Relevant bibliographies by topics / Woodlands School

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

Academic literature on the topic 'Woodlands School'

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

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Journal articles on the topic "Woodlands School"

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Cichowska, Jolanta Barbara. "Recreational use of forests by young people." Forest Research Papers 81, no. 1 (March 1, 2020): 9–16. http://dx.doi.org/10.2478/frp-2020-0002.

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AbstractThe article is a continuation of research conducted in 2016–2017, whose goal was to determine expectations and needs of young people regarding forests. In this study, attention is focused on different preferences of high-school students and university students. Frequency and reasons for which high-school students visit forests have been studied. Forms of forest activities preferred by the respondents as well as familiarity of young people with the sanitary state of the woodlands, the role of biocoenosis in the ecosystem and its significance for people have been analysed. The respondents’ knowledge of rules to be followed when being in a forest, use of its resources and major threats to this ecosystem have been studied.
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Bhati, Abhinav, Medha Gupta, and Eileen Zhao. "Cattle Climate Calamity." Journal for Activist Science and Technology Education 11, no. 1 (May 10, 2020): 24–27. http://dx.doi.org/10.33137/jaste.v11i1.34255.

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Cows are one of the biggest contributors to climate change. Cattle produce a lot of methane from flatulence and eructation due to their ruminant stomachs. Human consumption of beef has exponentially increased the cattle population and therefore, putting more methane into the atmosphere. This study looks at how vegan and/or vegetarian diets can be more accessible to the general public in hopes of promoting more sustainable living. At the Woodlands Secondary School in Mississauga we sampled out various vegan and/or vegetarian recipes to spread the word and teach our peers that alternative diets can be just as tasty!
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Sargent, Michael G. "Pupils will respond: Has academia anything to contribute to school science?" Biochemist 26, no. 6 (December 1, 2004): 56–58. http://dx.doi.org/10.1042/bio02606056.

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This year, the Edexcel Examination board asked A-level biology students to explain how the position of anthers and stigma in thrum-eyed and pin-eyed primroses might affect cross-pollination (for eight marks). This seems to reflect a saddening lack of ambition, the latest example in a sequence of arcane riddles that have involved the coppicing of trees and the effect of ‘woodland rides’ on vegetation. I doubt I am alone in suspecting that students consider such ‘retro’ topics boring and notably silly tests of ability. However, such obscurantism seems less culpable than the lack of interest in the role of promoters in controlling gene expression.
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Hamdaoui, Nabila, Mohammed Khalidi Idrissi, and Samir Bennani. "Learner Modeling in Educational Games Based on Fuzzy Logic and Gameplay Data." International Journal of Game-Based Learning 11, no. 2 (April 2021): 38–60. http://dx.doi.org/10.4018/ijgbl.2021040103.

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Over the last years there has been a growing interest in the use of educational games as learning tools. Educational games have proven to contribute in enhancing student motivation, increasing their engagement and providing them with personalized and adaptive learning. Learner modeling is a prerequisite when it comes to adaptive learning; it is used to represent student's knowledge, needs, and characteristics. This paper presents a modeling technique based on fuzzy logic that uses gameplay data and expert rules to predict learners preferred learning and playing styles. To test the fuzzy rule-based systems, the educational game Woodland was designed bearing in mind the VARK learning styles and the Bartle playing styles. High school students played the educational game Woodland and the results of the FRBSs were compared with the result of the questionnaires. A great correlation was found between the FRBSs results and the questionnaire results.
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Partlow, Michelle Chaplin. "School Public Relations and the SARS Epidemic in Toronto: An Interview With Brian Woodland." Journal of School Public Relations 24, no. 3 (July 1, 2003): 155–69. http://dx.doi.org/10.3138/jspr.24.3.155.

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Herrmann, Jason T., Jason L. King, and Jane E. Buikstra. "Mapping the Internal Structure of Hopewell Tumuli in the Lower Illinois River Valley through Archaeological Geophysics." Advances in Archaeological Practice 2, no. 3 (August 2014): 164–79. http://dx.doi.org/10.7183/2326-3768.2.3.164.

