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Bibliografias temáticas / Teaching in First Nation communities

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Literatura científica selecionada sobre o tema "Teaching in First Nation communities"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Teaching in First Nation communities"

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Thompson, Heather A., Courtney W. Mason, and Michael A. Robidoux. "Hoop House Gardening in the Wapekeka First Nation as an Extension of Land-Based Food Practices." ARCTIC 71, no. 4 (2018): 407–21. http://dx.doi.org/10.14430/arctic4746.

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Rural Indigenous communities in Canada’s North face many challenges getting regular access to nutritious foods, primarily because of the high cost of market food, restricted availability of nutritious foods, and lack of government support for nutritious food programs. The consequences of food insecurity in this context are expressed in high rates of diabetes, heart disease, and childhood obesity. Many Indigenous communities are responding to issues related to healthy food access by attempting to rebuild local food capacity in their specific regions. Important first steps have been taken in dev

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Koester, Helmut. "The Divine Human Being." Harvard Theological Review 78, no. 3-4 (1985): 243–52. http://dx.doi.org/10.1017/s0017816000012384.

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The belief in the greatness of individual human beings who are acknowledged as benefactors of the city, the nation, and humankind is as old as the beginnings of Western culture. When the first Christian apostles encountered this belief, it was already well established in the Greco-Roman world. And, with all its intriguing lure, it is still an important and pervasive current in our present situation. Indeed, this belief is very much alive as all of us face the demand for excellence in our teaching and our studies, as well as the expectation that graduates will emerge as recognized leaders in re

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Douglas, Maureen L., Shawna L. McGhan, Danielle Tougas, et al. "Asthma Education Program for First Nations Children: An exemplar of the Knowledge-to-Action Framework." Canadian Respiratory Journal 20, no. 4 (2013): 295–300. http://dx.doi.org/10.1155/2013/260489.

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BACKGROUND: The prevalence of asthma in Aboriginal children is 6% to 14%. Gaps in knowledge regarding asthma and its management exist in First Nations (FN) communities, and culturally relevant education and resources are required. Studies have recommended that the children’s asthma education program, the ‘Roaring Adventures of Puff’, be modified through partnership with FN communities to be culturally appropriate.OBJECTIVE: To adapt this knowledge tool and design an effective implementation process for FN knowledge users (children with asthma and care providers), guided by the Canadian Institu

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Ifeakor, Chinedu, and Anselm Ikenna Odo. "Adopting the Factors That Motivate and Sustain Teachers Interest in the Teaching Profession for National Development in Education." Jurnal Office 6, no. 1 (2020): 45. http://dx.doi.org/10.26858/jo.v6i1.15006.

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This paper sought to adopt the factors that motivate and sustain the teacher’s interest in the teaching profession. This is as a result of a vivid nonchalant attitude exhibited by some of the Nigeria teachers. First, the effect of irregular payment of teachers’ salaries has cause an alarm for the performance of teachers in work. Again, the inadequate promotion of teachers has negative impact in discharging their duties effectively and efficiently, thus this leads to teachers’ low standard of living and sometimes abandons the teaching profession and they look for better paid job. The negligent

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Nair, Geeta, and Robert Hindle. "Use of ICT in Education." International Journal of Information Communication Technologies and Human Development 5, no. 4 (2013): 10–19. http://dx.doi.org/10.4018/ijicthd.2013100102.

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The present research paper discusses the use of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities’ to the generation that missed them in t

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Smith-Gilman, Sheryl. "Culture Matters: The Arts, the Classroom Environment, and a Pedagogy of Entewate`Nikonri:Sake : A Study in a First Nations Pre-School." Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, no. 2 (2016): 53. http://dx.doi.org/10.26443/crae.v42i2.1.

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This article brings to light the close relationship between culture, learning and the arts. It recounts the quest of a First Nations (Mohawk) early childhood center in their development of a culturally relevant curriculum whereby culture and Indigenous ways of learning would be seamlessly woven into daily practice. Step by Step Child and Family Center embraced the Reggio Emilia approach. The educators acknowledged how Reggio Emilia’s major tenets resonated with Indigenous values as well as seeing congruence in ways of teaching, learning and how relationships are intrinsically interwoven into p

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Muntoha, Muntoha. "RESPON ISLAM TERHADAP PERUBAHAN RELASI MASYARAKAT LOKAL DAN NEGARA DI INDONESIA ERA REFORMASI." Wahana Akademika: Jurnal Studi Islam dan Sosial 2, no. 2 (2016): 11. http://dx.doi.org/10.21580/wa.v2i2.374.

