4,948 research outputs found

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    Graduate Catalog of Studies, 2023-2024

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    Comparative Multiple Case Study into the Teaching of Problem-Solving Competence in Lebanese Middle Schools

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    This multiple case study investigates how problem-solving competence is integrated into teaching practices in private schools in Lebanon. Its purpose is to compare instructional approaches to problem-solving across three different programs: the American (Common Core State Standards and New Generation Science Standards), French (Socle Commun de Connaissances, de Compétences et de Culture), and Lebanese with a focus on middle school (grades 7, 8, and 9). The project was conducted in nine schools equally distributed among three categories based on the programs they offered: category 1 schools offered the Lebanese program, category 2 the French and Lebanese programs, and category 3 the American and Lebanese programs. Each school was treated as a separate case. Structured observation data were collected using observation logs that focused on lesson objectives and specific cognitive problem-solving processes. The two logs were created based on a document review of the requirements for the three programs. Structured observations were followed by semi-structured interviews that were conducted to explore teachers' beliefs and understandings of problem-solving competence. The comparative analysis of within-category structured observations revealed an instruction ranging from teacher-led practices, particularly in category 1 schools, to more student-centered approaches in categories 2 and 3. The cross-category analysis showed a reliance on cognitive processes primarily promoting exploration, understanding, and demonstrating understanding, with less emphasis on planning and executing, monitoring and reflecting, thus uncovering a weakness in addressing these processes. The findings of the post-observation semi-structured interviews disclosed a range of definitions of problem-solving competence prevalent amongst teachers with clear divergences across the three school categories. This research is unique in that it compares problem-solving teaching approaches across three different programs and explores underlying teachers' beliefs and understandings of problem-solving competence in the Lebanese context. It is hoped that this project will inform curriculum developers about future directions and much-anticipated reforms of the Lebanese program and practitioners about areas that need to be addressed to further improve the teaching of problem-solving competence

    Measuring the concept of PID literacy : user perceptions and understanding of persistent identifiers in support of open scholarly infrastructure

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    The increasing centrality of persistent identifiers (PIDs) to scholarly ecosystems and the contribution they can make to the burgeoning 'PID graph' has the potential to transform scholarship. Despite their importance as originators of PID data, little is known about researchers' awareness and understanding of PIDs, or their efficacy in using them. In this article we report on the results of an online interactive test designed to elicit exploratory data about researcher awareness and understanding of PIDs. This instrument was designed to explore recognition of PIDs (e.g. DOIs, ORCIDs, etc.) and the extent to which researchers correctly apply PIDs within digital scholarly ecosystems, as well as measure researchers' perceptions of PIDs. Our results reveal irregular patterns of PID understanding and certainty across all participants, though statistically significant disciplinary and academic job role differences were observed in some instances. Uncertainty and confusion were found to exist in relation to dominant schemes such as ORCID and DOIs, even when contextualized within real-world examples. We also show researchers' perceptions of PIDs to be generally positive but that disciplinary differences can be noted, as well as higher levels of aversion to PIDs in specific use cases and negative perceptions where PIDs are measured on an 'activity' semantic dimension. This work therefore contributes to our understanding of scholars' 'PID literacy' and should inform those designing PID-centric scholarly infrastructures, that a significant need for training and outreach to active researchers remains necessary

    Operatic Pasticcios in 18th-Century Europe

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    In Early Modern times, techniques of assembling, compiling and arranging pre-existing material were part of the established working methods in many arts. In the world of 18th-century opera, such practices ensured that operas could become a commercial success because the substitution or compilation of arias fitting the singer's abilities proved the best recipe for fulfilling the expectations of audiences. Known as »pasticcios« since the 18th-century, these operas have long been considered inferior patchwork. The volume collects essays that reconsider the pasticcio, contextualize it, define its preconditions, look at its material aspects and uncover its aesthetical principles

    Engaging Children in Question Asking for Problem Finding to Encourage Creative Thinking in Primary School Science Teaching

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    Encouraging creative thinking is considered as the general function of education (NACCCE, 1999) and one of the aims under the national curriculum of England (DfEE/QCA, 1999). Though creative thinking is a broad term, in science it is seen as finding solutions to problems(D. P. Newton, 2010).Scientific enquiry is a creative process, commonly beginning with a question or problem, then generating a tentative answer or solution, and testing it. Generally teachers provide ready-made questions or problems for children to solve. If children themselves can find scientific problems or questions to solve in the classroom, then learning would be more engaging as it generates interest and motivation. A review of existing literature on creativity in education focusing on its least recognised aspect, problem finding, revealed the potential for children's questions, particularly wonderment questions in encouraging deep thinking. Some studies recognised the scarcity of children's questions especially explanatory questions and questions that leads to investigations in the primary school science classroom. Therefore, the study sets out to explore strategies to stimulate children to raise questions with the potential to become problems to solve in science. The study employed mixed methods using a descriptive questionnaire survey, classroom observations, short interviews, content analysis and controlled interventions with children to collect data. The sample included teachers, student teachers and Key Stage Two primary school children. It used phenomenography to analyse the data and derive useful conclusions thereby following an interpretivist approach. A theory explaining the complex process of question asking which involves the construction and articulation of descriptive and causal mental models of situations emerged from the study. Several factors are suggested which influence and order the process, especially the situation or stimulus, the teaching and learning environment, and the attributes of the child. It takes time to produce questions which could lead to scientific enquiry and it needs teaching skill to provide effective opportunities for children to ask questions, and help them put them into a suitable form