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AbstractArchaeologists from the Center for American Archeology (CAA) in Kampsville, Illinois, are engaged in a program to test the potential for ground-penetrating radar (GPR) and electrical resistance tomography (ERT) to effectively document the internal structure of a variety of Middle (ca.2200–1550 B.P.) and Late Woodland (ca.1550–950 B.P.) mounds in the Lower Illinois River Valley (LIV). This project, embedded within ongoing CAA regional research efforts and the Arizona State University Kampsville Field School, demonstrates that both GPR and ERT permit the identification and measurement of significant internal mound structures. Key structural elements can be confidently identified in the geophysical data from the five test mounds, and excavation results can be conclusively linked with results of excavation in mounds that have been tested. This study opens the way for the development of a set of procedures for a regional research initiative in the LIV to understand structural variation between Middle and Late Woodland mounds using ground-based remote sensing methods as a primary source of data and thus minimizing invasive and destructive investigation techniques.
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Byers, Robert D. "Reaching Out: A University Botanical Garden Builds Long-distance Relationships." HortTechnology 9, no. 4 (January 1999): 573–76. http://dx.doi.org/10.21273/horttech.9.4.573.

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Botanical gardens continually seek new ways to improve their education programs and increase their audiences. In the case of most university gardens, the larger academic community presents many opportunities. However, what does a university garden do when separated by several hours travel from the campus served? Garvan Woodland Gardens and the University of Arkansas (UA) have developed several ways to address this challenge. A summer school session and Elderhostel program work together to benefit both partners in this alliance. This article discusses these efforts according to their structure, costs, and educational benefits.
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Flynn, Chris. "The Value of Ecological Plantings in Public Gardens." Sibbaldia: the International Journal of Botanic Garden Horticulture, no. 7 (October 31, 2009): 43–59. http://dx.doi.org/10.24823/sibbaldia.2009.150.

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This paper has been developed from a third year dissertation written as part of the Diploma in Horticulture course at the Royal Botanic Gardens, Kew. It serves as an overview of the subject of ecological planting and its potential applications within public gardens. It also outlines some scientific benefits regarding ecological studies, the impact that this type of planting may have on horticulture (both in gardens and the nursery trade), and the educational benefits for the public and school groups. The case study below looks at the viability of representing a section of Snow Gum Grassy Woodland (a vegetation type found in New South Wales, Australia) outside in Coates Wood, Wakehurst Place, UK.
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B. Mfundisi, Kelebogile, and Michael K. Commeh. "Clean Cookstove Technology Use for Energy Efficiency in the School System." Journal of Natural Resources and Development 9 (July 26, 2019): 34–41. http://dx.doi.org/10.5027/jnrd.v9i0.04.

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Globally, clean cookstoves represent the best substitute for open fire biomass stoves in order to reduce greenhouse gas emissions from fuelwood. Prospects to transfer this technology to Botswana are being explored. Our research objectives were to transfer the clean Institutional Cookstove (IC) technology to Okavango Research Institute (ORI), quantify the amount of mopane (Colophospermum mopane) fuelwood it consumes in comparison to the traditional biomass energy system, and analyze its potential to be used as a substitute for the open fire cooking method. The clean IC technology transfer to ORI was successfully completed before testing its energy efficiency and financial viability. It consumed approximately two-thirds less fuelwood than the traditional three stone stove. This presents an opportunity for a reduction in greenhouse gas emissions from fuelwood consumption in Botswana. This is a critical consideration in an environment where there is limited readily available fuelwood. The use of clean cookstoves allows enhanced carbon sequestration by live mopane woodland resources. A financial viability analysis of implementing the clean IC in primary schools showed that it has the potential to save money spent on fuelwood. Our case study provides essential pertinent results on the energy efficiency of the developed prototype, which forms a basis for further research on the use of clean cookstoves for mitigating greenhouse gas emissions from fuelwood consumption in Botswana and the entire Cubango-Okavango River Basin. A comprehensive analysis of cultural barriers to adoption of the technology will be carried out through piloting the construction of the clean cookstove.
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Sammet, Rebecca, and Daniel Dreesmann. "Developing Science Observation Skills." American Biology Teacher 77, no. 7 (September 1, 2015): 517–25. http://dx.doi.org/10.1525/abt.2015.77.7.6.