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<p><strong><em>Abstract</em></strong></p><p><em>Indonesia as a developing country starts moving from the centralistic country into decentralized state since the change of power generated by a wave of reforms in mid 1998. There are several key issues that came to the surface in connection with this transition, among others, is a horizontal conflict that is lead to the disintegration of the Republic of Indonesia (NKRI). In the face of the country situation, the religion (Islam) with the teaching of ethics is expected to be one important factor for

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Morales Cardenas, Reynaldo. "Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education." EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, no. 3 (2020): 127–34. http://dx.doi.org/10.37467/gka-revedu.v8.2666.

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This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated

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Cameron, Laura, Dave Courchene, Sabina Ijaz, and Ian Mauro. "The Turtle Lodge: sustainable self-determination in practice." AlterNative: An International Journal of Indigenous Peoples 15, no. 1 (2019): 13–21. http://dx.doi.org/10.1177/1177180119828075.

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The Turtle Lodge International Centre for Indigenous Education and Wellness in Sagkeeng First Nation, Manitoba, is leading the way in exemplifying and cultivating sustainable self-determination. This is a holistic concept and process that recognizes the central role that land and culture play in self-determination, and the responsibility to pass these teachings on to future generations. This article links theory and practice in the emerging scholarship on sustainable self-determination and examines how Turtle Lodge embodies sustainable self-determination through traditional governance and laws

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Rahemtulla, Shadaab. "Muslims in America." American Journal of Islam and Society 27, no. 3 (2010): 103–6. http://dx.doi.org/10.35632/ajis.v27i3.1310.

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Muslims in America: A Short History is an accessible, succinct, andinformative historical survey of Muslim American communities. This popularbook has two key objectives: to increase non-Muslim Americans’understanding of Muslims in the United States and to foreground to Muslim Americans themselves their own religious, ethnic, and culturaldiversity (p. xi).The story of Muslim America begins in the eighteenth century. Chapter1, “Across the Black Atlantic: The First Muslims in North America,”sketches the lives of several West African Muslims, many of them highly literateand schooled in the Islamic

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Teses / dissertações sobre o assunto "Teaching in First Nation communities"

1

Stevenson, Earl Conrad. "Towards moral and ethical research in collaboration with First Nation communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62854.pdf.

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Restoule, Brenda M. M. "Healing in Ojibwa First Nation communities, investigating the relationship among acculturation, health and identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ42971.pdf.

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Restoule, Brenda M. M. "Healing in Ojibwa First Nation communities investigating the relationship among acculturation, health and identity /." Ottawa : Library and Archives Canada, 2000. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ42971.pdf.

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Collins, Benjamin C. "Mine closure planning with First Nations communities : the Stk'emlupsemc te Secwepemc Nation and the New Afton Mine." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54759.

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The goal of this research is to understand how the traditional knowledge of the Stk’emlupsemc te Secwepemc Nation can be used to improve reclamation and closure planning of the New Afton mine. Furthermore, this research will provide insight into consultation with First Nation communities for closure and reclamation planning. The New Afton Mine site, located ten kilometers west of Kamloops, BC is on the traditional territory of the Tk’emlúps te Secwepemc and Skeetchestn Indian Bands. The application of traditional knowledge for closure is a relatively new field. As such, the application of th

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Natcher, David C. "Co-operative resource management as an adaptive strategy for aboriginal communities, the Whitefish Lake First Nation case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ46893.pdf.

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Nombewu, Sakhiwo Bridget. "The role of the head of department in maintaining the motivation of English first additional langauge teachers teaching in educationally deprived communities." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11887.

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The purpose of the study was twofold. The first purpose was to determine the role of the Head of Department in maintaining the motivation of English first additional language teachers in deprived communities. The role of the Head of Department will depend on factors that motivate and demotivate EFAL teachers and the influence of demographic factors on the motivators and demotivators reported by the participants. The second purpose was to establish the expectations that EFAL teachers have of their Heads of Departments in order to gain an understanding of the role that the Head of Departments ca

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Miller, Colton Duane. "Biculturalism among Indigenous College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.

