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Artykuły w czasopismach na temat "Functions of higher school potential"
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Peleckis, Kęstutis. "Potential of Higher School as Social Economic Category: Conception, Essence and Functions." Business: Theory and Practice 10, no. (1) (2009): 47–54. https://doi.org/10.3846/1648-0627.2009.10.47-54.
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The article presents characteristic of higher school potential as social economic category. The article gives its conception and definition, describes functions of higher school potential, exposes its content, results of its functioning.
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Contreras-Osorio, Falonn, Iris Paola Guzmán-Guzmán, Enrique Cerda-Vega, Luis Chirosa-Ríos, Rodrigo Ramírez-Campillo, and Christian Campos-Jara. "Anthropometric Parameters, Physical Activity, Physical Fitness, and Executive Functions among Primary School Children." International Journal of Environmental Research and Public Health 19, no. 5 (2022): 3045. http://dx.doi.org/10.3390/ijerph19053045.
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Physical activity during childhood and adolescence favors brain development and cognitive functioning, particularly the executive functions. This study aimed to assess potential associations between anthropometric parameters, physical activity, physical fitness, and executive functions among elementary school children returning to school after the COVID-19 lockdown in Chile. School-age male and female participants (n = 90; age, 10–12 years) participated in the study. To determine the association between variables, a multivariable linear regression analysis was performed. Higher fat-related anthropometric indexes were associated with lower working memory, cognitive flexibility, planning, and attention (r = −0.55 to −0.22; p = 0.031 to <0.001). In contrast, higher physical activity levels, better sprint performance, higher lower-body muscular power, and greater upper-body muscular strength were associated with better working memory, cognitive flexibility, inhibition, planning, and/or attention (r = 0.19 to −0.54; p = 0.04 to <0.001). Current results consistently suggest the need for adequate levels of physical activity, physical fitness, and anthropometric parameters among the school-age population to promote healthy and adequate executive functions.
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Shirokolobova, Anastasia Georgievna. "Artificial intelligence as a tool to optimize the work of a higher school teacher." Pedagogy. Issues of Theory and Practice 9, no. 2 (2024): 138–45. http://dx.doi.org/10.30853/ped20240018.
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The aim of the article is to justify the possibility of using artificial intelligence technologies – neural networks – to optimize the activities of a higher education teacher. The article discusses the educational capabilities of artificial intelligence for use in the higher education process. Procedural characteristics of artificial intelligence are presented in order to identify and describe its functions for use in higher education. The scientific novelty of the research is in identifying the potential of artificial intelligence technologies – neural networks – in relation to the educational process and optimizing the work of a higher education teacher. The results of the study include the following indicators: 1) artificial intelligence has a wide range of applications in the educational process; 2) neural networks have demonstrated the potential of their capabilities to optimize the work of a higher education teacher.
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Siraeva, M. N. "Humanitarian mission of scientific schools in regional universities." Moscow Pedagogical Journal, no. 3 (December 25, 2023): 38–52. https://doi.org/10.18384/2949-4974-2024-3-38-52.
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Aim. To analyze the humanitarian potential of a scientific school as a distinctive form of scientific knowledge generation on the example of the experience of the Udmurt State University as a classical regional higher education institution.Methodology and methods. The study is based on the conceptual provisions of humanistic, cultural, axiological, human-centric, and systemic approaches. The following methods were used: synthesis, analysis, systematization, survey.Results. The main purpose of the activity of scientific schools in the regional higher education institution is reduced to the training of scientific creativity. It is shown that the humanitarian and humanistic potential of higher education institutions can be expanded by combining individualization of training with the collective nature of research and project activities.Scientific novelty/theoretical and/or practical significance. The following main functions and features of scientific school are considered: conducting scientific research, development and promotion of innovative product, succession of generations, generation of scientific ideas, their dissemination, training of young scientists. The main modern approaches to the content of the concept of “scientific school” have been summarized. The analysis of the activity of scientific schools of a regional university from the viewpoint of their correlation with the strategies of humanization and humani-tarization of higher education is presented. Conclusion. The crucial link in the structure of any scientific school is provided by its leader and founder. The main humanitarian and humanistic potential of scientific schools of Udmurt State University as points of growth of scientific knowledge is concentrated in the training of highly qualified personnel through the organization of a cycle of postgraduate seminars, project and scientific-creative activities. The results obtained in the course of the study can be in demand while organizing the activities of scientific schools of different directions, while conducting a comparative analysis of scientific communities of different types
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Д., В. Подлесный. "РАЗВИТИЕ ПРИВАТНОЙ ВЫСШЕЙ ШКОЛЫ В НАЧАЛЕ ХХ ст.: ИСТОРИЧЕСКИЙ ОПЫТ". Вчені записки ХГУ «НУА», Додаток до XXV тому (12 березня 2020): 157–66. https://doi.org/10.5281/zenodo.3707872.
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The purpose of the article is to analyze the historical experience of the functioning and development of the private higher school of Ukraine in the beginning of the XX century. The article analyzes the historiography of the problem, highlights the main stages of the formation of a system of non-state higher education institutions in the early twentieth century, reveals the social functions of private higher education in this period. Special attention is paid to the innovative potential of non-state higher education. The implementation of the objectives of this study led to the conclusion that as of the beginning of the twentieth century private higher school pursued scientific and educational, rather than commercial, functions and performed a number of important social functions. In this period, public and private higher schools were not just an aggregate, but a system of educational institutions, which included both university-type institutions (Yekaterinoslav University, higher women’s courses) and specialized institutes. At the same time, the most intensive growth rates of private higher education occurred in 1917-1918, which is associated with the liberalization of all spheres of public life. In addition to training specialists in the most popular areas, private and public higher education institutions played an important role in ensuring the universal right to higher education. The non-state sector of higher education has played a leading role in the implementation of educational innovations. The main forms of innovation in private higher education were: introducing new directions of training, implementing joint training for men and women, testing the principles of lifelong education, and creating educational institutions designed to meet the national and cultural needs of various ethnic groups.
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SHUT, M., L. BLAGODARENKO та T. SICHKAR. "ІННОВАЦІЙНИЙ ПОТЕНЦІАЛ НАУКОВИХ ДОСЛІДЖЕНЬ НА БАЗІ ПЕДАГОГІЧНИХ УНІВЕРСИТЕТІВ В ОСВІТНЬОМУ ПРОЦЕСІ З ФІЗИКИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (2021): 350–57. http://dx.doi.org/10.31494/2412-9208-2021-1-2-350-357.
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The article investigates the possibilities of scientific activity on the basis of pedagogical universities in the educational process of physics. It is emphasized that the research activity of students will be the most effective in the case of its implementation within a comprehensive, purposeful and methodologically sound system. It is proved that only under such conditions it will fulfill its main functions and ensure that students master a range of different types of research activities, which will allow future professionals to enrich their work with elements of a scientific approach to solving practical problems. Emphasis is placed on the fact that solving the problem of organizing the research activities of students, first of all, requires a significant strengthening of the research and innovation component of the educational process. It is believed that the main role in solving this important task can be performed by scientific schools, and therefore innovative transformations in the activities of institutions of higher pedagogical education should begin with the revival of scientific schools, reviewing their status and real contribution to science. It is stated that due to objective and subjective reasons, scientific schools have now degraded to some extent. It is shown that scientists of scientific schools, which operate on the basis of pedagogical universities, must have not only significant abilities in conducting directly applied research, but also a full range of scientific and methodological skills, which is related to the specifics of work in higher pedagogical school. The role of the well-known in Ukraine and abroad scientific school of academician MI is noted. Jester in the study of thermal and relaxation phenomena in polymer composites. It is emphasized that the scientists who are part of the scientific school not only successfully solve the problems of modern thermophysics of polymers, but also provide constant acquaintance of students with the latest achievements in this scientific field. It is stated that scientific schools should become a factor in preserving the scientific heritage and national values of Ukrainian education and science. Key words: educational and scientific potential of pedagogical universities, integration of educational and scientific components of the educational system, scientific schools.