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Acorn ants (genus Temnothorax) are a powerful model organism for illustrating the variety of interactions in an ecosystem. We developed five teaching units with acorn ants as the exemplary insect. The aim of this study was to provide a quantitative and qualitative analysis of secondary school students’ attitudes before and after teaching units. Students (N = 459) from 22 classes participated in the study. Students’ attitudes were measured using a two-stage test design. We investigated the influence of class level, gender, teaching units, and time period of participation on students’ attitudes. Additionally, we surveyed a subsample of students on their learning enjoyment in 10-minute interviews. The findings suggest that students’ previous investigations with insects in science classes had been few. The results indicate an influence of gender, time period, and the autonomous keeping of ants on attitudes toward the social insects. Although no changes in attitudes were observed for students of lower and higher secondary school, students at the intermediate level had slightly higher attitude scores on the posttest than on the pretest. The majority of students evaluated teaching units positively. Our findings suggest that ant research may offer new opportunities for directing students’ attention to native woodland inhabitants.
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Dissertations / Theses on the topic "Woodlands School"

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Lovell, Rebecca. "Evaluation of physical activity at Forest School." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4146.

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While the health benefits of physical activity are commonly recognised, increasing evidence indicates that significant percentages of children, particularly girls, are not sufficiently physically active. Children spend a large proportion of their waking day at school; however their opportunities to be physically active during the school day, beyond the traditional PE lesson and break times, are limited. Increasing children’s levels of physical activity during their time at school may be a key approach to increasing children’s overall levels of physical activity. The aim of this study was to evaluate the outdoor education programme ‘Forest School’ as a source of school based physical activity. A review of existing research showed that there had been no rigorous evaluation of physical activity during Forest School sessions. A two phase mixed method design was used. The first phase used a repeated measures controlled design to objectively measure the amount, intensity, duration and frequency of the participants’ (n26 age 9-10) physical activity during Forest School. The second phase used semi-structured paired interviews (n24 age 10-11) to understand the subjective experience of the Forest School physical activity. The study was conducted in the central belt of Scotland. The results showed that during Forest School sessions the participants engaged in a significantly greater total amount of physical activity, at a higher intensity, and with a greater frequency of longer bouts, in comparison to the typical school days. The children were also shown to reach the recommended hour of MVPA during the Forest School sessions. The children reported enjoying and appreciating the opportunity to be physically active in an environment they had little previous experience of using. Existing barriers to physical activity in other contexts, in particular bad weather and low motivation, did not appear to be relevant at Forest School. The inequality in levels of physical activity and motivation to be physically active, between males and females, was shown to typically be lower on the Forest School days. The findings suggest participation in Forest School resulted in greater quantities of inclusive and enjoyable physical activity at higher intensities than otherwise experienced at school.
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Naughton, Greenlee B. "A QUALITATIVE STUDY OF WOODLAND COUNTY PUBLIC SCHOOLS’ SOCIAL MEDIA POLICY FOR EMPLOYEES: ITS DEVELOPMENT, INTERPRETATION, AND SIGNIFICANCE." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4591.

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The popularity of social networking sites on the World Wide Web has exploded during the past two decades. As more and more K-12 public school teachers choose to actively participate on social networking sites, school leaders and school boards face the increasingly difficult decision about whether or not to enact policies which will enable them to discipline teachers for their online behavior. The purpose of this qualitative case study was to explore the development, interpretation, and significance of one such policy.
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Preston, Candice. "Life coaching for female high school learners : a case study in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26497.

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This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.
Educational Management and Leadership
M. Ed. (Educational Management)
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Hovey, Christina. "Planning for the memorialisation of the Indian Residential School System: A case study of the Woodland Cultural Centre, Brantford, Ontario." Thesis, 2012. http://hdl.handle.net/1974/7462.

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This research examines the process of memorialisation around the Indian Residential School System in Canada to draw connections between the fields of transitional justice and professional urban planning. For over a century, government and churches in Canada operated a system of residential schools that removed Indigenous children from their families and communities. Today, many Indigenous communities struggle with the intergenerational impacts of this system, and as a society we are attempting to heal the damaged relationships that have resulted. This research presents a comparative case study of two processes of memorialisation surrounding the residential school system. Through site observations, interviews, and analyses of documents, this research examines the transformation and memorialisation of the Mohawk Institute, a former residential school, into the Woodland Cultural Centre, a First Nations-run centre located in Brantford, Ontario. I compare this example with the national Commemoration Fund, set out in the Indian Residential School Settlement Agreement (2006), which settled lawsuits filed by residential school survivors against the federal government of Canada and several church organisations. This research underlines some tensions inherent in memorialising the human rights abuses experienced in the residential schools. A significant difficulty is establishing balance between leaving ownership of stories of the residential school experiences with survivors, while acknowledging the responsibilities that the whole of society must carry if reconciliation is to be achieved. I conclude that the process established through the Commemoration Fund does not adequately reflect this balance, leaving a heavy burden on survivors and their communities without providing adequate support. I further argue that the timelines established through this fund do not allow for the longer-term evolution that may characterize effective memorialisation projects. These themes link to theories around collaborative planning, and considerations of social justice and procedural fairness. In recent decades, collaborative planning has been seen as a way to make planning practices more inclusive. However, in the context of planning with Indigenous Peoples, collaborative processes may not be a sufficient response to rights claims. This has important implications for professional planners, as we work towards decolonization, reconciliation, and establishing just-relations between Indigenous and non-Indigenous populations in Canada.
Thesis (Master, Urban & Regional Planning) -- Queen's University, 2012-09-08 13:19:55.027
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Books on the topic "Woodlands School"

