3,832 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

    AN ANALYSIS OF IF THE ADVANCED PLACEMENT: WORLD HISTORY MODERN READING IS EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT

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    This study explored if the AP World History: Modern Reading is effective teacher professional development and if it impacts teachers and students. Desimone’s Core Conceptual Framework served as the foundation for which to evaluate professional development. Adult learning theory served as the theoretical framework. The researcher used a mixed methods explanatory sequential design. A survey was completed by 83 AP World History: Modern high school teachers who had attended the AP World History: Modern on-site Reading. The survey provided data on teacher perceptions of the Reading as well as the perceived impacts on student learning. The researcher then conducted a focus group discussion with eight participants to study teacher perceptions and the impact on student learning in greater depth. Quantitative and qualitative results were integrated in order to gain a deeper understanding. The researcher found that attending the AP World History: Modern on-site Reading is beneficial teacher professional development. The structure of the in-person Reading allows for collaboration, engages participants and is relevant to the attendees’ classroom practice. As a result of attending the Reading, teachers perceive increases in their knowledge and understanding of exam requirements, and they perceive increased levels of confidence in their abilities to instruct students and assess student learning. Teachers perceive that attending the AP World History: Modern Reading improved their students’ scores and contributed to growth in student learning

    Conceptualising adolescents’ pro-environmental behaviour: an exploration in Cyprus with reference to Scotland

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    There is now a global ecological and environmental crisis of unprecedented magnitude, severity and scale, which threatens current and future generations’ well-being. Given the influence of human behaviour on the natural environment addressing current and future environmental issues requires changes in our behaviour. In order to enhance and promote pro-environmental behaviours, one must understand what determines and influences behaviour. This is especially important to consider in adolescents (12-19 years old) given that young people will become those responsible for future environmental protection and will be facing future environmental issues. Whilst previous studies, behavioural models and theoretical frameworks have identified a number of potential behaviour determinants and potential influences, there is still confusion in the literature regarding their definitions and their exact role in determining behaviour. Additionally, despite the successful application of behavioural models, complexities and interrelations between behaviour, determinants and influences have been identified complicating understanding. Also, differences in operationalisation and interpretation of models further complicate conclusions. To conceptualise adolescents’ pro-environmental behaviours, this research explored and evaluated adolescents’ pro-environmental behaviour and behaviour determinants (i.e., environmental attitudes and knowledge), their potential influences (i.e., nature and biodiversity perceptions, nature experiences, connections with nature and current and preferred environmental education practices) and identified potential relationships within and between them. This allowed for further insights regarding how these are understood, the incorporation and simultaneous exploration of a number of determinants and influences from different behavioural models and frameworks and also the exploration of relationships within and between models and frameworks and with pro-environmental behaviours enhancing our current understanding. This research adopted a multiple case study design approach in two different socio-cultural settings, Cyprus and Scotland, with a focus on Cyprus and employed mixed research methods in two data collection phases. Phase one explored and described phenomena in both Cyprus and Scotland. It involved group discussions with 24 groups of 4-8 adolescents, and used A2 posters as a discussion schedule on which participants recorded their ideas. Based on findings from phase one, phase two evaluated and explored phenomena in further depth and identified potential relationships between them. It involved questionnaires with adolescents (Scotland: N=40, Cyprus: N=475) and semi-structured interviews with 5 teachers in Cyprus. Phase two also involved the actualisation of adolescents’ environmental education preferences. This consisted of outdoor environmental education activities with adolescents (Scotland=1 group, Cyprus=7 groups) which were evaluated using questionnaires before and after they took place. Results provide support for previous scholars’ claims regarding the multidimensionality and complexity of pro-environmental behaviours and behaviour determinants whilst also indicating differences in variable aspects. Particularly, whilst some adolescents were able to identify pro-environmental behaviours, were concerned about issues, perceived issues as important and had some environmental knowledge, this was not true for everyone. Results also indicated differences in how often individuals undertake different behaviours, differences in perceptions regarding the importance of different issues, differences in attitudes towards different behaviours, differences in reasoning for being concerned and for undertaking the different behaviours. Moreover, results indicated a number of statistically significant relationships within and between some but not all behaviours and determinants. Additionally, results also provide support for previous scholars’ claims regarding the multidimensionality and complexity of potential influences and indicated the existence of relationships between aspects of the different influences and pro-environmental behaviour and behaviour determinants. With regards to nature perceptions the results indicated a focus on the absence of humans and differences in how different areas are perceived. For contact with nature, the results indicated differences in the levels of engagement with different outdoor areas and differing perceptions of whether nature can be experienced indoors. Results regarding nature connections, indicated strong personal nature connections and a negative relationship between humans and nature. The results also indicated a lack of environmental education courses undertaken by adolescents and as part of the Cyprus school curriculum, the consideration of courses such as Geography and Biology as environmental education courses and preferences by adolescents and educators regarding what environmental education practices should consist of. Additionally, results indicated a number of statistically significant relationships between pro-environmental behaviour, determinants and potential influences. Moreover, this research also indicated that designing environmental education activities based on adolescents’ preferences is achievable and the research’s approach can act as a methodological starting point for developing and evaluating future initiatives based on participatory approaches. The examination of adolescents’ and educators’ current and preferred environmental education practices allowed for the identification of several practice recommendations. Particularly, this research advocates (a) the incorporation of courses focused on environmental education in school curricula, reducing bureaucracy issues and dependence on teachers’ initiatives for course development; (b) the consideration of adolescents’ preferences and adolescents involvement in course design; (c) undertaking courses in both indoor and outdoor locales; (d) consideration of educators’ inputs when planning, and with regards to topic, locale and speaker selection; (e) the incorporation of hands-on, fun, interesting and researching activities and (f) the involvement of educators/speakers who are passionate, relatable and kind-hearted. This research advocates the unravelling and evaluation of the multidimensionality of behaviours, determinants and influences; the combination of behavioural models and frameworks and the evaluation of variables potential effects; and the use of socio-ecological frameworks to conceptualise pro-environmental behaviours in different contexts

