Engineering at San Jose State University, Winter 2014

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Constructivist Multi-Access Lab Approach in Teaching FPGA Systems Design with LabVIEW

Embedded systems play vital role in modern applications [1]. They can be found in autos, washing machines, electrical appliances and even in toys. FPGAs are the most recent computing technology that is used in embedded systems. There is an increasing demand on FPGA based embedded systems, in particular, for applications that require rapid time responses. Engineering education curricula needs to respond to the increasing industrial demand of using FPGAs by introducing new syllabus for teaching and learning this subject. This paper describes the development of new course material for teaching FPGA-based embedded systems design by using ‘G’ Programming Language of LabVIEW. A general overview of FPGA role in engineering education is provided. A survey of available Hardware Programming Languages for FPGAs is presented. A survey about LabVIEW utilization in engineering education is investigated; this is followed by a motivation section of why to use LabVIEW graphical programming in teaching and its capabilities. Then, a section of choosing a suitable kit for the course is laid down. Later, constructivist closed-loop model the FPGA course has been proposed in accordance with [2- 4; 80,86,89,92]. The paper is proposing a pedagogical framework for FPGA teaching; pedagogical evaluation will be conducted in future studies. The complete study has been done at the Faculty of Electrical and Electronic Engineering, Aleppo University

Mobile Robotics

The book is a collection of ten scholarly articles and reports of experiences and perceptions concerning pedagogical practices with mobile robotics.“This work is funded by CIEd – Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.

Cliometrics : a market account of a scientific community, 1957-2005

RESUMEN: Este artículo tiene como objetivo evaluar las principales contribuciones de la cliometría en la integración global y disciplinaria de las ciencias sociales. A través de una analogía de un pseudo-mercado del conocimiento son analizadas las presiones y respuestas que los cliometristas han enfrentado en tanto una empresa cuyo objetivo es proveer respuestas a ciertas preguntas que la sociedad formula. Basado en una valoración general de los productos cliométricos se encuentra que esta comunidad científica norteamericana revolucionó la práctica de la historia económica y ganó terreno frente a la competencia representada por la historia tradicional. Posteriormente, los cliometristas difundieron sus innovaciones internacionalmente, pero atravesaron divisiones internas que en última instancia han enriquecido sus prácticas y llamado a cooperar con otras comunidades científicas.ABSTRACT: This paper aims at assessing the main contributions of cliometrics toward the global and disciplinary integration of social sciences. Through an analogy of a pseudomarket of knowledge it develops an analysis of pressures and responses that cliometricians have faced insofar as an enterprise whose goal is to provide answers to certain questions that society asks. Based on a general appraisal of cliometric-like products, it is found that this U.S. scientific community revolutionized the practice of economic history and gained terrain before the competing traditional history. Subsequently, cliometricians spread their innovations internationally but got through internal divisions which ultimately have enriched their practices and prompted them to cooperate with other scientific communities

An investigation into the state of environmental education and the use of technology in environmental education in Gauteng, South Africa

Abstract : Since the Industrial Revolution, humankind has consumed and used the earth’s resources for its own gain, but at the expense of the earth’s biosphere (Maluleke, 2005; Govender, 2011). Such impacts did not go unnoticed within the realms of education. With the roots of Environmental Education can be traced back to the 18th century when Jean-Jacques Rousseau identified the importance of Environmental Education in that it is a learning area that focuses on the environment (Eneji et al., 2017). EE gained a significant boost in the 1960s and 1970s and gained a global platform in 1972. In 1972, Stockholm, hosted the United Nations Conference on the Human Environment, from which emanated a declaration to the effect that EE should be imperative as a tool to ‘address global environmental problems’ (Eneji et al., 2017). Since the 1970s, there have been significant advances in technology: from advances in automation to the use of mobile cellular devices and computers that have become exponentially more efficient and mobile. In fact, the list of types of technologies which have been developed since the 1970s is endless (Blažek et al., 2017). They have had an impact on almost every economic sector of the globe, including the education sector (Courville, 2011). The marriage of technology and EE is a perfect tool to enhance the latter. However, the implementation of both within the schooling system is often notably slow, as in South Africa. In line with this, the state of environmental education and how technology is used for it is largely unknown within South Africa. In line with this, this study investigates the state of Environmental Education and the use of technology in Environmental Education in the Further Education and Training (FET) phase presented by Gauteng secondary schools of South Africa. For which data was collected from educators’ utilising a questionnaire survey and was analysed by means of a SWOT analysis. The study found that similar challenges are faced in the implementation of both EE and technologies such as GIS and ICTs into the school systems in South Africa as are faced in countries around the world including South Korea and Tanzania. With the largest barrier to their implementation being a lack of access to resources. However, respondents of the study have largely embraced EE and the potential it has in creating environmentally literate citizens.M.Sc. (Environmental Management

