Learner autonomy through project-based teaching and learning in technical and vocational education and training hospitality education

Abstracts in English, Afrikaans and Northern SothoProject-Based Learning (PjBL) is a teaching and learning approach that involves students actively working on real-world projects to develop knowledge and skills. This method has been shown to be effective in promoting Learner Autonomy (LA) and skills development in language learning studies. However, a dearth of research has been done on the use of PjBL in hospitality education, especially in a Technical and Vocational Education and Training (TVET) environment. Using a case study research strategy, this study aimed to investigate whether PjBL could be used to promote LA and develop employable skills in hospitality education. Kolb’s Experiential Learning Theory (ELT) serves as the theoretical framework for this study. PjBL aligns with this theory as it allows students to experience a problem or challenge, reflect on their learning, think about possible solutions, and take action to complete the project. A convergent Mixed Methods (MM) approach, informed by a pragmatic paradigm, was used to develop a framework for PjBL in promoting LA in a TVET environment. The study included a closed-structured questionnaire with responses from 144 (n=144) students from two hospitality programmes, as well as a semi-structured interview with 18 student participants. Students' self-reflection reports were used as the third data collection instrument to assess the level of reflection. The findings indicate that PjBL is an effective teaching and learning approach in hospitality education that can promote LA, lead to a deeper understanding of the subject matter, and facilitate the development of a variety of important skills and competencies. Students can apply their knowledge and skills in meaningful ways through hands-on, real-world activities, which can foster a greater sense of autonomy and responsibility for their own learning. Moreover, this study emphasises the significance of incorporating PjBL into hospitality education programmes to prepare students for success in a rapidly changing world. Furthermore, PjBL is recognised as a valuable alternative to traditional Experiential Learning (EL) methods and has the potential to promote deeper learning outcomes.Projekgebaseerde leer (“PjBL”) is ’n onderrig- en leerbenadering wat behels dat studente aktief aan werklike projekte werk om hul kennis en vaardighede te ontwikkel. Hierdie metode is as doeltreffend bewys in die bevordering van leerderoutonomie (“LA”) en vaardigheidontwikkeling in taalleerstudies. Daar is egter ’n gebrek aan navorsing oor die gebruik van projekgebaseerde leer in gasvryheidsonderrig, veral in ’n omgewing van tegniese en beroepsgerigte onderrig en -opleiding (“TVET”). Die doel van hierdie studie was om, met behulp van ’n gevallestudie-navorsingstrategie, vas te stel of projekgebaseerde leer ingespan kan word om leerderoutonomie te bevorder en indiensneembaarheidsvaardighede in gasvryheidsonderrig te ontwikkel. Kolb se Ervaringsleerteorie (“ELT”) dien as die teoretiese raamwerk vir hierdie studie. In ooreenstemming met hierdie teorie, stel projekgebaseerde leer studente in staat om ’n probleem of uitdaging te ervaar, oor hul leer te besin, aan moontlike oplossings te dink, en handelend op te tree om die projek te voltooi. ’n Konvergerende gemengdemetode-benadering (“MM”-benadering), geïnspireer deur ’n pragmatiese paradigma, is gebruik om ’n raamwerk vir projekgebaseerde leer te ontwikkel om leerderoutonomie in ’n omgewing van tegniese en beroepsgerigte onderrig en -opleiding te bevorder. Die studie het ’n geslote-struktuur-vraelys ingesluit, met response van 144 (n=144) studente