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Alikina, Yelena V., Tat'yana V. Kudymova, and Mariya V. Malkova. "Intercultural projects in learning Russian as a native and foreign language: experience of social partnership of a school and a higher education institution." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 207–10. http://dx.doi.org/10.34216/2073-1426-2019-25-3-207-210.
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The article demonstrates the need for continuous intercultural education in teaching Russian both as a native and a foreign language. The authors focus on the fact that intercultural education not only contributes to increase the level of language proficiency, but also has a positive impact on learners' personal, intellectual, emotional, and creative potential formation, regardless of their age group. The paper describes the essence and functions of project-based learning, which is considered an effective educational technology for intercultural education. Its potential is shown through the example of the intercultural project carried by a general school in cooperation with a polytechnic higher education institution. The authors aim to demonstrate how the problems and interests of younger schoolchildren, who tend to be more open to intercultural communication, match with those of their parents and teachers on the one hand, as well as with the problems and interests of foreign pupils and teachers of Russian as a foreign language, on the other. In conclusion, the research summarises the impact of intercultural projects on learning a foreign language. The authors also mark the importance of school and post-school socialpartnership in conditions of modern intercultural education.
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Gilmeeva, Rimma, and Luitsiia Shibankova. "Humanistic orientation of Russian higher education as a new vector of its development." SHS Web of Conferences 99 (2021): 01023. http://dx.doi.org/10.1051/shsconf/20219901023.
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The relevance of the problem is due to the fact that the system of education in the global educational environment turned to be dependable from the challenges of a dynamic socio-cultural reality. High-technological industry with the growing role of knowledge in all the spheres of life activity, and in the sphere of an intellectual labour implies reconsideration of higher school functions as valuable social institutions. The article reveals the potential of higher schools connected with regeneration of knowledge, and with an efficient development of professional-corporative identity of the personnel, interaction with stake-holders, and regeneration of the crisis of reliability in the educational organization. The problem of preserving humanitarian values of education in the process of training as an active subject of knowledge society continues to be principally essential. Therefore, there appeared the need to search for a relatively new socio-cultural model of the university, which will be able to preserve an idea of humanity and fundamentality of higher education. The authors’ scientific positions will be of interest to the University-teachers, the researchers, the young scientists and the post-graduate students.
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Kondrateva, Irina, Diana Sabirova, and Nailya Plotnikova. "Subjectivity functions in reflexive and intercultural process of linguistic development." Cypriot Journal of Educational Sciences 13, no. 4 (2018): 529–36. http://dx.doi.org/10.18844/cjes.v13i4.3858.
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The paper covers the issues of theoretical frameworks that are being developing around subjectivity and the utility of subjective language in future spealists’ language learning. This draws from a wide range of philosophical and socio-psycological work on language acquisition and the role of reflexitivity as a vehicle for interculturality. The study reflects emperical analysis based on observation, interviewing, testing and pedagogical experiment. Using innovative ways of engaging subjectivity and reflexivity in teaching, learning and research led to designing a model for students’ reflective and intercultural potential, which is a challenge in reflexive and intercultural process of linguistic development in Higher school of foreign languages and translation studies.
 
 Keywords: Linguistics, education, subjectivity, reflexivity, interculturality
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Miletić, Aleksandar, Darijan Ujsasi, and Đorđe Mirković. "Evaluation of psychomotor domain pupils functions of planning of the physical education teaching." Metodicka praksa 17, no. 2 (2017): 255–64. http://dx.doi.org/10.5937/metpra1702255m.
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The aim of the study was to adapt the students' grades to all levels by evaluating the motor skills. The survey was conducted on a sample of 93 respondents (M = 48; F = 45), from the elementary school "Bosko Plakovljevic Pinki" from Sremska Mitrovica, aged 13-14 years. The results of the multivariate analysis of variance indicate the existence of statistically significant differences (P = .00) in the motor space of students of different sexes. Individual analysis of the difference was observed in variables Running 20 m from the high start (p = .03) and Raising of the hull for 30 s (p = .00) for the benefit of the boys and in the variation of sediment in the sediment multiplied (p = .00) for the benefit of girls . Evaluation showed a higher level of expression of power and speed in a boy caused by the consequences of the level of physical activity of this population, and in girls the higher manifestation level of the expression of flexibility, which is caused by the biological body of the body. This approach to teaching physical education allows for better planning and organization of classes with pupils of older primary school classes, potentially increasing the number of children at classes of physical education, since on the basis of initial evaluation, the plan and program of work can be adjusted accordingly with the students according to the motor potential.
Rozprawy doktorskie na temat "Functions of higher school potential"
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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.
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Lessa, Patricia Vaz de. "O processo de escolarização e a constituição das funções psicológicas superiores: subsídios para uma proposta de avaliação psicológica." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-16032015-112133/.
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A Avaliação Psicológica é um dos temas de debate atual na Psicologia e, em virtude de sua complexidade, tem sido considerado ponto nevrálgico na área. Encontram-se na história da Psicologia, enquanto ciência, influências e diversas formas de avaliação, pautadas em diferentes concepções teórico-metodológicas. Nesta tese, a Avaliação Psicológica é tomada como objeto de estudo fundamentada nos pressupostos da Psicologia Histórico-Cultural cujas bases se ancoram no Materialismo Histórico e Dialético. Assim, o objetivo geral desta pesquisa se configura em formular uma proposta de Avaliação Psicológica, pautada nos pressupostos da Psicologia Histórico-Cultural, tomando como elementos constitutivos o processo de escolarização de crianças com queixas escolares e o desenvolvimento das Funções Psicológicas Superiores. Destaco como foco de pesquisa o processo de escolarização das crianças e como é possível que, ao se apropriarem da condição de produção das dificuldades escolares, desenvolvam suas Funções Psicológicas Superiores, e constituam formas de aprendizagem que se estabelecem na apropriação do conhecimento. Trata-se de pesquisa qualitativa, de caráter interventivo, cuja convivência em campo deu-se durante nove meses em uma escola pública. Foram desenvolvidos os seguintes procedimentos metodológicos: acompanhamento da sala de aula no seu dia-a-dia; conversas com as professoras de séries iniciais, com pais, coordenadora pedagógica e diretora; encontros com os estudantes individualmente e em grupo, tendo a participação ativa da pesquisadora. A análise do tema destaca aspectos da influência da medicina e da psicometria na história da Avaliação Psicológica na Psicologia, assim como críticas à psicometria e às formas tradicionais de avaliação. Além disso, com base nos pressupostos da Psicologia Histórico-Cultural na compreensão do desenvolvimento do psiquismo humano, esta tese apresenta propostas de intervenção que caminhem em prol do processo de humanização, entendendo o homem como síntese das relações sociais. Dentre os resultados da pesquisa, apresento: a) o caminho percorrido para a construção de um processo de Avaliação Psicológica na perspectiva teórica adotada, contendo: o levantamento histórico da realidade escolar, as análises das dimensões implícitas no contexto e o desenvolvimento das Funções Psicológicas Superiores, visto sua importância no processo de escolarização das crianças; b) a proposta metodológica para um processo de Avaliação Psicológica na perspectiva Histórico-Cultural, constituída pelos pressupostos teóricos, pelas formas concretas e pelos instrumentos utilizados para compor o processo investigativo e interventivo no âmbito da escolarização. Para finalizar, provoco algumas reflexões, considerando aspectos envoltos em um processo de avaliação numa sociedade capitalista e suas implicações, com vistas à novas pesquisas<br>Psychological Assessment is a topic of current debate in psychology and, due to its complexity; it is considered a critical point in this field. Various forms of assessment and influences, guided by different theoretical and methodological concepts lie in the history of psychology as a science. Psychological Assessment is the object of study in this thesis based on the assumptions of the Historical-Cultural Psychology - whose foundations rest on the Historical and Dialectical Materialism. Thus, the general objective of this research is to formulate a proposal of Psychological Assessment, based on the premises of the Historical-Cultural Psychology, taking as building components the educational process of children with learning disorders and the development of Higher Psychological Functions. The focus of this research is the educational process in children and how it is possible for them to develop Higher Psychological Functions and build means of acquiring established knowledge, although they may face learning disabilities. This is a qualitative, interventionist research, carried out during the period of nine months in a public school. The following methodological procedures were developed: tracking classroom activities on a day- to-day basis; conversations with teachers, parents, educational coordinator and principal from early grades; private and group meetings with students, having the active participation of the researcher. The analysis of the current debate highlights aspects of medicine and psychometrics influence on the history of psychological assessment in psychology, as well as criticism to psychometrics and to the traditional means of assessment. Furthermore, based on the assumptions of Historical-Cultural Psychology in the understanding of the human psyche development, this debate presents proposals for intervention towards the humanization process, understanding the man as a synthesis of social relations. Among the results found in this research the following are presented the path to build a process of psychological evaluation in accordance with the adopted theoretical perspective, including the historical survey of school reality; the analysis of the dimensions in this context and the development of Higher Psychological Functions due to its importance in childrens educational process; and the methodological proposal for a process of Psychological Assessment grounded on the Historic-Cultural perspective, made up from the theoretical assumptions, by the concrete forms and tools used to frame the investigative and interventional process within the school. Finally, some reflections are left to be considered regarding aspects wrapped in an evaluation process within a capitalist society and its implications, with a view to further research
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Raab, Raphaelle. "Vers une pédagogie des temps faibles : étude sur les processus d'autonomisation en classe maternelle dans le cadre des espaces-temps intersticiels." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20046/document.