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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous

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Espindola, Maíra Lewtchuk. "As experiências dos intelectuais no processo de escolarização primária na Parahyba (1824-1922)." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9886.

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Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-16T13:34:14Z No. of bitstreams: 1 Arquivototal.pdf: 2666047 bytes, checksum: ce1505a5e5de82bc11c3b650ce427365 (MD5)<br>Made available in DSpace on 2018-05-16T13:34:14Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2666047 bytes, checksum: ce1505a5e5de82bc11c3b650ce427365 (MD5) Previous issue date: 2017-06-05<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The main argument of this thesis started from the supposition that during the long nineteenth century some intellectuals take part in the scho

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Erford, Jamie L. "Sense of Place and Concurrent Enrollment: Creating College Places in High School Settings." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1503050057101256.

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Polfus, Jean. "An interdisciplinary approach to describing biological diversity." Ecology and Society; Journal of Biogeography, 2016. http://hdl.handle.net/1993/31986.

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The concept of biodiversity – the phenotypic and genotypic variation among organisms – is central to conservation biology. There is growing recognition that biodiversity does not exist in isolation, but rather is intrinsically and evolutionarily linked to cultural diversity and indigenous knowledge systems. In Canada, caribou (Rangifer tarandus) occupy a central place in the livelihoods and identities of indigenous people and display substantial variation across their distribution. However, quantifying caribou intraspecific variation has proven challenging. Interdisciplinary approaches are nec

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Livros sobre o assunto "Teaching in First Nation communities"

1

Silverman, Barbara. Learning needs of nurses working in First Nations' communities and hospitals. Quality of Nursing Worklife Research Unit, McMaster University, 1994.

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2

Canada. Health Canada. Department of Indian Affairs. Community drinking water and sewage treatment in First Nation communities. Health Canada., 1995.

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3

Paul, Walker. Writing in context: Composition in first-year learning communities. Hampton Press, Inc., 2013.

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4

Ontario Advisory Council on Senior Citizens. Denied too long: The needs and concerns of seniors living in First Nation communities in Ontario. The Council, 1993.

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5

Quasha, Jennifer. Jamestown: Hands-on projects about one of America's first communities. PowerKids Press, 2001.

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6

Allen, Trena. An exploration of on-reserve forest management capacity and forest certification interest in First Nations communities across Canada. First Nation Forestry Program, 2006.

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7

Anxious Histories: Narrating the Holocaust in Jewish communities at the beginning of the twenty-first century. Berghahn Books, 2015.

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Life together in the spirit: A radical spirituality for the twenty-first century. Plough Publshing House, 2015.

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9

United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education and Civil Rights . Hearing on the reauthorization of the Drug Free Schools and Communities Act: Hearing before the Subcommittee on Select Education and Civil Rights of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, first session, hearing held in Washington, DC, March 31, 1993. U.S. G.P.O., 1993.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Healthy Families and Communities. Strengthening school safety through prevention of bullying: Joint hearing before the Subcommittee on Healthy Families and Communities and the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, July 8, 2009. U.S. G.P.O., 2009.

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Capítulos de livros sobre o assunto "Teaching in First Nation communities"

1

Pictou Landing First Nation and Irena Knezevic. "Community Food Security in Pictou Landing First Nation." In Nourishing Communities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57000-6_3.

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Rakshit, Roopa, Chander Shahi, M. A. (Peggy) Smith, and Adam Cornwell. "Bridging Gaps in Energy Planning for First Nation Communities." In International Solutions to Sustainable Energy, Policies and Applications. River Publishers, 2020. http://dx.doi.org/10.1201/9781003150978-5.

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Cokely, Carrie L., and Melissa Anyiwo. "Teaching Millennials About Difference Through First-Year Learning Communities." In Teaching Race and Anti-Racism in Contemporary America. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7101-7_11.

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Heath, Mary, and Tania Leiman. "Choosing Change: Using a Community of Practice Model to Support Curriculum Reform and Improve Teaching Quality in the First Year." In Implementing Communities of Practice in Higher Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2866-3_9.