    The role of the institutional environment as a barrier or an enabler to entrepreneurial and innovation activity; the case of the South African green economy industry

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    This thesis examines the relationship between the institutional environment and entrepreneurial and innovation activity within SMEs operating in South Africa's green economy, with a focus on the energy, agriculture, water and sanitation, and waste and recycling sectors. The aim is to investigate how entrepreneurs navigate the institutional environment by utilising entrepreneurial orientation and managerial discretion to achieve entrepreneurial output. By examining the implications of South Africa's post-apartheid legacy on present-day entrepreneurship in these sectors, the study yields valuable insights from the entrepreneurs' perspectives. The methodology adopted in this study is phenomenological, which utilises qualitative research methods, cross-validated with some quantitative evidence in the form of statistical analysis and case studies. The study includes 55 participants, comprising 47 entrepreneurs and 8 stakeholders from government departments, government agencies, NGOs, and incubators. The study highlights the regulatory mechanisms in place to promote small business participation in South Africa's economy and transition to a more environmentally conscious one. However, the outcomes suggest that these measures may not be achieving their intended objectives, and the institutional environment and cultural views may pose significant obstacles to entrepreneurship and the adoption of greener practices. The research emphasises the importance of addressing these issues to promote sustainable economic growth in South Africa. The study recommends a more coordinated effort by all stakeholders to target pertinent socio-economic challenges specific to South Africa's context

    Multisensory processing, affect and multimodal manipulation: A cognitive-semiotic empirical study of travel documentaries

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    Multisensory processing represents the mirror image of multimodal meaning-making, in that interpreting multimodal discourse predominantly requires multisensory processing, even when different modes rely on the same sensory channels (Khateb et al., 2002), for example images and text in a book (Gibbons, 2012, p. 40). Remley (2017) makes a similar point when discussing the neuroscience of multimodal persuasive messages, when he asserts that “[t]he term ‘multisensory integration’ is the biological equivalent of the term ‘multimodal’ in rhetoric” (p. 9). An understanding of multisensory processing can therefore be (and presumably is) exploited at the stage of text-production as a resource for manipulative multimodal discourses, with all the ideological consequences that entails. The concept of manipulation has been a matter of discussion in critical discourse studies (CDS) and pragmatics for more than a decade. Agreement on how to define and analyse the latter has yet to be reached, although most scholars seem to agree that Relevance Theory (Sperber and Wilson, 1995) can provide a useful entry point thanks to its theorisation of variable contexts and individual cognitive environments (de Saussure, 2005; Maillat, 2013; Maillat and Oswald, 2009; Oswald, 2014). Moreover, the concept of epistemic vigilance (Sperber et al., 2010) has been used to investigate the cognitive barriers that need to be bypassed in order for manipulation to work (Hart, 2013; Mazzarella, 2015). Finally, Sorlin (2017: 133) recently highlighted the need to focus not only on the cognitive aspects influencing manipulation, but also on “the psychological aspect of manipulation that often consists in exploiting the target's weaknesses”, thus pointing towards the dimension of affect as a further explanatory force. This paper begins with an overview of the concepts of manipulation and epistemic vigilance, before discussing insights from the field of multisensory processing in the neurosciences. Then, drawing on some principles from Relevance Theory (Sperber and Wilson, 1995) and looking at some data from travel documentary programmes and their viewers, examples are offered of how manipulation is attempted and achieved through this specific multimodal genre in individual case studies. The focus of the analysis will be on bottom-up (i.e. text-driven) processes and the interpretation/reaction of an audience. The research draws on a novel methodological approach (Castaldi, 2021) that integrates Audience Research (e.g., Schrþder et al., 2003) and Social Semiotics (e.g. Kress and van Leeuwen, 1996, 2001; van Leeuwen, 1999; Machin and Mayr, 2012) in order to analyse media interactions in their individuality. Results suggest that the affective dimension, predominantly attended to through sonic and visual modes, plays a key role for multimodal manipulation to successfully occur
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