6,909 research outputs found

    Identity, Power, and Prestige in Switzerland's Multilingual Education

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    Switzerland is known for its multilingualism, yet not all languages are represented equally in society. The situation is exacerbated by the influx of heritage languages and English through migration and globalization processes which challenge the traditional education system. This study is the first to investigate how schools in Grisons, Fribourg, and Zurich negotiate neoliberal forces leading to a growing necessity of English, a romanticized view on national languages, and the social justice perspective of institutionalizing heritage languages. It uncovers power and legitimacy issues and showcases students' and teachers' complex identities to advocate equitable multilingual education

    Examples of works to practice staccato technique in clarinet instrument

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    Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır. Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur. Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir. Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır. Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır

    Transitioning to Quality Education

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    Transitioning to Quality Education focuses on the fourth UN Sustainable Development Goal. According to SDG 4, every learner should acquire the knowledge and skills needed to promote sustainable development (UN 2015, 17). Thus, the aim of sustainability education is to foster learners to be creative and responsible global citizens, who critically reflect on the ideas of sustainable development and the values that underlie them, and take responsible actions for sustainable development (UNESCO 2017). Sustainability is strongly connected to attitudes and values, therefore, applications of sustainability are complicated. Quality education requires teachers to have competences, knowledge, and skills to be able to plan and carry out meaningful education and teaching in sustainability. The aim of Transitioning to Quality Education is to provide versatile experiences and new knowledge on the cognitive, affective, and social issues that are important for promoting sustainable development in formal and non-formal education. Transitioning to Quality Education is part of MDPI's new Open Access book series Transitioning to Sustainability. With this series, MDPI pursues environmentally and socially relevant research which contributes to efforts toward a sustainable world. Transitioning to Sustainability aims to add to the conversation about regional and global sustainable development according to the 17 SDGs. Set to be published in 2020/2021, the book series is intended to reach beyond disciplinary, even academic boundaries

    Ludotopia

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    Where do computer games »happen«? The articles collected in this pioneering volume explore the categories of »space«, »place« and »territory« featuring in most general theories of space to lay the groundwork for the study of spatiality in games. Shifting the focus away from earlier debates on, e.g., the narrative nature of games, this collection proposes, instead, that thorough attention be given to the tension between experienced spaces and narrated places as well as to the mapping of both of these

    The Anthropocene Hypothesis

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    Development of novel Reynolds-averaged Navier-Stokes turbulence models based on Lie symmetry constraints

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    In the present work, the problem of RANS (Reynolds-Averaged Navier–Stokes) turbulence modeling is investigated from a novel angle by considering recently discovered constraints arising from Lie symmetry analysis. In this context, symmetries are defined as variable transformations that leave invariant a given equation. For equations describing physical phenomena,it is usually observed that their symmetries correspond to physical principles encoded in the equations. The key idea behind using symmetry methods for modeling tasks is that the physical principles encoded in an exact equation should also be present in a model for these equations. Lie symmetry theory establishes a mathematical framework to formalize this notion. The symmetries that govern turbulence fall into two main categories: Classical symmetries,which are present in the Navier–Stokes equations as well as in all statistical descriptions of turbulence, and statistical symmetries, which are found exclusively in statistical descriptions of turbulence and have no counterpart in the unaveraged Navier–Stokes equations. Even though the explicit use of symmetry methods in turbulence modeling is not yet prevalent, many well-established constraints imposed on turbulence models to prevent physically unreasonable behavior actually stem from symmetry arguments. This has led to a situation where the constraints implied by classical symmetries, which correspond to fundamental principles found throughout classical mechanics, have generally been taken into account when constructing turbulence models since the 1970s. Roughly speaking, two-equation eddy viscosity models are the simplest class of models to fulfill all of them. Statistical symmetries, on the other hand, are connected to special properties of turbulent statistics, and are, therefore, not as intuitive as the classical symmetries. As a result, they have so far been overlooked in turbulence modeling. The main goal of the present work is to devise a turbulence model while taking these statistical symmetries into account. This task turns out to be challenging because the combined set of classical and statistical symmetries imposes considerable restrictions on the possible form of the model equations. To overcome this challenge, a formal modeling algorithm is adapted and applied to turbulence modeling. Its results hint at the necessity for auxiliary velocity-like and pressure-like variables. With these model variables, possible model skeletons, both for an eddy-viscosity type model and for a Reynolds stress model, are developed. Subsequently, these simple base models are evolved into full turbulence models by applying them to canonical flows. Due to the complexity of the resulting Reynolds stress model, the emphasis is placed on developing a modified version of the k-ε-model that fulfills the statistical symmetries. This new model is calibrated against a wide range of canonical flows, where it performs at least equally well or better than the standard k-ε-model. Furthermore, the implementation of the standard k-ω-model in the in-house DG (Discontinuous Galerkin) solver BoSSS (Bounded Support Spectral Solver) is presented. Additionally, a special-purpose solver is developed that allows efficient numerical calculations with the modified k-ε-model for simple flows. The obtained results match well with experimental data

    Early Childhood Science Education: Research Trends in Learning and Teaching

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    This volume consists of a collection of articles that touch on very different research aspects within a broad scientific field known in recent years as Early Childhood Science Education. The field has gradually emerged from the interaction between three distinct scientific areas of theory and research: Early Childhood Education, Psychology, which is oriented towards the study of learning, and Science Education. At the center of the progress in this field are efforts to initiate children aged 4-8 years in the Physical and Biological Sciences. A wide range of research themes have developed around this main axis: children's mental representations of phenomena of the natural world and scientific concepts, the study of the implementation and effectiveness of specific teaching activities related to curricula or activities focusing on the specific characteristics of teaching processes such as reasoning, explanation, communication, interaction or argumentation, the issue of teachers' relevance to the teaching of science, the use of pecialized teaching materials, the emergence of the issue of scientific skills, the highly contemporary issue of the differentiation and inclusion of children in the world of science, important socio-scientific issues, the role of family-related factors etc. Within this context, this collective book aims to reflect contemporary research trends in the field of Early Childhood Science Education

    Open World Learning

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    This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education

    New Research and Trends in Higher Education

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    This book aims to discuss new research and trends on all dimensions of Higher Education, as there is a growing interest in the field of Higher Education, regarding new methodologies, contexts, and technologies. It includes investigations of diverse issues that affect the learning processes in Higher Education: innovations in learning, new pedagogical methods, and new learning contexts.In this sense, original research contributions of research papers, case studies and demonstrations that present original scientific results, methodological aspects, concepts and educational technologies, on the following topics:a) Technological Developments in Higher Education: mobile technology, virtual environments, augmented reality, automation and robotics, and other tools for universal learning, focusing on issues that are not addressed by existing research;b) Digital Higher Education: mobile learning, eLearning, Game-based Learning, social media in education, new learning models and technologies and wearable technologies for education;c) Case Studies in Higher Education: empirical studies in higher education regarding digital technologies, new methodologies, new evaluation techniques and tools, perceptions of learning processes efficiency and digital learning best practice
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