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Kokko, Heikki. "Temporalization of Experiencing: First-Hand Experience of the Nation in Mid-Nineteenth Century Finland." In Palgrave Studies in the History of Experience. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_5.

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AbstractKokko tests and develops further Benedict Anderson’s thesis about “imagined communities” through analyzing the experiential change that the emerging of first-hand experience of the nation required at the individual level. The analysis of readers’ letters published in the Finnish-language press provides a rare history-from-below approach to the emerging experience of the nation. Besides focusing on the mid-1800s’ Finnish grass roots experience of the nation, the chapter draws attention to the form of belonging which existed prior to it. ‘Temporalization of Experiencing’ presents the first-hand experience of the nation as a social phenomenon. The chapter indicates that the absorbing of the experience of the nation was based on a transformation in the structures of experiencing that was linked to the modernization process.

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Moebius, Stephan. "Reconstruction and Consolidation of Sociology in West Germany from 1945 to 1967." In Sociology in Germany. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_3.

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AbstractThis chapter will focus on the two decades after 1945, the period of the “post-war society” (1945–1967), which in the historical sciences is also characterized as a period of boom (keywords: “Wirtschaftswunder” (“economic miracle”), expansion of the welfare state, expansion of the educational sector, certainty about the future) and which comes to an end in the 1970s. Germany was undergoing a profound process of change: socio-structural changes in an advanced industrial society, structural changes in the family and a retreat into the private sphere, new opportunities in the areas of consumption and leisure due to the “Wirtschaftswunder,” urbanization and changes in communities, “Western Integration” (“Westbindung”), the ban on the KPD (Communist Party of Germany) in 1956, remilitarization, the development of the mass media and mass motorization, and the repression of the Nazi past were central social and sociological issues. At the same time, fascist tendencies were still virulent during the 1950s and 1960s. After 1945, sociology had to be rebuilt. Journals were refounded or newly founded, the German Sociological Association was restored and sociology was re-established as a teaching subject. Different “schools” and regional centers of sociology emerged. The so-called Cologne School centered around René König, the Frankfurt School around Adorno and Horkheimer, and the circle around Helmut Schelsky should be mentioned in particular; but also, Wolfgang Abendroth, Werner Hofmann, and Heinz Maus (Marburg School), Otto Stammer (Berlin), Arnold Bergstraesser (Freiburg i.Br.), and Helmuth Plessner (Göttingen). Despite their theoretical and political differences, up until the 1950s, they all had in common the decisive will for political and social enlightenment regarding the post-war situation. Furthermore, the particular importance that empirical social research and non-university research institutions had for the further development of sociology after 1945 is worth mentioning.At the end of the 1950s, field-specific dynamics gained momentum. The different “schools” and groups tried to secure and expand their position in the sociological field and their divergent research profiles became increasingly visible. The so-called civil war in sociology drove the actors further apart. Additionally, disciplinary struggles and camp-building processes during the first 20 years of West German sociology revolved around the debate on role theory and the dispute over positivism. By the end of the 1950s, an institutional and generational change can be observed. The so-called post-war generation, which included Ralf Dahrendorf, Jürgen Habermas, Niklas Luhmann, Erwin K. Scheuch, Heinrich Popitz, Hans Paul Bahrdt, M. Rainer Lepsius, and Renate Mayntz, assumed central positions in organizations, editorial boards of journals, and universities. While the early “schools” and circles (König, Schelsky, Adorno, and Horkheimer) initially focused on the sociology of the family and empirical research, the following generation concentrated foremost on industrial sociology, but also on topics of social structure and social stratification as well as on social mobility.

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Mathew, John, and Pushkar Sohoni. "Teaching and Research in Colonial Bombay." In History of Universities: Volume XXXIV/1. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0013.