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Notre thèse étudie les conditions favorables à l’autonomisation scolaire des élèves. L’étude empirique est menée en grande section de maternelle. Dans la plupart des situations de formation, les temps « d'autonomie » sont structurellement inévitables puisque le formateur ne peut être présent pour tous à chaque instant. Nous nous intéressons aux temps de classe au cours desquels l’enseignant n’intervient pas directement, soit parce qu’il n’est pas disponible, soit parce qu’il se retire volontairement de la situation. Nous les appelons temps faibles en raison de cette faible présence de l’enseignant : l’élève doit agir en fonction de ses propres forces, sans l’intervention directe du maître pour réguler l’apprentissage et les comportements. Il appert que les élèves n’y sont pas naturellement autonomes : laissées au hasard de capacités acquises hors l’école, les activités dites « en autonomie » contribuent à creuser les écarts entre les élèves face aux savoirs qui leurs sont proposés. L’autonomie ferait partie de ces comportements implicitement attendus et « davantage supposés ou requis par les enseignants que construits dans, avec et par l’école ». Comment penser le processus d’autonomisation scolaire et comment l’opérationnaliser en contexte ordinaire de classe ? Nous cherchons les outils, les leviers, les interactions et les dispositifs qui permettraient aux élèves, – à tous les élèves – de profiter des temps faibles au bénéfice de leurs apprentissages. Les données sont recueillies dans 14 classes sur 117 demi-journées d’observation directe, puis traitées à l’aide de l’analyse par les catégories conceptualisantes (Paillé, 2012). Dans la perspective (socio)constructiviste de l’apprentissage, pour construire un savoir nouveau, l’élève doit rencontrer un obstacle dans la réalisation de la tâche, l’apprentissage résultant du dépassement de celui-ci. Nous relevons des comportements différenciés face à l’obstacle dans les ateliers en autonomie : certains élèves entrent dans des conduites d’évitement, refusant d’affronter cet obstacle, s’en trouvant détournés en amont ou bien le contournant. D’autres, au contraire, entrent dans des conduites de ressources pour le dépasser et construire de nouvelles connaissances. En cours d’étude apparaissent des dynamiques remarquables : certains élèves, d’habitude « évitants », rejoignent ou se maintiennent parfois dans des conduites de ressources. L’étude de ces « exceptions notables » fait émerger les conditions favorables ayant permis leur dynamique particulière en termes d’outils, d’activités, d’interactions et de dispositifs. Ce qui aura pu fonctionner au bénéfice des exceptions notables pourrait être exploité comme levier pédagogique durable au bénéfice de tous. Ces conditions deviennent alors supposées favorables et sont réinvesties dans des dispositifs expérimentaux afin d’observer si elles produisent les effets attendus, dans quelle mesure et selon quelles limites (analyse des dispositifs expérimentaux par une adaptation du modèle systémique d’Engeström, 1987). Il apparait clairement que le processus d’autonomisation, en contexte scolaire de classe hétérogène et nombreuse, s’observe et se construit de façon privilégiée dans les temps faibles de la structuration pédagogique et leur articulation avec les temps forts, notamment les retours collectifs sur ateliers. Une pédagogie des temps faibles supposerait que soit accordé à ceux-ci un véritable statut pédagogique, en tant qu’étape et instrument essentiels au processus d’autonomisation scolaire. Une telle pédagogie supposerait également d’organiser avec soin les interventions de l’enseignant en mode opératoire indirect, au travers d’un dispositif de classe qui le relaie et dont les différentes dispositions (outils, règles, activités, interactions) peuvent « être appropriées » par l’élève comme instruments psychologiques pour agir sur lui-même, en première personne.<br>This dissertation studies favorable conditions to empowerment of pupils. The empirical study was carried out in the final year of kindergarten. In most learning/teaching situations, "autonomy moments" are structurally inevitable since the teacher cannot be systematically available to everyone all the time. Interest is focused on moments during which the teacher does not directly intervene, either because he/she is not available or because he/she voluntarily withdraws from the learning situation. We call these moments "low times" because of the teacher's low presence: during these specific moments, each student responds according to his own strengths without the teacher's direct intervention to regulate both learning and behavior. It appears that students are not naturally autonomous: when left unattended, the so-called "autonomous" learning activities contribute to widening the knowledge gap between students in learning situations. Autonomy would be part of this implicitly expected behavior and is "all the more expected and required from teachers rather than being constructed in, with and by school". How can student empowerment be perceived and operationalized in an ordinary class context? Our goal is to identify tools, levers, interactions and devices which enable students to benefit from "low times" for their own learning. The data are collected in 14 classes in 117 half-days of direct observation. Socio-constructivist approach to learning suggests that in order to construct new knowledge, the student must encounter an obstacle in the course of accomplishing his task. Learning results from overcoming this obstacle. We highlight differentiated behaviors of students when facing obstacles in autonomy classroom workshops: some resort to avoidance strategies and refuse to deal with this obstacle by bypassing or circumventing it. Conversely, others draw on (their own) resources in order to overcome it and construct new knowledge. During the study period, remarkable dynamics appear: some students, with usually an "avoidant" attitude, join or maintain a "drawing on resource conduct". The study of the "notable exceptions" leads to the emergence of the favorable conditions which fostered this particular dynamic in terms of tools, activities, interactions and devices. What would have worked to the benefit of the notable exceptions could be further used as a sustainable and pedagogical lever to the benefit of all students. These conditions become then supposedly favorable and are reinvested in experimental devices in order to see if they produce the expected effects, to which extent and within what limits? Il clearly appears that the empowerment process, in classroom context of a large and heterogeneous class, is developed in a special way in "low times" of pedagogical structuration and their articulation with "strong times", notably collective feedbacks on workshops. A pedagogy of "low times" entails providing the teacher with substantial pedagogical status, which would be a crucial step as well as an instrument in the school empowerment process. Such pedagogy would also entail carefully organizing teacher's intervention in an indirect mode, through a class device which would relay it through its various dispositions (tools, rules, activities, interactions). The student would then internalize these dispositions as psychological instruments in referring to oneself in the first person. This pedagogy would finally entail a redefinition of teacher's role: his/her apparent "absence" from the situation which would paradoxically become, a teaching-learning tool to the benefit of school empowerment
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Schulte, Randolph C. "An investigation of institutional research in Tennessee community colleges functions, technology use, and impact on decision-making by college presidents /." 2005. http://etd.utk.edu/2005/SchulteRandolph.pdf.