    UMSL Bulletin 2022-2023

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    The 2022-2023 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1087/thumbnail.jp

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Effects of municipal smoke-free ordinances on secondhand smoke exposure in the Republic of Korea

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    ObjectiveTo reduce premature deaths due to secondhand smoke (SHS) exposure among non-smokers, the Republic of Korea (ROK) adopted changes to the National Health Promotion Act, which allowed local governments to enact municipal ordinances to strengthen their authority to designate smoke-free areas and levy penalty fines. In this study, we examined national trends in SHS exposure after the introduction of these municipal ordinances at the city level in 2010.MethodsWe used interrupted time series analysis to assess whether the trends of SHS exposure in the workplace and at home, and the primary cigarette smoking rate changed following the policy adjustment in the national legislation in ROK. Population-standardized data for selected variables were retrieved from a nationally representative survey dataset and used to study the policy action’s effectiveness.ResultsFollowing the change in the legislation, SHS exposure in the workplace reversed course from an increasing (18% per year) trend prior to the introduction of these smoke-free ordinances to a decreasing (−10% per year) trend after adoption and enforcement of these laws (β2 = 0.18, p-value = 0.07; β3 = −0.10, p-value = 0.02). SHS exposure at home (β2 = 0.10, p-value = 0.09; β3 = −0.03, p-value = 0.14) and the primary cigarette smoking rate (β2 = 0.03, p-value = 0.10; β3 = 0.008, p-value = 0.15) showed no significant changes in the sampled period. Although analyses stratified by sex showed that the allowance of municipal ordinances resulted in reduced SHS exposure in the workplace for both males and females, they did not affect the primary cigarette smoking rate as much, especially among females.ConclusionStrengthening the role of local governments by giving them the authority to enact and enforce penalties on SHS exposure violation helped ROK to reduce SHS exposure in the workplace. However, smoking behaviors and related activities seemed to shift to less restrictive areas such as on the streets and in apartment hallways, negating some of the effects due to these ordinances. Future studies should investigate how smoke-free policies beyond public places can further reduce the SHS exposure in ROK

    The Value of Self-Reflexivity for Learning: A Study of Self-Reflexive Practice in Photography Criticism