van twee gasvryheidsprogramme, sowel as ’n halfgestruktureerde onderhoud met 18 studentedeelnemers. Studente se selfbesinningsverslae is gebruik as die derde data-insameling-instrument om die vlak van nadenke te assesseer. Die resultate toon dat projekgebaseerde leer ’n doeltreffende benadering tot onderrig en leer in gasvryheidsonderrig is, wat leerderoutonomie kan versterk, ’n dieper begrip van die vakinhoud kan bewerkstellig, en die ontwikkeling van ’n verskeidenheid van belangrike vaardighede en bevoegdhede kan aanhelp. Studente kan hul kennis en vaardighede sinvol aanwend deur praktiese aktiwiteite wat in pas is met die werklikheid en wat ’n sterker sin van outonomie en verantwoordelikheid vir hul eie leer kan aanwakker. Hierdie studie lê ook klem op die belangrikheid dat projekgebaseerde leer in gasvryheidsonderrig-programme ingebou moet word – om studente voor te berei om suksesvol te wees in ’n wêreld wat vinnig kan verander. Verder word projekgebaseerde leer erken as ’n waardevolle alternatief vir tradisionele metodes van ervaringsleer (“EL”); dit het boonop die potensiaal om dieper leeruitkomste te bevorder.Thuto ye e Theilwego godimo ga Diprotseke (PjBL) ke mokgwa wa go ruta le go ithuta wo o akaretsago baithuti bao ba somago ka mafolofolo diprotsekeng tsa lefase la kgonthe go hlabolla tsebo le mabokgoni. Mokgwa wo o bontshitswe o soma gabotse go tswetsa pele Boikemo bja Baithuti (LA) le tlhabollo ya mabokgoni dithutong tsa go ithuta polelo. Le ge go le bjalo, go dirilwe tlhaelelo ya dinyakisiso ka ga tshomiso ya PjBL thutong ya kamogelabaeng, kudukudu tikologong ya Thuto le Tlhahlo ya Bothekniki le ya Mesomo ya diatla (TVET). Ka go somisa leano la dinyakisiso la tshekatsheko ya maemo, nyakisiso ye e be e ikemiseditse go nyakisisa ge eba PjBL e ka somiswa go tswetsa pele LA le go hlabolla mabokgoni ao a kgontshago go hwetsa mosomo thutong ya kamogelabaeng. Teori ya Kolb ya go Ithuta ka Maitemogelo (ELT) e soma bjalo ka tlhako ya teori ya dinyakisisong tse. PjBL e sepelelana le teori ye ka ge e dumelela baithuti go itemogela bothata goba tlhohlo, go naganisisa ka dithuto tsa bona, go nagana ka ditharollo tse di kgonegago, le go tsea magato a go phetha protseke. Mokgwa wo o nepisitswego wa Mekgwa ye e Hlakantswego (MM), wo o tsebiswago ke mokgwatiriso wa go kgontsha, o somisitswe go hlama tlhako ya PjBL go tswetsa pele LA tikologong ya TVET. Dinyakisiso di be e akaretsa lenaneopotsiso leo le leo le sa nyakego ditshwayotshwayo leo le nago le dikarabo go tswa go baithuti ba 144 (n=144) go tswa mananeong a mabedi a kamogelabaeng, gammogo le poledisano ya go se latele lenaneo la dipotsiso ka bakgathatema ba baithuti ba 18. Dipego tsa baithuti tsa go itlhagisa di somisitswe bjalo ka sediriswa sa boraro sa kgoboketso ya datha go sekaseka maemo a go naganisisa. Dikutollo di laetsa gore PjBL ke mokgwa wo o somago gabotse wa go ruta le go ithuta thutong ya kamogelabaeng wo o ka tswetsago pele LA, wa lebisa kwesisong ye e tseneletsego ya taba ye, le go nolofatsa tlhabollo ya mabokgoni le bokgoni bjo bo fapafapanego bja bohlokwa. Baithuti ba ka dirisa tsebo le mabokgoni a bona ka ditsela tse di nago le mohola ka mediro ya diatla, ya lefase la kgonthe, yeo e ka godisago maikutlo a magolo a go ikemela le maikarabelo a go ithuta ga bona ka nosi. Go feta fao, nyakisiso ye e gatelela bohlokwa bja go tsenya PjBL mananeong a thuto ya kamogelabaeng go lokisetsa baithuti katlego lefaseng leo le fetogago ka lebelo. Go feta fao, PjBL e lemogwa bjalo ka mokgwa wo mongwe wa bohlokwa go feta mekgwa ye e tlwaelegilego ya Thuto ya Maitemogelo (EL) gomme e na le bokgoni bja go tswetsa pele dipoelo tsa go ithuta tse di tseneletsego.Curriculum and Instructional StudiesPh. D. (Education (Curriculum and Instructional Studies)