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Department of Education & Science. Report by HM Inspectors on the Woodlands School. Stanmore: Department of Education and Science, 1986.

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British Columbia. Ministry of Social Services., ed. In the context of its time: A history of Woodlands. [Victoria]: Govt. of British Columbia, Ministry of Social Services, 1996.

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HM Inspectors of Schools (Scotland). Inspection of Woodlands Nursery Centre, Fife Council: A report. (Edinburgh: Scottish Office Education and Industry Dept.), 1996.

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1936-, Adolph Val, and British Columbia. Ministry of Social Services., eds. Memories of Woodlands. [Victoria]: Govt. of British Columbia, Ministry of Social Services, 1996.

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Follow-up to the Inspection of Woodlands Nursery School, Lothian Regional Council. The Stationery Office Books (Agencies), 1995.

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Steichen, James. 1934. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190607418.003.0003.

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This chapter chronicles the first public performances by dancers from the School of American Ballet in 1934. Although these performances have been construed as previews prior to the company’s official debut in 1935, both were important milestones in the life of the organization. The June 1934 performance at Woodlands, the family estate of Edward Warburg, was a somewhat makeshift affair and revealed the haphazard management of the enterprise. It offered not only the first public performances of Serenade but revised versions of two of Balanchine’s existing ballets, Dreams and Mozartiana. A second more public engagement in Hartford in December 1934 witnessed the premieres of two additional works, Transcendence and the collegiate satire Alma Mater (with a score by Kay Swift). These early offerings of the American Ballet met with mixed reactions and criticism as they were not geared to a wide audience and were not overtly American in character.
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Owl Diaries: A Woodland Wedding. New York: Scholastic, 2016.

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Lyn, Chadwick, and Western Australia. Dept. of Conservation and Land Management., eds. Exploring wheatbelt woodlands: Teaching activities for upper primary schools. Como, W.A: Dept. of Conservation and Land Management, 1994.

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Elliott, Rebecca. A Woodland Wedding (Turtleback School & Library Binding Edition) (Owl Diaries). Turtleback Books, 2016.

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author, Worroll Jane, and Forest School (London England), eds. Play the Forest School way: Woodland games, crafts and skills for adventurous kids. 2016.

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Book chapters on the topic "Woodlands School"

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Raharilaza, Nathalie Viviane. "Degraded Landscape Transformed into Foodland and Woodland by Village Agroforestry." In Fostering Transformative Change for Sustainability in the Context of Socio-Ecological Production Landscapes and Seascapes (SEPLS), 37–60. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6761-6_3.

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AbstractThis case study shares the results and lessons learned from agroforestry practices to restore a degraded and abandoned landscape, the production of seedlings of native and endemic tree species for forest restoration, and a trial of autochthones species transplantation at the village level in Madagascar. Awareness-raising and facilitation carried out by the NGO team on landscape changes and their effects on local people’s lives, food and natural resources, were the initial drivers of this process. A farmer led the landscape restoration experimentation by taking part of his poor, degraded land that had been long abandoned, and giving the green light to use it as a ‘farmer field school’. The community decided to keep the other side of the field untouched to enable comparison. Community members learned from each other by periodically sharing experiences. Community capacity-building on family accounting, production and harvest management helped community members to make decisions regarding the choice of crops and landscaping types suited to their needs. The community started to see results from the third year and increased the landscaped areas to boost future production. Some native trees like Harina (Bridelia tuleasneana), a highly preferred tree usually harvested from the rainforest for building materials, adapted very well to the village. The villagers learned to plant them rather than harvest them from the natural forest. The commitment, patience and courage of the community, and their immense pride in what they have achieved, created a cascading effect leading to sustainability.
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Chen, Irene. "School Districts Stumbled on Data Privacy." In Cases on Educational Technology Integration in Urban Schools, 12–15. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch004.