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    This study is an exploration of the learning value of self-reflexivity within practices of interpretation, undertaken in the context of photography criticism. Reflexivity, understood in this study as the practice of making the researcher’s presence explicit within a research-based interpretation, is an established part of research methodology in a number of disciplines, but is rarely employed in writing about photography and is seldom discussed in the discipline’s theoretical literature. The study addresses this apparent ‘gap’ by exploring self-reflexivity’s potential to produce metacognitive and other learning gains, and personal growth, both for researchers/practitioners of photography criticism and for readers/audiences of criticism. The study has found that self-reflexivity based on critical self-reflection and disclosure can reveal the pervasive entanglement of thinking and feeling in critical interpretation, and the links between thinking/feeling and the researcher/practitioner’s life history. These links, which indicate that criticality can have an affective and biographical basis, are not generally recognised explicitly in photography writing, and the findings support the case for a new, ‘postcritical’ form of criticism – one interested in subjectivity and the operations of feeling – that is beginning to emerge within the discipline and cognate fields. More broadly, the study has developed an expanded conception of self-reflection as a mechanism for producing learning and growth when used within a self-reflexive interpretive framework. The study has found that by revealing links between thinking, feeling and life history, self-reflection can generate transformed, enriched and extended forms of understanding about photographs, ourselves and the world, and forms of personal growth, in such a way that suggests it can lead to a ‘new’ or largely unrecognised threshold concept, understood as the most powerful type of learning concept, within practices of criticism. The capacity of self-reflection to lead to alteration and enrichment of interpretation in fields such as visual culture seems to be underexplored in practical education research, and the study thus makes a significant contribution to reflective practice studies as well as to threshold concepts research, with direct implications for how critical studies curricula within arts-based higher education are designed and how the subject might be taught and learned. The study was undertaken as a self-reflexive, practice-led research inquiry, first by the researcher (a practising photography critic and lecturer) working independently, and later with a group of eight academic colleagues acting as research participants. To produce its findings, the study has pioneered an innovative nine-step protocol for engaging in self-reflexive interpretation. Practical guidelines and protocols for undertaking reflexive research seem to be rare in any field and are thought to be unprecedented in photography criticism and related disciplines. The study’s self-reflexive analytic protocol therefore represents a substantial contribution to interpretive research methodology, as well as an effective practical learning tool that is ready to use in formal education settings and beyond. The protocol is presented here, however, as the first iteration of a methodological tool that is likely to continue to evolve with further use

    Investigating the learning potential of the Second Quantum Revolution: development of an approach for secondary school students

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    In recent years we have witnessed important changes: the Second Quantum Revolution is in the spotlight of many countries, and it is creating a new generation of technologies. To unlock the potential of the Second Quantum Revolution, several countries have launched strategic plans and research programs that finance and set the pace of research and development of these new technologies (like the Quantum Flagship, the National Quantum Initiative Act and so on). The increasing pace of technological changes is also challenging science education and institutional systems, requiring them to help to prepare new generations of experts. This work is placed within physics education research and contributes to the challenge by developing an approach and a course about the Second Quantum Revolution. The aims are to promote quantum literacy and, in particular, to value from a cultural and educational perspective the Second Revolution. The dissertation is articulated in two parts. In the first, we unpack the Second Quantum Revolution from a cultural perspective and shed light on the main revolutionary aspects that are elevated to the rank of principles implemented in the design of a course for secondary school students, prospective and in-service teachers. The design process and the educational reconstruction of the activities are presented as well as the results of a pilot study conducted to investigate the impact of the approach on students' understanding and to gather feedback to refine and improve the instructional materials. The second part consists of the exploration of the Second Quantum Revolution as a context to introduce some basic concepts of quantum physics. We present the results of an implementation with secondary school students to investigate if and to what extent external representations could play any role to promote students’ understanding and acceptance of quantum physics as a personal reliable description of the world

    Digital agriculture: research, development and innovation in production chains.

