746 research outputs found

    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

    Reframing museum epistemology for the information age: a discursive design approach to revealing complexity

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    This practice-based research inquiry examines the impact of an epistemic shift, brought about by the dawning of the information age and advances in networked communication technologies, on physical knowledge institutions - focusing on museums. The research charts adapting knowledge schemas used in museum knowledge organisation and discusses the potential for a new knowledge schema, the network, to establish a new epistemology for museums that reflects contemporary hyperlinked and networked knowledge. The research investigates the potential for networked and shared virtual reality spaces to reveal new ‘knowledge monuments’ reflecting the epistemic values of the network society and the space of flows. The central practice for this thesis focuses on two main elements. The first is applying networks and visual complexity to reveal multi-linearity and adapting perspectives in relational knowledge networks. This concept was explored through two discursive design projects, the Museum Collection Engine, which uses data visualisation, cloud data, and image recognition within an immersive projection dome to create a dynamic and searchable museum collection that returns new and interlinking constellations of museum objects and knowledge. The second discursive design project was Shared Pasts: Decoding Complexity, an AR app with a unique ‘anti-personalisation’ recommendation system designed to reveal complex narratives around historic objects and places. The second element is folksonomy and co-design in developing new community-focused archives using the community's language to build the dataset and socially tagged metadata. This was tested by developing two discursive prototypes, Women Reclaiming AI and Sanctuary Stories

    Fundamentals of Business

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    Fundamentals of Business, fourth edition (2023) is an open education resource intended to serve as a no-cost, faculty-customizable primary text for one-semester undergraduate introductory business courses. It covers the following topics in business: Teamwork; economics; ethics; entrepreneurship; business ownership, management, and leadership; organizational structures and operations management; human resources and motivating employees; managing in labor union contexts; marketing and pricing strategy; hospitality and tourism, accounting and finance, personal finances, and technology in business

    Discovering the New Place of Learning

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    The book explores the potential of learning outside the traditional classroom when students gain real-world experiences in a variety of contexts and public spaces such as built, natural and virtual landscapes, museums, heritage sites, science centres and community venues. The authors of the book promote and put the flexible and ‘plastic’ concept of a place of learning into action by including physical geographical location, digital, virtual and textual spaces into the analysis. The book illuminates the importance of innovative educational strategies in connecting formal, non-formal and informal education – experiential learning in museums, heritage places and communities, inquiry-based pedagogy, digital storytelling, environmental online games, narrative geographies, and the use of geospatial technologies

    Commons in Design

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    The scarcity of resources, climate change, and the digitalization of everyday life are fuelling the economy of swapping, sharing, and lending—all of which are in some way linked to a culture of commoning. In this context, we understand commons as community-based processes that use, collectively manage, and organize generally accessible resources—referring to both goods and knowledge. Commons in Design explores the meaning and impact of commons—especially knowledge-based peer commons—and acts of commoning in design. It discusses networked, participatory, and open procedures based on the commons and commoning, testing models that negotiate the use of commons within design processes. In doing so, it critically engages with questions regarding designers’ positionings, everyday practices, self-understandings, ways of working, and approaches to education

    Managing Fish or Governing Fisheries? An Historical Recount of Marine Resources Governance in the Context of Latin America – The Ecuadorian Case

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    The narratives and images about ocean and its resources governance, their use and value have deep roots in human history. Traditionally, the contemporary images of fish and fisheries have been shaped under the cultural construction of power, wealth and exclusion, and also as one of poverty and marginalization. This perception was formed on early notions of natural (marine) resources access and use that were born within the colonial machinery that ruled the world from the Middle Ages until late XVII. This research explores the historical overview of marine resources usage and governance in Latin America, from a ‘critical approach to development’ perspective, by following a narrative description based on a ‘three acts’ format. It illustrates how and to what extent politics, power and knowledge have deeply influenced policies and practices at exploring the marine and terrestrial resources and at managing fish and seafood, historically, and how the fisheries resources’ management practices are influenced by principles of appropriation, regulation and usage, put in place already in the XV century that were imposed at the conquering and colonization of the Americas, disregarded previous governance practices. This article argues that fisheries governance cannot be improved without some appreciation for the social, historical, geopolitical, and cultural significance of the fishing resources themselves, of the perceptions of them by humans, and of the interactions Global North-Global South. The analysis also opens the dialogue about what kind of ocean and governance “science” we want, to support decisions, policies and practices regarding fisheries governance. Final thoughts highlight a reflection about whose knowledge is created and used to support decision and policy making in Ecuador

    Protecting our children exploring and preventing child abuse

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    Probably this will sound very much a cliché, but children do deserve to live the best quality of life. A society, I believe, is measured by our ability as a community to take care of this population, to provide for them, to give them agency and space to grow, to develop their critical skills, so that at the end of the day they have a better understanding of the World. Unfortunately, some or many children, in this journey of life, hit a bump. Some bumps are critical experiences that if society does not provide enough support and services that compliment that pain will lead to a slippery slope. This study ably led by Dr Roberta Attard and the team of Research Support Officers, namely Graziella Vella, Olga Formosa, Annabel Cuff provides us with a dire reality that our society is caught in. The pain that we seem to inflict on children at times is unthinkable and irrational, whether done consciously or not. We hope that this project funded by the Bank of Valletta will help us gather a clearer understanding of what is happening, and this will provide an opportunity for policy makers to act accordingly. The Faculty for Social Wellbeing feels privileged to have taken in on its shoulders to lead this important research.peer-reviewe
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