3,945 research outputs found

    Information actors beyond modernity and coloniality in times of climate change:A comparative design ethnography on the making of monitors for sustainable futures in Curaçao and Amsterdam, between 2019-2022

    Get PDF
    In his dissertation, Mr. Goilo developed a cutting-edge theoretical framework for an Anthropology of Information. This study compares information in the context of modernity in Amsterdam and coloniality in Curaçao through the making process of monitors and develops five ways to understand how information can act towards sustainable futures. The research also discusses how the two contexts, that is modernity and coloniality, have been in informational symbiosis for centuries which is producing negative informational side effects within the age of the Anthropocene. By exploring the modernity-coloniality symbiosis of information, the author explains how scholars, policymakers, and data-analysts can act through historical and structural roots of contemporary global inequities related to the production and distribution of information. Ultimately, the five theses propose conditions towards the collective production of knowledge towards a more sustainable planet

    The opinions of science and mathematics teachers about beliefs, practices, and implementation of meaningful learning in Israel. A case study of Arab middle school(s)

    Get PDF
    Wydział Studiów EdukacyjnychWiele badań pokazuje, że przekonania nauczycieli dotyczące nauczania i uczenia się silnie oddziałują na ich praktykę zawodową. Celem tej pracy było zbadanie przekonań i praktyk nauczycieli przedmiotów ścisłych i matematyki w arabskich szkołach średnich w Izraelu w obliczy wdrażania nowej reformy edukacyjnej w tym kraju, silnie osadzonej na koncepcji meaningful learning. Zgodnie z tą koncepcją, uczniowie powinni być aktywni i zaangażowani w proces rozwiązywania problemów, którego rdzeniem jest szeroko ujmowany dialog pomiędzy uczestnikami procesu uczenia się. W badaniach wykorzystano strategię badań jakościowych. Prowadzono obserwacje w klasie, częściowo ustrukturyzowane wywiady oraz analizy dokumentów (m.in. planów lekcji, testów, arkuszy roboczych) i notatek terenowych. Uczestnikami badania było dwudziestu nauczycieli z trzech szkół średnich w społeczeństwie arabskim. Uzyskane dane pozwoliły zarysować obraz przekonań tych nauczycieli na temat meaningful learning oraz zidentyfikować sytuacje, które nauczyciele postrzegają jako realizację tej koncepcji. Praca kończy się rekomendacjami dotyczącymi dalszych etapów wdrażania reformy edukacji w Izraelu.The introduction of a new reform potentially challenges teachers’ beliefs and practices about teaching. This case study explores these challenges in the context of a new reform in Israel, where major educational reform has been undertaken. A considerable body of research, alternatively, advocates that teachers’ beliefs about teaching and learning affect their teaching practices and many aspects of their professional work. These beliefs and practices influence many factors on the contextual and teacher levels. Thus, this study aimed to investigate and understand Arab middle school science and mathematics teachers’ beliefs, practices, and implementation of meaningful learning in Israel. The resulting data served to construct a background picture regarding teachers’ beliefs on meaningful learning, classroom practices, and identifying situations that teachers perceived as the implementation of meaningful learning. The study found also that curricular demands, teacher perceptions of their students, pressures of time, assessment, crowded classrooms, lack of resources, workload, and inadequate teacher understanding of the components of meaningful learning inhibited student- centered instruction. Thus, along with the reformation of teachers, there should also be a reformation in the context of the learning atmosphere and infrastructures in tune with the new reform’s intentions

