Pedestrian Safety

Every year the number of pedestrians involved in a car accident unfortunately increases. In Monterey County this seems to be especially true. According to the Office of Traffic Safety (OTS) in 2014, Monterey County ranked 17th out of 58 in the state of California for automobile crashes involving pedestrians and bicyclists. As a result, the Monterey County Health Department received a grant from the Office of Traffic Safety to address this problem. The team leading these efforts is the Injury Prevention Program from the Chronic Disease and Injury Prevention Unit. The capstone project consists of educational materials for elementary school children on pedestrian safety. Topics of this presentation include staying visible to traffic, safety equipment, staying alert for traffic as well as traffic rules and signals. Before COVID-19 impacted Monterey County and the schools, the original project consisted of assembly style presentations. However, due to school closures the delivery of this presentation was modified in order to comply with COVID-19 guidelines and to accommodate for the school’s distance learning adaptation

Best practice in communications training for public engagement with science, technology, engineering and mathematics

Effective training in key communications skills is critical for successful public engagement. However, what are the secrets to designing and delivering an effectual training course? This paper outlines key findings from a research study into communication training programmes for public engagement with STEM (science, technology, engineering and mathematics). The research focused on training in direct communication methods, (as separate from media training) and encompassed both trainers and trainees, the latter group spanning across both scientists and explainers. The findings indicated that training courses are effective at increasing involvement in science communication events and trainees feel more confident and able to engage due to training. An interactive style was found to be a key element of training courses. Demonstrations of good practice followed by own performance with feedback were also important, preferably involving a ‘real’ audience. A list of guidelines on best practice has been developed which offers practical advice

Biology and Society: A New Way to Teach Tertiary Science to Non-science Students

Room 9.15, Worsley Building, University of Leeds, Leeds, LS2 9J

The effect of teaching materials on the development of vocabulary in students from 5th grade at “El Faro” during the first semester of 2013

This thesis research has its main focus in the field of education, related of course, with the teaching of English language. Since the teaching process has an incredible amount of educational materials that support and strengthen the development of students´ skills, we wanted to emphasize those materials that facilitate the learning of vocabulary. Specifically, the present research addresses the use of teaching materials, designed to develop the vocabulary of elementary students, and it is mentioned of course, many authors and theories. Although, many teachers make use of all possible tools to achieve their educational goals, many others leave out not only the media, but also obviate its importance. Through this thesis are exposed not only different teaching materials, but also strategies and activities linked to teaching vocabulary, which can help language teachers to build a clearer perspective on how to use the resources around them to achieve in students meaningful and creative learning. When it comes to vocabulary, people think about an extensive set of individual words, which is not far from reality. However, it involves much more than that. Regarding vocabulary, we can also include idioms, expressions, chunks or lexical phrases. In addition, students are able to communicate successfully with others when they have enough words to express themselves. Otherwise, possessing an extensive vocabulary or learning a limited one, but in the most significant way, makes a difference in the cognitive process of a student. As language skills are gaining more and more strength within the set of knowledge,vocabulary acquisition-learning is vital in the learning process as well. Understand, manage and acquire vocabulary, might be crucial, even above another sub skill or ability, and it could represent the key to the understanding of children and what allow them to understand what they hear and read in school. Therefore, vocabulary can build scholastic success. In order to support this thought many ideas and author´s theories are exposed in this research, which pursues to analyze the effect of the materials mentioned before, in teaching vocabulary in the English languag

Perspectivas Feministas e de Gênero nas Relações Internacionais: ponderaçẽs sobre a trajetória destas abordagens nos estudos de paz e segurança

Artigo apresentado como trabalho de conclusão de curso da Especialização de Relações Internacionais Contemporâneas pela Universidade Federal da Integração Latino-Americana (UNILA)Marginalizado durante muito tempo nos estudos das Relações Internacionais, a perspectiva das mulheres, ou mais bem, feministas e de gênero, emergem nos estudos de paz e segurança a fim de alargar o enfoque estreito que esse campo relegou a vida dos indivíduos e de seus relacionamentos. Deixando a suposta neutralidade e objetividade de lado, característica da tradição realista das RIs, as abordagens feministas e de gênero demonstram que a segurança internacional está impregnada por suposições de gênero e não é tão neutra como julga ser. Com um século de lutas em seu histórico, as abordagens feministas enfim foram reconhecidas com a agenda das “Mulheres, Paz e Segurança” pelo Conselho de Segurança da ONU e por meio das suas mais diferentes perspectivas, se concentram em construir uma paz duradoura e para todos