Anti-Gag Cytolytic T Lymphocytes Specific for an Alternative Translational Reading Frame-Derived Epitope and Resistance Versus Susceptibility to Retrovirus-Induced Murine AIDS in F1 Mice

Murine AIDS (MAIDS) develops in susceptible mouse strains after infection with the LP-BM5 murine leukemia virus complex that contains causative defective, and ecotropic helper, retroviruses. We previously demonstrated that the MAIDSresistant H-2d strains BALB/cByJ and C57BL/KsJ generate MHC class I (Kd ) restricted virus-specific CD81 cytolytic T lymphocytes (CTLs) that lyse cells expressing either defective or ecotropic gag proteins. In contrast, the congenic BALB.B and closely related C57BL/6J MAIDS-susceptible H-2b strains were unable to serve as a source of gag-specific CTLs (Schwarz and Green, 1994), suggesting that anti-gag CTLs might provide a basis for resistance to MAIDS. Although its susceptibility to MAIDS was unknown, the (BALB/c 3 C57BL/6J) F1 (CBY6F1) strain could also produce H-2d -, but not H-2b -, restricted, anti-gag CTLs (Schwarz and Green, 1994). Because of this correlation between anti-gag CTLs and resistance to MAIDS, it was important to provide more direct evidence in support of CTL-mediated protection and to determine both the fine specificity of CByB6F1 anti-gag CTLs, in comparison with the resistant C57BL/Ks and BALB/c strains, and the susceptibility of this F1 strain to LP-BM5-induced MAIDS. We report here that no symptoms of MAIDS were observed in CBY6F1 (H-2d3b ) mice. For F2 mice, in contrast to the high susceptibility of H-2b/b mice, 77% of H-2d/d and 81% of H-2b/d F2 mice did not exhibit MAIDS after LP-BM5 infection. These results are in contrast to other published studies that concluded that susceptibility, rather than resistance, is dominant in F1 (resistant 3 susceptible or susceptible 3 resistant) mice. We also show that CBY6F1 anti-gag CTLs exhibit a fine specificity shared by the MAIDS-resistant BALB/c and C57BL/Ks strains, that is, the immunodominant gag epitope, SYNTGRFPPL, encoded by an alternative open reading frame. Together with our direct demonstration here that in vivo monoclonal antibody (mAb) depletion of CD81 T cells converts genetically resistant mice to MAIDS susceptibility, these data on the ability to mount anti-ORF2/SYNTGRFPPL, gag-specific CTL responses strongly suggest that CTLs are a primary factor in determining MAIDS resistance. Accordingly, given the Kd -restricted nature of the CTLs, the main genetic determinant of resistance appeared to be the codominant expression of the resistant H-2d haplotype. Interestingly, however, 19% of H-2d/b and 23% of the H-2d/d F2 mice had at least one clinical aspect of MAIDS, suggesting that a non-MHC genetic determinant(s) can negatively influence T-cell protection and thus disease outcome

Patterned remittances enhance women’s health-related autonomy

The consequences for women “left behind” by virtue of temporary male migration are known to be mixed. On one hand, concomitant changes in fertility, female labor force participation, and social norms are often associated with increased independence for women. On the other hand, women left behind can be vulnerable to increased dependency on members of their husbands’ family, or face limited access to social institutions. These shifts in women’s capacity for decision-making can have important implications for their health and well-being. Focusing on the state of Kerala in southern India, we examine the conditions under which the remittances that migrants send home have an impact on the health of women left behind. Specifically, we assess the extent to which the timing of remittance sending can support women’s autonomy, and hence improve their autonomous healthcare decision-making and mobility to health facilities. We use evidence from migrant households in Kerala, a region deeply engrained in the world labor migration system for over five decades. Analysis is conducted with representative household survey data from the 2016 wave of the Kerala Migration Study (KMS), and paired with in-depth qualitative interviews with women in Kerala whose husbands and other family members have migrated to the Gulf. We show that the positive effect of remittances on women’s autonomy manifests primarily through the timing of remittance receipt, not the amount of money remitted. Those who receive regular remittances experience more gains in autonomy, as compared to those receiving remittances at irregular intervals, net of amount remitted. This finding challenges the usual emphasis on remittance volume as the driving factor of social and behavioral change in sending communities. Analytical efforts should be refocused on the social-interactional component of remittance sending, and how these interactions can impact women’s health and autonomy

Understanding Hydrologic Variation Through Time-Series Analysis

2010 S.C. Water Resources Conference - Science and Policy Challenges for a Sustainable Futur

Emissions

This chapter assesses the current state of the science regarding the composition, intensity, and drivers of wildland fire emissions in the USA and Canada. Globally and in the USA wildland fires are a major source of gases and aerosols which have significant air quality impacts and climate interactions. Wildland fire smoke can trigger severe pollution episodes with substantial effects on public health. Fire emissions can degrade air quality at considerable distances downwind, hampering efforts by air regulators to meet air standards. Fires are a major global source of aerosols which affect the climate system by absorbing and scattering radiation and by altering optical properties, coverage, and lifetime of clouds. A thorough understanding of fire emissions is essential for effectively addressing societal and climate consequences of wildland fire smoke

Power of the \u3cem\u3et\u3c/em\u3e Test for Normal and Mixed Normal Distributions

Previous research suggests that the power of the independent-samples t test decreases when population distributions are mixed normal rather than normal, and that robust methods have superior power under these conditions. However, under some conditions, the power for the independent-samples t test can be greater when the population distributions for the independent groups are mixed normal rather than normal. The implications of these results are discussed