An Effective Online Training Strategy for Worship Leaders in Korea

A trained worship leader plays a significant role in a modern church\u27s proper worship experience. It is hard to find well-prepared worship leaders, and most local churches need to train those who are or will be leading their worship services. There have been various courses for this purpose by several organizations in Korea. However, these programs have usually been limited to those who are able to attend at a certain time and place set by the organization. Those who do not live in large cities or cannot afford time off during those hours have been excluded from the opportunity to take in-person classes. Recently, the development of information technology continues to expand the opportunity of online education, in which the limitations of traditional education could be alleviated for service recipients without time and space constraints. This project aims to discover a strategy to establish an effective online education program for Korean worship leaders. This research is supported by a review of the literature covering precedent approaches to the essential qualities required of a worship leader and how to educate them properly, by determining how existing worship schools in Korea are attempting online education, and by analyzing the available online tools for worship education. The expected benefit of this project is to provide more opportunities for current and future worship leaders of local churches who have not been able to attend in-person courses to enhance their ability to lead worship by participating in online programs

Libya in the modern orientalist world-system: A critical analysis of English Language acquisition (ELA) as a factor in Libya‟s new developmental strategy

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University LondonThis thesis is a critical examination of the „new vision‟ strategies that the Libyan government undertook in order to promote the deeper integration of the Libyan economy into the global economy of the Modern Orientalist World-System (MOWS). This process has been taking place since the lifting of the trade embargo on Libya by President Bush in April 2004. A crucial part of this new vision strategy was the promotion of human capital development amongst the Libyan population and with a particular emphasis upon English Language Acquisition (ELA). The argument, derived from neo-liberal thought, is that for Libya to transform itself it must embrace neo-liberal ideas that will see the government adopt the role of the enabling state, preparing Libyans for employment in a newly established private sector. ELA, the learning of what is called „global English‟, is the central part of the new vision human capital development goals. The assumption here is that by developing the English language skills of Libyans it will enhance their job prospects with foreign firms arriving in Libya. This strategy is being pursued in the aftermath of a state directed ban on the learning of English that was first decreed in 1986 and the consequences of which placed a significant obstacle in the way of the immediate employment prospects of a generation of young Libyan graduates. If the state developmental strategy now embraced by the Libyan government is to be successful then it must promote the rapid improvement in the second language skills of its young people (specifically „global English‟) if they are to take advantage of the opportunities offered by a newly opened economy. However, this strategy is fraught with dangers for the government as liberalising the Libyan economy weakens the control of the state over society. Thus the thesis addresses a number of key questions regarding the relationship between human capital (language skills) and the sociology of development; of human capital as a concept in the „modern Orientalist world-system‟; and the changing nature of state-society relations in Libya as the government attempts to integrate it more firmly into the MOWS. To what extent can the Libyan government transform its economy and society in a way that enhances its position in the MOWS rather than simply rendering it more dependent upon the power of the core?Libyan embassy bureau in Londo

Native English-speaking teachers’ perspectives on Korean university students’ learning of English as a foreign language