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The story describes how three school institutes are grappling with the loss of private information, each through a unique set of circumstances. Pasadena City Public Schools discovered that it had sold several computers containing the names and Social Security numbers of employees as surplus. Stephens Public Schools learned that personal information about students at one of its middle schools was lost when a bag containing a thumb drive was stolen. Also, Woodlands Public Schools accidentally exposed employee personal data on a public Web site for a short period of time. How should each of the institutes react?
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"Woodlands School, AWA, New Career Opportunities for Women in World War II." In Astrophysics and Space Science Library, 27–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-03141-0_3.

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Bardgett, Richard. "Soil and the City." In Earth Matters. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199668564.003.0009.

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I have spent most of my living and working life in the countryside, surrounded by open fields, woodlands and hills, and in close contact with the soil. I recently changed my job and moved to the University of Manchester, which is in the centre of one of the largest cities in England. Because of this move my contact with soil is much less; in fact, as I walk each morning to my office, there is hardly a handful of soil to be seen. But is this really true of the whole city? Concrete, asphalt, and bricks certainly seal much of the ground in Manchester, as in most cities and towns. But soil is in abundance: it lies beneath the many small gardens, flower beds, road and railway verges, parks, sports grounds, school playing fields, and allotments of the city. In fact, it has been estimated that almost a quarter of the land in English cities is covered by gardens, and in the United States, lawns cover three times as much area as does corn. As I write, I am on a train leaving central London from Waterloo Station, and despite the overwhelming dominance of concrete and bricks, I can see scattered around many small gardens, trees, flowerpots and window boxes, overgrown verges on the railway line, small parks and playing fields for children, football pitches, grassy plots and flower beds alongside roadways and pavements, and small green spaces with growing shrubs outside office blocks and apartments. The city is surprisingly green and beneath this green is soil. Throughout the world, more and more people are moving to cities: in 1800 only 2 per cent of the world’s population was urbanized, whereas now more than half of the global human population live in towns and cities, and this number grows by about 180,000 people every day. This expansion has been especially rapid in recent years.
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Conference papers on the topic "Woodlands School"

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Castillo García, Encarna, Lidia Ibáñez Torres, Gemma Leon Bello, Amparo Sanahuja Santafé, Victoria Villagrasa Sebastián, and Isabel Martínez-Solís. "La clase invertida “flipped classroom” como recurso metodológico aplicado a la docencia de farmacología." In IN-RED 2019: V Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inred2019.2019.10412.

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La clase invertida es un modelo pedagógico creado en 2012 por Jonathan Bergmann y Aaron Sams, profesores de Química en Woodland Park High School (Woodland Park Colorado).En este modelo, el profesor, en lugar de utilizar el tiempo de la clase para introducir nueva materia (vía lección magistral), previamente a que tenga lugar la clase proporciona a los alumnos, a través de la plataforma virtual, material docente (videos, artículos, podcast, etc.) para ayudarles a clarificar la materia objeto de estudio, de manera que puede utilizar el tiempo de la clase para realizar actividades docentes colaborativas. El material docente debe incluir las ideas principales de la unidad de estudio y puede ser creado por el profesor o descargado de internet. Esta actividad se ha desarrollado en el primer cuatrimestre del curso 2018-19 en las asignaturas Farmacología Clínica en el Grado de Farmacia y Farmacología del Grado en Medicina. Basándonos en los resultados obtenidos, la actividad ha resultado muy interesante para los estudiantes. La clase invertida les ha ayudado a clarificar conceptos y algunos estudiantes han considerado que tener conocimientos previos es importante para realizar la actividad, aunque no es esencial.
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D'Autilia, Umberto, Francesco Pennacchini, and Cristiano Berretta. "Rational management of forests – Woodland management in accordance with current regulations – Didactic methodology supporting education in the State Forestry Corps schools." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-uda-art.

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Finlay, F., and S. Lenton. "G173(P) Health benefits of exposure to woodland and the benefits of forest schools for children and those with additional needs." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.144.

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