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    Digital transformation in the field towards sustainable and smart agriculture. Digital agriculture: definitions and technologies. Agroenvironmental modeling and the digital transformation of agriculture. Geotechnologies in digital agriculture. Scientific computing in agriculture. Computer vision applied to agriculture. Technologies developed in precision agriculture. Information engineering: contributions to digital agriculture. DIPN: a dictionary of the internal proteins nanoenvironments and their potential for transformation into agricultural assets. Applications of bioinformatics in agriculture. Genomics applied to climate change: biotechnology for digital agriculture. Innovation ecosystem in agriculture: Embrapa?s evolution and contributions. The law related to the digitization of agriculture. Innovating communication in the age of digital agriculture. Driving forces for Brazilian agriculture in the next decade: implications for digital agriculture. Challenges, trends and opportunities in digital agriculture in Brazil

    „Wild Democracy” – The figurative conceptualization of the Parliament in Hungarian editorial cartoons (1989 – 2019) [védés előtt]

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    The expression of the Parliament is often associated with abstract concepts such as politics, democracy, or nationhood (Kapitány & Kapitány, 2002; Szabó & Oross, 2018) when instead of the literal meaning of the ‘building’, we refer to its figurative meanings. It has already been confirmed that political cartoons are rich in figurative devices (e.g., conceptual metaphor) (i.a. El Refaie, 2009) and they serve as a suitable corpus for the investigation of the figurative meaning of the Parliament. In the case of a conceptual metaphor, for instance, the Parliament (considered as a target domain) is understood via the source domain conceptually different from the target (e.g., COLOSSEUM). In that way, certain characteristic features of the source domain are mapped onto the target domain, and we are able to interpret politics, specifically the Parliament itself as the site of real, dangerous, life-or-death physical battles. All these figurative meanings can influence how we think about politics, its processes, and actors, how we argue in the case of a political problem and how we would try to solve it. The current research aims to examine how the Hungarian Parliament is visually represented in editorial cartoons and how these visual representations – through figurative conceptual devices such as conceptual metaphors and conceptual metonymies – construct the concept of the parliament. Furthermore, the thesis discusses how these cognitive devices cooperate with ironies and cultural references (such as idioms, allusions, and national symbols) which are determinant in evaluation procedures and the creation of emotional bonds between the viewer and the cartoon. In doing so, the dissertation studies the caricaturistic representations of the Parliament in three various periods (Körösényi, 2015); thus, the investigation is longitudinal (describing thirty years since 1989) and comparative. What are the novelties of the research? First, it examines Hungarian editorial cartoons in a cognitive linguistic framework, unlike this, so far Hungarian political cartoons have been discussed by historians (e.g., Tamás, 2014). Second, although the Parliament is an important concept (Kapitány & Kapitány, 2002), its figurative meaning has not been studied so widely yet. Third, it is a multimodal investigation of conceptual processes that fits into the trend of cognitive linguistic research that focuses on the cooperation of different processes. Fourth, this research examines a large data set in context where the contextual factors are limited to three types, namely idioms, allusions, and national symbols (context types are usually not defined in such concrete ways, e.g., Charteris-Black, 2011). Fifth, the dissertation applies Extended Conceptual Metaphor Theory (ECMT) (Kövecses, 2020) in practice in a larger corpus. Sixth, it is a diachronic investigation which is rare in the field of cartoon research (e.g., Frantzich, 2013) also in cognitive research, especially in multimodal research. The main results show that 1) the representation of the Parliament is strongly linked to such conceptual procedures as conceptual metonymy and conceptual metaphor. These cognitive devices are likely to cooperate with ironies and cultural references. 2) a limited number of cognitive devices (e.g., the conceptual metonymy THE PARLIAMENT STANDS FOR THE GOVERNMENT, or the conceptual metaphor THE PARLIAMENT IS A PLACE FOR PHYSICAL CONFLICT) are recurring in the corpus during the period between 1989 and 2019. However, regarding the perspectivization, content and function of these cognitive devices, it is said that the compared periods of democracy (Körösényi, 2015) show significant differences based on the diverse preferences and distribution of the cognitive devices with specific cultural references in each era. 3) the increase of more aggressive scenes emerges from the metaphoric domain of PHYSICAL CONFLICT, which goes hand in hand with a change in the use of national symbols referring to the perceived extreme nationalist content, and political slogans which are dominated by the direct elements (literal citations, showing violence overtly). An unexpected result is the detection of a shift in communication acting in the opposite direction, according to which in linguistic changes indirect processes took place (e.g., increasing use of causal type ironies), in visual processes direct changes became predominant, so for instance, violence appeared literally. In sum, the Parliament seems a permanent phenomenon throughout the years, however, this research points to its different meanings and nuances of meaning variants. So even the stability of the meaning of such a strong national symbol can be questioned
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