It is widely recognized among English language teaching scholars that there is a pedagogical gap between English as a foreign language (EFL) students and native English-speaking teachers (NESTs). However, little research has attempted to identify contributing factors and elucidate them from an NEST perspective in the Korean higher education context. This study explored NESTs’ perspectives on Korean university students’ EFL learning in an effort to bridge the gap. Attention was also drawn to NESTs’ pedagogical approaches and methods in the course of ascertaining their perspectives on the students’ learning. The study was carried out through a mixed methods approach encompassing a questionnaire survey, in-depth interviews, classroom observations, and field notes. Fifty-four NESTs completed questionnaires, and a subsample of six teachers further participated in naturalistic inquiry. The study shed light on what attributed to the effectiveness of students’ EFL learning through exploration of the following from the teachers’ perspectives: learner motivation; knowledge base; language skills; needs and expectations; in-class behaviors; study habits; learning strategies; and prior learning experience. The teachers acknowledged that the students could not take full advantage of the services rendered by NESTs while EFL classes taught by NESTs were deemed apposite, necessary, and beneficial. The teachers were consulted about ways of narrowing the gap to improve the effectiveness of EFL learning and teaching. Based on the findings, recommendations are made to close the gap and improve the quality of EFL education

Workforce Development for a Knowledge Economy: Report of the International Workshop

In a knowledge economy, globalization and rapid advances in technological innovation have rendered the production of goods and services more complex, competitive, and increasingly dependent upon information and communication technology (ICT). The social, economic, and cultural impact of these economic trends and of the information society are unprecedented. The emerging knowledge economy requires a highly flexible and increasingly skilled workforce that can be continuously trained and upgraded. Therefore, new and innovative legislation, policy, and planning must be introduced for technical and vocational education and training. In support of this goal, the objectives of the workshop were to: ○ Share experiences of workforce development for knowledge economy ○ Draft project proposals to develop workforce needed in knowledge economy ○ Examine issues to be faced with the advent of knowledge economyPreface iii PART ONE PROCEEDINGS OF THE WORKSHOP 1 I. Organization of the Workshop 3 A. Organization 3 B. Objectives of the Workshop 3 C. Opening of the Workshop 3 D. Attendance 5 E. Election of officers 5 II. Knowledge Economy Presentations 5 A. ICT and National Innovation System: Is ICT an Engine of Growth? 5 B. Developing ICT Strategy for Economic Growth 8 C. Knowledge Worker Development: Technology Neutrality and Growth of the IT Industry 9 D. Policy Implications of a Knowledge Economy 12 E. Developing ICT Strategies Using Open Technology 14 F. Knowledge Workforce Development for Computer Supported Collaborative Work Environments 15 G. Trends and Developments in Cyber Crime in the Information Age 17 H. Emerging Technical Skills Requirements for 21st Century Knowledge Workers 18 I. Needs Analysis of ICT Workers in Asia and the Pacific 21 J. Preparing Project Proposals Using Logical Framework Approach 23 III. Technical Education and Vocational Training Presentations 25 A. Employment Trends and Workforce Development Policies for the Republic of Korea 25 B. KOICA's Official Development Assistance and Human Resource Development 27 C. Human Resource Development Policy in Korea 29 D. Developing Learning Portal for Workforce Development 32 E. Closing the Gap in Education and Training 34 F. Cyber Crime Risks and Educating the Public on Internet Safety 36 G. Vocational Education and Training Finance in Korea 37 H. Educational Policy Making in Asia 39 I. Use of Information and Communications Technology in Technical Education and Vocational Training 41 J. Contribution of Technical Education and Vocational Training to Sustainable Development 43 K. Creating and Re-engineering Knowledge Workers in Developing Economies 44 L. Implications of Ubiquitous Computing for Education 46 M. Open Education System in India 48 N. Core Sustainable Development Skills for the Workforce 50 O. International Standards in Technical and Vocational Training 53 PART TWO SUMMARY OF COUNTRY REPORTS AND PROJECT PROPOSALS 57 A. Bangladesh 59 B. Bhutan 68 C. Cambodia 74 D. China 86 E. Fiji 93 F. India 101 G. Indonesia 109 H. Kazakhstan 116 Contents I. Korea 121 J. Kyrgyz Republic 131 K. Lao Peoples Democratic Republic 135 L. Maldives 148 M. Mongolia 153 N. Myanmar 155 O. Nepal 162 P. Papua New Guinea 167 Q. Philippines 172 R. Sri Lanka 180 S. Vietnam 191 ANNEXES 197 Annex I. Workshop Agenda 199 Annex II. List of Participants 20