An Initial Look at Robotics-based Initiatives to Engage Girls in Engineering

Over the past 10 years, the use of robotic kits in K-12 Science, Technology, Engineering, and Math (STEM) initiatives as well as undergraduate engineering education has increased significantly. However, a survey of students in grades 9–12 indicated that only 2–3% of women in high school express an intention to study engineering; conversely, 16% of high school men declared that they plan to pursue an engineering degree [1]. In this paper, the authors present an initial review of published literature regarding the use of robotics in schools to identify cases where robotic kits have been used to engage girls in STEM learning and to discuss how robotics has been used or could be used to positively influence outcomes of girls’ knowledge, interests, self-efficacy, and attitudes related to careers in engineering

Hands-on science. Rethinking STEAM education in times of uncertainty

After over two years of major constraints imposed by the COVID pandemic, the education world is still trying to find ways to adapt in order to keep providing, in an effective way, its crucial contribution to the world’ development our societies need and expect

Teacher roles during amusement park visits – insights from observations, interviews and questionnaires

Amusement parks offer rich possibilities for physics learning, through observations and experiments that illustrate important physical principles and often involve the whole body. Amusement parks are also among the most popular school excursions, but very often the learning possibilities are underused. In this work we have studied different teacher roles and discuss how universities, parks or event managers can encourage and support teachers and schools in their efforts to make amusement park visits true learning experiences for their students

Volume 42, Number 07 (July 1924)

Facts About Music and Shakespeare How Schubert Found Inspiration From a Coffee Mill How Queen Elizabeth Played the Virginal Value of Two-Finger Exercises Changes of Key Unrest in Study Self-Help, Eight Weeks\u27 Intensive Summer Course in Pianoforte Study Grand Piano Gives a Lesson Don\u27t Interrupt Pupils Spring Day, a Pitch-Pipe and Some Ear-Training How Little Italy Requires Its Funeral Marches Pigeon-Toed Hands and Fingers with Arched Insteps Musical Dialogue Haydn\u27s Gay Heart Tchaikowski\u27s Strange Marriage Indecent Music Moment\u27s Notice Repertoire How a Famous Engineer Studies a New Composition: A Practical Talk on Study Analysis Listening to Learn from Master Pianists Teacher\u27s Creed How Long! Muisc But Partly Realized Artistic Pedaling Overloading the Child Pupil Rhythmic Analysis Saving a Masterpiece from the Flames Interpretation and Intelligence Teaching Beginners to Count Anton Bruckner\u27s Little Request Counting with the Pupils Systematize Your Sudy Thinking Music Irrespective of Keys Pianistic Talent and Race Why a Contest? Why She Made a Success of Teaching Arpeggio Fingering Thousand Years from Now, Music in America in 2924: A Mid-Summer-Night\u27s Phantasy Fascinating March Rubinstein\u27s Free Seat Traffic and Genius When Beethoven Was Arrested as a Tramp Where Are You Going? Blind Composer Before Braille\u27s Invention Music Masters of Modern Russia: Intimate Glimpses from the Autobiography of Nikolay Andreyvich Rimsky-Korsakoff Old Studies in New Guise Soil From Which Spring Great Composers Play Softly Get the Full Flavor of Your Harmonieshttps://digitalcommons.gardner-webb.edu/etude/1713/thumbnail.jp

Livelihoods analysis of landmine affected communities in Yemen (Volume 2: annexes 1-11)

The government of Yemen is committed to the complete elimination of landmines and explosive remnants of war. The National Mine Action Committee (NMAC) was established in June 1998 to formulate policy, allocate resources, and develop a national mine-action strategy. Furthermore, the Yemen Executive Mine Action Centre (YEMAC) was established in January 1999 as the implementing body of the NMAC with the primary responsibility of coordinating all mine-action activities in the country. The aim of the current Strategic Mine Action Plan is to put an end to the suffering and casualties caused by anti-personnel landmines, by the end of March 2009. As of September 2005, over 240 million square meters of affected land have been surveyed, cleared and returned to the local users. In 2005, the Mid-term Evaluation for strengthening national capacity for mine action in Yemen praised the achievements of YEMAC and NMAC to date, and also recommended that Community Rehabilitation become an integral part of mine action in Yemen in the future. This study was commissioned by YEMAC and the Geneva International Centre for Humanitarian Demining (GICHD), with the following objectives: 1. To assess the overall socio-economic returns from mine clearance investments; 2. to make a preliminary assessment of complementary development initiatives for mine-affected communities: and 3. to enhance the capacity of YEMAC to conduct future assessments of socio-economic benefits from mine action; assess the community Landmine Impact Scores as a tool for identifying impact and determining priorities for action; advise on how to design and conduct on-going socio-economic surveys relating to ERW; advise on integrating social differentiation within LIS survey protocols, and advise on enhancements to YEMAC’s monitoring and evaluation system

Departure of the Devil: Landmines and Livelihoods in Yemen

This study was commissioned by YEMAC and the Geneva International Centre for Humanitarian Demining (GICHD) with the following objectives: 1. To assess the overall socio-economic returns from mine clearance investments 2. To make a preliminary assessment of complementary development initiatives for mine-affected communities. 3.To enhance the capacity of YEMAC to conduct future assessments of socio-economic benefits from mine action; assess the community Landmine Impact Scores as a tool for identifying impact and determining priorities for action; advise on how to design ad conduct on-going socio-economic surveys relating to ERW; advise on integrating social differentiation within LIS survey protocols, and advise on enhancements to YEMAC\u27s monitoring and evaluation system

Arsenic toxicity in Bangladesh : health and social hazards

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

How can technological creativity be taught in the Saudi Arabian elementary school context?

Teaching technological creativity in the Saudi Arabian school context can support the inclusion of technology education in general education. To support this view, the thesis proposes that technological creativity be a topic taught in the elementary school context. The intention is to assist pupils aged six to twelve years to learn how to be creative through planning and carrying out activities. The thesis attempts to introduce the concept of technological creativity to gain insights that can help to enlighten pupils technologically in a way that aligns with Islamic culture. A Critical Interpretative Synthesis (CIS) methodological approach was conducted to identify, select, synthesise, and analyse integrated papers on teaching technological creativity at the elementary school level from 21 developed countries. Papers from a variety of sources, 135 altogether, were selected for the synthesis and to develop a synthesising argument (theoretical framework), derived from constructs generated in the papers included. The text of each of the papers was treated as data and objects of inquiry. This makes CIS different from meta-ethnography (ME) in that it does not aim only at aggregating or summarising findings from studies but rather at developing a clear argument around the chosen topic in order to produce a mid-range theory based on a large, diverse body of literature. The analyses were performed in two major stages: identification, inclusion, analysis and the appraisal of papers; and developing a synthesising argument derived from the synthetic constructs embedded in the integrated papers dealing with the question, how can technological creativity be taught in the Saudi Arabian elementary school context? The synthesising argument provides a new model of interpretation developed from the findings of CIS and the synthesis process. The thesis argues that a true understanding of the benefits of this topic can be achieved through a consideration of the findings of this thesis based on the critique of relevant papers drawn from the research literature of a number of developed countries. The research study seeks to encourage the education of pupils through teaching them creative processes and helping them both appreciate and enjoy technology education. Thus the aim includes developing their personality and sense of self-worth. It is also hoped that this research will be of interest to teachers in elementary education, curriculum developers, Saudi scholars and future researchers of technology education