy: The creative approach. Continuum, 2001.

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Fiderer, Adele. Teaching writing: A workshop approach. Scholastic Professional Books, 1993.

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H, Krockover Gerald, and Steele Kathleen J, eds. Creative teaching: A practical approach. HarperCollins College Publishers, 1993.

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Book chapters on the topic "Unconventional approach to teaching"

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Mashkov, Viktor, Josef Bicanek, Yuriy Bardachov, and Mariia Voronenko. "Unconventional Approach to Unit Self-diagnosis." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26474-1_6.

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Grassia, A. "An Unconventional Approach to Geostatistical Estimation." In Quantitative Analysis of Mineral and Energy Resources. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-4029-1_19.

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Rose, J. W. "Thermodynamics — A Direct Approach." In Teaching Thermodynamics. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_5.

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SERNELIUS, BO E. "UNCONVENTIONAL APPROACH TO BIOLOGICAL EFFECTS OF EMF." In BIOELECTROMAGNETICS Current Concepts. Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4278-7_8.

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Hubackova, Sarka. "Geocaching as Unconventional Method for Foreign Language Teaching." In Emerging Technologies for Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03580-8_10.

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Lum, Chee-Hoo, and Siew Ling Chua. "Approach and Processes." In Teaching Living Legends. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1482-6_2.

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Goudarzi, Alireza, Matthew R. Lakin, and Darko Stefanovic. "Reservoir Computing Approach to Robust Computation Using Unreliable Nanoscale Networks." In Unconventional Computation and Natural Computation. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08123-6_14.

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Katayama, Yasunao, Toshiyuki Yamane, and Daiju Nakano. "An Energy-Efficient Computing Approach by Filling the Connectome Gap." In Unconventional Computation and Natural Computation. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08123-6_19.

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Croft, D. R., P. W. Foss, and M. J. Denman. "Thermodynamics: A New Teaching Approach." In Teaching Thermodynamics. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_44.

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Ehrenfeucht, Andrzej, and Grzegorz Rozenberg. "Processes Inspired by the Functioning of Living Cells: Natural Computing Approach." In Unconventional Computation and Natural Computation. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39074-6_2.

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Conference papers on the topic "Unconventional approach to teaching"

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Bzymek, Zbigniew M. "Effective Approach to Teaching Stress and Deformation Analysis in Mechanical Engineering Design." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86732.

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The undergraduate course, Design of Machine Elements has been offered by the University of Connecticut’s Mechanical Engineering Department for many years. It has been one of the most difficult courses for students to follow and understand, and also for the faculty to teach. A strong basic knowledge of mathematics, theoretical mechanics and the mechanics of materials is required for students to take this mandatory course and to fully follow its contents. To understand entirely the concepts of Design of Machine Elements, students should be acquainted with the history of the strength of materials. Being aware of the importance of such a course the ME faculty has worked to establish outstanding structural engineering teaching and research methods, and to create a departmental nucleus of intensive development of engineering mechanics research and development. The efforts described in this paper have facilitated the teaching and learning of the mechanics of materials and consequently the Design of Machine Elements as well. To accomplish these in both teaching and practical problem solving the instructor must use the unconventional approaches and students must put a great deal of effort into learning the material. It is important for students to have a general knowledge of mathematics and theoretical mechanics, but as this is a foundation of the course, the instructor should review and clarify the specific assumptions of engineering mechanics and strength of materials. One of the pedagogical challenges to be overcome, which is faced by both instructors and students, has always been to connecting the basic theorems and application procedures of engineering mechanics to their practical use in designing machine elements and in calculating static and dynamic stresses and deformations. The concept of avoiding stress concentrations by properly designing the shapes of machine frames and parts should also be emphasized. Transforming plane stresses and deformations into three-dimensional representations and calculations should also be considered. Since machine elements are usually in motion, a dynamic approach to stress and deflection analysis is important as well. After introducing the analysis of dynamic stresses and deformations, the instructor should cover the concept of fatigue, which is the next crucial step. The instructors’ approaches and the unconventional methods they use to familiarize students with such complicated concepts are discussed in this paper. An analysis of representations of stresses and deformations and fatigue analyses of different machine elements are also considered. This paper connects to some approaches previously presented in earlier papers as well as in courses, books and discussions by outstanding engineering mechanics theoreticians, including UConn faculty, especially Dr. Roman Solecki. The paper concludes by recommending effective teaching approaches to complicated machine design concepts and summarizing the lessons learned. This paper is a companion piece to the IMECE 2015 50776 [1].
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Jelemenska, Katarina. "Integration of ICT and unconventional teaching approaches into the digital systems design education towards its efficiency enhancement." In 2012 IEEE 10th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2012. http://dx.doi.org/10.1109/iceta.2012.6418600.

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Maurer, Christoph, and James Widmann. "Conceptual Design Theory in Education Versus Practice in Industry: A Comparison Between Germany and the United States." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70079.

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The early stages of product development are arguably the most important in the design of successful products. This paper describes different approaches to the conceptual design phase of product development, how they are taught to undergraduate engineering students, and how they are practiced in industry both in Germany and in the United States. The authors note that teaching the early stages of product development to future engineers at German Universities is more focused on methodology and processes. In the United States teaching design is more about being creative and overcoming individual constraints in order to find good and unconventional concepts. To understand how the conceptual phase is implemented in industry, the authors interviewed 16 companies in Germany and the United States. A thematic analysis was performed on the responses. In German industry, the authors observe uncertainty about how to apply process management in the very early stage of product development where different concepts are developed and evaluated. In U.S. industry most companies do not claim to follow a process during the early stage of concept development. Observing the differences between what is taught to engineering students in school and what is practiced in industry some conclusions recommendations are drawn. The observations demonstrate a weakness in process reliability during the early stage of product development both, in German and U.S. industry that should motivate academia to adapt its pedagogy in order to enable future engineers to create successful concepts.
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Wilcox, David, Stefano Cappiello, Mauricio Sevilla, et al. "Multilaterals: An Unconventional Approach to Unconventional Reservoirs." In Unconventional Resources Technology Conference. American Association of Petroleum Geologists, 2019. http://dx.doi.org/10.15530/urtec-2019-150.