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Thesis (Ed. D) -- University of Tennessee, Knoxville, 2005.<br>Title from title page screen (viewed on Sept. 6, 2005). Thesis advisor: Russell L. French. Document formatted into pages (xi, 102 p.). Vita. Includes bibliographical references (p. 83-89).
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(13285526), Sheila Jeffery. "Student enrolment behaviour at a regional university." Thesis, 1997. https://figshare.com/articles/thesis/Student_enrolment_behaviour_at_a_regional_university/20545308.
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<p>The enrolment behaviour of potential tertiary students is of great interest to tertiary institutions in Australia who face competition to fill their quotas in a climate of declining tertiary enrolments. Most of the studies on the enrolment behaviour of school leavers and others have been conducted in the United States where the university/college entrance procedures are quite different in the highly stratified tertiary sector. Little is known of the enrolment behaviour of Year 12 students in Australia particularly with respect to a non - metropolitan university. In this study the enrolment behaviour of local Year 12 students and first year students enrolled in the Faculty of Applied Science at Central Queensland University was investigated using a sample survey. The aim of the study was to determine the importance of various factors to the students in their university and course selection processes. Results indicate that the university is not being used as a "safety net" and that institutional characteristics and "significant others" play an important role in university and course selection processes. These findings have significant implications for recruitment and marketing strategies for non -metropolitan universities.</p>
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Данилов, Д. Л., та D. L. Danilov. "Инновационный потенциал преподавателей российской высшей школы : магистерская диссертация". Master's thesis, 2015. http://hdl.handle.net/10995/35744.
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В условиях существенного сокращения финансирования образования возникает задача сохранения потенциала преподавательского корпуса вузов. Автор, рассматривая профессиональную деятельность преподавателей российских вузов, выявляет инновационный потенциал как личностную готовность представителей преподавательской общности к потенциальной возможности использования внутренних ресурсов. В работе полноценно представлена визуализация структуры инновационного потенциала преподавателей вузов.<br>In case of a substantial reduction of funding for education arises the problem of maintaining the capacity of the academic staff. The author considers the professional activity of the academic staff and identifies innovative potential as personal readiness of the academic community to the potential use of internal resources. Innovative potential of the academic staff is visualized through its structure.
Książki na temat "Functions of higher school potential"
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Lee, Valerie E. Identifying potential scientists and engineers: An analysis of the high school-college transition. 4th ed. Office of Technology Assessment], 1987.
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Watson, N. A. Introduction to heat potential theory. American Mathematical Society, 2012.
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H, Ebbers Larry, ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. The powerful potential of learning communities: Improving education for the future. Graduate School of Education and Human Development, George Washington University, 1999.
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University, Longwood. Development of a plan to integrate the functions of the Longwood Institute for Teaching Through Technology and Innovative Practices in the Halifax/South Boston Continuing Education Center: Report of Longwood University to the Governor and the General Assembly of Virginia. Commonwealth of Virginia, 2004.
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Len'kov, Roman. Higher education as a resource management socio-cultural modernization of regions. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084388.
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The monograph examines the actual theoretical and applied aspects of institutional and regulatory support for social and cultural modernization of regions, including the specification of higher education as a resource and the conditions of modernization, periodization and content of practice of management reform of higher education, the evolution of the role of forecasting in public administration the graduate school. The analysis of resource and policy support socio-cultural modernization of the regions population with higher education through the explication of the problem of the "Assembly" of the future intelligentsia as a socio-cultural potential of modernization, the role of the Institute of higher education in the solution of problems of modernization. The empirical study support a highly skilled regional population policy of modernization in four regions: Moscow region, Bashkortostan, Belgorod region and the Republic of Kalmykia. Proposals for processing of the array data of the respondents with higher education, complemented by social and cultural portraits and information card regions.
 For professionals and experts on issues of science, higher education and public administration. Will be sought after by post-graduate students, teachers and scientific employees of educational and academic institutions.
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Urunov, Asror. Regional economy. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013012.
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The textbook presents the main categories of the regional economy, evaluation and sustainable development and the competitiveness of the region, theoretical terms about the economic area; specified properties, functions and factors of its formation. Disclosed parametric characteristics of the single economic space, and its possible life cycle. Outlines the economic evaluation methods and justify the location of production, state regulation of economy of regions of the Russian Federation, assessment of natural resource and socio-economic potential of the constituent entities, Federal districts.
 Meets the requirements of Federal state educational standards of higher education of the last generation.
 Designed for bachelors, masters, studying the discipline "Regional economy" as well as for postgraduates and teachers of economic universities, practitioners of economic services of enterprises and organizations. Can be useful for specialists of Federal and regional authorities.
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Azova, Ol'ga, Elena D'yakova, Zhanna Antipova, and Mariya Vorob'eva. Speech therapy technologies. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1038017.
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The textbook discusses the features of the formation of speech and motor functions in children, as well as their disorders. Technologies of examination of the pronouncing side of speech, lexical and grammatical structure of language and coherent speech, tempo-rhythmic organization of speech and motor functions in children are presented. The methods and techniques of diagnostics, criteria for assessing the violation of the formation of functions are described in detail. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training 44.03.03 "Special (defectological) education" (bachelor's level). It may be useful for undergraduate students studying in the areas of training 44.03.02 "Psychological and pedagogical education" and 44.03.01 "Pedagogical education" - future primary school teachers. It is recommended for the examination of all components of speech and motor functions in children with various disorders.
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Bragova, Arina. Tests on the Latin language. Publishing Center RIOR, 2024. http://dx.doi.org/10.29039/02139-2.
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The manual consists of 34 tests on the Latin language, which test linguistic terminology, phonetics, vocabulary, grammar and word formation of the Latin language of the classical period. The tests are grouped into sections: phonetics, morphology, syntax, and case functions. Each test consists of two parts: the first part (the first ten questions) tests knowledge of theory, the second part (the second ten questions) contains practical tasks in the Latin language. The tests correspond to the federal state educational standard in the discipline “Ancient Languages and Cultures” for training areas 44.03.01 “Pedagogical Education”, 45.03.01 “Philology”, 45.03.02 “Linguistics”, as well as for other humanitarian areas of university training. At the end of the manual there is a Latin-Russian dictionary, which presents the words used in the tests. The manual is intended for students of higher educational institutions, high school students, as well as for everyone interested in the Latin language.
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Ivanishchev, Viktor (Victor). Molecular biology. Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01857-6.
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The textbook presents the main range of issues in molecular biology — the most rapidly developing area of biological science. The logic of the presentation of the material includes sequential coverage of the structural organization and functions of DNA, RNA, proteins. Important attention is paid to the mechanisms of signal transmission in living systems, the problems of creating and using genetically engineered organisms. Each chapter ends with control questions and assignments for independent work. The textbook includes a set of laboratory and practical works that do not require specialized equipment and materials. The new edition has been supplemented and clarified, reflecting the current state of science. The content of the textbook corresponds to a number of competencies, the development of which is provided for by the Federal State Educational Standard of Higher Education in the preparation of bachelors in the fields of "Pedagogical Education" (profiles "Biology" and "Chemistry"), "Biology". Certain topics can be used in the preparation of masters in the fields of "Biology", "Chemistry", "Natural Science Education". The book is intended for students studying in natural sciences, and will also be useful for teachers of biology and chemistry of high school.