Removing the fear from teaching Traditional Ways of Knowing in science

Incorporating Traditional Ways of Knowing (TWK) into science education has long been recommended (e.g., Meyer & Crawford, 2011; Rich, 2012; Zidny, Sjöström, & Eilks, 2020). While many students are unaware that alternatives to western knowledge exist (Rich, 2012), cross-cultural education can provide students with the tools for a multiple-knowledge approach to real-world problems and can increase the relevance of science education beyond theories and facts, contextualising learning in everyday life (Zidny et al., 2020). Embedding TWK into science education can also engage under-represented students and assist in the development of academic hospitality toward Indigenous peoples (Meyer & Crawford, 2011; Rich, 2012). However, it is important to not make this approach only a box-ticking exercise (Rich, 2012). While TWK is best done in cooperation with Aboriginal people, the opportunities for this are limited. We have developed TWK with the assistance of Traditional Owners and have implemented cultural awareness training for all science students at Flinders University.  We have also developed a program of TWK embedded across an entire science degree in Conservation Biology.  We will discuss how we can build, facilitate, and embed Indigenous perspectives as non-Indigenous Australian lecturers, and how through experience, we can build confident and competent delivery of material. REFERENCES Meyer, X., & Crawford, B. (2011). Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies. Cultural Studies of Science Education, 6(3), 525-547. Rich, N. (2012). Introduction: Why link Indigenous ways of knowing with the teaching of environmental studies and sciences? Journal of Environmental Studies and Sciences, 2(4), 308-316. Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how Indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29(1), 145-185

Alternativas a la aplicación del parágrafo del artículo 57° de la ley 1453/2011, en relación a la rebaja de pena aplicable a capturados en situación de flagrancia

Este trabajo busca establecer si la aplicación del parágrafo del artículo 57 de la Ley 1453 de 2011, vulnera derechos fundamentales de los capturados en situación de fragancia y si como consecuencia de ello, existe la necesidad de implementar alternativas tendientes a restablecer las garantías conculcadas

Riesgos en la notificación electrónica

En este artículo se hace una aproximación a la importancia de la implementación de nuevas tecnologías en el sistema jurídico colombiano, y así hacer un correcto uso de las posibilidades que ofrecen las tecnologías de la información y de las telecomunicaciones, para cumplir con el objetivo de modernizar y racionalizar el funcionamiento interno de la administración pública y su relación con los administrados

National curriculum policy in Norway and Brazil Translations of the global accountability logic

This paper addressedin what ways national curriculum policy in Norway and Brazil adoptedthe global accountability logic of which OECD and other international organizations are proponents. It borrowedfrom an institutional logics perspective to explain the complexity found within the accountability logic across these two nation-states. The method used was thematic analysis of the national curriculum policy. The findings revealed that national curriculum policy is informed by the international context, but translated within national contexts. Norway elaborated the accountability logicto encompass multiple aspects of thislogic that reinforced each other to create a cohesive policy. In Brazil, tensions between different social groups resulted in a curriculum policy with contradictory aspects of the accountability logic. The translations of the global accountability logic reflected the context-specific features of each country andillustratedboth homogeneity and heterogeneity that still exists in different educational contexts.publishedVersio

Predicting Resilience with Neural Networks

Resilience engineering studies the ability of a system to survive and recover from disruptive events, which finds applications in several domains. Most studies emphasize resilience metrics to quantify system performance, whereas recent studies propose statistical modeling approaches to project system recovery time after degradation. Moreover, past studies are either performed on data after recovering or limited to idealized trends. Therefore, this paper proposes three alternative neural network (NN) approaches including (i) Artificial Neural Networks, (ii) Recurrent Neural Networks, and (iii) Long-Short Term Memory (LSTM) to model and predict system performance, including negative and positive factors driving resilience to quantify the impact of disruptive events and restorative activities. Goodness-of-fit measures are computed to evaluate the models and compared with a classical statistical model, including mean squared error and adjusted R squared. Our results indicate that NN models outperformed the traditional model on all goodness-of-fit measures. More specifically, LSTMs achieved an over 60\% higher adjusted R squared, and decreased predictive error by 34-fold compared to the traditional method. These results suggest that NN models to predict resilience are both feasible and accurate and may find practical use in many important domains