6,969 research outputs found

    What skills pay more? The changing demand and return to skills for professional workers

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    Technology is disrupting labor markets. We analyze the demand and reward for skills at occupation and state level across two time periods using job postings. First, we use principal components analysis to derive nine skills groups: ‘collaborative leader’, ‘interpersonal & organized’, ‘big data’, ‘cloud computing’, ‘programming’, ‘machine learning’, ‘research’, ‘math’ and ‘analytical’. Second, we comment on changes in the price and demand for skills over time. Third, we analyze non-linear returns to all skills groups and their interactions. We find that ‘collaborative leader’ skills become significant over time and that legacy data skills are replaced over time by innovative ones

    Community stochastic domestic electricity forecasting

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    The domestic sector is a significant energy consumer – accounting for around 40% of global electricity demand – due to household demand diversity and complexity. An accurate and robust estimation of domestic electrical loads, environmental impacts, and energy-efficiency potential is crucial for optimal planning and management of energy systems and applications. However, uncertainties resulting from simplistic socio-technical attributes, microclimatic variations, and oversimplification of the effects of interdependent variables make domestic energy modelling challenging. In this research, a hybrid bottom-up community energy forecasting framework is developed to estimate sub-hourly domestic electricity demand using a combination of statistical and engineering modelling approaches by considering key factors influencing household consumption, including demographic characteristics, occupancy patterns, and the features, ownership, and utilisation patterns of electric appliances. The framework is tested on a community in Wales, UK and validated on an annual, daily, and sub-hourly basis with monitored electricity usage averages derived from the UK Energy Follow-Up Survey and the sub-national electricity consumption datasets. Results closely reflect annual and daily household demand at individual dwellings and aggregated levels, with an estimation accuracy of up to 90%. Moreover, the framework facilitates more reliable sub-hourly demand profiles compared to conventional simulation practices that overestimate daily electricity demand and sub-hourly peaks by up to 15% and 50%, respectively

    Natural and Technological Hazards in Urban Areas

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    Natural hazard events and technological accidents are separate causes of environmental impacts. Natural hazards are physical phenomena active in geological times, whereas technological hazards result from actions or facilities created by humans. In our time, combined natural and man-made hazards have been induced. Overpopulation and urban development in areas prone to natural hazards increase the impact of natural disasters worldwide. Additionally, urban areas are frequently characterized by intense industrial activity and rapid, poorly planned growth that threatens the environment and degrades the quality of life. Therefore, proper urban planning is crucial to minimize fatalities and reduce the environmental and economic impacts that accompany both natural and technological hazardous events

    A Hermeneutic Phenomenological Study into International Baccalaureate Diploma Programme Teachers\u27 Lived Experience of Professional Growth

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    The International Baccalaureate (IB) program provides an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB program. The purpose of this hermeneutic phenomenological study was to explore the professional learning experiences of IB Diploma Programme (DP) teachers in international schools. Semi-structured interviews were conducted with seven teachers from five different schools and all six IB subject groups who had severalyears’ experience of teaching in the IB program. Explication of data showed that DP teachers found aspects of official IB workshops to be helpful, but these trainings were insufficient in themselves for the ongoing, job-embedded learning required to understand and implement the IB educational philosophy. While andragogical principles were found to be beneficial in formal learning sessions to guide teacher growth, heutagogical practice, or self-initiated and -directed learning, leads IB teachers to seek out informal professional growth activities that enable them to develop both individually and collectively in their school contexts

    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)

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    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
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