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Bzymek, Zbigniew M., Steven S. Hinkle, and Zoila E. Jurado Quiroga. "Problem Solving in Design of Machine Elements in Mechanical Engineering." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50776.

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The Design of Machine Elements course is one of the most difficult and complicated courses in the Mechanical Engineering program. It requires inventive concept generation, the knowledge of geometrical design, and basic knowledge of stress and deformation analyses. On those three elements, the machine elements design philosophy is established and further developed. The course material has to be chosen carefully since the time constrains will allow to cover design of only few essential machine elements. The material is covered by lectures, textbook readings, homework problems, and design projects. In addition to the textbook content the course contains five special elements: Idea Generation, Safety Considerations, Design of the Day (DoD), a Designer’s Liability study, and three projects including Final Project – Shaft Design. In the Idea Generation project, students generate an idea of machine or mechanical device. The Safety Consideration project is done by inspection and documentation of unsafe elements on campus. The Shaft Design Project had students design a shaft system under given constrains. In DoD students present existing advanced machines chosen using different sources or their own industrial internship experience. The Liability assignment addresses the designer’s legal responsibility in case of a defective product that caused an injury or accident. The material taught in the course is larger than conventional machine element design course. The elements added that are beyond the structural analysis bring better understanding of engineering problems during the Senior Design course and later during engineering practice. They allow the students to connect the theory with the real world of engineering challenges. This gives students more satisfaction during the learning process and cognitive benefits during engineering practice. The unconventional inventive design approach of the teaching team (course instructor and GTA) to problem solving is based on many years of instructor’s experience in teaching of engineering problem solving and design. The learning pattern in which students work in teams, both in problem solving and in design exercises, also helps to conduct the course. Thanks to all these elements the learning experience of the course is unique and engaging despite the high level of difficulty associated with it.
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Diggins, C. F., R. D. Wisecup, and M. Duiker. "Unconventional Statics for Unconventional Exploration: An Integrated Approach." In First EAGE/ACGGP Latin American Geophysics Workshop. EAGE Publications BV, 2012. http://dx.doi.org/10.3997/2214-4609.20143877.

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Debailleul, Matthieu, Ludovic Foucault, Olivier Haeberlé, Nicolas Verrier, and Bertrand Simon. "Simplified approach for tomographic diffractive microscopy of axisymmetric samples." In Unconventional Optical Imaging, edited by Corinne Fournier, Marc P. Georges, and Gabriel Popescu. SPIE, 2018. http://dx.doi.org/10.1117/12.2305730.

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Yee, Denise, Gillian Johnston, Jason Levesque, Shak Ahmed, and Justin Walkter. "SCOOP/STACK Periphery Plays: A Multidisciplinary Approach." In Unconventional Resources Technology Conference. American Association of Petroleum Geologists, 2018. http://dx.doi.org/10.15530/urtec-2018-2902870.

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Dang, Son T. "A New Approach to Measure Organic Density." In Unconventional Resources Technology Conference. American Association of Petroleum Geologists, 2014. http://dx.doi.org/10.15530/urtec-2014-1921752.

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Jaripatke, Omkar, and Nimish Pandya. "Eagle Ford Completions Optimization – An Operator’s Approach." In Unconventional Resources Technology Conference. Society of Exploration Geophysicists, American Association of Petroleum Geologists, Society of Petroleum Engineers, 2013. http://dx.doi.org/10.1190/urtec2013-072.

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Reports on the topic "Unconventional approach to teaching"

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Faloon, Rick. Teaching Leonardo: An Integrated Approach. The MAA Mathematical Sciences Digital Library, 2004. http://dx.doi.org/10.4169/loci002172.

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Gries, David, and Fred B. Schneider. A New Approach to Teaching Mathematics. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada276948.

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Carey, James William, and Hari S. Viswanathan. Mechanistic Approach to Analyzing and Improving Unconventional Hydrocarbon Production. Office of Scientific and Technical Information (OSTI), 2019. http://dx.doi.org/10.2172/1499305.

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Viswanathan, Hari S., and James William Carey. Mechanistic Approach to Analyzing and Improving Unconventional Hydrocarbon Production. Office of Scientific and Technical Information (OSTI), 2019. http://dx.doi.org/10.2172/1499309.

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Guthrie, Jr., George Drake. Mechanistic Approach to Analyzing and Improving Unconventional Hydrocarbon Production. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1434425.

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Viswanathan, Hari S., George Drake Jr Guthrie, and James William Carey. Mechanistic Approach to Analyzing and Improving Unconventional Hydrocarbon Production. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1641550.

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Carey, James William, and Hari S. Viswanathan. Mechanistic Approach to Analyzing and Improving Unconventional Hydrocarbon Production. Office of Scientific and Technical Information (OSTI), 2019. http://dx.doi.org/10.2172/1544651.

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Rao, C. R. A Cross Disciplinary Approach to Teaching of Statistics. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada325349.

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Lucka, Doug, and Bill Michael. A Comprehensive Approach to Teaching Avionics Systems Flight Test. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada368650.

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Earl, Peter, and Tim Wakeley. Teaching Heterodox Microeconomics to Introductory Students: an Inductive Approach. The Economics Network, 2005. http://dx.doi.org/10.53593/n569a.

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