7,283 research outputs found
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Ensuring Access to Safe and Nutritious Food for All Through the Transformation of Food Systems
Examples of works to practice staccato technique in clarinet instrument
Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato
geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı
sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de
durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt
çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham
verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her
aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır.
Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine
yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini
içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin
kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür
taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de
kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt
çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve
güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının
girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken
doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir
kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına
bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği
vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan
çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur.
Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir.
Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır.
Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların
yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve
sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır
Exploring Potential Domains of Agroecological Transformation in the United States
There is now substantial evidence that agroecology constitutes a necessary pathway towards socially just and ecologically resilient agrifood systems. In the United States, however, agroecology remains relegated to the margins of research and policy spaces. This dissertation explores three potential domains of agroecological transformation in the US. Domains of transformation are sites of contestation in which agroecology interfaces with the industrial agrifood system; these material and conceptual spaces may point to important pathways for scaling agroecology. To explore this concept, I examine formal agroecology education (Chapter 1), extension services and statewide discourses around soil health (Chapter 2), and models of farmland access not based on private property (Chapter 3). While these constitute three distinct topics, I seek to demonstrate that they are linked by similar forces that enable and constrain the extent to which these domains can be sites of agroecological transformation.
First, I use case study methodology to explore the evolution of an advanced undergraduate agroecology course at the University of Vermont. I examine how course content and pedagogy align with a transformative framing of agroecology as inherently transdisciplinary, participatory, action-oriented, and political. I find that student-centered pedagogies and experiential education on farms successfully promote transformative learning whereby students shift their understanding of agrifood systems and their role(s) within them. In my second chapter, I zoom out to consider soil health discourses amongst farmers and extension professionals in Vermont. Using co-created mental models and participatory analysis, I find that a singular notion of soil health based on biological, chemical, and physical properties fails to capture the diverse ways in which farmers and extension professionals understand soil health. I advocate for a principles-based approach to soil health that includes social factors and may provide a valuable heuristic for mobilizing knowledge towards agroecology transition pathways. My third chapter, conducted in collaboration with the national non-profit organization Agrarian Trust, considers equitable farmland access. Through semi-structured interviews with 13 farmers and growers across the US, I explore both farmer motivations for engaging with alternative land access models (ALAMs) and the potential role(s) these models may play within broader transformation processes. I argue that ALAMs constitute material and conceptual ‘third spaces’ within which the private property regime is challenged and new identities and language around land ownership can emerge; as such, ALAMs may facilitate a (re)imagining of land-based social-ecological relationships.
I conclude the dissertation by identifying conceptual and practical linkages across the domains explored in Chapters 1-3. I pay particular attention to processes that challenge neoliberal logics, enact plural ways of knowing, and prefigure just futures. In considering these concepts, I apply an expansive notion of pedagogy to explore how processes of teaching and (un)learning can contribute to cultivating foundational capacities for transition processes
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Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families.
Qualifications vary widely for those employed within the ECEC sector; this is of particular concern within the English context where questions are raised about sustainability. An inconsistent approach to training and qualifications has contributed to a perception of ECEC as low skilled work. Apprenticeships and part-time distance learning courses have become commonplace, enabling practitioners to work and study concurrently; however, this strategy has blurred the boundaries between initial training and CPD.
There is a persistent concern about how to improve educational attainment for young children. In the English context, the Early Years Workforce Strategy (DfE 2017) acknowledged the impact of specialised graduates. Other evidence notes that better qualified practitioners provide higher quality provision (Mathers et al. 2011) and that such provision is positively associated with children’s attainment and progress throughout primary school (Sylva et al. 2011). More recently, Bonetti and Blanden (2020) found a small positive association between the presence of graduate level staff in private, voluntary, and independent settings and 5-year-olds’ attainment on the Early Years Foundation Stage Profile (EYFSP) (DfE 2018) although the authors note that improved outcomes were modest.
It is widely accepted that quality in ECEC matters to the families of young children. In the context of England, successive governments have committed to the expansion of fully subsidised ‘15-hour’ and ‘30-hour’ provision for 2-4 year olds, not only to promote children’s development, but also to support parental employment, particularly for disadvantaged families. Previous initiatives to support parents and families, such as the Sure Start local programmes, found positive impacts for parents and families yet spending cuts have led to more than 30% of Sure Start Centres (more than 1000) closing since 2009 (Smith et al. 2018). A renewed interest in impact on families has been referenced recently in the enhancement of Family Hubs and a discussion of how they may build on existing Sure Start provision (DHSC 2021).
In 2021, it is impossible to consider the experiences of young children and their families without acknowledging the ongoing context of Covid-19. The pandemic situation has impacted both children and families in many ways, including their access to quality education and care, thus worsening an already precarious situation. A further layer of complexity and concern is the impact of pervasive inequalities on the lives of many young children and their families; around 4.3 million children were noted as living in poverty in the UK in 2020 with numbers rising to include the impact of the pandemic (Hirsch and Stone 2021).