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Bombay did not play the kind of administrative nodal role that first Madras and later Calcutta did in terms of overarching governance in the Indian subcontinent, occupying instead a pivotal position for the region’s commerce and industry. Nonetheless, the nineteenth and twentieth centuries in Bombay were a formative age for education and research in science, as in the other Presidencies. A colonial government, a large native population enrolled in the new European-style educational system, and the rise of several institutions of instruction and learning, fostered an environment of scientific curiosity. The Asiatic Society of Bombay (1804), which was initially the hub of research in all disciplines, became increasingly antiquarian and ethnographic through the course of the nineteenth century. The Victoria and Albert Museum (conceived in 1862 and built by 1871 and opened to the public in 1872), was established to carry out research on the industrial arts of the region, taking for its original collections fine and decorative arts that highlight practices and crafts of various communities in the Bombay Presidency. The University of Bombay (1857) was primarily tasked with teaching, and it was left to other establishments to conduct research. Key institutions in this regard included the Bombay Natural History Society (1883) given to local studies of plants and animals, and the Haffkine Institute (1899), which examined the role of plague that had been a dominant feature of the social cityscape from 1896. The Royal Institute of Science (1920) marked a point of departure, as it was conceived as a teaching institution but its lavish funding demanded a research agenda, especially at the post-graduate level. The Prince of Wales Museum (1922) would prove to be seminal in matters of collection and display of objects for the purpose of research. All of these institutions would shape the intellectual debates in the city concerning higher education. Typically founded by European colonial officials, they would increasingly be administered and staffed by Indians.

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Yonder, Ayse, Mercedes Narciso, and Juan Camilo Osorio. "Pedagogy built on working with communities: a first semester core course." In Teaching Urban and Regional Planning. Edward Elgar Publishing, 2021. http://dx.doi.org/10.4337/9781788973632.00015.

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Sheehan, Mark, and Tony Taylor. "Australia and New Zealand: ANZAC and Gallipoli in the Twenty-First Century." In Teaching History and the Changing Nation State. Bloomsbury Publishing Plc, 2016. http://dx.doi.org/10.5040/9781474225892.ch-015.

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Diaz-Andreu, Margarita. "Conclusions." In A World History of Nineteenth-Century Archaeology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199217175.003.0023.

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In this book explanations have operated at various levels, of which two will be highlighted here: top-down and bottom-up approaches. Regarding the first approach, it has been argued that archaeology’s emergence as a professional discipline needs to be understood within the framework of the appearance of nationalism as the political ideology that changed the way in which states were characterized, leading to their definition as self-governed nations. An overview of how nationalism, and, connected to it, imperialism and colonialism, affected the development and institutionalization of archaeology throughout the world in the nineteenth century has been provided in the introduction. In this final chapter I do not intend to repeat arguments put forward there. Instead, the following pages will further elaborate on the bottom-up approach, utilized throughout the work but not explicitly formulated. This concerns archaeologists’ role in the changes that led to the growing acceptance of nationalism and imperialism, and the increasing success of archaeology as a scholarly discipline. Nation, colony, empire, and state are abstract concepts that, in fact, represent communities of individuals whose agency is fundamental in the events that mark the history of these institutions. People successfully instil—or otherwise—the belief in the existence of a nation, an empire or a colony. Explorers, amateurs, and professionals played a vital part in the organization of the search for antiquities, claiming their undertakings were useful from a political point of view, and popularizing this vision through exhibitions, speeches, teaching, and publications. To understand correctly the mechanisms by which nineteenth-century archaeology related to nationalism it is important to stress that the political role played by most individuals involved in the study of antiquities was not the result of an imposition. On the contrary, free choice motivated them. The many analyses undertaken on the social provenance of archaeologists (for example Kristiansen 1981; Levine 1986; Mitchell 1998) show that a number hailed from the social elite and, importantly, that the great majority were from the middle classes. They, therefore, belonged to the strata in society leading the nineteenth-century revolutions. These were not enforced from above, but, quite the reverse, were voluntarily directed by the intelligentsia—the educated strata in the society mainly drawn from the middle classes—in their search for space in the political sphere.

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Trabalhos de conferências sobre o assunto "Teaching in First Nation communities"

1

Slater, Bill, Robert Moar, and Josee Tremblay. "Building relationships and capacity with First Nation communities affected by mine closure." In Sixth International Conference on Mine Closure. Australian Centre for Geomechanics, Perth, 2011. http://dx.doi.org/10.36487/acg_rep/1152_86_slater.

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2

Ķestere, Iveta, and Baiba Kaļķe. "Learning National Identity Outside the Nation-State: the Story Of Latvian Primers (Mid-1940s – Mid-1970s)." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.03.