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Polyakova, Anna, Tat'yana Sergeeva, and Irina Kitaeva. The continuous formation of the stochastic culture of schoolchildren in the context of the digital transformation of general education. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876368.
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The material presented in the monograph shows the possibilities of continuous teaching of mathematics at school, namely, the significant potential of modern information and communication technologies, with the help of which it is possible to form elements of stochastic culture among students. Continuity in learning is considered from two positions: procedural and educational-cognitive. In addition, a distinctive feature of the book is the presentation of the digital transformation of general education as a way to overcome the "new digital divide". Methodological features of promising digital technologies (within the framework of teaching students the elements of the probabilistic and statistical line) that contribute to overcoming the "new digital divide": artificial intelligence, the Internet of Things, additive manufacturing, machine learning, blockchain, virtual and augmented reality are described.
 The solution of the main questions of probability theory and statistics in the 9th grade mathematics course is proposed to be carried out using a distance learning course built in the Moodle distance learning system. The content, structure and methodological features of the implementation of the stochastics course for students of grades 10-11 of a secondary school are based on the use of such tools in the educational process as an online calculator for plotting functions, the Wolfram Alpha service, Google Docs and Google Tables services, the Yaklass remote training, the Banktest website.<url>", interactive module "Galton Board", educational website "Mathematics at school".
 It will be interesting for students, undergraduates, postgraduates, mathematics teachers, as well as specialists improving their qualifications in the field of pedagogical education.
Części książek na temat "Functions of higher school potential"
1
Milani, Raquel, Ana Carolina Carolina Faustino, Lessandra Marcelly Sousa da Silva, Débora Vieira de Souza Carneiro, Jeimy Marcela Cortés Suaréz, and Reginaldo Ramos de Britto. "6. Aspects of Democracy in Different Contexts of Mathematics Classes." In Landscapes of Investigation. Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.06.
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This article aims to discuss relations between aspects of democracy and different mathematics classrooms with the potential to become landscapes of investigation. The theoretical framework is based on the concepts of mathemacy, dialogue, representativeness, equity, inclusion, collaboration and criticism, which are essential for the maintenance and promotion of democracy. Three episodes of different mathematics classrooms are reflected upon: a class on functions in Brazilian higher education, high-school students visiting a quilombola community, and a mathematics class with Colombian adolescents. The likelihood for the three episodes to move into landscapes of investigation is discussed. Aspects that could have led these classes away from the path of landscapes of investigation are highlighted: these include the demand of the school institutions for teachers to follow a specific teaching material and/or regulate class time, students’ movements to reinforce the culture of exercises, and the failure of education managers to legitimise work aimed at the development of democracy. The analysis of the episodes showed the presence of aspects that could contribute to the promotion and maintenance of democracy: the dialogical posture of the teacher, and both teachers and students’ opportunities to discuss social, cultural, political and ethnic issues in mathematics classes.
2
Kowch, Eugene. "Leading Transformation with Digital Innovations in Schools and Universities: Beyond Adoption." In Digital Transformation of Learning Organizations. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_9.
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AbstractDigital innovations in schools and universities matter. New leadership approaches and new organization knowledge are necessary for leaders to realize long-term school and university transformations afforded by important digital innovation experiments. This chapter takes a hard look at leadership and organization theory and practice, along with a critical look at innovation adoption to help digital school and university innovation teams find more sustainable, impactful innovations. First, we examine research and theory on formal leadership and organization to argue that classical, formal leaders separate people from the work of others, limiting innovation teamwork. We also examine formal organizations as “houses,” finding that these over-structure people and power in vertical functional “boxes” in bureaucracies that limit school or university readiness to adapt—even when great digital innovations offer transformation potential. Less formal leadership and organization is then explored with evidence from the author’s research on leading complex adaptive teams as more adaptable organization network forms. We conclude that less formal leadership and less formal organizing structures offer more innovation potential by creating adaptive spaces for digital innovations. We present a new theory and guidelines for leading and participating in high-impact digital innovation networks working to lead learning organization emergence (transformation) via digital innovations.
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Ahammed, Golam Jalal, and Roghieh Hajiboland. "Introduction to Arbuscular Mycorrhizal Fungi and Higher Plant Symbiosis: Characteristic Features, Functions, and Applications." In Arbuscular Mycorrhizal Fungi and Higher Plants. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8220-2_1.
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AbstractArbuscular mycorrhizal fungi (AMF) are ubiquitous, soil-borne, endophytic, obligate biotrophs that colonize the roots of most terrestrial plants to establish mutually beneficial relationships. The colonization of host roots by AMF improves the access of plant roots to nutrients, mainly phosphorus (P) and nitrogen (N). In return, host plants provide the colonizing fungus with carbon (C)-rich photosynthates such as sugar and lipids. This nutrient exchange strongly impacts plant and microbial ecosystems by influencing plant fitness, core soil processes, and the C cycle. Crucially, both mutualism and ecosystem services largely rely on the bidirectional flow of resources. The AMF symbiosis not only provides plants with nutrients but also supplies water and enhances their resistance to environmental and biotic challenges. The physiological and molecular processes by which AMF aids plants in nutrient foraging and stress resilience have been extensively studied. Recent work has established the framework for nutrient exchange and regulatory interactions between host plants and AMF, but the mechanisms underlying AMF-mediated host plant tolerance to stress still remain unclear. AMF are of potential applications in crop production, forestry management, bioremediation, and ecological restoration as biofertilizers and bioprotectors. In the first chapter, we introduce AMF, plant-AMF symbioses and their characteristic features, functions, and potential applications.
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Deaconu, Ștefan Marius, Roland Olah, and Cezar Mihai Hâj. "Do Early Signals Count? Exploring Potential Root Causes of University Dropout." In European Higher Education Area 2030: Bridging Realities for Tomorrow’s Higher Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-75140-0_18.
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Abstract This study examines the factors leading to student attrition in Romanian higher education, providing valuable insights that are applicable to other countries. The predictability of student dropout can be determined by assessing the extent to which student satisfaction with teaching and learning, academic and social infrastructure, outcomes, and support services are met. Moreover, this paper investigates the impact of pre-entry characteristics, specifically focusing on the final upper secondary school exam results (Baccalaureate), which emerge as the most robust indicator of undergraduate dropout rates. In contrast, other social characteristics do not exhibit a comparable level of significance in this regard. It also underlines a shift towards greater value of academic and social infrastructure to support students in relation to teaching efficacy, as the sense of community is a critical factor in retaining students. Timely detection of learners who are considering dropping out is crucial, as it can result in decreased rates of student attrition. In order to address this, customised strategies that take into account the contextual factors (including pre-university characteristics) and mechanisms through which students can articulate their feelings on their educational curriculum and academic journey could be developed. The consideration of their perceived challenges is crucial, given that peer learning has been identified as a significant factor contributing to student attrition among undergraduate students. The study provides more information regarding the student experience during the COVID-19 epidemic, as it reveals, for instance, that 40% of students who contemplated leaving university owing to the pandemic did so, mitigating some of the factors for this situation. This work also makes a valuable contribution to the wider theoretical debate around student dropout by investigating the potential interactions and distinct influences of several factors on student paths. The data utilised in this study was obtained from the National Student Survey in Romania (NSSS-RO) and EUROSTUDENT VII, including the period from autumn 2020 to spring 2021. Additionally, administrative data from the National Student Enrolment Registry (RMUR) was also incorporated.
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Reimers, Fernando M., and Francisco Marmolejo. "Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?" In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_22.