Our findings are based on the analysis of 25 reviews which included over 764 research studies. These reviews focused on research evidence of the relationship between practitioner qualifications/training and their links to better outcomes for young children and their families. Reviews were included in the study following a systematic review process based on protocols established by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) (Gough, Oliver, and Thomas 2012). Internationally published literature (written in English) was searched using EBSCO (to include ASC, BEI, ERC and ERIC) and SCOPUS. The search took place in October 2020 and fields included were titles, abstracts and keywords; the search strategy is set out in Appendix 1. Publications were limited to those published between 2002-2020. Inclusion and exclusion criteria were applied to the initial 18579 articles to arrive at the 25 articles analysed for our report
A Comparative Study on Students’ Learning Expectations of Entrepreneurship Education in the UK and China
Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship
education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on students’ learning expectations as
a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education.
The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is
represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning
expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in students’ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), students’ actual input (positive) and tutors’ academic qualification (negative).
The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour.
The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to
other fields of study. One key message from this study is that education can be encouraged and supported but cannot be “forced”. Mandatory entrepreneurship education is not a quick fix for the lack of university students’ innovation and
entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students
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Print. Resource Pack to Support Remote Learning
In response to the challenge to education systems presented by the global COVID-19 pandemic, UNICEF and the World Bank have created a set of seven Resource Packs about remote learning. The packs are designed to support government officials and staff in national and international agencies tasked with designing and implementing effective remote learning opportunities for children in development and humanitarian contexts.
Remote learning is the process of teaching and learning performed at a distance. Rather than having learners meet their teachers in person, learners are distanced from their teacher and possibly their peers as well. One of the consequences of COVID-19 is that almost every country has had to put in place remote learning programmes. The packs are therefore designed primarily to help you to enhance and improve the effectiveness of existing remote learning programmes.
Despite advances in technology, print remains a crucial medium for many learners around the world. This pack discusses some of the major strengths and limitations of print as a medium for delivery of remote learning and identifies some of the approaches that can be taken when planning for the use of print within remote learning
The role of adult and community education and training in equipping the youth with employable skills : the case of Mashashane-Maraba area of Limpopo
Youth unemployment is a persistent challenge in South Africa that is worsening as the percentage of especially young people that are unemployed or unemployable increases quarterly. The Province of Limpopo is ranked among rural provinces and is characterised by a significant number of economically-active youth that are either unemployed or unemployable and this has negative effects on families, communities and the nation at large. Of other initiatives, the South African government established Community Education and Training Colleges (CETCs) with an aim to up-skill school-leavers and/or mitigate the high rate of unemployment. This study therefore sought to investigate whether the ACET has up-skilled the youth of Mashashane-Maraba in the Limpopo Province. The study also investigated reasons that explain the low registration in ACET programmes by the youth in Mashashane-Maraba.
An empirical inquiry using a qualitative research design was used to conduct a case study on four Community Learning Centres located in the Mashashane-Maraba area of the Limpopo Province of South Africa. The researcher sourced data from the field through one-on-one face-to-face interviews, focus group discussions, observations and document analysis. The relevant literature was reviewed on the role of ACET in equipping the youth with employable skills. Furthermore, important documents of the Department of Higher Education on ACET relevant to the study were also reviewed to obtain rich data for the study. A sample of 29 participants comprising 20 adult learners, 3 facilitators, 4 centre managers and 2 officials were purposively selected for the interviews from selected Community Education and Training Colleges in Limpopo.
The theories of andragogy, dependency, transformation and empowerment were adopted and used as the foundation of the study. The results revealed that the selected community learning centres in Mashashane-Maraba offered the old general education and training certificate for adult learning programmes however, the programmes did not up-skill or impart skills to students. The fact that the ACET curriculum offered by the CET Colleges did not offer skills training, limits chances of employment to the youth; hence, most of them opted to stay at home rather than enrol for the programme.
Based on the findings, the study made the following recommendations for stakeholders to improve the programmes, especially in the CET Colleges located in the Limpopo Province:
• There is a need to provide proper infrastructure for community colleges and their delivery sites in order to foster distinct institutional identity;
• The government should incorporate a practical aspect that focuses on imparting job skills in order to enhance employment chances for registered youth. This can reduce the social grant bill on the taxpayers;
• The Adult and Community Education and Training (ACET) programmes offered by the selected Community Learning Centres in Limpopo should emphasise on practical skills in order to equip the out-of-school youth with employment or self-employment skills; and
• The working conditions of the Community Education and Training Educators should be improved in order to increase their focus and commitment in the provision of skills.
In conclusion, this study contributes to the knowledge in the CET sector by revealing some of the major challenges hindering the effective implementation of curriculum that focus on skills training of unemployed youths in the countryside communities. Given that unemployment is a major problem facing the youth in rural communities, the study emphasised the need for transformation of the curriculum in Community College programmes so that it includes more practical job-related skills such as plumbing, welding, building, electrical and leather works.
The findings from the study could be used to ensure that programmes offered by the CET Colleges up-skill the youth so that their chances of finding employment are enhanced. However, as a case study, this investigation does not seek to over-generalise its findings bearing in mind that the conditions of the various community learning centres (CLCs) may differ from one another.Educational StudiesPh. D. (Adult Education
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