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In order to understand how the concept of national identity, currently included in national legislation and curricula, has been formed, our research focuses on the recent history of national identity formation in the absence of the nation-state “frame”, i.e. in Latvian diaspora on both sides of the Iron Curtain – in Western exile and in Soviet Latvia. The question of our study is: how was national identity represented and taught to next generations in the national community that had lost the protection of its state? As primers reveal a pattern of national identity practice, eight primers publi

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Herman, Geoffrey L., Laura Hahn, and Matthew West. "Coordinating College-Wide Instructional Change Through Faculty Communities." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51549.

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In February 2012, the College of Engineering created the Strategic Instructional Initiatives Program (SIIP) to transform and revitalize the core engineering courses at the University of Illinois at Urbana-Champaign. As SIIP has evolved, we have learned that in order to achieve these goals, we must first focus on creating collaborative teaching cultures. This effort has sparked the rapid spread of Research-Based Instructional Strategies across the college and created a thriving community of faculty invested in improving undergraduate instruction. In this paper, we describe the current policies

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Ewins, Peter J. "Protected Areas and Pipelines in Canada: Balancing Natural Values With Development at the Landscape Level — The Conservation First Principle." In 2002 4th International Pipeline Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/ipc2002-27276.

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“Sustainable Development” is now a widely accepted concept, yet there are surprisingly few concrete examples of it in practice. The pipeline industry operates at broad landscape and regional levels, and now has the opportunity to provide a strong lead in showcasing how society can benefit from major new energy pipelines while not significantly compromising natural and cultural values. To achieve this requires adoption of a fundamental proactive, ecosystem-based principle — the “Conservation First Principle”. In Canada this principle, first stated by Hummel [1], is that “there should be no new

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El Souefi, Nevine Mahmoud Fayek. "A Proposed Framework for the Growth of Online Learning Communities." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13010.

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AbstractThe abrupt shift to full online learning due to COVID-19, displaced students and teachers, created multiple barriers in teaching and learning, and caused some instructors not being able to build and maintain an online learning community. This situation resulted in students’ detachment from their instructor and peers causing lack of motivation and increase of failure chances. First the paper explores the challenges and opportunities of building and online learning community highlighting the needs, and reviewes some past frameworks in the field. Second, a framework is proposed that ident

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Rudnytska-Yuriichuk, Iryna. "Main Principles of Using Audiovisual Method in Teaching the Native Language to Children of Pre-School Age in the Ukrainian Diaspora of The USA and Canada." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/29.

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In the national educational system of the Ukrainian diaspora of the USA and Canada the pre-school period covers the first stages of extra-familiar education, where establishing of child’s consciousness and connecting to spiritual values of the Ukrainian nation are taking place. Efficiency of this process depends on multiple factors. A significant role among them is played by didactic provision of educational-instructional process in pre-school educational institutions of various kinds whose main aim is to form national consciousness of the pupils through acquiring the Ukrainian language, as we

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de Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.

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This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around conce

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Faurote, Shawn, Carrol Curtis, Daniel Jones, et al. "Design a Product That Can Stimulate a Developing Nation’s Economy: Grain Mill." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61319.

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The purpose of this project was to design a product that would improve the standard of living, as well as stimulate the economy of a developing nation. Increasing food production was determined to be one of the greatest needs in emerging economies. Initial market research of indigenous grinding methods and diets of several developing nations pointed to a need for grain mills in Central and South America. In order to design a grain mill to meet this need, grain mill machines currently available in industrialized nations were first analyzed in order to determine the technical aspects that would

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Cardazzo, Barbara, Giuseppe Radaelli, Angela Trocino, Lucia Bailoni, Edward Taylor, and Monica Fedeli. "Teaching4Learning@UNIPD to promote faculty development at the University of Padua, Italy: the experience of the Agriculture and Veterinary Medicine School." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9363.

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Teaching4Learning@UNIPD started in 2016, and it representes the first step for the University of Padua to foster innovative teaching in response to European recommendations. It encourages faculty to experiment with new teaching strategies; involves students and promotes their active participation in educational activities; de-privatizes teaching; and has progressively increased the number of faculty learning communities. It was initiated by faculty who self-selected to participate and who had a significant inclination to enhance their approach to teaching and learning. The School of Agricultur

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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of

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