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AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools
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Reimers, Fernando M., and Francisco Marmolejo. "Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?" In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_22.
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AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools
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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.
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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.
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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Anna Pezzetti, Laura, and Helen Khanamiryan. "Regenerative Learning Architecture. The School Campus of Vimercate as a Unit of Urban Morphology." In The Urban Book Series. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-77752-3_32.
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Abstract Over the past decade, the need for innovation in school buildings has emerged globally. While schools are supposedly seen as pivots of districts’ fabric and community life, insufficient theoretical explorations and design strategies have been devoted to learning architecture and its urban role. Innovation focusses merely on indoor environment in terms of learning zoning, modular furniture and flexible classroom settings in relation to new teaching forms and digital technologies. Rooted in the tradition of Italian urban studies, the paper discusses one research by design reframing innovation challenges from the indeterminate concept of environment to the language and themes of architectural space in the framework of the comprehensive concepts of learning and regenerative architecture. The case of the dilapidated Vimercate High Schools Campus, Italy, is a far-sighted take on the crucial theme of the redevelopment of a 1970s school campus that constitutes an extra-urban morphological region as wide as the town’s medieval centre. Under the conceptual instrumentation of regenerative architecture, the research has inverted the traditional idea of the school as a self-contained citadel making the complex a potential cultural pole strategically located at the intersection between historical and rural landscape circuits. By defining precise themes and techniques of rewriting, learning spaces have been reshaped in analogy with urban form types and landscape, establishing porosity degrees with the surrounding urban structure, introducing functional promiscuity of activities between the town and the educational enclosure, reshaping learning environments as architectural space-places and finally designing new spatial concepts to guide the actions of the public administration.
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Rebert, Charles S., James J. Diehl, and Michael J. Matteucci. "The Distribution and Detection of Brain Slow Potentials and their Relationship to Neuroglial Activities and Higher Mental Functions." In Slow Potential Changes in the Human Brain. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1597-9_17.
Pełny tekst źródłaStreszczenia konferencji na temat "Functions of higher school potential"
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Bukina, Tatyana V., Marina S. Chvanova, and Marina V. Khramova. "Determination of the psychological and pedagogical substantiation of the cognitive functions influence on the development of higher education students’ universal competencies." In 2024 8th Scientific School Dynamics of Complex Networks and their Applications (DCNA). IEEE, 2024. http://dx.doi.org/10.1109/dcna63495.2024.10718413.
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Priyantha, Namal, Palitha Jayaweera, George R. Englehardt, Alexei Davydov, and Digby D. Macdonald. "The Localized Corrosion of Alloy 22 in Simulated HLNW Environments." In CORROSION 2004. NACE International, 2004. https://doi.org/10.5006/c2004-04693.
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Abstract The localized corrosion behavior of Alloy 22 (N06022) in acidified (pH = 3) NaCl brines at elevated temperature (80°C) and under potentiostatic and open circuit conditions has been investigated. Both pitting corrosion and intergranular attack are observed on specimens polarized into the transpassive dissolution region. Damage functions constructed for pits that nucleate and grow under high potential bias conditions (948 or 998 mVshe, within the transpassive dissolution region) indicate that Alloy 22 is a strongly repassivating system, which limits the depths to which pits will grow into the surface. The damage functions have been used to derive values for the delayed repassivation constant, γ; yielding values of 0.1 to 1.0 day-1. Damage functions calculated from DFA (Damage Function Analysis) confirm that the penetration of pits into the substrate under prototypical repository conditions will be severely limited by the strong tendency toward delayed repassivation. The available evidence suggests that pitting corrosion will not pose a significant threat to canister integrity in a Yucca Mountain-like repository, but this conclusion needs to be confirmed by further experimental and theoretical analysis. Under open circuit conditions, the corrosion potential is observed to shift in the positive direction with time, with a steady state being achieved after about four months. The steady state corrosion potential is found to be more positive (0.25 VShe) in aerated, saturated NaCl at 80°C than in the deaerated environment (0.15 VShe). After an exposure period of 180 days to pH= 3, saturated NaCl brine at 80°C, small pits were observed on the surfaces, particularly under aerated conditions. This observation is consistent with the detection of meta-stable pitting in potentiostatic transients (chronoamerograms) measured at a higher potential (0.49 VShe vs 0.25 Vshe) and at a slightly higher temperature (95°C vs. 80°C). The high resistance of Alloy 22 to passivity breakdown and to stable pitting is attributed to a low meta-stable pit nucleation rate, a low survival probability, and a low stable pit penetration rate, in addition to the strong tendency for pit repassivation, as noted above.
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Nakashidze, Nunu, Darejan Geladze, Nino Kiknadze, Nani Gvarishvili, and Shota Rodinadze. "UNIQUE ASPECTS OF ENVIRONMENTAL EDUCATION IN GENERAL EDUCATION SCHOOLS OF ADJARA." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s20.45.
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Education is an ongoing process that enables individuals and society as a whole to reach their full potential by developing their abilities. It serves as a crucial prerequisite for sustainable development and the formation of public awareness. Environmental education, which begins in early childhood and continues throughout life, plays a vital role in fostering environmental literacy. Thus, assessing the state of environmental education among school-age students is of great importance. Our research aimed to evaluate the ecological knowledge of students in public schools operating in various municipalities of the Adjara region, including Khulo, Keda, Khelvachauri, and the city of Batumi. A total of 72 students from primary, secondary, and high school levels, with 24 students from each level, participated in the study, representing eight public schools in the mentioned regions. The findings revealed that the level of ecological knowledge among schoolchildren in rural areas was higher compared to students in urban areas, while the ecological awareness of elementary school students in rural schools is higher than that of students of the corresponding level in city schools. This difference can be attributed to the fact that children living in rural areas have more exposure to nature, animals, and plants, and thus have more information about them, resulting in higher ecological awareness. Furthermore, there was no significant difference in the levels of ecological knowledge between primary and secondary school students. It was determined that students at all levels were well-versed in environmental aspects such as water pollution, waste management, climate change, biodiversity, forest and soil conditions, and natural disasters. However, there was relatively less awareness about the ecological condition of the air, energy efficiency, and green economy.
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Strehblow, Hans-Henning. "The Study of Passive Layers with XPS, UPS and ISS." In CORROSION 1991. NACE International, 1991. https://doi.org/10.5006/c1991-91076.
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Abstract The protective properties of passive layers are of great importance for the understanding of the mechanisms of corrosion protection of metals. Surface analytical methods have been applied to get informations about their structure and composition. An electrochemical specimen preparation and transfer to the ultra high vacuum (UHV) within a closed system helps to minimize the occurance of changes during exposure to the lab atmosphere. X-Ray Photoelectron-Spectroscopy (XPS) has been applied to get quantitative information about the thickness and structure of these thin surface layers The relevant parameters or layer formation have been varied, such as time and potential, or tne composition of the metal and electrolyte. Not only the passive layer formation but also the change of its composition with the potential i.e. the chemical reactions of these films may be studied. Usually multilayer structures are found with the higher valent species and hydroxides at the outer part of the layer and the oxides and lower valent components at the inner part. ISS sputter profiles provide a detailed quantitative information of the cation composition with a monolayer depth resolution. UPS studies yield work functions and threshold energies and related electronic properties of these semiconducting surface oxides. The data are interpreted in close relation to the electrochemical findings. Results for pure metals as Fe, Ni, Cr, Cu and binary alloys as Fe/Cr and Fe/Ni are presented.
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Miyagusuku, Marcela, and Thomas M. Devine. "In Situ Investigation of the Passivation of Alloy C22 and of the Passive Films Formed on Alloy C22 in Acidic Electrolytes at Room Temperature and at 90°C." In CORROSION 2007. NACE International, 2007. https://doi.org/10.5006/c2007-07586.