    Cyber Conflict and Just War Theory

    Get PDF

    Art and design learning journey: interactions between learners and materials

    Get PDF
    This thesis is an empirical explorative and new materialist qualitative research journey representing a secondary school art and design teacher’s awakening to the importance and vitality of art education to young learners with regards to their own intrinsic learning journey and their subsequent wider outlook on life. Secondary education and specifically art education is vulnerable and prone to political whims, lack of interest and shifts of policy since 1768 and the founding of the Royal Academy. The historical and political lineage of art and design education is outlined along with the lasting impact of language used within more recent statutory documentation. Little research currently exists that specifically looks at what is generated within the processes of making and doing that are intrinsic to creative activity and are lived out in every art and design classroom environment. Within this thesis I will explore the rich potential for haptic and tacit knowledge to be generated within the creative process, driven by heuristic experiences. I will also highlight the generation of powerful emotional relationships generated between human and non-human actants which occur as students engage with making and doing within the art classroom. Through working directly with different creative processes and materials, including research, poetry, design, and ceramics, two classes of year 9 students explored both collaboratively and individually the value of making and responding to both their own learning experience and that of working with others. The physicist and academic Karen Barad offers a novel platform of diffractive analysis with which to interpret the research project data in order to challenge the accepted positionality of merely working through a creative process in a procedural way. Diffractive analysis is also central in the analysis of the intra-actions between human and nonhuman actants opening up further discussions challenging established hierarchy and status quo presently found in secondary education. The genesis of the creative process is explored through the material discursive phenomena created through the intra-actions between human and nonhuman matter

    The Perception of K-12 Instrumental Directors in Low-Income Areas on Virtual Learning with Skill Development and Retention

    Get PDF
    Due to the extreme measures taken to protect students from COVID-19 during the pandemic, schools closed their doors, and educators struggled to continue teaching through virtual learning platforms. Performance-based classrooms were encouraged to discover new methods and strategies to motivate students to thrive even though face-to-face rehearsals were restricted. This study examined the experiences secondary music education instrumentalists faced while attempting to utilize synchronous and asynchronous instruction in a 100 percent virtual performance-based environment. This study aimed to understand the negative and positive effects placed on secondary instrumentalists’ performance abilities, fundamental development, and participation/retention since the introduction of virtual learning in low-income areas. The focus of this study also examined the possible benefits of enhancing pedagogical skills through the addition of technological advances to push instrumental instruction and performances on the secondary level. This study followed a qualitative hermeneutic phenomenology design. Music educators in low-income DeKalb County communities were interviewed for this study. Participants were requested to share their perspectives and experiences of performance-based virtual learning and results. The study raised the need for future discussions to create and implement a state and national virtual music education guideline that would assist music educators in turning a devastating situation into a blessing for all art programs and their stakeholders

    Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia

    Get PDF
    This book, Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia, makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University’s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book is available through (a) an e-book through Pressbooks, (b) a downloadable PDF version on USU’s Open Access Book Series website), and (c) a print version available for purchase on the USU Empower Teaching Open Access page, and on Amazon

    Volume 45: Full Issue

    Get PDF
    Humboldt Journal of Social Relations 50th Anniversary Edition: Becoming a Polytechni

    The University of Montana: A History Through the Lens of Physical Culture, PE, Health, Athletics, and Recreation 1897-2019: The Evolution of a Department

    Get PDF
    https://scholarworks.umt.edu/burns/1000/thumbnail.jp

    A time for change: improving occupational performance for clients with stress-related conditions using biofeedback and self- regulation to enhance function in adult roles

    Full text link
    Traditional health care systems have a long history of marginalizing clients experiencing stress-related conditions with complex symptoms. Stress symptoms fall into the gap between physical or psychological diagnoses from providers who cannot identify their etiology and generate effective treatment plans. Whether stress is a predisposing factor contributing to a health condition or the sequelae of a health event, failure to address its impact on clients’ overall physical, emotional, and cognitive abilities contributes to their decreased function and quality of life. Occupational therapists (OTs) often treat individuals with stress- and anxiety-related conditions. Unfortunately, few studies provide measurable, objective data indicating improvement from evidence-based interventions for this population. Biofeedback and self-regulation, also called psychophysiology, can provide objective data in the form of feedback (e.g., lights, sounds, numbers, or graphs) to demonstrate individuals’ real-time status, improving their self-regulation and sense of control over their stress response. These techniques are used with the model of human occupation (MOHO), a client-centered framework that pairs well with integrative approaches such as biofeedback. The proposed “A Time for Change: Improving Occupational Performance for Clients With Stress-Related Conditions Using Biofeedback and Self-Regulation to Enhance Function in Adult Roles” program is an online education program for OTs using self-regulation and two types of biofeedback (temperature and heart rate variability) as part of an integrative treatment protocol for clients with stress-related conditions. The program includes the Functional Continuum Questionnaire (based on the MOHO), a program protocol, recommendations for a companion workbook, and a postimplementation evaluation plan
    corecore