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Abstract The passive film that forms on Alloy C22 was investigated by comparing/contrasting the results of electrochemical tests conducted on Alloy C22 and chromium. A combination of cyclic polarization, electrochemical impedance spectroscopy and Mott-Schottky analyses were used to (1) investigate the passivation of Alloy C22 and (2) identify the passive films formed on Alloy C22 in 1 M NaCl + 0.1 M H2SO4 at room temperature and at 90°C. The results indicate that the passive films formed on Alloy C22 exhibit semiconductor-like behavior. In particular, the passive films have n-type behavior and form an inversion layer at their free surface at potentials above approximately +0.45V vs Ag/AgCl. Measurements of capacitance suggest the passive films at room temperature and 90°C of both Alloy C22 and chromium are very thin (approximately ≤ 1nm), even at potentials as high as +0.8V vs SCE. Mott- Schottky analyses indicate the passive films of Alloy C22 and chromium behave as n-type semiconductors, although both films’ carrier densities are high (~1x1021/cc). The Mott-Schottky plots are functions of the frequency of the measurement but the frequency dependence can be minimized/eliminated by replacing the capacitor in the sample’s equivalent circuit with a constant phase element (CPE). The flatband potential of Alloy C22’s passive films is significantly higher (-0.10V) than the flatband potential of chromium’s passive films (-0.70V), which correlates with the much faster kinetics of H+ reduction on Alloy C22 than on chromium.
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Ogilvie, J. F. "Radial functions for potential energy and related properties of diatomic molecules." In High Resolution Molecular Spectroscopy: 11th Symposium and School, edited by Alexander I. Nadezhdinskii, Yu V. Ponomarev, and Leonid N. Sinitsa. SPIE, 1994. http://dx.doi.org/10.1117/12.166191.
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Garbenis, Simas. "Trait Emotional Intelligence of Teachers Working in Special Education Schools." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.35.
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Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.
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Silveri, Luana. "THE GAME OF LEARNING! APPROACHING ECOSYSTEMS THROUGH BOARD GAME DESIGN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end037.
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"Game-based learning is proven to be a motivational and effective approach, especially in STEM education. However, the process of developing a game is rarely used as an educational tool. Ecology is part of the science curriculum in Italian high schools, but for students results not easy to understand the ecosystem structures and functions from a systemic perspective. Furthermore, addressing ecological issues in a changing world will request them not a reductionist approach but a systems perspective. In this work our main objective is to consider further possibilities offered by board games, exploiting not only the game experience but also the use of the game design process as an immersive motivational learning tool for science, with a learning by doing approach. Ten students have been engaged (16-18) in two activities: events to test and analyse cooperative board games and a laboratory for the development of a new board game on ecosystems (""YouTopia – La Valle ecosistemica""). Two focus groups were conducted, before and at the end of the laboratory, to test students' engagement and to collect feedback about the efficacy of the method to boost interest and specific knowledge in ecology. The research reveals that game development can foster system thinking skills among students, and act as a powerful learning tool for complex subjects such as ecology. Results are encouraging and the proposed approach has the potential to be applied and replicated in high school and middle school, to foster students’ engagement in tackling and understanding topics such as evolution, genetics other topics characterized by complexity and systemic approach. Preliminary results show as the YouTopia game could be a valid tool for citizenship education. By playing the game, students investigate and practice democracy, the mechanisms of land planning and natural resources protection, and the principle of coresponsibility in making choices for the future."
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Tyuterev, Vladimir G., T. Cours, Sergey A. Tashkun, Alain Barbe, and P. Jensen. "Potential function of the ozone molecule: global calculations of the rovibrational states and the dissociation behavior." In 13th Symposium and School on High-Resolution Molecular Spectroscopy, edited by Leonid N. Sinitsa. SPIE, 2000. http://dx.doi.org/10.1117/12.375367.
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Blaga, Mirela, and Dorin Dan. "BLENDED TEACHING FOR ADVANCED KNITTING TECHNOLOGIES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-242.
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The knitting machines expand their usefulness from being just a manufacturing process, to become design tools for creative innovative 3D forms. Knitting technology on advanced electronic flat machines is an area where some students experience great difficulty. Part of these difficulties may arise from the inability of understanding the electronic needle selection and their complicated trajectory, or the 3D sophisticated shaping methods by using the programming tools. Providing a study alternative to the learners, may overcome these limitations and ensure the individual teaching and learning. The e-learning module of "Advanced Knitting Technologies", developed within the framework of the Adan2Tex project (http://www.advan2tex.eu), financed through the European Erasmus plus program, resides within the domain of the electronic flat knitting technologies. The chapter focuses on the description of the electronic flat knitting machine components and functions, main trajectories and effects. The complex nature of the loop forming mechanism has been elucidated through the animations and the simulations of the knitting elements movement on the cam tracks. The module highlights different aspects associated with the 3D shaping methods and various examples are presented, to strengthen the potential of the tri-dimensional fabrics in diverse industrial sectors, from clothing to home textile and advanced composites. In order to assess the level of the acquired knowledge, three sets of multiple choices questions, having various degrees of difficulty, have been produced and complete the entire module. The usage of this module is potentially very large, ranging from students, high school teachers, practitioners, researchers, to the doctoral students, having the basic knowledge in knitting technology and the need of getting more knowledge in this field. The benefits of the blended teaching are multi faceted. Beside a better communication between professor and students, there is an increased understanding of the subject. A better self esteem through the personal study rhythm can be achieved, and a higher responsibility can be shifted to the student's side.
Raporty organizacyjne na temat "Functions of higher school potential"
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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.
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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Garganta, Santiago, María Florencia Pinto, and Joaquín Zentner. Extended School Day and Teenage Fertility in Dominican Republic. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004496.
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This paper investigates the potential impact of extended school days in reducing teenage fertility. We study the Jornada Escolar Extendida program, which doubled the school-day length from 4 to 8 hours in the Dominican Republic, and exploit the geographic and time variation induced by its gradual implementation. We find evidence that a higher exposure to JEE in the municipality, measured as the percentage of secondary students covered by the program, reduces the incidence of teenage pregnancies, and that the effect is stronger after the program has reached at least half of secondary students in the municipality. The estimates are robust to various specifications and alternative checks. These results suggest that extended school-day policies can have spillover effects regarding teenagers fertility choices.
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Machado, Fabiana. Decentralization and Accountability: The Curse of Local Underdevelopment. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0011496.
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Decentralization of provision of public services has been an important item in the agenda of developing countries. While some scholars and practitioners argue that decentralization is associated with improvements in provision due to higher accountability, others note its potential pitfalls. In particular, decentralization to local communities characterized by poverty, low levels of education, and inequality may lead to low accountability and higher susceptibility to political capture. This paper explores these dynamics empirically, taking advantage of the fact that in Brazilian municipalities primary education is provided by schools under municipal as well as under state management. The performance of these two types of school in the same municipalities is compared in terms of their levels of inputs and the efficiency of service delivery using non-parametric data envelopment analysis (DEA). The results suggest that there are indeed drawbacks to decentralization in municipalities where inequality is higher and education and political participation are lower.
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Sussman, Joshua, Hanna Melnick, Emily Newton, et al. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, 2022. http://dx.doi.org/10.54300/422.974.
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High-quality early learning has the potential to narrow disparities in children’s learning and development prior to kindergarten entry, particularly for children from families with low incomes and children who are multilingual learners. This study investigates the relationship between preschool quality and children’s learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children in California preschool programs. It suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program.
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Moreno, Martín, Jesús Duarte, and María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0010419.
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This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In terms of key school resources, there is a high inequity in their distribution with a clear disadvantage against schools with mostly poor students, as well as rural and public urban schools. This inequitable allocation of resources is associated with a greater risk of students achieving unsatisfactory SABER test results. The results of the multilevel model estimations, where the interaction between school factors and test results are jointly analyzed, indicate that better physical conditions, adequate connection to public services, a complete school day, the presence of rules in the classroom, minimal violence in schools, and greater teacher satisfaction are significantly related with higher probabilities of students achieving adequate test results. Improving these school factors, mainly among schools with poor students, has a great potential for increasing quality and equity of learning in Colombia.
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Alfano, James, Isaac Barash, Thomas Clemente, Paul E. Staswick, Guido Sessa, and Shulamit Manulis. Elucidating the Functions of Type III Effectors from Necrogenic and Tumorigenic Bacterial Pathogens. United States Department of Agriculture, 2010. http://dx.doi.org/10.32747/2010.7592638.bard.
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Many phytopathogenic bacteria use a type III protein secretion system (T3SS) to inject type III effectors into plant cells. In the experiments supported by this one-year feasibility study we investigated type III effector function in plants by using two contrasting bacterial pathogens: Pseudomonas syringae pv. tomato, a necrotrophic pathogen and Pantoea agglomerans, a tumorigenic pathogen. The objectives are listed below along with our major conclusions, achievements, and implications for science and agriculture. Objective 1: Compare Pseudomonas syringae and Pantoea agglomerans type III effectors in established assays to test the extent that they can suppress innate immunity and incite tumorigenesis. We tested P. agglomerans type III effectors in several innate immunity suppression assays and in several instances these effectors were capable of suppressing plant immunity, outputs that are suppressed by P. syringae effectors. Interestingly, several P. syringae effectors were able to complement gall production to a P. agglomerans pthGmutant. These results suggest that even though the disease symptoms of these pathogens are dramatically different, their type III effectors may function similarly. Objective 2: Construct P. syringae mutants in different combinations of type III-related DNA clusters to reduce type III effector redundancy. To determine their involvement in pathogenicity we constructed mutants that lack individual and multiple type III-related DNA clusters using a Flprecombinase-mediated mutagenesis strategy. The majority of single effector mutants in DC3000 have weak pathogenicity phenotypes most likely due to functional redundancy of effectors. Supporting this idea, Poly-DNAcluster deletion mutants were more significantly reduced in their ability to cause disease. Because these mutants have less functional redundancy of type III effectors, they should help identify P. syringae and P. agglomerans effectors that contribute more significantly to virulence. Objective 3: Determine the extent that P. syringae and P. agglomerans type III effectors alter hormone levels in plants. Inhibition of auxin polar transport by 2,3,5-triiodobenzoic acid (TIBA) completely prevented gall formation by P. agglomerans pv. gypsophilae in gypsophila cuttings. This result supported the hypothesis that auxin and presumably cytokinins of plant origin, rather than the IAA and cytokinins secreted by the pathogen, are mandatory for gall formation. Transgenic tobacco with pthGshowed various phenotypic traits that suggest manipulation of auxin metabolism. Moreover, the auxin levels in pthGtransgenic tobacco lines was 2-4 times higher than the control plants. External addition of auxin or cytokinins could modify the gall size in gypsophila cuttings inoculated with pthGmutant (PagMx27), but not with other type III effectors. We are currently determining hormone levels in transgenic plants expressing different type III effectors. Objective 4: Determine whether the P. agglomerans effectors HsvG/B act as transcriptional activators in plants. The P. agglomerans type III effectors HsvG and HsvB localize to the nucleus of host and nonhost plants and act as transcription activators in yeast. Three sites of adjacent arginine and lysine in HsvG and HsvB were suspected to act as Nuclear localization signals (NLS) domains. A nuclear import assay indicated two of the three putative NLS domains were functional NLSs in yeast. These were shown to be active in plants by fusing HsvG and HsvB to YFP. localization to the nucleus was dependent on these NLS domains. These achievements indicate that our research plan is feasible and suggest that type III effectors suppress innate immunity and modulate plant hormones. This information has the potential to be exploited to improve disease resistance in agricultural crops.
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Chierichetti, Maria, and Fatemeh Davoudi Kakhki. Latent Active Transportation Methodology. Mineta Transportation Institute, 2025. https://doi.org/10.31979/mti.2025.2309.
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Understanding and estimating latent demand for active transportation, such as walking and cycling, is essential for designing infrastructure and policies that promote sustainable mobility. Unlike traditional demand models that focus on observed trips, latent demand estimation seeks to quantify the unrealized potential for active travel due to barriers such as inadequate infrastructure, safety concerns, or lack of connectivity. This study develops a comprehensive latent demand model tailored for California, integrating geospatial analysis and multimodal accessibility assessments. The methodology employs a GIS-based corridor analysis approach, utilizing spatial accessibility metrics and distance decay functions to evaluate potential demand. It incorporates employment and population data, school and university enrollments, and park and trail accessibility to estimate the likelihood of walking and cycling trips. To better capture behavioral patterns, the model also classifies cyclists into four categories: strong and fearless, enthused and confident, interested but concerned, and no way, no how. Case studies in Douglas City, El Centro, and downtown San Jose illustrate the model’s application across urban, suburban, and rural contexts. Findings highlight that employment centers and commercial areas significantly contribute to bicycle demand, while schools and recreational spaces influence pedestrian activity. The results emphasize the need for targeted infrastructure improvements to convert latent demand into realized active transportation. This study provides a data-driven framework to guide investments in pedestrian and cycling infrastructure to ensure equitable and effective transportation planning in California.
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Rashevska, Natalya V., and Vladimir N. Soloviev. Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2671.
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The education system of Ukraine is closely linked with the world education trends, therefore it requires constant renewal and expansion. One of the progressive areas of organizing studying process is creating the studying environment which will allow students to reveal their intellectual potential while searching for the necessary knowledge. That’s why the purpose of the article is analysis of the concept of augmented reality and prospects of its application in the process of training future engineers. The object of study is the system of training future engineers and the subject is using of augmented reality technologies in the process of training future engineers. The research method is analyzing the impact of the augmented reality technologies on the training future engineers. During the research, we have identified positive aspects of the augmented reality technologies in the process of training future engineers. We have defined the stages of creating some methodical system components of teaching fundamental disciplines in the higher technical school through interdisciplinary integration and technologies of augmented reality.
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Pradhan, Nawa Raj, Charles Wayne Downer, and Sergey Marchenko. User guidelines on catchment hydrological modeling with soil thermal dynamics in Gridded Surface Subsurface Hydrologic Analysis (GSSHA). Engineer Research and Development Center (U.S.), 2024. http://dx.doi.org/10.21079/11681/48331.
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Climate warming is expected to degrade permafrost in many regions of the world. Degradation of permafrost has the potential to affect soil thermal, hydrological, and vegetation regimes. Projections of long-term effects of climate warming on high-latitude ecosystems require a coupled representation of soil thermal state and hydrological dynamics. Such a coupled framework was developed to explicitly simulate the soil moisture effects of soil thermal conductivity and heat capacity and its effects on hydrological response. In the coupled framework, the Geophysical Institute Permafrost Laboratory (GIPL) model is coupled with the Gridded Surface Subsurface Hydrologic Analysis (GSSHA) model. The new permafrost heat transfer in GSSHA is computed with the GIPL scheme that simulates soil temperature dynamics and the depth of seasonal freezing and thawing by numerically solving a one-dimensional quasilinear heat equation with phase change. All the GIPL input and output parameters and the state variables are set up to be consistent with the GSSHA input-output format and grid distribution data input requirements. Test-case simulated results showed that freezing temperatures reduced soil storage capacity, thereby producing higher peak and lower base flow. The report details the functions and format of required input variables and cards, as a guideline, in GSSHA hydrothermal analysis of frozen soils in permafrost-active areas.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.